Audio Books as Teaching Media to Blind Students  in Learning Efl

Fansury, Andi Hamzah; Lutfin, Nursamsilis; Arsyad, Susalti Nur

doi:10.52208/klasikal.v1i1.4

Cited by 10 publications

(7 citation statements)

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“…However, the common denominator for all the solutions provided is the use of audio whether in audiobooks, audio supported reading (ASR), accessible education material (AER), assistive technology (AT) or instructional design methods. The use of audiobooks as recommended by [ 57 , 59 , 64 ], Audio Supported Reading (ASR) and AER [ 66 ], is considered to facilitate their learning and inclusion. According to [ 57 ], audiobooks have valuable features such as the ability to replay for learning reinforcement, to listen to an unabridged version while following along in the actual hardcopy of the same book, and note-taking becomes easier.…”

Section: Discussion On the Validated Ocrat Frameworkmentioning

confidence: 99%

“…The use of audiobooks as recommended by [ 57 , 59 , 64 ], Audio Supported Reading (ASR) and AER [ 66 ], is considered to facilitate their learning and inclusion. According to [ 57 ], audiobooks have valuable features such as the ability to replay for learning reinforcement, to listen to an unabridged version while following along in the actual hardcopy of the same book, and note-taking becomes easier. Moreover, audiobooks in distance education provide easy access, low cost and swift alteration of the content when it is necessary.…”

Section: Discussion On the Validated Ocrat Frameworkmentioning

confidence: 99%

See 1 more Smart Citation

Empirical validation of the OCRAT framework. A holistic and systematic guideline for audio-only instructional design

Moloo

Khedo

Boojhawon

et al. 2022

Univ Access Inf Soc

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This work empirically validates 23 audio-only instructional guidelines regrouped under the Organisation Content Retention Auditory and Technology (OCRAT) framework. A total of 10 audio courses consisting of 40 audio lessons/chapters equivalent to around 3 h on various topics in agriculture and fisheries were devised based on the OCRAT guidelines. A group of 225 and 180 literate and semi-literate populations both in Mauritius and India were identified. Through a range of ten (10) courses regrouping the respective audio lessons, the framework was tested over an ACALEs platform. A survey was conducted on learners who participated and completed the course. From the collected data, empirical testing using inferences on population proportions based on the binomial distribution was conducted to validate the proposed set of guidelines. The results proved to be very conclusive. Moreover, this work elaborates even further on the validated guidelines and substantiates them with additional literature. Henceforth, it can confidently be used by instructional designers for the development of interactive audio-only courses not only on ACALEs platforms but even with conventional audio-based learning like radio programs.

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Section: Discussion On the Validated Ocrat Frameworkmentioning

confidence: 99%

Section: Discussion On the Validated Ocrat Frameworkmentioning

confidence: 99%

Empirical validation of the OCRAT framework. A holistic and systematic guideline for audio-only instructional design

Moloo

Khedo

Boojhawon

et al. 2022

Univ Access Inf Soc

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show abstract

“…Menurut penelitian, penggunaan audiobook dapat membantu proses pembelajaran dan meningkatkan motivasi belajar bagi para penyandang disabilitas sensorik netra. Audiobook dapat diputar di mana saja dan kapan saja serta relatif terjangkau bagi para penyandang disabilitas sensorik netra (Adiba, Febriyanto, Shellarasa, & Afidhan, 2019;Fansury, Lutfin, & Arsyad, 2019;Mishra, 2020;Mousa et al, 2017). Penggunaan audiobook sebagai media edukasi merupakan salah satu strategi positif yang mampu membantu para penyandang disabilitas sensorik netra dalam meningkatkan kemampuan dan pengetahuan serta dapat diaplikasikan dengan nyaman (Wagar, 2016).…”

Section: Diskusi Dalam Kelompok Kecilunclassified

Edukasi Perilaku Hidup Sehat di Era Normal Baru Menggunakan Audiobook bagi Penyandang Disabilitas Sensorik Netra

Sanjaya

Meriyani

Juanita

et al. 2022

PJPM

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COVID-19 and changes in the health order in the new normal era have led to health problems, especially in blind people. Blind people have more difficulty accessing and getting health information. Good quality education and providing information with appropriate media are very important to improve a healthy lifestyle in the new normal era. Education and information about the healthy lifestyle in a new normal era with an audiobook aimed to improve knowledge about the healthy lifestyle in the new normal era at Dria-Raba Foundation. The method in this activity was to provide knowledge about the healthy lifestyle in new-normal using the audiobook to 23 blind people at Dria-Raba Foundation. A pre-test and post-test were analyzed using the Wilcoxon signed-rank test to evaluate the efficacy of the audiobook. The result showed a significant increase in knowledge from a score of 70 to 80 (p<0.05), thus education using the audiobook for blind people at the Dria-Raba Foundation to increase knowledge about a healthy lifestyle in new-normal. To improve the health quality of blind people, various types of audiobooks on health topics can be created. ABSTRAK Adanya pandemi Coronavirus Disease (COVID-19) dan perubahan tatanan kesehatan di era normal baru menyebabkan masalah terkait kesehatan yang dihadapi oleh penyandang disabilitas sensorik netra menjadi semakin kompleks. Penyandang disabilitas sensorik netra sulit untuk mendapatkan akses dan informasi tentang kesehatan. Dukungan berupa edukasi dan pemberian informasi dengan media yang sesuai menjadi sangat penting untuk memperbaiki perilaku hidup sehat di era normal baru. Pemberian edukasi terkait perilaku hidup sehat di era normal baru dengan menggunakan audiobook bertujuan untuk meningkatkan pengetahuan para penyandang disabilitas sensorik netra di Yayasan Dria-Raba tentang perilaku hidup sehat di era normal baru. Metode yang diterapkan dalam kegiatan pengabdian kepada masyarakat ini yaitu memberikan edukasi melalui audiobook kepada 23 orang penyandang disabilitas sensorik netra di Yayasan Dria-Raba. Untuk mengukur keberhasilan audiobook, dilakukan pre-test dan post-test yang kemudian dianalisis menggunakan uji Wilcoxon Signed-rank test. Hasil uji menunjukkan adanya peningkatan pengetahuan yang signifikan dari skor 70 menjadi 80 (p<0,05), sehingga dapat disimpulkan bahwa edukasi menggunakan audiobook bagi penyandang disabilitas sensorik netra di Yayasan Dria-Raba mampu meningkatkan pengetahuan para penyandang disabilitas sensorik netra tentang perilaku hidup sehat di era normal baru. Dalam hal meningkatkan kualitas kesehatan bagi para penyandang disabilitas sensorik netra, diharapkan dapat diciptakan berbagai audiobook dengan tema kesehatan lainnya.

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“…Termasuk juga LKPD yang digunakan untuk mengetahui kemampuan peserta didik dalam melakukan praktikum telah disertakan dalam bentuk audio. Buku dengan audio dapat membantu peserta didik tunannetra dalam situasi apappun tanpa bantuan orang lain dalam menggunakan materi pendidikan (Fansury et al, 2019). LKPD yang disertakan tidak dibuat dalam bentuk huruf braile karena dalam kegitan praktikum didapatkan informasi bahwa dalam keseharian peserta didik belum lancar dalam membaca huruf braile sehingga menggunakan metode audio sangat sesuai dengan peserta didik tunanetra di SMPLB Kalitidu.…”

Section: Nounclassified

“…Peserta didik dengan tunanetra memiliki rentang kemampuan kognitif yang sama dengan peserta didik lain, mereka memperoleh informasi melalui sensor lain modalitas (pendengaran, sentuhan dan penciuman) dan informasi yang diperoleh mungkin terbatas dan membingungkan (Kizilaslan, 2019). Peserta didik tunanetra atau gangguan penglihatan harus belajar dengan alat indera lain; merasakan, menyentuh, mencium, dan mendengarkan (Fansury et al, 2019). Sebagian besar peserta didik yang tunanetra dan lowvision (BLV) tidak berpartisipasi dalam kegiatan laboratorium atau mereka sangat terbatas sebelum dimasukkan hukum berlaku efektif (Michael & Wohlers, 2019).…”

unclassified

Pengembangan Kit Praktikum Media Pembelajaran Materi Campuran Dan Larutan Peserta Didik Tunanetra SMPLB

Utami

Lutfi

2021

JPK

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A B S T R A KPenelitian ini bertujuan mengembangkan suatu komponen instrumen terpadu atau disebut dengan KIT untuk mempermudah proses pengamatan atau percobaan peserta didik tunanetra pada SMPLB dalam menunjang pembelajaran materi campuran dan larutan yang valid, efektif dan praktis. Kompetensi dasar peserta didik tunanetra kelas sembilan SMPLB meminta peserta didik tunanetra dapat melakukan pengamatan maupun percobaan pada materi campuran dan larutan. Penelitian ini menggunakan pendekatan research and development (R&D) yang bertujuan untuk mengembangkan dan memvalidasi perangkat yang digunakan di sekolah agar bekerja siap pakai efektif, serta praktis. Dihasilkan perangkat pembelajaran Campuran dan Larutan yang valid, efektif, dan praktis pada peserta didik tunanetra kelas IX SMPLB. Hal ini diperoleh berdasarkan hasil uji ahli media, materi, dan guru pengajar peserta didik tunanetra. Hasil menguji dilakukan pada lima anak tunanetra. Respon diambil dari peserta didik tunanetra dan tiga orang guru SMPLB. Diperoleh hasil yang menyatakan bahwa pengembangan KIT Praktikum layak dengan memenuhi kategori valid, efektif dan praktis.A B S T R A KThis study aims to develop an Integrated Instrument Component for blind students at special high schools to support learning mixed materials and solutions that are valid, effective and practical. The basic competencies of blind students in ninth grade at SMPLB ask blind students to make observations and experiments on mixed material and solutions.This study uses a research and development (R&D) approach. The approach (R&D) aims to develop and validate the devices used in schools so that they are ready to work effectively and practically. The resulting Mixed Science and Solution learning tools were valid, effective, and practical for blind students of class IX SMPLB. This is obtained based on the results of the tests from expert of media, material, and teacher who have the specialty of teaching blind students. The results of the test were carried out on five blind children and the responses from blind students and three special shcool teachers. From the data obtained, it can be stated that the development of the KIT Practicum is feasible by meeting the valid, effective and practical categories.

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Audio Books as Teaching Media to Blind Students in Learning Efl

Cited by 10 publications

References 0 publications

Empirical validation of the OCRAT framework. A holistic and systematic guideline for audio-only instructional design

Empirical validation of the OCRAT framework. A holistic and systematic guideline for audio-only instructional design

Edukasi Perilaku Hidup Sehat di Era Normal Baru Menggunakan Audiobook bagi Penyandang Disabilitas Sensorik Netra

Pengembangan Kit Praktikum Media Pembelajaran Materi Campuran Dan Larutan Peserta Didik Tunanetra SMPLB

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