Difference

eading of the Indonesian Word Groups on Dislexia

Patients in Medan City

Gustianingsih

1,2

, Elmeida Effendi

, Ali

USU Postgraduate, Faculty of Cultural Sciences, Universitas Sumatera Utara, Medan, Indonesia, 20155

Internal Reviewer of Research Institution of Universitas Sumatera Utara, Medan, Indonesia, 20155

Lecturer of Faculty of Medicine, Universitas Sumatra Utara, Medan, Indonesia, 20155

Faculty of Teacher Training and Education, Islamic University of Sumatera Utara, Jl. SM Raja, Teladan, Medan,

Indonesia, 20216

Keywords: Deviation of reading and writing, Dyslexic patients.

Abstract: The objectives of this study were: (1) to classify the difficulties of reading Indonesian word groups in Dyslexic

Patients (PDS), and (2) to classify the difficulty of understanding long instructions in a short time Dyslexic

Patients (PDS). Theoretically, this research explains the intervention and ability concerning memories,

productions, thoughts, meanings, and emotions that are very influential in someone's speech when speaking

because there is a disorder in the brain. This research applied research and development method. This research

oriented to a cycle begun with the collection of information research results in the form of difficulty reading

and writing by involving 3 (three) Dyslexic patients. Method used for data collection was reading and writing

tests. The basic technique used was tapping technique, i.e. tapping the PDS 1-3 taken from Medan

Extraordinary School. Data analyzing was done in order to classify the difficulty found in reading and writing

and to classify long instruction in the same time. The research found that dyslexic patients are not able to read

and write tree words or the complex words and dyslexic patients are also difficult to understand long

instructions as their long-term memories are also damaged.

1 INTRODUCTION

Dyslexia is a reading disability that primarily

concerns with a particular language base, which

affects the ability to learn words and compose words

even though the child has an average or above

average intelligence level, sufficient motivational and

educational opportunities and normal vision and

hearing

Dyslexia usually occurs in children with normal

vision and intelligence. Children with dyslexia

usually speak normally, but have difficulty

interpreting "spoken language" and writing. Dyslexia

tends to be lowered and more common in boys.

Dyslexia is mainly caused by brain abnormalities that

affect sound processing and spoken language. This

disorder is a congenital abnormality, which can affect

the decomposition of words as well as impaired

spelling and writing. (Ali and Gustianingsih, 2018)

Dyslexia comes from the Greek word "dys" which

means difficulty and "lexia" which means words. In

other words, dyslexia mean difficulty in processing

words. Dyslexia is an abnormality with the basis of

neurobiological abnormalities and is characterized by

difficulty in recognizing the word precisely or

accurately in spelling and in the ability to encode

symbols. There are two kinds of dyslexia,

developmental dyslexia and acquired dyslexia.

Developmental Dyslexia is innated and due to

genetic or hereditary factors. People with dyslexia

will carry this disorder for the rest of their lives or

cannot be cured. Not only have difficulty reading,

they also experience the barriers to spelling, writing,

and some other language aspects. However, dyslexic

children have normal or even above average levels of

intelligence. With special handling, the obstacles they

experience can be minimized. And acquired dyslexia

is acquired due to interference or changes in the way

the left brain reads (Downing, 2013).

Some experts also define dyslexia as a condition of

input processing or different information (from

normal children) often characterized by reading

difficulties that may affect the areas of cognition,

such as memory, input processing speed, timing

1230

Gustianingsih, ., Effendi, E. and Ali, .

Difference Reading of the Indonesian Word Groups on Dislexia Patients in Medan City.

DOI: 10.5220/0010070712301235

In Proceedings of the International Conference of Science, Technology, Engineering, Environmental and Ramiﬁcation Researches (ICOSTEERR 2018) - Research in Industry 4.0, pages

1230-1235

ISBN: 978-989-758-449-7

ability, coordination, and control motion. There can

also be visual and phonological difficulties, and there

is usually a difference in ability in various aspects of

development (Paris and Carter, 2013)

Dyslexia usually occurs in children with normal

vision and intelligence. Children with dyslexia can

usually talk normally, but have difficulty interpreting

"spoken language" and writing. Dyslexia tends to be

lowered and more common in boys (Ritchie, 2012).

Dyslexia is primarily caused by brain abnormalities

that affect sound processing and spoken language.

This disorder is a congenital disorder, which can

affect the decomposition of words as well as spelling

and writing disorder (http: // www.dyslexia-

indonesia.org).

2 RELATED THEORIES

2.1 Dyslexia Symptoms

The symptoms of dyslexia may be difficult to

recognize before the child enters school, but some

early symptoms may identify the problem, such as

irregularities perceiving other people's speech

delivered to the patient, distortion of vision when

looking at pictures around the patient, hearing

aberrations of the songs that are heard in the sufferer

and when the child reaches school age, the teacher of

the child may be the first to be aware of the problem.

(Webb and Lowson, 2011)

Actually, dyslexic people have signs and

symptoms that have a high risk such as telulang

talking, adding vocabulary after being able to speak

very slowly, experiencing difficulty "rhyming"

(rhyme) when the child has not attended school.

When the child has entered school the signs and

symptoms have become more visible: (1) Reading at

the level below what is expected for the child's age,

(2) experiencing a disturbance in processing and

understanding something that the child hears, (3) (4)

experiencing interruptions in following instructions

more than one at the same time, (5) experiencing

interruptions to recite pronunciation of unfamiliar

words, (6) experiencing hearing impairment (when at

certain moments of hearing) can not make similarities

and differences in the singing of words that are almost

the same as "put" for "put", (7) experiencing impaired

vision (see writing on the signboard for words in

reverse ( b for d or "birth" to "dead"). (8) Under 8

years of age, dyslexic children will continue to look

reversed after their age, spellinga and difficult to learn

a foreign language (Wang, 2011).

2.2 Handling

Children with dyslexia require individual teaching

and treatment for dyslexia often involves multisensor

education programs. Moral support from parents is

also an important part. The best treatment is direct

instruction, which incorporates a multisensoric

approach. This type of treatment consists of teaching

sounds with different cues, usually separately and (if

possible) part of the reading program.

Indirect instructions can also be applied. It usually

consists of training to speak a word or reading

comprehension. The child is taught how to process

sound by mixing sounds to form words, by separating

words into letters and by recognizing the position of

sounds in words. (eg in recognizing parts or patterns

and distinguishing different types of sounds) or

problems with memories, conversations, thoughts

and hearing.

Distractions that cause problems in speaking,

listening, reading, writing or math skills, as well as

specific developmental disorders. Learning

difficulties are impairments in learning abilities

including in terms of speaking, listening, reading,

writing, or math skills. Children who experience

learning difficulties can be seen from their academic

ability a year or two under their age children with

normal intelligence. Often these learning difficulties

seem to coincide with other difficulties such as

ADHD (Attention Deficit / hyperactivity disorder)

caused by functional irregularities of certain parts of

the brain. This is due to hereditary factors.

Learning difficulties are associated with brain

dysfunction that affects basic skills such as perceptual

sensory ability. In general, learning difficulties in the

academic field include:

2.3 Dyslexia

It is also called a developmental disorder reading.

Symptoms include: (1) Difficulty in connecting

letters with sounds, (3) Difficulties in forming

sukukata, (4) Reversal of letter positions, (5) Speech

disorder, (6) Doubt in words, (7) ) Less understanding

of the meaning of the sentence.

1) Assessment

Assessment of learning difficulties can be done by

one or more of the experts, such as psychologists,

psychiatrists, and neorologists. Assessment that can

be done is through IQ test to determine the ability of

verbal and non verbal child, test projectif to evaluate

the emotional level.

Difference Reading of the Indonesian Word Groups on Dislexia Patients in Medan City

1231

2) Treatment

Basically the treatment for children learning

difficulties is remedial education and psychotherapy.

Both can be implemented simultaneously or one

follows the other as needed. Remedial should be done

individually with a tutor. The goal is to find and tear

down the walls that cause learning difficulties.

Basically the most needed by children with learning

difficulties is the affection, understanding and

patience of the people around him, especially from

parents. After that then can be done proper handling.

Dyslexia is a learning disorder, in which a person

has difficulty reading, writing, or spelling. Dyslexic

sufferers will have difficulty in identifying how

spoken words should be changed into letters and

sentences, and vice versa. Dyslexic, based on gender,

male sex has memory memory disorders, knowledge,

fine motor skills, body balance for a sample of 40

people from preschool shows 27.5% (11 adults) show

symptoms at risk of dyslexia, but only 15% (6 people)

indicates a very high risk of having a dyslexic

symptom. Boys are more affected by dyslexia than

girls. 40% more children fail to mention abaca /

letters, 5% do not recognize rhymes / first letters, and

3% can not distinguish language sounds). The

Malaysian Education Ministry disclosed that since

2001 many preschool-aged children were exposed to

dyslexia of 290,000 school pupils from 4.9 million

total pupils (KPM, 2000). 4% of the world's

population is significant to have dyslexic symptoms

(Moses, 2002). These special needs children include

dyslexic children who also need special education to

be socially acceptable in a meaningful life (Bent,

2014).

Noorr (2011) has budgeted 314,000 children who

are studying in Malaysia Malaysia with dyslexia

Setiausaha Parlimen, Ministry of Education in 2004

(Komala, 2011) also reported that 5% of cases of

dyslexia or one in 20 students are detected dyslexia

compared with Down syndrome disease. which is

about one in 600 people detected dyslexic disease and

about one in 700 people increased sharply also

reported by the President of the Malaysian Social

Harmony Union (PSHM). Increasing dyslexia in

Malaysia makes Malaysian government recommend

to do research about dyslexia to be known early

handling of dyslexia. According to studies conducted

by Meier, Hammond and Hughes, and Spaafford and

Grosser, there are two factors that cause the

emergence of this disorder problem, among which are

genetic factors or heredity and biological factors.

Studies have shown that dyslexia is caused by

chromosomes 1, 15 and 16 that may be inherited from

generation to generation. In most cases, there is a

family expert having the same problem, the only thing

that sets them apart is the stage of seriousness. While

biological factors are an outcome factor that

culminates with a preterm birth or an insufficient

lunar birth, lack of oxygen at birth as well as birth

complications. Damage to the brain during the birth

process is also one of the impetus to the problems and

disorders of the child in the learning process (

Maliphant and Saraga, 2011). In fact, the child who

faces this problem has a normal stage of intelligence

and has no hearing and vision problems. Nor are they

classified as weak and foolish. This problem can be

overcome if the parents and teachers can recognize

this disorder. Umar, Rahman, et al., Says that the

Malaysian kingdom expects its people to be able to

master 100% literacy capability by 2020.

Nevertheless, the proficiency of reading, writing and

guessing (3M) principles may be difficult to obtain.

According to Julina, about 40% of students are not

capable and do not master 3M due to students facing

severe cognitive problems such as dyslexia. Dyslexia

has a high population and may lead to various

problems of individuals, families, communities and

countries. 10% -15% of the world population has

dyslexic problems (Rohati, 2011).

3 RESULT AND DISCUSSION

3.1 Difficulty Reading Indonesian

Language Group to Dyslexic

Patients

(1) Researchers: Try to read this word "shoes"

PDS-1: "panu"

Researchers: Read the "horse"

PDS-1: "luda"

Researchers: Read "Kuda Lumping"

PDS-1: "luda lumpum"

Researchers: Read the "Goat Cage"

PDS-1: "ladan landin"

The above-mentioned PDS-1 reading events are very

worrying for children with dyslexia. The words read

do not match what is written. Some words are omitted

and some phonemes swap, like [t] and are swapped to

[n], and the [se] element in word [shoes] is lost,

unreadable by PDS-1. Similarly, the word [horse] is

read as [luda]. The sound [k] is converted into sound

[l]. For Word base. PDS-1 has an interruption of

reading one word. Certain sounds are exchanged by

him and read them imperfectly. The age of PDS-1 is

ICOSTEERR 2018 - International Conference of Science, Technology, Engineering, Environmental and Ramiﬁcation Researches

1232

10 years. Age that is perfect enough to read a word.

In Indonesia in general, children begin to enter

primary school (SD) at the age of 6/7 years, so the age

of 10 years actually the child is in the 5th grade

elementary school. In grade 5 elementary school is

basically children have read fluently long sentences.

For the case of two words (group of words) PDS-

1 apparently equates the sound of [l] in the first word

position [horse] to [luda] with the second word

[lumping]. This language event can be phonologically

traced into a progressive assimilation form. The front

[1] sound affects the [k] sound at the back to sound

[l].

In particular, which occurs in PDS-2, different

cases of reading the child. Words that children read

backwards, the composition of words is not

systematically arranged, the way of reading there is at

the lowest level and not in accordance with the age of

children, children also disturbed hearing, so disturbed

the process of language and language understanding,

understand the instructions that very simple even

disturbed let alone follow the instructions more than

one at the same time, sight and hearing is also

disturbed, so can not distinguish and find the

similarity between the word one with the other word

can not spell and can not learn a foreign language.

PDS-2 has difficulty distinguishing "bamboo" with

"lamp"; or they misunderstand words that sound

almost identical, such as "seventy" with "seventeen".

This difficulty is not due to hearing problems, but is

related to the processing of inputs in the brain. Here's

an illustration below:

(2) Researchers: Read "bamboo"

PDS-2: [lamu]

Penelti: read the "lights"

PDS-2: [lamu]

Researchers: which is "bamboo" and which is

"light".

PDS-2: "light" he pointed 'bamboo', when asked

again 'bamboo' he pointed "lamp"

Researchers: read "seventy" (70) and "seventeen"

(17)

PDS-2: [tujubas] and [tujuoh]

When asked which "seventeen" with "seventy",

reversed he pointed to it, and at all the PDS-2 did not

understand the instruction. Besides the PDS-2 was

unable to read two words / groups, PDS-2 also

suffered from interference understanding. When

associated with neurolinguistics, PDS-2 is impaired

in both brain hemispheres. In the Wernicke field is the

part of the brain located on the left hemisphere of the

brain specially regulating the understanding of

language, and the right hemisphere, the khujsus

governs the language of reading and writing skills

(Ali and Gustianingsih, 2015).

3.2 Difficulties of Understanding Long

Words of Instruction in One Short

Situation

In this case the PDS is incapable of understanding the

instruc- tion of long and many words at the same time.

The PDS very much regulates the words that have

been delivered to him completely and perfectly.

Here's an illustration when researchers see the mother

PDS-3 memeberi message to his son.

(3) Mother: "Keep the bag in your room upstairs,

change clothes, wash your feet and

hands, then go down again for lunch with

mom, but do not forget to take it too

your math homework book, yes ".

PDS-3: Mak .. this is Prku "basa nesa" (bahasa

Indonesia). School bag still on, shirt schools

have not been replaced, hands and feet have

not been washed.

Mother: PR Bahasa Indonesia, taken mother. Mom

told PDS-3 to come back with instructions

the first "Save the bag in your room upstairs,

change clothes, wash your feet and

hands down, then down again for lunch with

Mom.

PDS-3: Climb again to the top of the stairs, up on it

down again by saying "yok Maam "(meaning

to take her mother to lunch), but the bag

remains slung over the child's shoulders,

hands and feet have not been washed.

Mother: Ouch nang (dear call a mother to the only

child). Yes, eat us yes, but keep your bag in

your room, banging your bag who was

carried his son, Son silently looked at his

mother.

PDS-3: Son rises again to the 2nd floor and takes off

his bag, then he drops back down.

Mother: Nice my son, your bag is stored in your study

cabinet? Your hands and feet are washed?

PDS-3: Shut up, bewildered. Climb again up and

followed by his mother. Above the 2nd floor,

Mom gave an example of putting a child's

school bag into a study cabinet and bring the

child to the bathroom to wash hands and feet.

From the above illustration on data (3), it is clear

that this dyslexic child is incapable of understanding

long and complex sentence instructions in the same

situation, short time. The PDS-3 is only able to

remember the last words of "eating with mom", after

which the mother shakes the child's bag, the PDS-3 is

Difference Reading of the Indonesian Word Groups on Dislexia Patients in Medan City

1233

able to remember the second message of the ibunta,

but forgot the 3rd message and the 4th message.

Refreshing on the above data, can be done

positive handling in children, assessment, and

positive treatment with great patience and affection.

3.2.1 Handling

Children with dyslexia require individual teaching

and treatment for dyslexia often involves multisensor

education programs. Moral support from parents is

also an important part. The best treatment is direct

instruction, which incorporates a multisensoric

approach. This type of treatment consists of teaching

sounds with different cues, usually separately and (if

possible) part of the reading program.

Indirect instructions can also be applied. It usually

consists of training to speak a word or reading

comprehension. The child is taught how to process

sound by mixing sounds to form words, by separating

words into letters and by recognizing the position of

sounds in words. (eg in recognizing parts or patterns

and distinguishing different types of sounds) or

problems with memories, conversations, thoughts

and hearing.

3.2.2 Assessment

Assessment of learning difficulties can be done by

one or more of the experts, such as psychologists,

psychiatrists, neurologists, and linguists. Assessment

that can be done is through the IQ test to determine

the verbal and non-verbal skills of children, projectif

tests to evaluate the level of emotions, and tests

language proficiency (reading, writing, speaking, and

listening the language correctly and correctly).

3.2.3 Treatment

Basically, the treatment for children learning

difficulties is remedial education and psychotherapy.

Both can be implemented simultaneously or one

follows the other as needed. Remedial should be done

individually with a tutor. The goal is to find and tear

down the walls that cause learning difficulties.

Basically, the most needed by children with learning

difficulties is the affection, understanding and

patience of the people around him, especially from

parents. After that then can be done proper handling.

4 CONCLUSION

The conclusions that can be drawn from this paper are

difficulty Reading Indonesian to Dyslexic Patients,

not just reading word group, but reading one word

also has difficulty. The words of a group of words are

read in reverse, the composition of the words is not

organized systematically, the way of reading is at the

bottom and not in accordance with the age of the

child. Children also disturbed hearing, so disturbed

the process of language and language comprehension.

Understanding very simple instructions once

disturbed let alone follow the instructions more than

one at the same time, sight and hearing is also

disturbed, so it can not distinguish and find the

similarity between words with one another. Children

have difficulty distinguishing "bamboo" from "light";

or they misunderstand words that sound almost

identical, such as "seventy" with "seventeen". This

difficulty is not due to hearing problems, but is related

to the processing of inputs in the brain.

ACKNOWLEDGEMENTS

The Authors gratefully acknowledge that the present

researcher is supported by Ministry of Research and

Technology and Higher Education Republic of

Indonesia. The support is under the research DRPM -

DIKTI of Year 2018 Contract:

No.1140A/UN5.1.1R/PPM/2018, SP DIPA-

042.06.1. 401516/ 2018, date December, 5

2018.

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