TEACHER’S PERCEPTION: TEACHING READING STORYBOARD FOR MENTALLY RETARDED STUDENTS

Main Article Content

Lulu Asyrifah Lies Amin Lestari Oikurema Purwati

Abstract

There is evidence of the benefits of using storyboards. Most of the previous studies focused on the results of applying storyboards for students' achievement, however, there are limited empirical studies on teacher’s perceptions of the application of storyboards in teaching reading for students with special needs, especially mild-mentally retarded students. This study offers a qualitative research that aims to investigate teachers' perceptions of the use of storyboards in teaching reading and its benefits and challenges with two English teachers as the subjects. A semi-structured interview was conducted to collect the data. The findings of this study revealed that there were similarities in teacher’s perception and the benefits derived from the implementation of storyboard, but there were differences in their practice and challenges encountered in the teaching reading process to mild-mentally retarded students.

Article Details

How to Cite
[1]
L. Asyrifah, L. Lestari, and O. Purwati, “TEACHER’S PERCEPTION: TEACHING READING STORYBOARD FOR MENTALLY RETARDED STUDENTS”, JURNAL EDUCATION AND DEVELOPMENT, vol. 9, no. 3, pp. 81-85, Jul. 2021.
Section
Artikel

References

Abuzaid, H., & Al Kayed, M. (2020). The Impact of Using Storyboards on Improving Reading skills of Third-Grade Students with Reading Disabilities in Jordanian Context. International Journal of Learning, Teaching and Educational Research, 19(1), 172-187.
Al-Juhani, A. (2015). The effect of the story-telling strategy on developing listening comprehension skills on second-grade school students in the Kingdom of Saudi Arabia. International Specialized Educational Journal, 4(1), 188-202.
Al-Shablawi, S. (2017). The reality of the use of the story by Arabic language teachers in teaching and its effect on language fluency among first-grade students in the holy Karbala governorate. Journal of the College of Basic Education for Educational, 1(32), 786-803.
BIBLIOGRAPHY \m Han13 \l 1057 Alqahtani, H. H. (2013). Computer usages to developing some of Language skills to students with Intellectual Disabilities. International Journal of Information Technology & Computer Science, 7(1), 1-11.
Ary, D., Jacobs, L. C., & Sorensen, C. (2010). Introduction to Research in Education. Canada: Nelson Education, Ltd.
Bably, J., & Awwad, A. (2010). The effectiveness of a training program in developing vocal awareness skills and its effect on improving reading speed among students with learning difficulties at the elementary stage in the State of Qatar. Childhood and Education journal, 3, 65-85.
Bruce, D. (2011). Framing the Text: Using Storyboards to Engage Students with Reading. English Journal, 100(6), 78–85.
Carbo, M. (2013). Powerful best reading practices for struggling readers. Instructional Leader, 26(5), 7-5.
BIBLIOGRAPHY \m Cla14 \l 1057 Clark, P. J. (2014). Developing Reading Comprehension. Chichester: John Wiley & Sons Ltd.
Erim, G., & Caferoğlu, M. (2017). Determining the Motor Skills Development of Mentally Retarded Children through the Contribution of Visual Arts. Universal Journal of Educational Research, 5(8), 1300-1307. doi:10.13189/ujer.2017.050803
BIBLIOGRAPHY \m Ess08 \l 1057 Essley, R. L., & Rocci, A. (2008). What Are Storyboards? https://www.scholastic.com/teachers/articles/teaching-content/what-are-storyboards/.
Fajardo, I. (2014). Easy-to-read textx for students with intellectual disability: Linguistic Factors Affecting Comprehension. Journal of Applied Research in Intellectual Disabilities.
BIBLIOGRAPHY \m Gha16 \l 1057 Ghanayem, A. (2016). Curative programs for learning disabilities. Amman, Jordan : Al Masirah House for Publishing and Distribution.
Harmer, J. (2007). How To Teach English. London: Pearson Education Longman.
Hasan, D. N., & Wijaya, M. S. (2016). Storyboard in Teaching Writing Narrative Text. English Education: Jurnal Tadris Bahasa Inggris, 9(2).
BIBLIOGRAPHY \m Hid20 \l 1057 Hidayanti, L., Pahamzah, J., & Miranty, D. (2020). THE EFFECT OF STORYBOARD TECHNIQUE ON STUDENTS’ READING COMPREHENSION IN NARRATIVE TEXT AT THE TENTH GRADE OF SMAN 2 KS CILEGON. Jurnal Bebasan, 7(1), 1-14.
Kalayci, S. (2012). A Journey to Bilingualism” A Case Study of German-Turkish Bilingual Family. Educational Process: International Journal, 1(1-2), 29-38.
BIBLIOGRAPHY \m MKa13 \l 1057 Kanaanah, M. (2013). The effectiveness of the pictorial strategy in learning similar Arabic letters among students with learning difficulties in Jordan (MA thesis). Yarmouk University, Jordan
Lunberg, I., & Reichenberg, M. (2013). Developing Reading Comprehension Among Students with Mild Intellectual Disabilities: An Intervention Study. Scandanavian Journl of Education Research, 57(1).
Mansi, N. (2015). The effect of the book recorded on the skill of vocal reading among third-grade primary students with learning difficulties in the Irbid Kasbah Directorate of Education. (Unpublished Master Thesis). Yarmouk University ,Jordan.
BIBLIOGRAPHY \m Mok10 \l 1057 Mokhtar, N. H., Abdul Halim, M. F., & Kamarulzaman. (2010). The Effectiveness of Storytelling in Enhancing Communicative Skills. Procedia Social and Behavioral Sciences, 18(1), 163–169. doi:10.1016/j.sbspro.2011.05.024
BIBLIOGRAPHY \m Naa13 \l 1057 BIBLIOGRAPHY \m Naa13 \l 1057 Naar, J. M. (2013). Storyboards and Reading Comprehension of Literary Fiction in English. HOW, A Colombian Journal for Teachers of English, 20(1), 149-169.
BIBLIOGRAPHY \m Rah16 \l 1057 Rahimi, M., & Donyaie, S. (2016). Towards a better way to teach and promote mentally retarded EFL learners’ vocabulary learning and retention. International Journal of Research Studies in Psychology, 5(2), 31-39.
BIBLIOGRAPHY \m Rah19 \l 1057 Rahmi, A., & Mahyuddin, N. (2019). Design & Application of Storyboard in Teaching Characters for Children Aged 6-8 Years. Proceedings of the International Conference of Early Childhood Education (ICECE).449. Atlantis Press.
Rathert, S. (2012). Functions of Teacher and Student Code-Switching in an EFL Classroom and Pedagogical Focus: Observations and Implications. Educational Process: International Journal, 1(1-2), 7-18.
BIBLIOGRAPHY Vig, S., & Jedrysek, E. (2004). Mental Retardation in Young Children. Univeristy Center for Excellence: EITI Newsletter.