Traditional Game Based Learning Model: Can it be applied in increasing the movement of mentally retarded children?

Penelitian ini bertujuan menghasilkan model pembelajaran atletik nomor lempar untuk anak tunagrahita ringan. Penelitian pengembangan ini dilakukan dengan langkah-langkah sebagai berikut: (1) pengumpulan informasi di lapangan, (2) analisis terhadap informasi, (3) pengembangan produk awal, (4) validasi ahli dan revisi, (5) uji coba lapangan kelompok kecil dan revisi, (6) uji coba lapangan kelompok besar dan revisi, dan (7) pembuatan produk final. Instrumen pengumpulan data yang digunakan yaitu: (1) pedoman wawancara, (2) skala nilai, dan (3) pedoman observasi. Teknik analisis data yang dilakukan yaitu teknik analisis deskriptif kuantitatif dan analisis deskriptif kualitatif. Penelitian menghasilkan buku panduan pembelajaran atletik nomor lempar untuk anak tunagrahita ringan yang berisikan delapan model, yaitu (1) model pembelajaran netting menolak, (2) model pembelajaran menolak peluru, (3) model pembelajaran mengayun gelang warna melewati net, (4) model pembelajaran mengayun piring ufo ke bulan, (5) model pembelajaran melempar bola berekor dengan sasaran dengan sasaran simpai yang digantung, (6) model pembelajaran melempar roket ke bintang, (7) model pembelajaran bermain netting melontar, dan (8) model pembelajaran melontar komet ke matahari.Kata Kunci: anak tunagrahita ringan, pembelajaran atletik, nomor lempar, pengembangan Developing a Learning Model of Throwing Games in Athletics for Slightly Mentally-Retarded Children AbstractThis study aims to develop a learning model of throwing games in athletics for slightly mentally retarded children. The research and development study was conducted in the research and development steps as follows: (1) collecting information in the field, (2) analyzing the information, (3) developing the preliminary product, (4) conducting expert validation and revision, (5) conducting a small-group field tryout and revision, (6) conducting a large-group field tryout and revision, and (7) making the final product. The data collection instruments included: (1) an interview guideline, (2) a grade scale, and (3) an observation guideline. The data were analyzed by means of quantitative and qualitative descriptive techniques. The study produces a guidebook for the learning of throwing games in athletics for slightly mentally retarded children consisting of eight models, i.e.: (1) a learning model of the push netting, (2) a learning model of the shot put, (3) a learning model of swinging color rings over a net, (4) a learning model of swinging an UFO plate to the moon, (5) a learning model of throwing a tailed ball at a hanging hoop target, (6) a learning model of throwing a rocket to a star, (7) a learning of the throwing netting game, and (8) a learning model of throwing a comet to the sun.Keywords: slightly mentally retarded children, athletics learning, development

Download Full-text

Programming Language for Severely Retarded Children

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.0904.213 ◽

1978 ◽

Vol 9 (4) ◽

pp. 213-219

Author(s):

Carol McCall Davis

Keyword(s):

Programming Language ◽

Mentally Retarded ◽

Mentally Retarded Children

This article describes methods of language programming for profoundly mentally retarded children that are based on linguistic principles. Examples of program contents are drawn from research reports and include cuing procedures, as well as progress from receptive through imitative behaviors, labeling responses, and grammatical sequencing.

Download Full-text

Trainable Children Can Learn Adjectives, Polars, and Prepositions!

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.0803.181 ◽

1977 ◽

Vol 8 (3) ◽

pp. 181-187 ◽

Cited By ~ 1

Author(s):

Marlys Mitchell ◽

Carolyn Evans ◽

John Bernard

Keyword(s):

Mentally Retarded ◽

Chronological Age ◽

Age Group ◽

Achievement Gains ◽

Active Involvement ◽

Mentally Retarded Children ◽

Locative Prepositions ◽

Major Factors ◽

Trainable Mentally Retarded

Twelve trainable mentally retarded children were given six weeks of instruction in the use of adjectives, polars, and locative prepositions. Specially prepared Language Master cards constituted the program. Posttests indicated that children in the older chronological age group earned significantly higher scores than those in the younger group. Children in the younger group made significant increases in scores, particularly in learning prepositions. A multisensory approach and active involvement in learning appeared to be major factors in achievement gains.

Download Full-text

Sentence Structures of Trainable and Educable Mentally Retarded Subjects

Journal of Speech and Hearing Research ◽

10.1044/jshr.2104.722 ◽

1978 ◽

Vol 21 (4) ◽

pp. 722-731 ◽

Cited By ~ 5

Author(s):

Lynn S. Bliss ◽

Doris V. Allen ◽

Georgia Walker

Keyword(s):

Mentally Retarded ◽

Linguistic Processing ◽

Completion Task ◽

Mentally Retarded Children ◽

Educable Mentally Retarded ◽

Story Completion ◽

Grammatical Structures ◽

Trainable Mentally Retarded

Educable and trainable mentally retarded children were administered a story completion task that elicits 14 grammatical structures. There were more correct responses from educable than from trainable mentally retarded children. Both groups found imperatives easiest, and future, embedded, and double-adjectival structures most difficult. The children classed as educable produced more correct responses than those termed trainable for declarative, question, and single-adjectival structures. The cognitive and linguistic processing of both groups is discussed as are the implications for language remediation.

Download Full-text

Bioelectronic Measurement of Nasality in Trainable Mentally Retarded Children

Journal of Speech and Hearing Disorders ◽

10.1044/jshd.4203.436 ◽

1977 ◽

Vol 42 (3) ◽

pp. 436-439 ◽

Cited By ~ 2

Author(s):

David A. Daly

Keyword(s):

Mentally Retarded ◽

High Prevalence ◽

Mentally Retarded Children ◽

Trainable Mentally Retarded

Fifty trainable mentally retarded children were evaluated with TONAR II, a bioelectronic instrument for detecting and quantitatively measuring voice parameters. Results indicated that one-half of the children tested were hypernasal. The strikingly high prevalence of excessive nasality was contrasted with results obtained from 64 nonretarded children and 50 educable retarded children tested with the same instrument. The study demonstrated the need of retarded persons for improved voice and resonance.

Download Full-text