How to Improve Photo Editing Skill of Deaf Children

Toni Yudha Pratama, Suhendar Suhendar, Imas Diana Aprilia, Tati Nurul Hayati, Endang Rusyani,

Yuni Tanjung Utami and Hidayat Hidayat

Universitas Pendidikan Indonesia, Bandung, Indonesia

toniyudha@student.upi.edu

Keywords: Deaf children, Life skill, Photo editing.

Abstract: This study is focused on the life skill. Life skill training for the hearing impaired children should begin with

simple things like introducing the objectives, benefits, how-to, and so on. The training should be designed in

such a way that it fits the characteristics of the children so that they can keep up with the lesson and achieve

a satisfactory result. This study used an experiment method. The data were analyzed using the Wilcoxon test

because this test can be used to measure a pair of data with small samples, but also it does not require normality

test. An experiment study is a way to find a causal relationship between two variables manipulated by the

researchers. Based on the pretest and posttest scores, as well as the score difference, it could be revealed that

the overall score of photo editing skills of the students significantly improved.

1 INTRODUCTION

How can we develop photo editing skills of children

with hearing impairment? Teaching life skills to

children with special needs is an important factor in

developing the abilities of the students and in

preparing them to be independent once he finishes his

school (Olivos et al., 2016). A life skill is every

individual’s must have thing because basically every

life skill can give positive impact to his life. Children

with special needs, especially those with hearing

impairment, tend to be slow to adapt to the

environment as the impact of the hearing impairment

(Rychen and Salganik, 2003). A life skill may help a

child live independently and play his role in a social

context. Schools, as educational institutions, must

equip their students with life skills in order for them

to be independent. Basically, every school has already

had a life skill program specifically design for hearing

and speech impaired children; however, the types of

life skills provided has not adequately sufficient

(Jegannathan, Dahlblom, and Kullgren, 2014). Most

special schools only provide; for example, their

students with the likes sewing, gastronomy, and

crafting programs (Simona, 2015). With the current

advancement of technology, children with special

needs inevitably have to keep abreast of the latest

developments. There are many skills with which they

can be equipped. For instance, they can be taught how

to use such computer programs as office suit

application, AutoCAD, and the photo editing

program Adobe Photoshop. Computer program of

this likes can be taught to children with special needs

including hearing impaired and mute children

(Kožuh, Hintermair, and Debevc, 2016).

According to (Huang, Hong, and Ma 2005),

skills fall into four types: motoric skill, intellectual

skill, social skill, and life skill. This study is focused

on the life skill. This paper will discuss the learning

process in photo editing. Why photo editing? Photo

editing is one of technology-related life skills

(Neghavati, 2016), and the researchers assume that

hearing impaired and mute children can be taught this

skill. Besides, this skill does not require children to

always speak. Photo editing skill can make it possible

for the hearing impaired and mute children to get

hired or open his own photo editing startup. This

market niche is huge. Photos of such typical events as

wedding party, birthday party, graduation, funeral,

and even personal photos need editing. Photo editing

is not a rocket science. With a well-structured

training, children can do it. This is in line with a study

conducted by (Maryam, Davoud, and Zahra, 2011)

photo editing skills training is a type of skill that

requires a systematic step.

This study is focused on the life skill. Life skill

training for the hearing impaired children should

begin with simple things like introducing the

objectives, benefits, how-to, and so on. The training

should be designed in such a way that it fits the

Pratama, T., Suhendar, S., Aprilia, I., Hayati, T., Rusyani, E., Utami, Y. and Hidayat, H.

How to Improve Photo Editing Skill of Deaf Children.

In Proceedings of the 1st International Conference on Educational Sciences (ICES 2017) - Volume 2, pages 541-544

ISBN: 978-989-758-314-8

541

characteristics of the children so that they can keep up

with the lesson and achieve a satisfactory result

(Morley, 2012). The researchers wanted to provide a

skill training that had not been provided by the

school; i.e., how to use Adobe Photoshop to edit

photos/images. Adobe Photoshop application is a

photo editing computer program of the easiest to

learn. This training was very suitable for the hearing

impaired children that are known to be visual

learners. It was expected that, equipped with this skill,

the students can heighten up their chances to be hired

in such a fast-growing market as photo editing

service. In this photo editing training, the trainer

provides four expertise that can be had in photo

editing. First about replacing the background, then

cleaning the stains on the face, adjusting the lighting

and adding words in the photo.

This research is important to do because,

researchers assess deaf children should have skills

related to life skills, and not just in academics. The

next reason the researchers hope deaf children can be

independent after completing education in school.

This study used an experiment design. An

experiment study is a way to find a causal relationship

between two variables manipulated by the

researchers. Based on the pretest and posttest scores,

as well as the score difference, it could be revealed

that the overall score of photo editing skills of the

students significantly improved. In general, this study

was aimed at improving hearing impaired students’

skills to edit photos using Adobe Photoshop

(Sagebiel, 2017). In particular, this study was aimed

at providing basic photo editing training that included

facial skin smoothing, background changing, and

captioning.

2 RESEARCH METHODS

This study used an experiment design. An experiment

study is a way to find a causal relationship between

two variables manipulated by the researchers

(O'Sullivan et al., 2016). An experiment is always

conducted to measure the effect of a treatment. This

definition suggests that an experiment is a deliberate

modification of condition that is controlled to

determine the events and to observe the changes in

the events (Kampen et al., 2004). This study used a

one group pretest-posttest design. It was carried out

in three steps, as explained by (Green, and

Huntington, 2016): “first, measuring the dependent

variable before the treatment; second, giving the

treatment to the samples; and third, re-measuring the

dependent variable after the treatment.

This study delimited itself to four aspects of photo

editing skills: Facial stain removal, light adjustment,

background changing, and photo captioning. Samples

are the representatives of the population (Hadi,

Hassan, Razzaq and Mustafa, 2015). The samples

were five ninth grade students at SLB B X of

Bandung selected randomly. The study was

conducted within a two month. The gathered data was

analyzed using Wilcoxon test because this test can be

used to measure a pair of data with small samples, but

also it does not require normality test (Yeo, 2016).

The analysis was conducted to simplify the data into

a form that can easily be read and interpreted

(Kasuya, 2010). The photo editing program used in

this study is Adobe Photoshop CS.

3 RESULTS AND DISCUSSION

This study was used an experiment method, Research

experiments can show the difference in results after

the training (Lasprilla-Botero, Álvarez-Láinez, and

Acosta, 2017) given photo editing conducted using a

one group pretest-posttest experiment design with the

following steps: 1) pretest, which was carried out to

measure the samples’ initial photo editing skills using

Adobe Photoshop before the treatment, 2) treatment,

which was photo editing training using Adobe

Photoshop, and 3) Posttest, which was carried out to

measure the photo editing skills using Adobe

Photoshop after the treatment using a predetermined

assessment criteria.

Description of the assessment criteria:

Value 0 = The child is totally incapable for

editing the photo.

Value 1 = The child is still doubtful for editing

the photo.

Value 2 = The child start to able editing the

photo within prompting.

Value 3 = The child already have been able to

edit the photo without prompting the

teacher.

What follows are the result of the pretest and

posttest:

ICES 2017 - 1st International Conference on Educational Sciences

542

Table 1: Pretest and posttest scores of photo editing by hearing impaired students.

Sample

Photo Editing Score

Facial Stain

Removal

Lighting

Adjustment

Captioning

Background Changing

Pretest

Posttest

Pretest

Posttest

Pretest

Posttest

Pretest

Posttest

STD 1

2,8

1,8

1,6

2,2

1,8

2,4

STD 2

1,6

2,4

2,6

STD 3

2,2

0,8

1,6

1,8

STD 4

1,6

2,2

1,4

1,6

0,6

2,8

STD 5

2,4

2,6

2,8

2,6

Table 1 describes the pretest and posttest scores of

the hearing impaired students who were trained to

edit photos. The training included four aspects:

background changing, facial glare removal, lighting

adjustment, and captioning. These are the basic photo

editing skills. The STD 1, 2, 3, 4, and 5 of the pretest

score for facial stain removal training was 0. This

happened because the students had trouble removing

the facial stains. However, after they received

training, they improved significantly. The posttest

score STD 1 = 2.8, STD 2 = 1.6, STD 3 =3, STD 4

=1.6, and STD 5 = 2.4. For the lighting adjustment,

the pretest score STD 1 = 1.8 and STD 5 = 2.4, STD

2 and STD 3 = 0. After a continual training, students’

posttest score improved significantly with STD 1 = 2,

STD 2 = 2.4, STD 3 = 2.2, STD 4 = 2.2, and STD 5 =

3. Students did not have considerable problems in

photo captioning. The pretest score STD 1 = 1.6, STD

2 = 18, STD 3 = 0.6, STD 4 = 1.6, and STD 5 = 2.8.

For background changing, students' posttest score

STD 1 = 2.4, STD 2 = 3, STD 3 = 1.8, STD 4 = 2.8,

and STD 5 = 3. After a month of training, the students

were able to remove facial stain, change background,

adjust lighting, and caption the photos. The

significant improvement was a result of their

determination in the training so that they got very

good posttest scores, this proves that the photo editing

training can improve the skills of deaf students

(Novakovich, Miah, and Shaw, 2017).

4 DISCUSSION

Upon completion of the study, the researchers found

the strengths and limitations in conducting a photo

editing training using Adobe Photoshop program.

One of the strengths was students' enthusiasm to

participate in the training. They kept practicing to edit

photos using Adobe Photoshop program. In addition,

during the training each student was provided with

one computer for them to practice. The limitations

were generally divided into two. First, not all students

have a computer at home. Second, the lack of teachers

to teach them photo editing. However, the students

were able to edit photos very well of the results

obtained by the students.

Adobe photoshop prove that the program is a

program that is easy to learn (Simsek, and Erdener,

2012). This in line with a saying that gradual and

sustainable learning will bring forth a maximum

result. The results of this study show an increase, it

affects the education of deaf students. based on that,

the students now have photo editing skills that can

support deaf students life skills to live independently

in the future (Beck et al., 2016)

5 CONCLUSION

Based on the result of data analysis and hypothesis

testing, it can be concluded that Adobe Photoshop

training program in this study can improve hearing

impaired students’ photo editing skills. Their photo

editing skills improved after receiving the training in

facial stain removal, background changing,

captioning, and lighting adjustment.

For the next researchers, the authors are aware

that there are still many shortcomings in this study,

the researchers only provide photo editing training on

four aspects of changing the background image,

adjust the lighting on the photo, give a writing on the

photo, and clean the face stain on the photo. The

authors hope to the next researcher to provide training

with other materials more widely.

Fifth of students who take the training already

showing progress in photo editing capabilities.

Training on photo editing adobe photoshop program

for deaf students need to be considerate of the school

to help improve the skills of deaf students, as this skill

is one of the skills that are appropriate for deaf

students.

How to Improve Photo Editing Skill of Deaf Children

543

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