The Use of Peer Teaching Method to Increase Self-Confidence of Deaf

Students

Imas Diana Aprilia

and Shinta Malida Balqis

Universitas Pendidikan Indonesia, Jalan. Dr. Setiabudhi No. 229, Bandung, Indonesia

imasdiana@upi.edu

Keywords: Self-Confidence, Peer Teaching Method, Deaf Students.

Abstract: Low language and communication skills on students with deaf have an impact on their lack of confidence

and lack of learning experience. The existence of peers in the learning environment is supposed to be a

means of developing self-confidence of deaf students. The objective of the research is to measure the data of

application of the use of peer teaching method in improving self-confidence of deaf students. This research

was conducted on students of class XI SMPLB-B with seven sample people. The study used a quantitative

experimental approach with the One-Group Pre-test Post-test design. The results showed an increase of

confidence by 19.04%. In the hypothesis test obtained J_count> J_table (28> 2) then the null hypothesis

(H0) rejected. This means that the method of peer teaching can increase students' confidence in the class XI

SMPLB-B. Through the peer teaching method, the self-esteem, optimistic, objective, responsible, rational,

and realistic beliefs that exist on the deaf students are increasing. Aspects of self-confidence on the deaf

students develop in learning situations involving the acceptance of peers. Peer participation that has higher

thinking ability and better communication, makes learning process more dynamic and deaf students can

understand learning materials more quickly. Giving reinforcement and reward by teachers will reconstruct

and reinforce a meaningful learning experience for deaf students. Teachers must understand and allow the

deaf students to use language they agree upon without having to fixate on one of the language systems they

do not understand. Teachers can also use all communication mediums i.e. speak, signal and write

simultaneously (total communication).

1 INTRODUCTION

School as a formal educational institution not only

serves as a place to develop cognitive abilities, but

also a place of personal development (Ormrod,

2009). Confidence is a personality that must be

owned by someone to achieve a goal in life. Failure

of students in achieving self-development is caused

because students are not aware of their potential and

cannot direct themselves. The lack of confidence in

the potential of the self often makes the student more

attractive, more suspicious, anxious, and less

appreciative of himself, and his potential is not

developed (Agustiningrum, 2013). On the other

hand, this condition is exacerbated by the treatment

of teachers who do not accommodate the diversity of

potential students. In practice the teacher assumes

that all students will gain the same learning

experience and can engage in teacher-created

learning situations. For students who have the

potential will easily access the learning situation to

be used as a learning experience capital.

Limitations of language skills and low

abstraction abilities of deaf students often hamper

the process of receiving information and causing

problems in learning. Difficulty communicating

potentially cause social emotional problems,

especially on the understanding of self-concept and

lack of confidence. Problems arising from the lack

of self-confidence owned deaf students and

environmental acceptance will complicate the

achievements of self-actualization (Cheng &

Furnham, 2002). The complexity of this problem

seems to be more evident when deaf students do not

get recognition from peers. On the other hand, the

results showed that peer attitudes toward student’s

disability have positive results. (Mukhopadhyay et

al., 2012). Peers have high sympathy with more

contact with students with disabilities (Gasser et al,

2013). This is certainly an opportunity for teachers

to condition the environment so that deaf students

230

Aprilia, I. and Balqis, S.

The Use of Peer Teaching Method to Increase Self-Conﬁdence of Deaf Students.

In Proceedings of the 1st International Conference on Educational Sciences (ICES 2017) - Volume 1, pages 230-238

ISBN: 978-989-758-314-8

can be accepted in the immediate environment and

in the wider environment (Gonçalves and Lemos,

2014).

Learning situations developed by teachers using

various approaches and learning methods that

suitable with potential students, providing

opportunities for all students to grow optimally.

Teacher's understanding of students' psychological

needs is important. The giving of motivation

becomes a force in improving the quality of learning

and creating creativity and confidence in students

(Ryan and Deci, 2000).

The study in this research is about students' self-

confidence in the learning situation in the classroom.

During this time learning activities on deaf students

is more directed to the development of intelligence

(cognitive) and language than the development of

social emotions (affection). Learning activities are

more focused on the teacher so that the students'

potentials are less excavated. Teachers are less able

to build active communication with students and

among the students themselves. While the

interaction of communication that occurs among

fellow deaf students running as usual and they feel

comfortable in the same situation and needs. Based

on these conditions it is assumed that the low self-

esteem of deaf students comes from difficulties in

communication and impacts on the limited learning

experience they should receive. There are several

methods of learning built on the principles of

collegialism and partnership among the students.

Learning method offered is Peer teaching method.

One of the advantages in learning peer teaching is

the increase of confidence in students (Colvin,

2007), so it is expected that peer teaching can be one

of the efforts to improve deaf students' confidence in

the class.

Boud et al. (2014) mentions that peer teaching is

teaching that involves students learning with each

other mutually beneficial and sharing knowledge,

ideas, and experiences among students. Peer

teaching is an approach in learning that prioritizes

the interaction between students to provide teaching

with each other so as to share knowledge, ideas, and

experiences between students and create cooperative

learning situations. Therefore, this research is

conducted to measure the data of application of the

use of peer teaching method in improving self-

confidence of deaf students.

2 LITERATURE REVIEW

2.1 Self-Confidence of Deaf Students

Gufron and Risnawita (2010), "self-confidence is the

belief to do something in the subject as a personal

characteristic in which there is a belief in self-

abilities, optimistic, objective, rational, and

realistic". Meanwhile, according to Goel and

Aggarwal (2012) confidence is one of the

personality traits that is a composite of one's

thoughts and feelings, struggles and hopes, fears and

fantasies. From these opinions can be concluded that

self-confidence is a whole aspect of personality

between mind and feeling to struggle to do

something objectively realistic and responsible.

Self-confidence becomes very important and has

the potential to influence the success of student

achievement including the ability to communicate.

Al-Hebaish (2012) by using a general Self

Confidence Questionnaire (GSCQ) shows there is a

relationship between self-confidence and speaking

ability. High self-confidence encourages one to dare

to speak, otherwise low self confidence is shown by

lack of speaking in front of audience (Abdalah and

Ahmed, 2015). The result of this study indicate that

students’ success in doing oration in front of the

class is inseparable from the way and the ability to

think in the student in understanding the message or

idea to be conveyed and how to convey the idea or

message to be accepted by others (audience). If the

idea or message can be conveyed by the student will

get a positive response and the situation will have an

impact on their trust improvement.

Hearing impairment that faced by deaf students

affects the limited acquisition of language and their

communication. Ormrod (2009) describe that to

communicate required high thinking and high

abstraction ability. Moores (2000) illustrates the

difficulties of the deaf student in accessing

information are more broadly and the conditions

affected on their cognitive development. Rodda and

Grove (1987) notes that in marginalized conditions,

the deaf student tend to have low learning

achievement and increased behavior problems. They

have difficulties to socialize and have a

misconception of self-concept against themselves.

Self-concept refers to an evaluation that concerns

certain areas of the self (Santrock, 2007).

Furthermore, the self-concept of the whole view of

the individual to his physical dimensions of personal

characteristics includes his motivations for

weakness, or skill, failure and so on (Harsojo, 2013).

Understanding of the self-concept delivers students

The Use of Peer Teaching Method to Increase Self-Conﬁdence of Deaf Students

231

to establish their trust. Actually, high self-esteem

refers to the existence of several aspects of the

individual’s life in which he feels he has the

competence of being convinced, capable and

believing that he can be supported by actual

experience, potential, achievement and realistic

expectations (Angelis, 2005).

On the other hand, deaf student has permanent

suits to be able to perform their roles as individuals

who must learn about rules, attitudes, and values of

value (Marschark and Hauser, 2012). When they can

perform their roles properly they will be awakening

from their confidence. As well as the family

environment, school, peers as social support in

developing trust in deaf student become important.

Social support can be regarded as something useful

for the acquired individual circumstances will know

that others pay attention to respect and loving it

(Rayle et al., 2007; Shahzad et al., 2012; Kusrini and

Prihartanti, 2014). Social support is the best thought

as a multidimensional construct made up of

functional and structural components referring to the

actions that other people do when they giving help

(Wentzel, 1994).

Effort to increase self confidence in a deaf

student begins from social interaction built by the

family environment. Family, schools, and

community member’s role in learning and introduce

rules, values and attitudes according to the norms in

which they live. Social interaction which wide

spreading and develop required social support and

close person proportionately and appropriately to

help the deaf student to understand and carry out its

social role. When the deaf students can fulfill those

his social demands, so it will give him a satisfaction

for himself and his self confidence is increasing.

2.2 Peer Teaching Methods

Peer teaching is a series of activities in which peers

teach each other in meaningful interactions. Peer

teaching enables students to be responsible for

reviewing, organizing, and consolidating existing

knowledge and materials, understanding basic

structure, implicating and re-formulating knowledge

into new conceptual framework (Dueck, 1993;

Ramaswamy et al., 2001). Most in peer-tutoring

activities involve older and more experienced peers,

or those with greater mastery in the subject area to

teach younger, inexperienced or unskilled peers and

subject matter content (Bradford-Watts, 2011). Peer

teaching involves students teaching in small group

settings, where students are guided one by one by

peers (Cherif, 1993).

If viewed from the description of meaning, the

process and the functioning of peer teaching, then

there are two major theories. There are Vigotsky’s

theory and Piaget theory. The theoretical base for

peer teaching encourages the synthesis of both

Piagetian and Vygotskian theories.

Vygotsky developed the Sociocultural Theory of

Learning based on the active involvement of peers,

adults, and teachers in the learning process.

Specifically, Vygotsky believed advanced or more

knowledgeable peers, teachers, or other adults

greatly aided the learner in the construction of

knowledge (Velez et al., 2011; Oloo et al., 2016).

Meanwhile, Piaget’s Theory of Cognitive

Development was largely based on the active

involvement of peers. As peers interact with each

other, they challenge the established norms,

effectively creating a state of learner disequilibrium

(Velez et al., 2011). Piaget believed that interaction

between individuals occurred on a continuum from

constraint to cooperation. When learners engage in

an activity with a person in whom they were

obligated to obey, the learner feels a sense of

constraint which can alter or discourage the learning

process (Burk, 1996). Both Vigotsky’s and Piaget’s

theory were emphasizing that student’s energetically

concept information and understanding somewhat

than being reflexive receptacles of information

(Alwi et al., 2016).

The peer teaching allows the deaf student to

develop their potential and appropriate

communication, language, and social emotions

appropriately. For the occurrence of effective

communication, need an agreement language,

thoughts, even ideas between rights. The

communication process requires good

comprehension (receptive and expressive ability).

The constraints faced by deaf students are related to

their receptive and expressive ability, can be reduced

or helped by peers those listened to become peer

teachers through the group activities (Marjanti,

2015). Emotionally, deaf students will feel

comfortable in a situation where others can

understand their needs. When learners communicate

with a truly equal peer, a feeling of cooperation

emerges, forming a foundation for significant,

retained learning. Peer-teaching provides an

atmosphere that promotes the improvement of

communication skills, encourages independent

learning, and helps to develop self-confidence,

because peer-teaching actively engages students in

the learning process, students gain a sense of

purpose with regard to the course (Lim, 2014).

Therefore, peer teaching activities not only help

ICES 2017 - 1st International Conference on Educational Sciences

232

students benefit the peers who become tutors

develop their own potentials. Thus teachers have the

opportunity to create situations learning becomes

more meaningful and makes all students actively

learn.

Miller et al. (1996) describe that a successful

implementation of peer teaching method involves

three major steps: getting ready, running the

program, and enrichment and extension activities.

The first step, getting ready to tutor, include

identifying the tutoring format to be used, selecting

tutor pairs, training partner, and arranging the

environment. Step 2, running the program. The

second step in effective implementation of tutoring

programs contains a sequence that can be used to

implement, maintain, and evaluate peer tutoring

across any of the format described earlier. Finally,

step 3 is enrichment and extension. Supplemental

practice provides enrichment and extension activities

related to tutoring content.

3 METODS

This research used experiment quantitative

approach. The experimental design used is One-

Group Pre-test Post-test. The target population is the

confidence of deaf students in class IX SMPLB

SLB-B X in learning activities. The sample studied

were deaf students IX SMPLB-B which amounted to

7 students. This research process uses three stages.

The first stage is the implementation of pre-test,

conducted through the provision of questionnaires

about confidence (self-belief, optimistic, objective,

responsible, rational, and realistic) and test subject’s

social science and civic education (cognitive,

affective, and psychomotor). The second stage, the

implementation of treatment in the form of

application of peer teaching method. Instrument

used is an observation sheet to reveal the self-

confidence of deaf student. The third stage, the

implementation of post test to determine effectivity

of peer teaching method. Student fill out a

questionnaire and given the achievement test. Data

analysis uses Wilxocon test. To test the hypothesis

used the level of significance (real) α = 0.05 or α =

0.01. Hypothesis testing is done by comparing the

absolute value of J selected with the price J at a

certain real level, then H_0 accepted or rejected. The

hypothesis proposed is the use of peer teaching

method can increase self-confidence of deaf students

in SLB X.

4 RESULTS AND DISCUSSION

4.1 Results

Based on charging confidence questionnaires as

many as 32 items of statements, observation sheets

of 16 items, and supporting evidence in the form of

10 items about the test results of learning. The

results of the study are described as follows:

4.1.1 Pre-test Results Before Getting

Treatment

Table 1: Pre-Test Score Results of Self-Confidence.

Sample Research

Pre-test score

Figure 1: Graph of Pre-Test Score Results of Self-

Confidence.

Table 1 shows the outcomes of students' self-

confidence before being given treatment. Based on

the questionnaire given, the highest score achieved

HA and SS of 34 (70.84%). Furthermore, AA got

score 28 (58.4%), DZ 27 (56.25%), CS 26 (54.17%),

HI 25 (52.08%), and AZ 21 (43.75%). Figure 1

depicts the confidence level of HA and SS at high

levels, while the achievement of the five deaf

students i.e. AA, DZ, CS, HI, and AZ are at a

moderate level. The data illustrates that the students'

self-confidence before being treated, is mostly at a

moderate level. From table 1 also illustrated that

The Use of Peer Teaching Method to Increase Self-Conﬁdence of Deaf Students

233

there is a difference of score far enough that is 6

points from the highest score of 34 (high level) to

score 28 (medium level), while the score is in the

middle level, the difference is not too far.

4.1.2 Post-test Results After Treatment

Table 2: Post-Test Score Result of Self Confidence.

Sample Research

Post-test

Score

Figure 2: Graph of Post-Test Score Results of Self-

Confidence.

Table 2 shows the students’ self-confidence

result after he was given treatment. Based on the

questionnaire given, the highest score achieved HA

of 45 (93.75%), AA and SS got the same score of 39

(81.25%), DZ 38 (79.17%), HI 36 (75%), and CS 31

(64.58%). Figure 2 through the graph depicted the

confidence level HA, AA, SS, and DZ are at very

high levels, HI is at a high level, while CS is at a

moderate level. The results of this post-test indicate

the occurrence of a wide spread of levels (very high-

high-moderate). The data illustrate that confidence

achieved by deaf students after being treated, most

are at very high levels. From table 2 also illustrated

that there is a difference of score far enough that is 6

points from the highest score of 45 to score 39 even

though both are at the same level that is very high

level. Similarly, there is a margin difference that is a

bit away i.e. 5 points from a score of 36 (high level)

to score 31 (medium level).

4.1.3 Post-test Results After Treatment

Table 3: Pre-Test and Post-Test Score Results of

Self-Confidence.

Research

Sample

Pre-test

Score

post-test

Score

Deviation

Total

195

259

Avarage

27,85

9,14

Figure 3: Graph of Pre-Test and Post-Test ScoreResults of

Self Confidence.

Table 3 shows there is significant deaf self-

confidence before and after treatment, it is seen from

the score of each student at the time of pre-test and

post-test has increased. The increase can be

described that AA, DZ, HI, HA experienced the

same increase of 11 (22.917%), AZ increased by 10

(20.84%), while CS and SS increased by 5

(10,417%) meaning each sample in the study has

improved quite well. From Figure 3 it can be

illustrated that HA is consistently getting high scores

both at pre test and post test with an increase of 11

points, while CS gets the smallest score on pre test

and post test, with 5 points increase.

ICES 2017 - 1st International Conference on Educational Sciences

234

4.1.4 Average Pre-test Results and Post-test

The result of calculation about the average of

achievement value of pre test is 58,03%. Based on

predetermined criteria, then the average pre test is at

a moderate level. While the average post-test value

after being given treatment in the form of peer

teaching method reached 77.08% (high level), there

was an increase of 19.04%. From these data shows

that students' self-confidence is increasing even

though the increase is not too big. However, the

results achieved during pre-test at moderate level

and increased to high levels at the test post, this

showed that hearing students already have

confidence and there is a significant improvement

through the method of peer teaching, although not

yet optimal. The above description can be seen

through the graph below:

Figure 4: Graph of Average Percentage of Self-

Confidence of Deaf Students, Pre-test and Post-test.

4.1.5 Hypothesis Testing

Based on calculation result with Wilcoxon test

obtained J = 28. While the price of J in the table with

the real level α = 0.05 obtained price J_tabel = 2.

From the specified test criteria, then the price

J_count> J_table, then H

is not acceptable. Thus it

can be concluded that there is influence of the use of

peer teaching methods to increase deaf students' self-

confidence in the SLB-B X.

4.2 Discussion

At the time of treatment all students showed interest

in the learning activities using peer-teaching method,

this can be seen from the improvement of overall

score results both from the disclosure of confidence

internally with a description of the results of the

questionnaire score, or externally from the increased

score of observation sheets made when treatment,

while there is also an increase in learning results that

affect the students' self-confidence score.

The results showed that the use of peer teaching

method effectively increased the confidence that can

be observed from several aspects, namely the belief

in self-ability, optimistic, objective, responsible, and

rational realistic (Lauster, 1997). By using the

method of peer teaching, students become aware of

themselves and confident to complete the task well.

This is evident from the results of student learning is

increased and there is liveliness in the classroom.

Students can think positively in the face of

something and not easily give up. Using this method

student who have high confidence will be a model

for friends in this way other students will be

motivated. Students have self-disclosure with others,

the application of peer teaching methods by making

students work with groups makes students more

open and trying to solve common problems. In

addition, students also become more independent

and can complete the task well, can think mature and

logical and act in accordance with the actual

situation.

Implementation of peer teaching method

provides opportunities for teachers and students to

establish a positive and balanced partnership. In

such situations and learning environments, there will

be freedom and spontaneity think (Pesci, A., 2009).

Creation of contextual and functional learning

environments in deaf students will provide a

meaningful learning experience. When the learning

experience is equilibrated in their cognitive

structure, it can generate confidence. Therefore,

teachers should create a positive learning

environment and provide a variety of experiences to

students both as a tutor for their friends, working

together, discussing in a group, and learning

experiences that are different from before.

Positive changes that occur in deaf students in

the ability of self-confidence cannot be separated

from the application of the steps of applying the

method of peer teaching i.e. (1) teachers prepare

teaching materials. The determination of learning

materials is based on the objectives and subject

targets (curriculum) as well as the student's baseline

ability obtained through developmental and

academic assessments, including hearing and

communication language assessments. (2) forming

small groups, each group is given different problems

or materials. Differences in the ability of deaf

students to understand the information (receptive)

and communicate (expressive) into consideration in

making this discussion group. In this study the

students' condition of hearing impairment was in the

The Use of Peer Teaching Method to Increase Self-Conﬁdence of Deaf Students

235

classification of the heaviest deaf and most of them

used total communication. Consequences in

diversity are mutual respect, cooperation, and as a

means to actualize themselves in the group. (3)

teachers assign tutors from each group. Selection of

tutors is based on several considerations, among

them is to have a receptive ability, namely to

understand what will be conveyed and expressive is

the ability to express the idea more clearly and better

than his friends. And of course have high

interpersonal and empathy skills. (4) the teacher

becomes the facilitator to straighten the tutor's

understanding to his / her peers (tutee) so as not to

deviate. This can happen when there are difficult

material / new terms and is too abstract. Teachers

should also be able to monitor the activities of all

students to avoid the dominance of one of the

students, but also the teacher should be aware that

most students are trying to be genuine in front of

their peers, so the teacher should give access in the

form of the use of learning methods that require

students to be able to explore (5) giving time to

discuss and present. When teachers use conventional

methods, often deaf students have difficulties in

understanding information / learning materials or are

reluctant to ask and express their opinions. Using

agreed-upon language and easy-to-understand

communication, the process of delivering the

material is more effective, although it can be

interspersed with the use of alternative

communication media, that is total communication.

The use of various communication media can also

be the solution when the differences of perception

and opinion occur. Agustiningrum (2013) affirms

that the deaf student can learn how to respect others

so that he will also realize how important it is to

appreciate himself. (6) the tutor gives a report of the

results of the joint discussion tutee.

With the steps of applying the method of peer

teaching eaf students can feel and be part of the

learning process. This is in accordance with the

opinion of Gufron and Risnawita (2010) which

states that "success in each sample is determined by

several factors that may affect their self-confidence

in self-concept, self-esteem, experience, and

education." Furthermore, it is said by Gufron and

Risnawita (2010) that "the self-concept will be

acquired by someone when it comes to being in one

group". Success in education will increase one's

confidence. For a smaller scale of success in one's

education is the increased learning outcomes in the

classroom can also increase one's confidence. This is

in the opinion of Colvin (2007), that the benefits of

peer teaching are "the mutual support of each other

and building trust and good relationship, and

reflecting on their own experience."

Achievement of learning achievement of eaf

students especially in social sciences and civic

lesson through applying of peer teaching method is

depicted with indicator of the increase of

confidence. Achievement at a high level in deaf

students cannot be separated from the limitations in

applying the peer teaching method. Pesci (2009)

noted that there are some variables that must be

considered by the teacher so that the achievement

and confidence of students reach the optimum i.e.

(1) availability of time. Sometimes with so much

material, teachers need several meetings. For that the

teacher should be able to adjust the characteristics of

the subject, the depth of the material and apply

effective steps in the learning activities with the

number of meetings that exist and with the right

theme. For deaf students to understand social

sciences and civic lesson requires a high level of

understanding, because the material of the two

subjects is more abstract. (2) The ability and

creativity of teachers. With the ability to think, how

to communicate a variety of students, demands

teachers to really understand the workings of each

group. For that teachers should be skilled at

modifying and adapting the material to fit the

capacity and learning needs of students

proportionately. (3) students who are too dominant.

In group discussions often the teacher's attention will

be addressed to students who are actively speaking.

There is no opportunity for other students to convey

their ideas or thoughts, making the learning

interaction one-way and monotonous. Therefore,

teachers should be able to manage the classroom by

becoming a good facilitator to make the discussion

process interesting.

5 CONCLUSIONS

Based on the findings of data and discussion, it can

be concluded that the use of peer teaching method

can improve self-confidence of deaf students that is

on aspects of belief in self-ability, optimistic,

objective, responsible, and rational and realistic.

This can be seen from the theory study which is

supported by Wilcoxon test analysis J_count>

J_tabel (28> 2) then the null hypothesis (H0) is

rejected. This shows that there is influence of the use

of peer teaching method in improving self-

confidence of deaf students in SLB-B X, so that:

 Using the peer teaching method, a deaf student

is able to work with other deaf students and

teach each other by using a language that is

more easily understood, and also as an answer

to deaf barriers in language development.

ICES 2017 - 1st International Conference on Educational Sciences

236

 The use of peer teaching method makes deaf

students easier in mastering the learning, that is

by increasing the learning result of deaf

students.

 By using peer teaching method, deaf students

are more active in learning and able to work

together so it can increase interaction between

deaf students with teachers, and also among

deaf students.

 With high self-confidence, deaf students have

been able to recognize the potential they have.

REFERENCES

Abdalah, S. A., Ahmed, G. A. A., 2015. The Impact of

Self-Confidence on EFL Sudanese Tertiary Level

Student. International Journal of Information

Research and Review Vol. 2, Issue, 09, pp.1093-1106,

September, 2015.

Agustiningrum, M. D., 2013. Penanganan kesulitan

belajar (rendahnya rasa percaya diri) pada siswa

tunarungu-wicara melalui pembelajaran tari di SLB-B

Se-Jawa Tengah. Majalah Ilmiah Pawiyatan, XX, No:

3, Agustus 2013.

Al-Hebaish, S. M., 2012. The Correlation between

General Self-Confidence and Academic Achievement

in the Oral Presentation Course. Theory and Practice

in Language Studies. Vol. 2, No. 1, pp. 60-65, January

Manufactured in Finland. doi:10.4304/tpls.2.1.60-65

Alwi, S. K. K., Rauf, M., Soomro, S., 2016. Effects of

Cross and Same Age Peer Tutoring Reading Attitudes

of Primary School Students. The Sindh University

Journal of Education Vol. 45, Issue No. 1, Pp No. 161

to 182.

Angelis, Barbara D., 2005. Confidence (Percaya Diri)

Sumber Sukses dan Kemandirian, PT Gramedia

Pustaka Umum. Jakarta.

Boud, D., Cohen, R., Sampson, J., 2014. Peer Learning in

Higher Education: Learning from and with Each

Other, University of Technology. Sidney, Australia.

Bradford-Watts, K., 2011. Students teaching students?

Peer teaching in the EFL classroom in Japan. The

Language Teacher.

Burk, D. I., 1996. Understanding Friendship and Social

Interaction. Chilhood Education. 72(5), 282-285.

Cheng, H., Furnham, A., 2002. Personality, peer relations,

and self-confidence as predictors of happiness and

loneliness. Journal of Adolescence. 25, 327–339.

Cherif, A. H., 1993. Peerr Teaching in Small Group

Settings. Forward to Excellent. Vl. 1 no. 2: 5.

Colvin, J. W., 2007. Peer tutoring and social dynamics in

higher education. Montoring & Tutoring. 15, 165-181.

Dueck, G., 1993. Picture Peer Partner Learning: Students

Learning from and with Each Other: Instructional

Strategies Series No. 10. Saskatchewan Instructional

Development and Research Unit, Faculty of

Education, University of Regina Canada. Canada.

Gasser, L., et al., 2013. Children’s moral judgments and

moral emotions following exclusion of children with

disabilities: Relations with inclusive education, age,

and contact intensity. Research in Development

Disability. 34(3):948-58.

Gonçalves, L., Lemos, M., 2014. Personal and Social

Factors Influencing Students’ Attitudes Towards Peers

with Special Needs. International Conference on

Education & Educational Psychology 2013. ICEEPSY

2013. 112. 949 – 955.

Goel, M., Aggarwal, P., 2012. A Comparative Study of

Self Confidence of Single Child and Child with

Sibling. International Journal of Research in Social

Sciences. 2(3), 89-98.

Gufron, M. N., Risnawita, R., 2010. Teori-teori psikologi,

AR-RUZZ MEDIA. Jogjakarta.

Harsojo, A., 2013. Pengertian Konsep Diri. Diunduh dari:

dpdldiisumenep.wordpress.com/berita/pengertian-

konsep-diri, pada tanggal 8 September 2017.

Kusrini, W., Prihartanti., N., 2014. Hubungan Dukungan

Sosial dan Kepercayaan Diri Dengan Prestasi Bahasa

Inggris Siswa Kelas VIII SMP Negeri 6 Boyolali.

Jurnal Penelitian Humaniora. Vol. 15, No. 2, Agustus

2014: 131-140

Lauster, P., 1997. Tes kepribadian (terjemahan Cecilia, G.

Sumekto), Kanisius. Yogyakarta.

Lim, L. L., 2014. A Case Study on Peer-Teaching. Open

Journal of Social Sciences. 2, 35-40.

Marjanti, S., 2015. Upaya meningkatkan Rasa Percaya

Diri Melalui Konseling Kelompok Bagi Siswa X IPS 6

SMA 2 Bae Kudus. Jurnal Konseling GUSJIGANG.

Vol. 1 No. 2 Tahun 2015 ISSN 2460-1187.

Marschark, M., Hauser, P. C., 2012. How Deaf Children

Learn: What Parents and Teachers Need to Know,

Oxford University Press, Inc. New York.

Miller, A. D., Barbetta, P. M., Drevno, G. E., Martz, S. A.,

Heron, T. E., 1996. Math Peer Tutoring for Students

with Specific Learning Disabilities. Learning

Disability Forum Vol. 21, No. 3, pp. 21-28.

Moores, D. F., 2000. Educating The Deaf, Psychology

Principles, and Practices. Houghton Mifflin

Company. Boston.

Mukhopadhyay, S., Nenty, H. J., Abosi, O., 2012.

Inclusive Education for Learners with Disabilities in

Botswana Primary Schools. SAGE Open. 2(2). April-

June 2012: 1–9.

Oloo, E. A., Mutsotso, S. N., Masibo, E. N., 2016. Effect

of Peer Teaching Among Students on Their

Performance. International Journal of Scientific

Research and Innovative Technology. ISSN: 2313-

3759 Vol. 3 No. 12; December 2016.

Ormrod, J. E., 2009. Psikologi pendidikan: Membantu

siswa tumbuh dan berkembang. (R. Rahmad, Penyunt.,

W. Indianti, E. Septiana, A. Y. Saleh, & P. Lestari,

Penerj.) Erlangga. Jakarta, 6

edition.

Pesci, A., 2009. Cooperative Learning and Peer Tutoring

to Promote Studens’ Mathematics Education.

Proceedings of The Tenth International Conference

The Use of Peer Teaching Method to Increase Self-Conﬁdence of Deaf Students

237

Models in Developing Mathematics Education.

September 11-17,2009, Dresden, Saxony, Germany.

Ramaswamy, S., Harris, I., Tschirner, U., 2001. Student

Peer Teaching: An Innovative Approach to Instruction

in Science and Engineering Education. Journal of

Science Education and Technology. Vol. 10, No. 2,

2001.

Rayle, A. D., et al., 2007. Relationship of Self-Beliefs,

Social Support, And University Comfort with The

Academic Success of Freshman College Women.

Journal College Student Retention. Vol. 8, No. 3, pp.

325-343.

Rodda, M., Grove, C., 1987. Language, Cognition and

Deafness. Lawrence Erlbaum Associates, Publishers.

New Jersey.

Ryan, R. M., Deci, E. L., 2000. Intrinsic and Extrinsic

Motivations: Classic Definitions and New Directions.

Contemporary Educational Psychology. 25, 54–67.

Santrock, J. W., 2007. Remaja, edisi kesebelas. (W.

Hardani, Penyunt., & B. Widyasinta, Penerj.),

Erlangga. Jakarta.

Shahzad, A., et al., 2012. Impact of Self Esteem &

Support On Student Performance. Journal

Management & Marketing. Volume 10, Issue 2, pp.

352-358.

Velez, J. J., et al., 2011. Cultivating Change through Peer

Teaching. Journal of Agricultural Education. 52(1),

40-49.

Wentzel, K. R., 1994. Relations of Social Goal Pursuit to

Social Acceptance, Classroom Behaviour, and

Perceived Social Support. Journal of educational

Psychology. 86(2), 173-182.

ICES 2017 - 1st International Conference on Educational Sciences

238