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Bijak Membaca - Applying Phonic Reading Technique and Multisensory Approach with Interactive Multimedia for Dyslexia Children Siti Zulaiha Ahmad, Nik Noor Amalina Amirah Nik Ludin, Hawa Mohd Ekhsan, Arifah Fasha Rosmani, Mohammad Hafiz Ismail Department of Computer Science Faculty of Computer and Mathematical Sciences Universiti Teknologi MARA, 02600 Arau, Perlis sitizulaiha@perlis.uitm.edu.my Abstract— Reading difficulty is one of the major problems faced by dyslexic children. Reading skill is the most crucial ability as it is required in the upper level of discovery of knowledge. In this research, Phonic Reading Technique and Multisensory Approach are blended with interactive multimedia, which incorporates multimedia elements such as text, graphics, video, and animation. The manner of applying those techniques in “Bijak Membaca” is discussed. The contents of this application are specifically designed to visualize letters, words, sentences, and pronunciations in the Malay language for dyslexics, aged 7 – 8 years, with awareness of their characteristics. In order to evaluate the design of its content, heuristic testing is conducted among multimedia lecturers and IT undergraduates. The result reveals that the contents are well designed with the inclusion of Phonic Reading Technique, Multisensory Approach, and suitable multimedia elements. It is also concluded as interesting, user-friendly, attractive, valuable, and supportive. Keywords—Phonic reading; Multisensory Approach; Interactive multimedia; Dyslexic children; Heuristic testing I. INTRODUCTION The first step to explore the world of knowledge is by actively engaging in reading books, magazines, articles, and other materials. Unfortunately, children with learning disabilities, especially dyslexia, usually have problems in word recognition, which could hinder their ability to read [1]. They are usually hampered by slow reading speed, omission of words [2], and inaccurate reading [3]. Consequently, it causes inferiority complex, loss of confidence and focus, and frustration among these children [2]. In order to provide improved learning conditions for dyslexic children, an appropriate reading tool that attracts and captivates their attention is required to support their learning process. It is very important to motivate and integrate them in an enjoyable learning process. Therefore, dyslexic children need extra support [4] in terms of learning strategy to develop their skills in reading. There are many learning strategies and their effectiveness differs depending on the children themselves. From the previous research, it is found that by using existing teaching methods (traditional methods), teachers cannot get much success in teaching dyslexic children [5]. It is known that multimedia plays an important role in teaching children with dyslexia [4]. In this study, the Multisensory Approach and multimedia elements [6], such as video, audio, animation, graphic, and image, are used. This research concentrates on designing and developing a reading tool called “Bijak Membaca” to assist dyslexic children in the reading process. The idea is to provide a better learning strategy by applying the Phonic Reading Technique in Malay language, blended with the Multisensory Approach. These learning strategies are implemented using multimedia technology that is specifically designed for dyslexics aged 7 to 8 years. The rest of this section is organized as follows: the second section discusses the background of this study, which includes the Phonic Reading Technique, Multisensory Approach, dyslexia and multimedia. In the next section, the focus is on implementation of learning strategies in “Bijak Membaca”. The paper ends with disclosing results and findings obtained from heuristic testing. II. BACKGROUND A. Phonic Reading Technique Phonic skill is one of the learning strategies that is suitable for those with learning disabilities, dyslexics in specific [7][2]. Phonic is defined as a system that emphasizes on letter-sound correspondences along with word-recognition activities [8]. Phonetic Approach is proven as a natural way in learning to read [9] and it is recommended by the National Reading Panel in US as one of the key features of reading instructions [10]. Phonic reading is a systematic approach that decodes letter-sound pronunciations [9] by breaking words into 978-1-4673-4617-7/12/$31.00 ©2012 IEEE2012 IEEE Colloquium on Humanities, Science & Engineering Research (CHUSER 2012), December 3-4, 2012, Kota Kinabalu,Sabah, Malaysia554
Manfaat lainnya dari menggunakan metode fonik untuk mengajarkan membaca Bahasa Inggris adalah metode ini mempermudah anak Anda untuk mendengar dan memanipulasi bunyi dalam kata-kata yang diucapkan sehingga anak Anda akan lebih mudah membaca kata-kata Bahasa Inggris. Contohnya, Anda bisa menggantikan bunyi huruf c dari kata ‘cake’ menjadi bunyi huruf t dari kata ‘take’. Kedua kata tersebut memiliki bunyi akhir yang sama. Yang membedakannya adalah bunyi awal.
Hari ini siswa bunda Siti Muthmainnah belajar di sentra imtaq Kb Zumrotul Wildan, Jepara, Jateng Dimulai dari mengenakan perlengkapan sholat, mukena untuk menutup aurat bagi yang putri dan sarung beserta peci untuk yang putra. Selesai praktek sholat, lanjut dengan bermain dan belajar pake Abaca Hijaiyah....seru lho....dapat reward donat 🍩🍩🍩....wuih yummy... Inilah sekolah yang mempraktekkan sistem BCCT (Beyond Center n Circle Time) Yang diasuh oleh bunda Siti Muthmainnah Seru kan bunda? Abaca flashcard seri hijaiyah bisa dijadikan alat peraga pada sentra imtaq Bunda tak perlu menyiapkan APE yang harus ribet,gunting2 kertas,tulis2 pakai spidol Kami sediakan abaca flashcard buat mendukung pembelajaran di sentra sentra Sebagai contoh: Bisa dipakai pada sentra Persiapan Seri 1 panen es krim Seri 2 menguak misteri strowbery Seri 3 berburu harta karun di peternakan Seri inggris home stuffs(boy n girl) Pada sentra imtaq Seri hijaiyah 1 berburu di istana raja donat Seri 2 hijaiyah pesta permen pizza Kami ada untuk memberikan solusi pada sekolah bunda yang sedang butuh APE pendukung yang sesuai perkembangan anak Kami ada untuk membantu kesulitan bunda saat mempersiapkan ,apa saja yang dibutuhkan saat bermain di sentra persiapan n imtaq Didalam abaca pun ada box box sebagai penyimpan kartu Jadi aman,rapi Tak butuh stoples atau dompet penyimpan kartu Tampilan abaca pun menarik Jadi tak butuh spidol lagi buat mewarna Tak perlu capek menggunting n tulis2 pake spidol .... Kami sediakan dengan harga murah.... Cara penggunaan nya pun sudah lengkap di dalam nya... Usah bingung bingung ya bunda... Markom by Siti Muthmainnah n Nila Pict by Bunda Siti ABACA TIDAK DIJUAL DI TOKO BUKU/MAINAN. Agen Resmi Abaca Flashcard Harlina 085878491586
Penelitian menunjukkan bahwa Phonics adalah salah satu cara tercepat bagi anak-anak untuk mempelajari konsep menulis kata dan mengembangkan kemampuan membaca, terutama apabila mereka mulai mempelajarinya di usia muda. Dengan mengajar membaca dan mengeja melalui penerjemahan fonetik dalam pengejaan biasa, menggunakan kemampuan membaca mandiri menjadi sangat lebih mudah bagi anak-anak, dimana hal tersebut dapat mendorong mereka untuk berlatih dan terus belajar di rumah.
Salah satu metode yang dapat dipakai serta disarankan saat ini adalah phonics. Suatu sistem pengajaran membaca dimana anak menyeruakan bunyi dari huruf yang ada. Contoh, huruf 'L' disuarakan dengan 'el', 'O' dengan 'Oh', dan 'G' dengan 'Geh', untuk membentuk satu kata LOG. Metode ini sudah dipakai Montessori lebih dari 100 tahun lalu, "papar Erlin Paulina Tambunan, staf pengajar di Ceria Montessori International School, Simpruk Jakarta Selatan.
Most poor readers tend to rely so heavily on one reading strategy, such as the use of context and picture clues, that they exclude other strategies that might be more appropriate. To become skilled, fluent readers, children need to have a repertoire of strategies to draw on. These strategies include using a knowledge of sound-spelling relationships — in other words, an understanding of phonics. In addition, research has shown that skilled readers attend to almost every word in a sentence and process the letters that compose each of these words.

Later, international evaluations TIMSS and PISA showed a sharp improvement in all areas, namely literacy, from 2011/2012 to 2015, Portuguese students results raised to above OECD and IEA averages, attaining the best results ever for Portugal. A few analysts[65] explain these advances by some of the educational measures then put in place: the development of more demanding curricula, the emphasis on direct teaching, and explicit fluency training in reading and mathematics.


BUKU adalah Jendela ilmu, karena memang dengan buku kita bisa tahu banyak sesuatu. tak heran jika banyak manusia begitu menganggap buku sebagai sesuatu yang melambangkan pengetahuan. Tak heran pula jika banyak orang yang mencoba untuk membangun perpustakaan sebagai tempat dari jendela ilmu tersebut. Berikut adalah daftar 10 perpustakaan terbesar di dunia : 1. Library of Congress Library of Congress ini berada di Washington DC, Amerika Serikat. Library of Congress didirikan pada 1800. Perpustakaan ini memiliki stock lebih dari 30 juta buku. Library of Congress muncul di film National Treasure 2. 2. National Library of China National...

During World War I, these horses were important transport animals for Russian and German troops and were called Panje horses.[4] In 1923, Tadeusz Vetulani, an agriculturalist from Kraków, started to get interested in the Panje horses, a landrace of Biłgoraj and coined the name “Konik” (Polish for “small horse”), which is now established as the common name for the breed. During the 1920s, several public and private studs were created to conserve this animal.[4] In 1936, Vetulani opened a Konik reserve in the Białowieża Forest. He was convinced that if horses were exposed to natural conditions, they would redevelop their original phenotype.[4] While Vetulani's experiments are well-known and widely publicized,[7][8] his stock actually had only a minor influence on the modern Konik population.[4] However, World War II marked the end of Vetulani’s "breeding back" project. His stock was moved to Popielno, where they continued to live in semiferal conditions. Popielno became the breed’s main stud during the 1950s, but the herd was also preserved by buying animals from Germany.[4]


ADA TAHAPAN ANAK BISA MEMBACA SETELAH KENAL HURUF (SUKU KATA) JADI....TIDAK OTOMATIS BISA BACA Mungkin kita berpikir jika anak sudah tahu huruf a sampai z atau sudah kenal suku kata berarti dia sudah bisa baca.. Eit..tunggu dulu ya.. Jika kita berpikir demikian maka, sakit hatilah yg didapatkan ketika anak kita sudah hafal huruf dan kenal suku kata ternyata ketika disodorkan buku kepadanya dia belum bisa membaca..bisa2 kita salahkan media belajar membacanya.. Sabar ya... Ada tahapannya seorang anak dapat menguasai ketrampilan membaca, dan pembimbing/orang tua wajib mengetahui ini. Yaitu : 1. Setelah anak hafal semua suku kata, maka ajari dia teknik membaca yaitu dg menjejerkan kartu. Jadi, SALAH BESAR jika meyakini anak yg telah mengetahui suku kata akan otomatis tahu cara membacanya. Teknik membaca bisa diajarkan melalui teknik jejer kartu. Dimulai dg yg mudah dulu (2 kartu), lalu meningkat menjadi 3 kartu (membentuk kalimat). 2. Setelah anak mahir membaca dg teknik jejer kartu, baru kenalkan buku. Carilah buku yg penyusunannya sistematis, dan memahami level kesulitan anak serta perhatikan cara penyajian buku tsb, apakah pantas digunakan utk pemula? Anak2 tertentu, akan menolak buku (umumnya ketika usia di bawah 6 atau 7 tahun). Sebab, dalam satu halaman buku memuat terlalu banyak simbol abstrak (huruf) yg membuat anak susah fokus dan terbebani. Namun beban ini, akan berkurang seiring dg meningkatnya usia anak. Semakin matang seorang anak, semakin siap dia belajar membaca bahkan mampu beralih dari flashcard ke buku belajar membaca. Jadi utk sampai pada tahapan bisa membaca sendiri ada tahapannya. Begitu jg dg kemampuan menulis (bukan menebalkan huruf, tapi menulis tanpa menyontek), yg tidak otomatis dikuasai oleh anak yg bisa membaca (pemula). Kalopun ada sebagian anak yg mampu, jumlahnya sangat kecil. Karena utk sampai pada tahapan bisa menulis, anak harus dapat "memvisualisasikan" tulisan atau huruf2 yg terlibat dalam kata dan tahu cara menulisnya. Sumber : Diena Ulfaty, founder, owner & produsen ABACA Flashcard Repost: Bunda Rovi' Nur A minat order Abaca hubungi: #WA  085878491586
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