Improving Numeracy Skill through Use of Figure Poster Props at

Deaf Students at The Age of Second Grade Students

Nenden Ineu Herawati and Septiyani Endang Yunitasari

PG Paud Study Program, Universitas Pendidikan Indonesia, Jl. Dr.Setiabudhi 229 Bandung, West Java, INDONESIA

Keywords: Deaf, Figure Poster Props, Numeracy Ability.

Abstract: This study aims to investigate the use of figure poster props for deaf children at the age of second grade

students of primary schools, who have difficulty in learning arithmetic of addition and subtraction. The

approach used in this research is descriptive and quantitative, and the research design used is one group pre-

and post-test design. The sample for this study was three children’s. Data analysis technique used is

descriptive analysis conducted on children’s score obtained before and after using poster props. The results

showed that the ability of deaf children’s math class at the age of second grade increased from the beginning

to the end. The results showed that the average score of calculation skills before using poster props were in a

disadvantaged category, while the score of average numeracy skill after using poster props showed the

increase in the category that was quite capable. These results indicated that there was an increase between

numeracy skills of deaf children at the age of second grade before to after using poster props. It can be

concluded that the numeracy learning taught by using props can improve numeracy skills for deaf children at

the age of second grade.

1 INTRODUCTION

Improving numeracy skills through the use of poster

props on students has widely studied. (Cohrssen,

Tayler, and Cloney, 2015; Falloon, 2013; Garcia and

Stein, 1997; Hanline, Milton, and Phelps, 2010;

Jakubowicz, 1997; Miller, 1997; Mitchell, 1997;

Osborne and Wilson, 2003; Smith, 2005; Wood,

2012) But, less studies have been conducted in the use

of media for deaf student. Here, this study aims to

investigate the use of figure poster props for deaf

children at the age of second grade students of

primary schools, who have difficulty in learning

arithmetic of addition and subtraction. In the

experimental method, we used descriptive and

quantitative method and the research design used in

this study is one group pre- and post-test design. The

sample for this study was three children’s. Data

analysis technique used is descriptive analysis

conducted on children’s score obtained before and

after using poster props. The results showed that the

ability of deaf children’s math class at the age of

second grade increased from the beginning to the end.

The results showed that the average score of

calculation skills before using poster props were in a

disadvantaged category, while the score of average

numeracy skill after using poster props showed the

increase in the category that was quite capable. These

results indicated that there was an increase between

numeracy skills of deaf children at the age of second

grade before to after using poster props. It can be

concluded that the numeracy learning taught by using

props can improve numeracy skills for deaf children

at the age of second grade.

2 METHOD

This research used quantitative descriptive approach

with the type of pre-experimental research. This

approach is used to determine the increasing ability

of numeracy through poster props for children at the

age of second grade students of primary school. The

population in this study is a deaf child at the age of

second grade taught by the author through non-formal

education (tutoring) at the time of the research

conducted. The amount of population is up to 3

students, including 2 boys and 1 girl. Since the

Herawati, N. and Yunitasari, S.

Improving Numeracy Skill through Use of Figure Poster Props at Deaf Students at The Age of Second Grade Students.

In Proceedings of the 1st International Conference on Educational Sciences (ICES 2017) - Volume 2, pages 453-456

ISBN: 978-989-758-314-8

453

number of population in this study is only 3 people, it

can be all. The research was conducted in 2015, over

3 months in Fatima Foundation Nurussifa.

In this study, the data collection technique used is

the results of studying or learning achievement test.

This technique is used to obtain data on the ability of

numeracy skill on deaf children taught by using

poster props. The source of material test was from the

attachment of 2006 KTSP (Indonesian standard

curriculum) of the second grade first semester, the

amount of the test consisted of 10 items, which were,

10 items of numeracy summation up to 10. The

assessment criteria was, the score of 1 was given to

each correct answer, while each wrong answer was

given a score of 0; thus, the maximum possible score

achieved by the child was 10, while the minimum

score that might be achieved by a child is 0 (See Table

1).

Table 1: Categorization of test score.

Category

Interval test score

Very capable

9 – 10

Capable

7 – 8

Quite capable

5 – 6

Less capable

3 – 4

Not able

0 – 2

Based on the description on the introduction

mentioned above, it can be formulated that main

problem in this study as follows: Can the use of poster

props improve numeracy skills of deaf children at the

age of second grade students?. The research

objectives to be obtained in this study is to obtain

empirical data on: (1) To obtain a picture of numeracy

skill before using poster props on deaf children at the

age of second grade students.; (2) to obtain a picture

of numeracy skills after using the poster props on deaf

children at the age of second grade students; (3) To

find out whether there is an increase numeracy skills

of deaf children at the age of second grade students

through the use poster props. The results of this study

are expected to provide benefits in the learning

process of deaf pupils both theoretically and

practically.

 For the academic / educational institutions, and

teachers will be material information in the

development of science, knowledge and use of

props poster in mathematics, particularly

arithmetic.

 For researchers; feed into researching and

developing more research regarding the use of

props posters on the subjects of arithmetic in

children with hearing impairment.

 The results of this study can add to their

knowledge in the world of education incredible

especially with regard to improvement of

numeracy skills of children with hearing

impairment.

 The results of this study can be used as a

reference for other researchers discuss the

numeracy skills of children with hearing

impairment.

3 RESULTS AND DISCUSSION

This study was about of the numeracy skills of deaf

children at the age of second grade of primary school

through poster props. The number of respondents

were three students with hearing impairment. These

three deaf children were first given the initial tests

before the poster props was applied, which later was

given a score. Next, the treatment was given on the

form of the application of poster props in the learning

of mathematics within two months, which was

conducted two times a week and each meeting was

held for two hours of lessons. The last test was given

after the lesson ended.

Based on observations by teachers in math, before

the application of poster props, the pupil attendance

was only 60%, while after using poster props, the

attendance increased by 90% and also the students

were more active and interested in the learning

process. In addition, students became bolder in

answering the questions. Even more, students were

engrossed in accepting the lesson given by the

teacher. From these data, the application of poster

props could attract student interest in learning. To

obtain a picture of numeracy skills of deaf children at

the age of second grade students, before the

application of poster props, the ability to count at the

beginning of the test is divided into five (5)

categories: highly capable, able, quite capable, less

capable and not capable. More details can be seen in

Table 2. Based on Table 2 and the score of the data in

annex 3, it can be calculated that the average

numeracy for summing numbers up to hundreds of

children are based on the calculation that the average

score of calculation skills of deaf children at the age

of second grade before the application of poster props

on initial tests was 3.30, in which the average value

should be in the interval of 3-4. This meant that

numeracy skills of deaf children at the age of second

grade students was in the category of disadvantaged.

Table 3 shows the information about the deaf

children’s learning achievement before and after

poster props implementation. To obtain a picture of

ICES 2017 - 1st International Conference on Educational Sciences

454

numeracy skills of deaf children at the age of second

grade students of primary school, after the application

of poster props, the ability to count at the end of the

test is divided into five categories: highly capable,

capable, quite capable, less capable and incapable.

Based on the calculation, the average score of

numeracy skills of deaf children at the age of second

grade students after using poster props in final test

was at 7.30, in which the average value of these

within the interval of 7-8 defines as capable. The

numeracy skills for deaf children at the age of second

grade students was categorized capable. The

upgrading of numeracy ability on deaf children at the

age of second grade students before and after using

the poster props can be found. The numeracy skills of

deaf children at the age of second grade students after

using poster props is higher than the numeracy before

using poster props. Numeracy ability for students

with hearing impairment of the second grade students

after the application of poster props increases.

Table 2: Counting ability of deaf children in the early test.

Category

Interval

test score

Frequency

Total

score

Very capable

9 – 10

Capable

7 – 8

Quite capable

5 – 6

Less capable

3 – 4

Not able

0 – 2

Table 3: Scores of preliminary and final test of deaf

children.

Name

Initial score

Final score

A deaf child is someone who is experiencing lack

or loss of ability to hear either partly or entirely

caused by the malfunction in part or all of the hearing

instrument so that he/she cannot fully use his hearing

instrument. Thus experiencing the slowness in

thinking and getting problems solved, let alone to

understand the complex problem. However, if the

implementation of poster props in mathematics is

applied as early as possible on a deaf child, then most

likely they will be able to develop their potential and

can also improve numeracy skills.

The results of three children’s with hearing

impairment at the age of second grade students before

applying poster props was included in the low

category because after conducting the initial tests

with the amount of 10 questions, the deaf children at

the age of second grade students, could only gain the

average value of 3, that the value was in the interval

of 3-4 which means low. Furthermore numeracy

skills of the deaf children at the age of second grade

students after applying the poster props is included in

the high category because after the final test with the

amount of about 10 the deaf children at the age of

second grade students only scored an average of 7,

that the score was in the interval of 7- 8 which meant

they were capable.

4 CONCLUSIONS

An increased ability to count indicates that the deaf

children at the age of second grade students prior to

the use of props is different from after the poster props

was applied. An increasing numeracy skills of

children with hearing impairment suggests that the

deaf children at the age of second grade students.

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