The Role of Text To Speech Assistive Technology to Improve Reading Ability in E-Learning for ADHD Students

Dessy Rizky Nuraini Herawati, Wiwik Widajati, Endang Pudjiastuti Sartinah

Abstract


This study aims to determine the role of text to speech assistive technology on the reading ability of ADHD students in learning using e-learning. The ability of ADHD students who have impulsive and hyperactive behavior shows that students who are diagnosed will have difficulty focusing on one thing as a result of coordination functions and emotional responses that affect learning abilities, especially in reading. To improve reading skills, the use of assistive text to speech technology is needed by students during e-learning. The purpose of this study was to determine the role of text to speech assistive technology to improve the reading ability of ADHD students in reading spelling of words, with a clear voice and straightforward word emphasis. The method used in this study is Single Subject Research (SSR) using the ABA technique. Instruments to determine the level of reading ability of ADHD students are observation and documentation. The results showed that the role of text to speech assistive technology to improve reading skills in e-learning for ADHD students made progress in spelling words and with clear vowels and straightforward word emphasis. It can be concluded that the role of text to speech assistive technology to improve reading skills in e-learning for ADHD students is highly recommended to be applied in every e-learning lesson. It can be concluded that the role of text to speech assistive technology to improve reading skills in e-learning for ADHD students is highly recommended to be applied in every e-learning lesson.

Keywords


Assistive Technology; Text To Speech; Reading Ability; E-Learning; ADHD

Full Text:

PDF

References


Adiputra, IMS, Trisnadewi, NWT, & Parlin, GAKU (2018). Description of Family Knowledge Level About ADHD in Early Childhood Education, North Denpasar District: Description Of Family Knowledge Level About ADHD In Early Childhood Education Sub-District Of North Denpasar. Bali Medika Journal, 5(1), 8-20.

Chusna, NL (2019). E-Learning Learning. In Proceedings of the National Seminar on KALUNI Education (Vol. 2, No. 1, Pp. 113-117). DOI: 10.30998/prokaluni.v2i0.36

Filbert, E., Intan, R., & Palit, HN (2021). Making Augmentative and Alternative Communication Mobile Applications "Saying" by Using Text to Speech to Help Communication for Children with Autism. Infra Journal, 9(2), 52-56.

Gray, C., & Climie, EA (2016). Children With Attention Deficit/Hyperactivity Disorder And Reading Disability: A Review Of The Efficacy Of Medication Treatments. Frontiers in psychology, 7, 988. DOI: 10.3389%2Ffpsyg.2016.00988

Hartanto, W. (2016). The Use of E-Learning as a Learning Media. Journal of Economic Education: Scientific Journal of Education, Economics and Social Sciences, 10(1).

Laily, IF (2014). Relationship between Reading Comprehension Ability and Ability to Understand Elementary School Math Story Problems. Eduma: Mathematics Education Learning and Teaching, 3(1).

Mais, A. (2016). Learning Media for Children with Special Needs (ABK): Reference Books for Teachers, Students and the Public. Eternal Library.

Smith, C., & Hattingh, MJ (2020). Assistive Technologies for Students with Dyslexia: A Systematic Literature Review. International Conference on Innovative Technologies and Learning, 504–513. Springer. DOI: 10.1007/978-3-030-63885-6_55

Sugiyono. (2015). Educational Research Methods. Bandung: ALFABETA.

Sukmadinata, Nana Syaodih.(2017). Educational Research Methods. Bandung: Rosdakarya Youth.

Suwahyo, BW, Setyosari, P., & Praherdhiono, H. (2022). Utilization of Assistive Technology in Inclusive Education. Edcomtech: Journal of Educational Technology Studies, 7(1), 51-63. DOI: 10.17977/um039v7i12022p055

Law of the Republic of Indonesia Number 20 of 2003 concerning the Indonesian Education System

Yusri, F. (2016). Behavioral Counseling Model for Children with Attention Deficit Hyperactivity Disorder (ADHD) who are Marginalized in Education. Al-Taujih Journal: Islamic Guidance and Counseling Frame, 2(2), 1-11.




DOI: http://dx.doi.org/10.17977/um005v6i22022p169

Refbacks



Copyright (c) 2022 Journal of ICSAR

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Journal of ICSAR is Indexing by:

       

 

web
counter  ---> View Statistic

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.