OPTIMIZATION OF NARRATIVE WRITING LEARNING THROUGH COMMUNICATIVE MEDIA IN DEAF STUDENTS IN GRADE VII JUNIOR HIGH SCHOOL
Objective: This study aims to examine the optimization of serial image media as an effective communicative tool for enhancing narrative writing skills among deaf students, addressing the challenges posed by limited language development and auditory impairments. Methods: A literature review approach was employed, analyzing 15 peer-reviewed articles published between 2018 and 2024. Articles were identified using targeted keywords such as "Ability to Write with Serial Images in Deaf Students" and underwent a rigorous selection process including identification, screening, and feasibility testing. Data synthesis was conducted using a narrative method to group findings based on measured outcomes. Results: The findings indicate that serial image media significantly improve the writing skills of deaf students by fostering engagement, enhancing comprehension, and strengthening memory retention. Students exhibited greater enthusiasm and motivation when learning through visual aids, which facilitated a deeper understanding of narrative structures. Novelty: This research underscores the critical role of visual media as a tailored instructional strategy to overcome linguistic barriers in deaf education. The study contributes new insights into inclusive teaching practices by demonstrating the high effectiveness of serial image media in improving narrative writing skills. Implication: The results emphasize the need for educators to integrate visual tools into language learning curricula to support students with special needs and enhance classroom inclusivity.
P. M. M. Langga, K. N. Sabandal, R. T. Datu-Ulama, W. D. Guimba, A. N. Sialana-Nalla, and J. C. Alico, “Communication Approaches of Hearing-Impaired Students in an English Language Learning Classroom: The Case of a Public Elementary School,” Int. J. English Lang. Stud., vol. 3, no. 4, pp. 89–99, 2021, doi: 10.32996/ijels.2021.3.4.8.
L. Şılbır, A. M. Coşar, Y. Kartal, T. Altun, M. Atasoy, and G. Özçamkan-Ayaz, “Graphic symbol based interactive animation development process for deaf or hard of hearing students,” Int. Electron. J. Elem. Educ., vol. 12, no. 4, pp. 371–382, 2020, doi: 10.26822/iejee.2020459466.
Khoirul Huda, Oikurema Purwati, and Pratiwi Retnaningdyah, “Urgency of Deaf Students and their Efforts to Improve Writing English Skills,” Int. J. Humanit. Educ. Soc. Sci., vol. 3, no. 2, pp. 582–596, 2023, doi: 10.55227/ijhess.v3i2.604.
A. U. Pujiastuti, I. Agustin, and S. Mizan, “Analysis Writing Skills of Students With Hearing Disabilities At Inclusive Elementary School,” J. Pendidik. Dasar Nusant., vol. 4, no. 1, p. 1, 2018, doi: 10.29407/jpdn.v4i1.12198.
B. F. Klimova, “Approaches to the Teaching of Writing Skills,” Procedia - Soc. Behav. Sci., vol. 112, no. January, pp. 147–151, 2014, doi: 10.1016/j.sbspro.2014.01.1149.
T. Kiss and C. Weninger, “Cultural learning in the EFL classroom: The role of visuals,” ELT J., vol. 71, no. 2, pp. 186–196, 2017, doi: 10.1093/elt/ccw072.
R. Fu et al., “MINT: a Multi-modal Image and Narrative Text Dubbing Dataset for Foley Audio Content Planning and Generation,” pp. 1–15, 2024.
C. H. Lin and Y. Y. Chang, “A progressive digital narrative teaching method to improve learning motivation as a lifelong learning skill,” Sustain., vol. 13, no. 23, 2021, doi: 10.3390/su132312991.
F. F. Wati, M. S. AM, and H. Praherdhiono, “Penerapan Metode Field Trip dalam Pembelajaran Menulis Karangan Deskripsi pada Siswa Tunarungu,” J. ORTOPEDAGOGIA, vol. 5, no. 2, p. 85, 2019, doi: 10.17977/um031v5i22019p85-89.
B. Trezek and C. Mayer, “Reading and deafness: State of the evidence and implications for research and practice,” Educ. Sci., vol. 9, no. 3, 2019, doi: 10.3390/educsci9030216.
A. P. Lintangsari, W. Widodo, and R. A. Kuswoyo, “Micro Level Narrative Skills of Deaf Students,” Linguist. Indones., vol. 37, no. 2, pp. 159–168, 2019.
I. K. A. Dwipayana, L. De Liska, I. G. A. T. Ningsih, N. P. N. Sari, and N. M. M. Cahyani, “Penerapan Media Interaktif-Komunikatif Visual Pembelajaran Bahasa, Sastra, Dan Aksara Bali Dalam Learning Management System (LMA) sebagai Upaya Penguatan Literasi Budaya,” Bhs. dan Seni, vol. 10, no. 2, pp. 346–360, 2022, doi: 10.5281/zenodo.6864741.
V. Febiani Musyadad, A. Supriatna, and D. Aprilia, “Media Gambar Seri Untuk Meningkatkan Kemampuan Menulis Karangan Narasi Dalam Pembelajaran Bahasa Indonesia,” J. Tahsinia, vol. 2, no. 1, pp. 10–18, 2021, doi: 10.57171/jt.v2i1.287.
K. Ayu, S. Wahyuni1, N. D. Handayani2, I. Bagus, and N. Mantra3, “The Use of Picture Series To Improve Writing Skill of Efl Learners,” Int. J. Appl. Sci. Sustain. Dev., vol. 2, no. 2, pp. 2656–9051, 2020.
A. S. M. Petra KRČELIĆ, “A PICTURE AND A THOUSAND WORDS: Visual Tools in ELT,” Rev. For. Fr., vol. 53, no. 3/4, pp. 110–114, 2015.
B. J. Birdsell, “The Role of Images in ELT (English Language Teaching) Textbooks: A Case for Visual Metaphors,” J. Lib. Arts Dev. Pract., vol. 1, no. August, pp. 9–18, 2017.
A. F. Munirah, Bahri, “Pengaruh Penggunaan Media Gambar Seri Terhadap Keterampilan Menulis Cerita Dongeng Siswa Kelas III SD,” J. MATHedunesa, vol. 2, no. 2, pp. 1–8, 2019.
D. C. Wibowo, P. Sutani, and E. Fitrianingrum, “Penggunaan Media Gambar Seri Untuk Meningkatkan Kemampuan Menulis Karangan Narasi,” J. Stud. Guru dan Pembelajaran, vol. 3, no. 1, pp. 51–57, 2020, doi: 10.30605/jsgp.3.1.2020.245.
F. Yulianti, “Penggunaan Media Gambar Berseri Untuk,” vol. 5, no. November, pp. 1–6, 2021.
J. Dewantara, Syaprizal, and A. Triyogo, “Teaching Writing Narrative Text Through Picture Series To the Tenth Grade Students At Sma Negeri 5 Lubuklinggau,” LIED Lingustic, Lit. English Educ., vol. 1, no. 1, pp. 22–31, 2021, doi: 10.55526/lied.v1i1.71.
P. I. Sari, T. M. Andini, and I. F. Prihatin, “Improving Students’ Writing Ability in Narrative Text Using Picture Series,” Proj. Prof. J. English Educ., vol. 7, no. 2, pp. 303–311, 2024.
I. Maulina, “Pena Kreatif: Peningkatan kemampuan membaca anak penyandang tunarungu dengan media kartu bergambar di kelas P2/A TKLB-B Dharma Asih,” Pena Kreatif, vol. 7, no. 1, pp. 13–17, 2018.
A. Widodo, V. Rachmatul Hidayati, A. Fauzi, Mu. Erfan, and D. INdraswarti, “Pengaruh Penggunaan Media Gambar Berseri Terhadap Kemampuan Menulis Kalimat Sederhana Siswa Sekolah Dasar,” J. Didika Wahana Ilm. Pendidik. Dasar, vol. 6, no. 1, 2020, doi: 10.29408/didika.v6i1.2050.
M. Wahyudi, S. Madyono, and A. Mudiono, “Penggunaan Media Gambar Seri Dalam Meningkatkan Aktivitas Aktivitaas Pembelajaran Dan Keterampilan Menulis Narasi Di Sekolah Dasar,” Wahana Sekol. Dasar, vol. 27, no. 1, pp. 18–24, 2019.
J. Pendidikan, P. Pendidikan Guru PAUD, U. Pontianak Jalan Ahmad Yani No, and K. Barat, “PENA KREATIF: PENINGKATAN KEMAMPUAN MEMBACA ANAK PENYANDANG TUNA RUNGU DENGAN MEDIA KARTU BERGAMBAR DI KELAS P2/A TKLB-B DHARMA ASIH Iin Maulina,” vol. 7, no. 1, pp. 13–17, 2018.
R. H. Aeni, M. I. Zain, and M. Sobri, “Pengaruh Penggunaan Media Gambar Berseri Tentang Peristiwa Alam Terhadap Kemampuan Menulis Cerita Pendek Siswa,” vol. 6, no. 3, 2024.
D. Yulistiani and D. Indihadi, “Keterampilan Menulis Teks Eksplanasi dengan Menggunakan Media Gambar Berseri,” PEDADIDAKTIKA J. Ilm. Pendidik. Guru Sekol. Dasar, vol. 7, no. 3, pp. 228–234, 2020, doi: 10.17509/pedadidaktika.v7i3.25625.
A. Alawia, “PENERAPAN MEDIA GAMBAR LINGKUNGAN SEKITAR DALAM berkomunikasi . Bahasa memiliki peran sebagai pusat dalam perkembangan menguasai pemakaian bahasa Indonesia yang baik dan benar . Kesalahan,” vol. 2, no. 2, pp. 147–158, 2019.
A. Fikri, S. A. Asri, and S. Ayuningrum, “Penerapan Media Gambar untuk Meningkatkan Keterampilan Menulis Puisi pada Pembelajaran Bahasa Indonesia,” Pros. …, pp. 541–546, 2021.
Y. Nurhikmah, S. Awan Asri, and S. Ayuningru, “Prosiding Seminar Nasional Pendidikan STKIP Kusuma Negara II Pengembangan Media Gambar Berseri Berbasis Pop-Up Book pada Pelajaran Bahasa Indonesia Materi Keterampilan Menulis Karangan Narasi,” Pros. Semin. Nas. Pendidik. STKIP Kusuma Negara II, pp. 305–315, 2020.
R. Pahrun, “Volume 01, (1), Maret 2021 http://ejurnal.pps.ung.ac.id/index.php/dikmas,” J. Pengabdi. Masy., vol. 01, no. 1, pp. 35–42, 2021.
T. Allman, S. Wolters Boser, and E. M. Murphy, “Including students who are deaf or hard of hearing: Principles for creating accessible instruction,” Prev. Sch. Fail., vol. 63, no. 2, pp. 105–112, 2019, doi: 10.1080/1045988X.2018.1501655.
E. Children, C. Holder, and S. Publications, “SPECIALIZED WRITING INSTRUCTION FOR DEAF STUDENTS Specialized Writing Instruction for Deaf Students: A Randomized Controlled Trial This is a pre-copyedited, author-produced PDF of an article accepted for publication in Exceptional Children following peer ,” 2022.
L. M. Prinzi, “Deaf Student-Interpreter Relationships and Feedback Practices in K-12 Mainstream Deaf Education,” J. Deaf Stud. Deaf Educ., vol. 28, no. 1, pp. 68–83, 2023, doi: 10.1093/deafed/enac026.
A. P. R. Siregar, “Penggunaan Media Gambar Seri Untuk Meningkatkan Keterampilan Menulis Karangan Deskripsi Pada Mata Pelajaran Bahasa Indonesia Siswa Kelas V SD Muhammadiyan 38 Medan Krio,” J. Pendidik. dan Konseling, vol. 5, no. 1, pp. 2438–2444, 2023.
Copyright (c) 2024 Asi Sriwidiastuty, Fathur Rokhman, Wagiran Wagiran, Hartono Hartono
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
