DAMPAK HAMBATAN DISLEKSIA PADA SELF-ESTEEM SISWA DI SEKOLAH DASAR INKLUSI

Authors

  • Dhani Kusumawardana Universitas Pendidikan Indonesia
  • Tita Rosita IKIP Siliwangi

DOI:

https://doi.org/10.22460/collase.v4i2.6983

Keywords:

Dyslexia, Self-Esteem, School of Inclusion

Abstract

The purpose of this study was to determine the impact of the barriers of dyslexia on the self-esteem of students in Inclusive Primary Schools. The study was conducted at one of the private elementary schools in Bandung, while the research subjects were the 4th-grade students who have dyslexic obstacles. The research method used was case study which is a descriptive qualitative method. Data collection was carried out using interviews and observation methods.  Based on observations of the students and interviews with the homeroom teachers, the research concludes that the impact of dyslexia on self-esteem on the competence and power aspects depicts a low-level of self-esteem, but on the significance and virtue aspects, it depicts a high-level self-esteem.

References

Ali, M., & Asroni, M. (2004). Psikologi remaja: Perkembangan peserta didik. Jakarta: Raja Grafindo Persada.

Baddeley, A., Gathercole, S., & Papagno, C. (1998). The phonological loop as a language learning device. PSYCHOLOGICAL Review, 105(1), 158.

Banai, K., & Ahissar, M. (2004). Poor frequency discrimination probes dyslexics with particularly impaired working memory. Audiology And Neuro-Otology, 9(6), 328–340

Barwick, M., & Siegel, L. (1996). Learning difficulties in adolescent clients of a shelter for runaway homeless street youths. Journal of Research on Adolescence, 6(4), 649–670.

Branden, N. (1994). Six pillars of self-esteem. Newyork: Bantam.

Coopeersmith, S. (1967). The antecendents of self-esteem. San Fransisco: Freemab Press.

Crombie, M. (2002). Dyslexia: The New Dawn. Unpublished doctoral thesis, Glasgow, Strathclyde University.

Denhart, H. (2008). Deconstructing barriers: Perceptions of students labeled with learning disabilities in higher education. Journal of Learning Disabilities, 41(6), 483–497.

Doyle, J. (1996) Dyslexia: An Introductory Guide. London: Whurr Publishers.

Elbro, C., Nieslen, I., & Petersen, D. K. (1994). Dyslexia in adults: Evidence for deï¬cits in non-word reading and in the phonological representation of lexical items. Annal of Dislexia. 44, 203–226.

Farmer, M. E., & Klein, R. M. (1995). The evidence for a temporal processing deï¬cit linked to dyslexia: A review. Psychonomic Bulletin & Review, 2(4), 460–493

Gathercole, S. E., & Pickering, S. J. (2000). Working memory deï¬cits in children with low achievements in the national curriculum at 7 years of age. British JOURNAL of EDUCATIONAL Psychology, 70(Pt 2), 177–194.

Gathercole, S. E., Tiffany, C., Briscoe, J., & Thorn, A. (2005).

Developmental consequences of poor phonological short-term memory function in childhood: A long- itudinal study. JOURNAL of Child Psychology AND PSYCHIATRY, 46(6), 598–611.

Goswami, U., Fosker, T., Huss, M., Mead, N., & Szucs, D. (2011). Rise time and formant transition duration in the discrimination of speech sounds: The Ba-Wa distinction in developmental dyslexia. DEVELOPMENTAL Science, 14(1), 34–43

Lisle, K., & Wade, T. J. (2014). Does the presence of a learning disability elicit a stigmatization? British Journal of Education, Society & Behavioural Science, 4(2), 211–225.

Lodygowska, E., & Czepita, D. (2012). School phobia in children with dyslexia. Annales Academiae Medicae Stetinensis, 58(1), 66–70.

Keen, A. G., & Lovegrove, W. J. (2000). Transient deï¬cit hypothesis and dyslexia: Examination of whole-part relationship, retinal sensitivity, and spatial temporal frequencies. Vision RESEARCH, 40, 705–715.

Meyler, A., & Breznitz, Z. (2005). Visual, auditory and cross-modal processing of lin- guistic and nonlinguistic temporal patterns among adult dyslexic readers. DYSLEXIA, 11, 93–115.

Miles, T.R. and Miles, E. (1990) Dyslexia: A Hundred Years On. Milton Keynes: Open University Press.

Nelson, J. M., Lindstrom, W., & Foels, P. A. (2015). Test anxiety among college students with speciï¬c reading disability (dyslexia) nonverbal ability and working memory as predictors. JOURNAL of LEARNING DISABILITIES, 48(4), 422–432.

Nevid, Jeffrey S, dkk. (2005). Psikologi Abnormal edisi kelima Jilid 1. Jakarta: Erlangga.

Reed, M. A. (1989). Speech perception and the discrimination of brief auditory cues in reading disabled children. JOURNAL of EXPERIMENTAL Child Psychology, 48(2), 270–292

Shaywitz. S. (2002). Overcoming Dyslexia. New York: Alfred A Knopf.

Siegal, L.S. (1989) ‘IQ is irrelevant to the definition of learning disabilities’. Journal of Learning Disabilities, 22, 469–78.

Stainback, S., & Stainback, W. (1980). Some Trends in the Education of Children Labelled Behaviorally Disordered1. Behavioral Disorders, 5(4), 240-249.

Tallal, P. (1980). Auditory temporal perception, phonics, and reading disabilities in children. BRAIN AND LANGUAGE, 9(2), 182–198

Verhagen, J., & Leseman, P. (2016). How do verbal short-term memory and working memory relate to the acquisition of vocabulary and grammar? A comparison between ï¬rst and second language learners. JOURNAL of EXPERIMENTAL Child Psychology, 141, 65–82.

Willcutt, E.G, etc. 2001. A comparison of the cognitive deficits in reading disability and attentiondeficit/ hyperactivity disorder. Journal of Abnormal Psychology. 110, 157–172. doi: 10.1037/0021843X.110.1.157

Downloads

Published

2021-03-31

Issue

Vol. 4 No. 2 (2021)

Section

Articles