The Use of Multisensory Methods to Improve Beginning Writing Skills for Second Grade Students with Mild Intellectual Disabilities

Abstract

ENGLISH: This study aims to enhance the beginning writing skills of students with mild intellectual disabilities through a multisensory approach. Based on observations at SKh Negeri 01 in Serang City, it was found that students experienced difficulties in writing words containing double consonants, which were reflected in errors such as omission, addition, and substitution of letters. This research uses an experimental approach with a Single Subject Research (SSR) design, model A-B-A. The multisensory method, involving visual, auditory, and kinesthetic modalities, was used to help the student overcome these obstacles. The results indicate a significant improvement in writing skills, from 44.4% in the baseline phase A1 to 91.06% in the intervention phase, and 66.6% in the baseline phase A2. The conclusion of the study shows that the multisensory method is effective in improving the beginning writing skills of students with mild intellectual disabilities. The implications of this study suggest that the use of multisensory methods can be applied in teaching to support students with special needs.

ENGLISH: Penelitian ini bertujuan untuk meningkatkan kemampuan menulis permulaan siswa dengan tunagrahita ringan melalui pendekatan multisensori. Berdasarkan observasi di SKh Negeri 01 Kota Serang, ditemukan bahwa siswa mengalami kesulitan dalam menulis kata yang mengandung konsonan rangkap, yang tercermin dalam kesalahan seperti omisi, adisi, dan substitusi huruf. Penelitian ini menggunakan pendekatan eksperimen dengan desain Single Subject Research (SSR) model A-B-A. Metode multisensori, yang melibatkan modalitas visual, auditorial, dan kinestetik, digunakan untuk membantu siswa mengatasi hambatan tersebut. Hasil penelitian menunjukkan peningkatan signifikan dalam kemampuan menulis, dari 44,4% pada fase baseline A1 menjadi 91,06% pada fase intervensi, dan 66,6% pada fase baseline A2. Kesimpulan penelitian menunjukkan bahwa metode multisensori efektif dalam meningkatkan kemampuan menulis permulaan siswa dengan tunagrahita ringan. Implikasi dari penelitian ini menyarankan bahwa penggunaan metode multisensori dapat diterapkan dalam pengajaran untuk mendukung siswa berkebutuhan khusus.