Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)

Listening Skill of Mild Intellectual Disability

Authors
Effran Zudeta, Mumpuniarti Mumpuniarti
Corresponding Author
Effran Zudeta
Available Online April 2019.
DOI
https://doi.org/10.2991/icsie-18.2019.20How to use a DOI?
Keywords
listening skill, short stories, mild retardation disability
Abstract
This article is intended to describe Listening Skill of Mild Intellectual Disability to short stories. The ability to be observed is understanding the meaning of listening and the child's focus in listening. This case study uses mixed methods with participatory education, interviews, documentation and literature studies. Research subjects’ initials AL class V Primary school. The findings of this research are cognitive development on aspects of listening skills are not well developed. From the test results, listening can only achieve 47.5% score of 80% KKM expected. The meaning of language conveyed by the teacher has not been linked to the concrete context while the learning material for intellectual disability must be detailed and wherever possible starting from these concrete things, considering that they experience limitations in abstract thinking so that the meaning of the language conveyed is difficult to appreciate by child. The teacher teaches only by telling stories or lectures without the use of media, it makes the child bored quickly and saturated, thus causing the child not to focus on listening to the learning provided.
Open Access
This is an open access article distributed under the CC BY-NC license.

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Cite this article

TY  - CONF
AU  - Effran Zudeta
AU  - Mumpuniarti Mumpuniarti
PY  - 2019/04
DA  - 2019/04
TI  - Listening Skill of Mild Intellectual Disability
BT  - Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)
PB  - Atlantis Press
SP  - 104
EP  - 108
SN  - 2352-5398
UR  - https://doi.org/10.2991/icsie-18.2019.20
DO  - https://doi.org/10.2991/icsie-18.2019.20
ID  - Zudeta2019/04
ER  -