A Need Analysis of I-Mol Language Learning Model for Speaking

Skills of Children with Special Needs

Ines Nur Irawan

, Eva Nurohmah

Ninuk Lustyantie

Magister degree of Applied Linguistics, Universitas Negeri Jakarta, Jakarta, Indonesia

Lecturer of French Language, Universitas Negeri Jakarta, Jakarta, Indonesia

Keywords: need analysis, teaching model, Indonesian language, extraordinary school, multimedia

Abstract: The purpose of this study is to identify the need for an Indonesian language teaching model for

Extraordinary School that needs to be developed. The data in this article was collected through a closed

questionnaire distribution to 12 teachers who taught at the Dian Kahuripan Extraordinary School at

Elementary School level. This research is a descriptive qualitative research with the process of collecting

data through observation for approximately 1 month, interviews to two teachers, and questionnaires.

Through this study, it was found that the Indonesian language teaching model used at the Dian Kahuripan

Extraordinary School at the elementary school level still has a simple teaching model that was naturally

general. Hence there are still limitations and insufficiency to meet the needs of students with special needs

(mental retarded, down syndrome, and autism) who adjust the 2013 curriculum in the use of technology in

the teaching and learning process.The results of the needs analysis based on R&D show that multimedia-

based I-Mol Indonesian language teaching model is expected to be an integrated and relevant teaching

model with the 2013 curriculum so it can support the speaking skills of children with special needs

(mentally retarded, down syndrome, and autism). Thus, it can be understood that the Indonesian language

teaching model based on multimedia I-Mol for speaking skills is needed.

1 INTRODUCTION

Language is basically a tool for communication

between people. In cultural expression, language is a

fundamental aspect. As a tool for communication,

language is the concrete proof of the historical

continuity of a community. The importance of

communication makes us aware of the importance of

language use in the development of individual

humans.

In this case, children with special needs have

limited communication using Indonesian language as

a daily communication tool. Humans live by

socializing, therefore the limitations possessed by

children with special needs (mental retarded, down

syndrome, and autism) do not encompass their path

to maintain their ability in language based on

language development whose standard is owned by

children with special needs. In Indonesian language

speaking communication, children with special needs

have the same rights in education despite certain

limitations. But their limitations do not encompass

the possibility for children with special needs to

learn a multimedia learning model. This model is

more interactive and interesting to be understood by

children with special needs (mental retarded, down

syndrome, and autism). Language learning models

using multimedia can place the problem of children

with language breakdown specifically in separating

forms from content and usage.

In previous studies by (Handayani, 2013), the

world of education is increasingly diverse with all

complex problems in the implementation of child

protection. The state and the government are

responsible for providing facilities and ensuring

accessibility for children, especially in ensuring their

growth and development physically, mentally,

spiritually and socially in an optimal and directed

manner. Likewise, the problems faced by some

children with special needs are who have difficulty

interacting socially in their environment, especially

children with autism. The limited ability of children

with autism in the process of social interaction both

in the process of communication, cooperation,

controversy, and conflict with those around them.

Many government officials formulated policies in

242

Irawan, I., Nurohmah, E. and Lustyantie, N.

A Need Analysis of I-Mol Language Learning Model for Speaking Skills of Children with Special Needs.

DOI: 10.5220/0008997302420250

In Proceedings of the International Conference on Education, Language and Society (ICELS 2019), pages 242-250

ISBN: 978-989-758-405-3

resolving this gap. One of them is the existence of

inclusive education policies in formal schools.

However, the implementation does not work

effectively which it can increasedisability of these

children to interact, develop and receive the

education optimally.

Implementation of the 2013 Curriculum requires

a comprehensive understanding of the teacher about

the concept, preparation, and availability of facilities

and infrastructure. The teacher has an important role

in implementing the curriculum. One of the success

of the curriculum depends on the activities and

creativity of the teacher in developing and realizing

it. The teacher must also be able to carry out the

learning process in accordance with the Minister of

Education and Culture (Permendikbud) Regulation

Number 22 Year 2016 concerning the standards for

the process of primary and secondary education

(Rahmadani, Roza, and Murni, 2018).

The problems raised based on interviews and

observations with several teachers are the basis of

the authors to analyze the need for multimedia

intelligent mobile learning tool (i-MOL). It is based

on the teaching models of Indonesian language

learning in accordance with the demands and

expectations of the 2013 curriculum for elementary

school of Extraordinary School. In addition, this

study also identifies the types of learning models that

are suitable to be given to students with special needs

(mental retarded, down syndrome, and autism) so

they can be in accordance with the technological

developments and can support learning activities in

the classroom and outside the classroom. Based on

this background, this article aims to analyze the need

for a multimedia intelligent mobile learning tool (i-

MOL) model based on Indonesian speaking skills at

SLB B & C Dian Kahuripan, East Jakarta.

2 LITERATURE REVIEW

The analysis of the needs of this teaching material

combines the theory of (Briendley, 1995), the theory

of (Hutchinson and Waters, 1991) and the theory of

(Nation and Macalister, 2010) in (Fitria, Rasyid, and

Lustyantie, 2019), specifically by dividing need

analysis into objective and subjective needs.

Objective needs include analysis of identification

and background of students. Meanwhile subjective

needs include analysis of needs, shortcomings and

desires. In addition, researchers also integrate target

needs with learning needs into one in subjective

needs. Learning objectives are 1) learning media 2)

themes, 3) learning materials, 4) learning activities,

5) learning and evaluation media.

Learning models through multimedia can be

applied using intelligent mobile learning tool (i-

MOL) which is interactive in its use. This application

that is designed based on (i-MOL) is intended

specifically for learning models for children with

special needs in the form of applications that can be

accessed mobile or by relying on an Android

processor on a portable device or easily carried

anywhere such as smartphones and tablets or which

is called a mini computer by relying on the touch

screen. This media is designed by adjusting the needs

and compatibility of children with special needs. The

application design is given in order to demand a

digestive process in understanding articulation,

vocabulary and color grammar which is adjusted to

the level given to the needs of children with special

needs This application is designed as simple and

interesting as possible to create a child's interest in

learning Indonesian language which is supported by

the presence of media in the form of images,

graphics, videos and audio. This application is also

designed for the public which can be used both for

teachers in extraordinary schools or special needs or

for parents who have children with special needs.

The use of this Android-based device has its own

advantages that can be accessed free of charge for

the general public in meeting the needs of the

learning process for children with special needs.

In accordance with (Hornberger, 2010) in

(Lustyantie, Emzir, Mayuni, Arung, &Sarmadan,

2019) there are four things that need to be considered

in language teaching, namely: 1) Grammar abilities

related to phonological knowledge, morphology,

syntax, and vocabulary. 2) Linguistic abilities

consisting of various variations and codes. 3) Ability

to understand discourse both verbally and in writing,

and 4) Strategies in communication.

From the explanation above, a needs analysis

based on an interactive multimedia-based teaching

model using an intelligent mobile learning tool (i-

MOL) aims to facilitate children with special needs

in Indonesian speaking skills.

2.1 Learning Model Development

Learning media is a link from the giver or the

method of delivering information as a process of

learning to the recipient of the lesson. According to

(Locatis and Atkinson, 1984: 3), media is a tool

(usually in the form of audio-visual or electronic) to

convey or send messages. Media includes prints,

graphics, photography, audio communication,

television, simulation and games, and computers.

A Need Analysis of I-Mol Language Learning Model for Speaking Skills of Children with Special Needs

243

(Wina Sanjaya, 2012) considers that learning media

is everything such as tools, environment, and all

forms of activities that are conditioned to increase

knowledge, change attitudes or instill skills in every

person who implements them.

From the definition above, it can be concluded

that learning media can be used as a tool in the

learning process to be more interesting, effective,

and efficient. Learning media can simplify the

process of delivering material. Learning media can

also help students to learn better to get information.

This is to increase motivation and student learning

outcomes and help students achieve learning goals

based on the function of learning media, types of

learning media, and selection criteria for learning

media itself.

2.2 Multimedia

According to Turban in (Suyanto, 2003), multimedia

in general is a combination of at least two input or

output media from data, this media can be audio

(sound, music), animation, video, text, graphics, and

images. According to (Munir, 2012: 110), interactive

multimedia is a multimedia that is designed to be

looked to fulfill the function of informing the

message and has interactivity with its users. This

understanding refers to the ability of interactive

multimedia to communicate with its users. The

interface is designed to make users getting

interactive information. Whereas according to Deni

Darmawan (2013: 33), multimedia must be plentiful

in interactive processes. Selected materials are truly

representative for interactive learning.

According to (Lustyantie, 2016), multimedia

based onthe information communication and

technology (ICT)is defined as a technology that has

supporting function of the conveyance process of

information and communication. In line with the

technology development, ICT with computer system

and network support allows people not only to

communicate by seeing the physical but also to hear

the voice directly even though the parties who

communicate are in different place.

In this study the interactivity of the media is

packaged as the delivery of messages or material that

can be displayed according to the wishes of the user

based on the components and characteristics of

interactive multimedia. These components and

characteristics are one of the bases in making

research instruments for interactive multimedia-

based learning models using intelligent mobile

learning tools (i-MOL) with the support of Android

processors in Indonesian language speaking skills.

2.3 Intelligent Mobile Learning Tool (i-

MOL)

Intelligent Mobile learning Tool is defined by: The

intersection of mobile computing and e-learning:

accessible resources wherever you are, strong search

capabilities, rich interaction, powerful support for

effective learning, and performance-based

assessment. E-Learning itself is independent of

location in time or space.

Intelligent Mobile learning is a learning model

that utilizes technology from mobile devices. In this

study, the device is an Android-based smart phone.

Based on the existence of Intelligent Mobile

learning, teachers and parents can access the learning

content anywhere and anytime while providing

learning to children with special needs (mental

retarded, down syndrome, and autism).

2.4 Speaking Skills

According to (Tarigan, 1983: 15) in (Tambunan,

2016), speaking is definedas the ability to say sounds

of articulation or words to express, state, and convey

thoughts, ideas, and feelings. This is because

someone who is said to be skilled at speaking is

someone who is able to speak in all situations,

anytime, andanywhere. In pursuance of (Martaulian,

2015: 4) in (Indrawati, Emzir, dan Lustyantie, 201&)

the speaking skills are essentially a skill in producing

articulation-sound system currents to convey the

willingness, feelings, and desire to others.

2.5 Indonesian Language Learning

Phonetic and Morphology

Phonetic knowledge is one aspect of knowledge

found in language development, in addition to other

aspects of language knowledge, namely semantic,

syntactic, morphemic, and pragmatic knowledge.

Phonetic knowledge is knowledge of language-

symbol relationships in language according to (Erika

Hoff, 2009) in (Christianti, 2015). Phonetics deals

with the sounds of languages and symbols. Phonetic

knowledge in children is aided by the ability of

children to understand differences in sounds and how

to use language around children. Phonetic

development in children occurs very naturally in

receptive language skills and language production.

In linguistic studies, morphology means branches

of linguistics that have the subtleties of words and

their changes and also the effects of those changes on

meaning and class of words. According to (Chaer,

2008) understanding of morphology is part of the

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language science that studies the subtleties of word

forms and changes in word form and changes in the

shape of words to the meaning and class of words.

2.6 Child with Special Needs

According to Heward and Orlanskyin (Handayani,

2013), children with special needs are as children

who are in the process of growth or development

who experience abnormalities or irregularities

(physical, mental, intellectual, social, emotional) so

that they require special education services. In

contrast to (Directgov) in (Riadin, Misyanto, and

Usop, 2017), it is suggested that the term children

with special needs that refers to children who have

learning difficulties or disabilities that make it more

difficult to learn or access education than other

children of their age.

2.6.1 Mental Retarded

Children with mental retarded are individuals who

significantly have intelligence under normal

intelligence. According to the American Association

on Mental Deficiency, they define the mental

retarded as an abnormality in which intellectual

function is generally below average, that is IQ 84

and below. Usually mentally retarded children will

experience difficulties in "Adaptive Behavior" or

behavior adjustments. This means that mentally

retarded children cannot achieve independence in

accordance with the standards and social

responsibility of other normal children and will also

experience problems in academic skills and

communication with the same age group (Yosiani,

2014).

2.6.2 Down Syndrom

Down syndrome is one of the children with special

needs which is a condition of underdevelopment of

physical and mental development in children caused

by abnormal chromosomal development. Mental

disabilities in general have more abnormalities than

other disabilities, especially according to their

intelligence. (L, Batshaw, n.d) in (Marta, 2017).

2.6.3 Austistic Child

Auto means self, whereas ism means a stream /

understanding. Thus, autism is defined as an

understanding where an autistic child is only

interested in his own worldaccording to (Yosfan

Azwandi, 2005: 14). According to (Nakita) in

(Pamuji, 2014: 2, autism is a severe disorder mainly

characterized by disturbances in the development

area as follows: reciprocal social interaction skills,

communication skills, and behaviors stereotyped by

interests). While the understanding of children with

autism is the condition of children who experience

impaired development of brain function that includes

social and affective fields, verbal and non-verbal

communication, imagination, flexibility, interest,

cognition, and attention according to

(Lumbantobing) in (Pamuji, 2014: 2).

3 RESEARCH METHOD

This study uses a qualitative descriptive approach

that analyzes student needs both from the content of

teaching materials and theteachingmodels needed

based on intelligent mobile learning tool (i-MOL)

with survey methods conducted in June 2019 at Dian

Kahuripan B & C Extraordinary School, East Jakarta

at the Elementary School level. The study population

was all teachers who taught at Dian KahuripanB & C

Extraordinary School in East Jakarta.

Data collection techniques is with observation,

interviews, and questionnaires. The instrument for

collecting data was through questionnaires via the

help of google form to 12 teachers who taught at

Dian Kahuripan B & C Extraordinary School. Closed

questionnaires are used to obtain data about learning

resources that have been used by students with

special needs. The results of this needs analysis are

based on a multimedia-based teaching model. Data

from the results of this study were analyzed

descriptively qualitatively.

Tabel 1: The Questionnaire Theory Framework Teachers Need Analysis

Type of Need

Analysis

Aspect of Need Analysis

Form of Data

Objective needs

Identification of

studentbackground

Dimension:

1. Background and Environment

2. Learning Experience

3. Knowledge of Indonesian in the Class

4. Learning Media Support 12 teachers

Interview with

teachers&

questionnaire for 12

teachers

A Need Analysis of I-Mol Language Learning Model for Speaking Skills of Children with Special Needs

245

Subjective needs

Needs

Dimension:

1. Learning Objective

2. Theme

Interview with teachers

Shortcoming

3. Learning Activities

4. Learning Activities

5. Learning Media

Questionnaire for 12

teachers

Desire

6. Evaluation

Questionnaire for 12

teachers

4 FINDINGS

4.1 Results of Analysis and Background

Identification of Students with

Special Needs

In the need analysis, information was obtained that

the average child with special needs (mentally

retarded, down syndrome, and autism) attending

Dian Kahuripan SLB B & C is the majority of

children with down syndrome and mental

retardation, while 14% were children - autistic child.

Children with special needs are not limited to only

carrying one disease, some with mental retardation

with deafness, autism with deafness, down syndrome

with hearing impairment. In the interview, it was

found that, children with special needs came from

families of middle class. The environment is

considered not in a sufficiently good scope in

forming the development of children with special

needs. Children with special needs who attend Dian

Kahuripan B & C Extraordinary School are from

around the school. Based on the teacher's monitoring

experience, it is often found that there is a bad

influence from the surrounding environment about

bad language or language that is easily absorbed by

these children. Their memories absorb more easily

when they feel they are very influential on those

badlanguage.The impact is that children often repeat

these bad words in the school, class, and field.

Difficulties in controlling the behavior of speech acts

that have been contaminated by the environment

around their residence is a challenge for the teacher.

That is why children with special needs can learn

well, although there are often obstacles with saying

bad words repeatedly.

In this case, it is often found problems with bad

language memory in children who experience mental

retarded.In the learning process of children with mild

to moderate retardation, it is very difficult to absorb

lessons or good information, but absorbing bad

words is very easy to absorb and difficult to keep

away from his memory. In line with what was said

(Awalia, 2016) in (Fitria, 2018), according to the

Government Regulation Number 72 of 1991, mental

retardation is classified into two, namely mild mental

retardation and moderate mental retardation. Mild

mental retardation still has abilities in the academic

field and adjustments in class. When the mental

retardation is moderate, it needs to achieve its goals.

The characteristics that distinguish groups of

mentally retarded children are lagging behind

development among peers, not varied ways of life,

easily bored, limited communication skills, low

motivation to learn, and no concern for the

surrounding environment. Mentally retarded children

have difficulty when interacting. This difficulty is

influenced by several things such as children's

intelligence and the surrounding environment. A

child's interaction is very important for his life

because interaction can be a guideline for his

socializing life.

In the knowledge of Indonesian language class,

according to the results of an interview with the

teacher, it was considered quite difficult. This is

because the ability of children to master new subjects

is very slow with the lack of adequate facilities from

the support of learning media. Children with special

needs tend to want to learn more if there are

adequate audio and visual introductions, when

students learn to use visuals with the use of attractive

and harmonious colors and images, students are

more enthusiastic in learning. It is said that students

with these special needs still have to follow

government programs which adjust the passing

grade/Kriteria Ketuntasan Minimal (KKM) in

general. Therefore, children with special needs need

to be paid more attention by the government to

improve the quality of education for children with

special needs such as mental retarded, down

syndrome, and autism at Dian Kahuripan SLB B & C

Extraordinary School. Based on the results of the

closed questionnaire distribution, it was found that

these children could learn well when good and

interesting use of audio and visual was carried out in

the classroom. The use of learning media using

technology is still limited for each class at this

elementary school level. The number of students at

each level from grade 1 to grade 6 is around 8-9

grade children with ages ranging from 7 years to 15

years.

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4.2 Result of Need Analysis

Based on the results of interviews with language

teachers, Indonesian language learning refers to the

Core Competencies and Basic Competencies of the

2013 Curriculum that is imposed by the government.

however, these core and basic competencies must be

surpassed by teachers before the end of the

2018/2019 school year. Core competencies and basic

competencies are still not optimal to achieve learning

achievement. This is because of the limitations of

children and facilities and support from the family. in

this case children with special needs must always be

alerted and guided in each learning process carried

out.

Even in learning Indonesian itself, it is still not

good enough, there are still some obstacles for

children with special needs. It is difficult to

recognize and understand new vocabulary and

arrange simple sentences. Therefore, to optimize the

achievement of Indonesian language learning by the

decision of the State Minister for Women's

Empowerment and Child Protection of the Republic

of Indonesia article 3 paragraph 1, Policy for

Handling Children with Special Needs includes

programs in the general field, education, work skills

training, health, protection and participation of

children with special needs. In addition, Presidential

Decree No. 36 of 1990 is concerning Ratification of

the Convention on the Rights of the Child as

contained in Article 23 of the Convention which

mandates the need for children with mental and

physical disabilities to enjoy a decent life, increase

trust self and facilitate the active participation of

children in society.

The state in particular the government guarantees

that children with disabilities can get education,

training, health services, rehabilitation services,

preparation for work and opportunities for recreation.

Likewise, according to the components of learning

activities, teaching material must be able to support

learning activities related to students with special

needs who are active. The teacher in learning

activities more as a facilitator that directs students to

understand and apply the contents of the material.

Because of the lack of use of audio and audiovisual

media, students need teaching materials that cover

this media with content that is in harmony with the

material as well as gradual intensity of time on the

use of the learning media.

4.3 Result of Shortcomings and Desires

Analysis

The results of the need analysis on this aspect were

obtained from a questionnaire that was distributed by

12 teachers. The components of the question in this

aspect are generally consisting of learning objectives,

theme material / topics, language and cultural

learning materials and speaking skills, learning

activities, media learning, evaluation. The thing that

distinguishes between aspects of lack and desire is

the question and category. The question of the lack

aspects is more emphasized on "experiencing

difficulties in learning or teaching". Meanwhile the

questions about desire aspects are emphasized in

"desires and needs related to components to be held

or enhanced". The value category in the deficiency

aspect consists of "yes and no", it is based on the

semantic differential scale. However, for the results

of the analysis presented in this article, the average

teachers / researchers score in the value category is

the need for the development of an I-Mol

multimedia-based teaching model on Indonesian

speaking skills. In the aspect of shortages and needs

for aspects of desires, it can be seen based on

comparisons and gaps between aspects of shortage

and desire.However, for the dimensions of the theme

or topic, the teacher evaluates them after learning the

aspects of deficiencies and then assesses what is

needed in the aspect of desire. The following is the

average value of the two aspects based on the closed

questionnaire distributed by the use of google form

technology:

Table 2: Summary of Questionnaire Results Recapitulation

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247

The summary recapitulation of the needs

analysis questionnaire result is reviewed from table

II, teachers who say the importance or not of

learning Indonesian language for children with

special needs as much as 100%. The teachers stated

that it was difficult to teach Indonesian to children

with special needs as much as 66.7%. Then the

teachers who were stated that children with special

needs were happy with learning to speak in

Indonesian language as much as 75%. Then the

teachers who have stated whether children with

special needs more often found difficulties in

learning Indonesian language as much as 66.7%.

The teachers stated that there was a special level of

learning Indonesian for children with special needs

as much as 91.7%. Then the teachers who used

multimedia-based learning in learning Indonesian

in children with special needs was 58.3%.

Furthermore, the teachers said that children with

special needs liked 100% technology-based

learning methods. Then the teachers who have said

that there was a special evaluation in learning

media using multimedia in the class used as much

as 100%. Then teachers who have found that

children with special needs find obstacles in

learning Indonesian in using multimedia devices

that have been provided in class as much as 66.7%.

Furthermore, the teachers who have stated that

children with special needs were more interested in

using (gadgets) / devices as much as 100%.

Teachers who have said children with special needs

like learning methods with image domination and

mixing colors that are harmonious and interesting

as much as 100%. Then the teachers who said

learning in Indonesian using (gadgets) / devices

using audio is needed by children with special

needs as much as 100%.

The teacher said that it was deemed necessary

for the existence of Multimedia-based learning

methods (gadgets) / devices with 100% Android-

based. Furthermore, the teachers said that the

development of Indonesian Language learning

teaching materials was needed with devices that

were easier to carry around and accessed anywhere

for children with special needs guided by teachers /

parents / family / friends as much as 100%. Finally,

the teachers who stated that relying on renewable

technology with android-based multimedia

according to the father / mother would be effective

and could affect the results of the Indonesian

language learning process as much as 100%.

5 DISCUSSION

Needs analysis is needed in designing and

developing teaching materials. (Kayi, 2008) in his

research, he stated that with the need analysis,

language learning will become more focused and

directed. The need for analysis in this study produces

information about characteristics and backgrounds of

students. What achievements are obtained from the

learning process, gaps and shortcomings of what is

available from ideal conditions in the field.

Therefore, this is also how desires and needs are

needed to achieve the learning process. Accordingly,

this needs analysis can be the basis for developing

Indonesian language teaching materials that lead to

the specific needs of teaching and learning in the

classroom. The media leads the development of

teaching models that supported by technology tools

and multimedia-based devices with the use of I-Mol

with Android processor supported. Therefore, two

things lead to the suitability of both the level of

difficulty and the appearance of the material

according to the characteristics of the students.

The results show that the main skills must be

achieved to support the goal of speaking skills.

Therefore, teaching material is a systematic teaching

material that can support the achievement of learning

objectives that is supported by the use of

multimedia-based teaching models. A need analysis

is the main step in developing a renewable learning

model. Then, the material must be designed using

Indonesian language to make it easier for students to

understand the instructional material and the

speaking skills component.

This can be seen from the high response of the

teacher’s desire to use teaching materials in

Indonesian language instruction. In order that

learning can encourage the improvement of speaking

skills through teaching materials that must be

equipped with supporting media for audio, visual and

audio visual. This is supported by "needed"

responses from teachers in the range of 100%.

Therefore, students need instructional materials that

lead to multimedia by utilizing (gadgets) / devices on

smartphones so that presentation of teaching

materials can cover a variety of materials in one

media application. This form of teaching material

students is considered capable of repeating lessons at

home with a complete range ofaudioand visual aids

examples in which both are related to vocabulary,

text, and dialogue. Based on their responses with a

value of more than 100%, the teacher also does not

mind maximizing the use of multimedia such as

smartphones or using emulators on the use of

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applications by the computer in learning activities.

This is also in line with the characteristics of

students who have a high sense of multimedia used

in learning activities (see results of analysis of

identification and background of students). In fact,

by utilizing this multimedia-based teaching model,

the contents of the material can be included with

interactive instructions or can stimulate students to

do kinesthetic responses. Then the learning activities

can maximize the work of the brain through audio,

visual and kinetic. This is solely to bias students'

understanding of the material content. In addition to

interactive teaching, learning activities can be carried

out systematically and structurally if learning

activities are carried out in class or outside the

classroom which can be guided by teachers, parents

and relatives of children with special needs.

The findings in this article can be practically

followed up by the authors and the school in

improving the teaching materials used by Indonesian

teachers for children with special needs. Teachers

must also continue to explore the potential and local

needs that are appropriate to be integrated in good

and correct Indonesian language learning. In other

words, the learning can become meaningful,

enjoyable, and sustainable.

6 CONCLUSION

Based on the explanation above, it can be concluded

that the analysis of objective needs and subjective

needs is related to each other. The results of the

identification and background of students have a

harmony with the gaps that occur in the learning

process and the expected needs in learning activities.

In addition, the results of the analysis of needs,

disadvantages, and gaps are interrelated as obstacles

in learning objectives. These things need to be

resolved based on the needs and desires of students

and teachers.

The results of the research data indicate that Dian

Kahuripan B & C Extraordinary School students

need Indonesian language teaching materials with

the content including 1) linguistic components

including vocabulary, sentences, discourse texts,

dialogue with contexts leading to the field of

learning; 2) speaking skills component that is

supported by appropriate media supporters; 3)

instructions and explanations for materials using

Indonesian language; 4) learning activities lead to

learning both active students individually; 5)

teaching materials can be accessed with electronic

devices such as computers, laptops and smartphones;

6) teaching materials including audio, visuals, audio

visual support on it; 7) teaching materials use

interactive instructions that can stimulate student

responses; 8) teaching materials have an evaluation

of learning both assignments and exercises at the end

of each material topic, and 9) teaching material can

encourage systematic learning activities when it is

used in inside or outside classroom.

From this conclusion, it can be said that students

need teaching materials according to the needs of

students. In this case, material content has the

context of multimedia-based language learning

model in helping the learning process of Indonesian

speaking skills in children with special needs using

interactive intelligent mobile learning tool (i-MOL).

This is to improve good and correct speaking skills

of Indonesian language learning that is presented by

multimedia which includes text, images, animated

instructions, audio, and audio visual. The purpose of

this study of needs analysis is to provide an overview

to the author in order to have a design in conducting

research. Hopefully the research can have a positive

impact on the world of education, learning, research,

and other creative aspects.

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