Data Analysis Method Suggestions

25

3.3 Data Collecting Method

The data are collected by observation, transcribing, and documentation.Because the main data are taken from questionnaire, the children have been observed by asking the teachers use the questionnaire based on the symptomps of dyslexia. In this case, the writer use DSM-IV-TR 2000, Abdurrahman 2003: 209-232, Hornsby 1984: 66and Lovitt 1989: 225 as the reference to dyslexia syndroms. The questionnaire’s result also has been read many times and some teacher also have been asked directly to understand the phenomenon. After doingobservation, the quitionerhad been trascribed into English in order to select thewords and letters easily as many as possible related to research problems. In addition, the documentation has been conducted by looking for orgathering the secondary data from textbook, journals, abstracts, and articles whichappropriate with research problem.

3.4 Data Analysis Method

After collecting the data, the data has been identified and classified based on the types of difficulties on language learning by giving attention to theresults from the questionnaires from the teachers of dyslexic children’s mistakes in reading and writing, andthe methods that are applied to overcome the difficulties above by giving attentionto the questionnaire’s resultsabout howthey are practicing reading and writingwith their teacher.Then, each data has been analyzed dealing with theproblem of the study. In analyzing, the data reduction has been conductedby selecting the data relevant with the research problems. While doingreduction, an important and appropriate words or letters have been selected withthe research problems. After that, the data were analyzed by usingB.F. Skinner 1905, Gillingham and Stillman 1997, Levinson 1994, and Lerner ‟s theories 1988 based on questionnaire from their teacheras the mediator.On the other hand, the whole data have been discussed to find out the finding from the data, in order to draw conclusion of the phenomenon based on the research problems. 26 CHAPTER IV ANALYSIS AND FINDINGS

4.1 Data Analysis

In data presentation and analysis, the data presented are the table of questionnaire’s result which is answered by the teachersin Kidz Smile Therapy Center for Kidsand answered based ontheir observation and experiences on five dyslexic children. The explained data is compiled based on the parts of questionnaires. Those are in order to make readers easy in understanding the data without reading the questionnaiers. Besides, this research analysis only used questionnaires because of the direct research and analysis are not allowed because terms of privacy. Finally, it presents the data analysis using Skinner 1905, Gillingham 1997, Levinson 1994 and Lerner ‟s theories 1988. The data description is divided into two sections. The first is types of dyslexia suffered by children in Kidz Smile Therapy Centerfor Kids and the second is methods used to overcome the language learning difficulties.

4.1.1 Types of Dyslexia Suffered by Children in Kidz Smile Therapy Center for Kids

This section is divided into some tables and parts. The first part consists of the perception of five dyslexic children in visual perception, auditory perception and tactile and kinesthetic perception.The second part consists of the first informal assessment. The third part consists of informal assessment on fivedyslexicchildren in reading and writing difficulties. And the last part consists of the method use to overcome the difficulties as cited in Abdurrahman, 2003. Perception In doing this analysis perception, the theory used is the perception theory by Lerner 1988 as cited in Abdurrahman, 2003: 151-156 No. Datum I Datum II Datum III Datum IV Datum V 27 1. Do an error writing repeatedly. - Do an error writing repeatedly. - Do an error writing repeatedly. 2. Prefers to listening. Prefers to listening. Prefers to reading and listening. Prefers to listening. Prefers to reading. 3. Hard to distinguish shapes, letters, or words. Hard to distinguish shapes, letters, or words. Hard to distinguish shapes, letters, or words. - Hard to distinguish shapes, letters, or words. 4. Has a spasial difficulties on reading and writing. Has a spasial difficulties on reading and writing. - - Has a spasial difficulties on reading and writing. 5. Hard to distinguish an object to another object. Hard to distinguish an object to another object. Hard to distinguish an object to another object. Hard to distinguish an object to another object. Hard to distinguish an object to another object. 6. Hard to distinguish an object from its surrounding background. Hard to distinguish an object from its surrounding background. Hard to distinguish an object from its surrounding background. Hard to distinguish an object from its surrounding background. - 7. Impaired in remembering and identify an object - Impaired in remembering and identify an object - Impaired in remembering and identify an object 8. Cannot read a word with Cannot read a word with Cannot read a word with Cannot read a word with Cannot read a word with 28 incomplete letters. incomplete letters. incomplete letters. incomplete letters. incomplete letters. 9. Not able to remember the shape of the object. - Not able to remember the shape of the object. - - 10. - - - Has a difficulty when changing the arrangement of letters. Has a difficulty when changing the arrangement of letters. 11. - Impaired in identifying letters through touch or tactile - - Impaired in identifying letters through touch or tactile 12. Have difficulty in understanding everything heard Have difficulty in understandin g everything heard - - Have difficulty in understandin g everything heard 13. - Cannot remember and distinguish the sound of various words Cannot remember and distinguish the sound of various words Cannot remember and distinguish the sound of various words Cannot remember and distinguish the sound of various words 14. - Not able to use the - Not able to use the Not able to use the 29 alphabetic principle needed to learn phonic. alphabetic principle needed to learn phonic. alphabetic principle needed to learn phonic. 15. Hard to differentiate the similar word. Hard to differentiate the similar word. Hard to differentiate the similar word. - Hard to differentiate the similar word. 16. - Hard to understandin g the successive commands. Hard to understandin g the successive commands. Hard to understandin g the successive commands. Hard to understandin g the successive commands. 17. Hard to remember the order of alphabet, days, and months. Hard to remember the order of alphabet, days, and months. Hard to remember the order of alphabet, days, and months. - - 18. Hard to combine several letters into a word. - Hard to combine several letters into a word. - Hard to combine several letters into a word. 19. - Often make mistakes in writing - - Often make mistakes in writing 20. Disappearanc es letters Disappearanc es letters Do letters replacement Disappearanc es letters Disappearanc es letters 30 Analysis: In this case, the theory of perception used is Lerner’s theory 1988: 285 as cited in Abdurrahman, 2003: 151–156. Datum I-V represent children in Kidz Smile Therapy Center for Kids who found suffered from dyslexia. In datum I, a child only applies two elements of auditory perception, they are phonological awareness and auditory memory. A child applies phonological awareness because shehe able to use the alphabetic principle that needed in phonic learning. Besides, a child applies auditory memory because shehe able to remember the order of alphabets, days, and months. As shown as on the table above, a child in datum I only applies one element of visual perception that is object recognition because shehe able to change the arrangement of letters or words such as p becomes q or “ibu” becomes “ubi”. Besides, there is also found a tactile and kinesthetic percepition because a child not impaired in identifying letters through touch or tactile. On the other hand, there are two of five elements on visual perception applied by child on datum II, they are visual closure and object recognition because a child able to remember and identify an object, shehe also recognize the shapes of that object and does not get a difficulty in changing letters or words arrangement. A child also applies only one of five elements on auditory perception, that is auditory blanding because shehe does not get a difficulty in combining letters into a single word such as m-a-i-n becomes “main”. Yet, the child in datum II does not apply tactile and kinesthetic perception at all because shehe impaired in identifying letters through touch or tactile. As shown as in datum III, a child applies only one elements of auditory perception, tactile and kinsthetic perception, and two elements of visual perception. A child applies phonological awareness to use the alphabetic principle. Shehe also use spasial relation to give some space to hisher writings. Besides, a child applies object recognition to change the arrangement of letters or words. 31 On the other hand, a child in datum IV applies three of five elements in visual perception, they are spasial relation, visual closure, and object recognition. This child also applies three of five elements in auditory perception, they are auditory discrimination, auditory sequencing, and auditory blanding. A child applies auditory discrimination to differentiate between some similar words such as “kakak” and “bapak” or “ibu” and “abu”. Shehe also applies auditory sequencing and blanding to remember the order of alphabets, days and months, and combining some letters into a word. Besides, a child in datum IV also applies tactile and kinesthetic perception. In the last data, a child in datum V only applies one of five elements in auditory perception, that is auditory sequencing and also applies two of five elements in visual perception, they are figure-ground discrimination to distinguish an object from its surrounding background.and visual closure to remember the shapes and characteristics of an object. Yet, this child does not apply tactile and kinesthetic perception. First Informal Assessment In this first assessment, the questions used are the basic question from the main characteristic of dyslexic children. The characteristics used are a summary from an informal assessment as written in Abdurrahmans book 2003, 204-208. No. Datum I Datum II Datum III Datum IV Datum V 1. Child has a difficulty in reading and writing. Child has a difficulty in reading and writing. Child has a difficulty in reading and writing. Child has a difficulty in reading and writing. Child has a difficulty in reading and writing. 2. Mixes up similar letters such as b and d or p and q Mixes up similar letters such as b and d or p and q - - Mixes up similar letters such as b and d or p and q 3. - Flips over letters such as ‘ ƧЯ’ - - Flips over letters such as ‘ ƧЯ’ 32 instead of ‘RS’ in writing instead of ‘RS’ in writing 4. Preffers a lesson that using the right brain. - - Preffers a lesson that using the right brain. Preffers a lesson that using the right brain. 5. Over 5 years old 6 years old 5 years old Over 5 years old Over 6 years old 6. Taught repeatedly Taught repeatedly Taught repeatedly Taught repeatedly Taught repeatedly Analysis: As shown in the table, all of the data have a difficulty in reading and writing. In datum I, II and V, the children mix up similar letters such as b and d or p and q. Moreover, they do mirror imaging because they are confused with the letters’ position either right-left or up-down. They do mirror imaging if they see similar form of letters such as b - d, m – w, p – q, and n – u. Those cause dyslexics mention wrong word and meaning, different word but similar meaning, or wrong word and no meaning Abdurrahman, 2003:207. In this case, they do not apply visual discrimination to differentiate between similar letters such as b - d, m – w, p – q, and n – u. They also cannot be ableto remember and identify some forms of alphabets. In short, Datum I, II and V experiences reading difficulty. Besides, datum III and IV apply two elements of visual perception such as spatial relationto remember some forms of alphabets and object recognition to remember and discriminate the crucial alphabets form such as b and d or p and q. The child in datum IV also apply visual closure and object recognition to remember and identify the letters. In short, datum III and IV hold the possibility that children in these data does not experience reading difficulty. 33 In this first assessment, datum I, III, IV does not experience writing difficulties because they does not flip over letters such as ‘ ƧЯ’ instead of ‘RS’ in writing. They also apply object recognation to differentiate between the letters. In this case, datum IV applies almost all elements in visual and auditory perceptions. Children with dyslexia use their right brain more than left brain to process language information because of weakening function of corpus callosum Letchumy, 2008: 117 and Ward, 2005: 4. As shown as on the table, datum I, IV and V prefer to learn a lesson that using the right brain, this does not close the possibility that children in these data are dyslexics. Based on the results from the data above, all of the children on datum I-V were taught by methods of repetition Such as behaviorism theory by Skinner 1905. Children were taught by repeating the same material over and over again every day until the child is able to master the material. All teachers found this method is quite effective to help the children to remember all they had learned. Informal Assessment in Reading and Writing Difficulties This second informal assessment is divided into two section based on the difficulties. The result number 1-22 are the result from reading difficulty analysis and the result number 23-30 are the result from writing difficulty. The questions used are based on the main characteristic of dyslexic children. The characteristics used are a summary from an informal assessment as written in Abdurrahmans book 2003, 210- 237. No. Datum I Datum II Datum III Datum IV Datum V 1. Child cannot recognize some vowels. Child cannot recognize some vowels. - - Child cannot recognize all vowels. 2. Cannot recognize some consonants. Cannot recognize some consonants. - - Cannot recognize some consonants. 3. - Cannot recognize diphthongs - - Cannot recognize diphthongs 34 ny, ng ny, ng 4. Not able to pronounce the combined between consonant and vowel. ba, pa, ... Not able to pronounce the combined between consonant and vowel. ba, pa, ... - - - 5. Not able to pronounce the combined between diphthong and vowel. nya, ngu, ... Not able to pronounce the combined between diphthong and vowel. nya, ngu, ... - - Not able to pronounce the combined between diphthong and vowel. nya, ngu, ... 6. - Incapable of pronouncing two vowels. ia, oi, ua, ... - - Incapable of pronouncing two vowels. ia, oi, ua, ... 7. Not able to pronounce the combined between consonant- vowel and consonant. ba-pak - - - Not able to pronounce the combined between consonant- vowel and consonant. ba-pak 8. - - - - Not able to pronounce the combined between vowel and 35 consonant. as-pal 9. Cannot recognize similar letters b-d, p-q, m- n-u-w Cannot recognize similar letters b-d, p-q, m- n-u-w - - Cannot recognize similar letters b-d, p-q, m-n-u- w 10. - Disappearanc es letterswords. - - Disappearanc es letterswords. 11. - Adding letterswords. - - Adding letterswords. 12. - Do the replacement of letterswords but still has the same meaning. - - Do the replacement of letterswords but still has the same meaning.. 13. - Do the replacement of letterswords and change the meaning. - - Do the replacement of letterswords and change the meaning. 14. Wrong pronounciatio n but still has the same meaning. Wrong pronounciatio n but still has the same meaning. - - Wrong pronounciati on but still has the same meaning. 15. - Wrong - - Wrong 36 pronounciatio n and has no meaning. pronounciati on and has no meaning. 16. - Pronounce the word with the help of teacher. - - Pronounce the word with the help of teacher. 17. - - - - Do the repetition 18. Cannot recognize the punctuation. Cannot recognize the punctuation. - - - 19. Do their own correction. Do their own correction. - - Do their own correction. 20. - Hesitate in reading. - - Hesitate in reading. 21. Haltingly in reading. Haltingly in reading. - - - 22. Not able to compile readings. Not able to compile readings. - - Not able to compile readings. 23. Not able to use a pencil correctly. Not able to use a pencil correctly. - - Not able to use a pencil correctly. 24. Write from left to right. Write from left to right. Write from left to right. Write from left to right. Write from left to right. 25. Has been taught to use a pencil correctly. Has been taught to use a pencil correctly. Has been taught to use a pencil correctly. Has been taught to use a pencil correctly. Has been taught to use a pencil correctly. 26. Has been taught to Has been taught to Has been taught to Has been taught to Has been taught to 37 write in the correct line. write in the correct line. write in the correct line. write in the correct line. write in the correct line. 27. Less capable in spacing and lettering. Less capable in spacing and lettering. Less capable in spacing and lettering. Less capable in spacing and lettering. Less capable in spacing and lettering. 28. Less capable in spelling Less capable in spelling Less capable in spelling Less capable in spelling Less capable in spelling 29. Less capable in capital letters. - Less capable in capital letters. Less capable in capital letters. Less capable in capital letters. 30. - - Less capable in punctuation. Less capable in punctuation. Less capable in punctuation. Analysis: As shown as in the table, there are no reading assessment found in datum III and IV. In this case, children in datum III and IV does not experiences reading difficulties. Yet, in datum I, II and V found some similar difficuties in reading and writing. In reading, datum I, II, and V have similar difficulties on number 1, 2, 5, 9, and 14. The children in datum I and II cannot recognize some vowels and some consonants. Yet, a child in datum V cannot recognize all vowels and some consonants. Children in datum I, II and V also not able to pronounce the combined between diphthong and vowel such as “nya” and “ngu”. As shown as in the first assessment table, they do not apply visual discrimination to differentiate between similar letters. The children mix up similar letters such as b and d or p and q. They also cannot be able to remember and identify some forms of alphabets. In this case, the children on datum I, II and V are not able to pronounce the combined between diphthong and vowel such as nya, ngu, etc. They cannot recognize similar letters such as b-d, p-q, m-n-u-w, and always do wrong pronounciation with the same meaning such as “ayah menulis surat” becomes “bapak menulis surat”. 38 In datum I and II, children cannot be able to mention combining consonants and vocal such as “ba”, and read haltingly. Besides, in datum II and V are found some similarities. Children in datum II and IV cannot mention the diphthongs such as “ny” and “ng”, cannot mention the double vowels such as “ia” and “oi”, also do disappereance letters, letters adding, and mention wrong word and meaning, different word but similar meaning, or wrong word and no meaning. In writing assessment, datum I, II, III and IV cannot use a pencil correctly. Yet, all of the children write from left to right and all of the teachers teach them to use a pencil correctly and write down something in a right line. Children in datum I, II, III and IV also impaired in spasial and letters. They cannot be able to make space between letters, words, or sentences. They are also have a lack on shaping letters, and most of them impaired in spelling and capital letters, in datum II also found that a child do disappereances letters, letters adding, deleting letters. In short, most of the children experience writing difficulties, especially children in datum II and V. 4.1.2Method Used to Overcome The Language Learning Difficulties In doing the analysis, the data will be analyzed by Gillingham’s method 1997 as cited in Abdurrahman, 2003: 218. No. Datum I Datum II Datum III Datum IV Datum V 1. - Teacher write the letter and mention its sound. - Teacher write the letter and mention its sound. - 2. - Children mention the sound of letters that written by its shape through Children mention the sound of letters that written by its shape through - - 39 tactile tactile 3. Teacher combining consonants and vowels then mention the sound. - - - Teacher combining consonants and vowels then mention the sound. 4. Students can distinguish the difference between vowels which lies between consonants. Students can distinguish the difference between vowels which lies between consonants. - Students can distinguish the difference between vowels which lies between consonants. - 5. Teachers teach using recording and text - - Teachers teach using recording and text - 6. Children write repeatedly with different spacing - - Children write repeatedly with different spacing Children write repeatedly with different spacing 7. - - - - Teachers combine several letters from small quantities up to forming a word. 40 Analysis: As shown as on the table, only teachers in datum II and IV write the letter and mention its sound to teach the dyslexic children to practice their visual and auditory perception.This method proofs that students can distinguish the difference between vowels which lies between consonants such as “bed” and “bad”. In datum II and III, children able to mention the sound of letters that written by its shape through tactile. Teacher combining consonants and vowels then mention the sound only in datum I and V, and only teachers in datum I and IV teach using recording and text. Yet, children in datum I, IV amd V write repeatedly with different spacing to practice their spasial relation. On the other hand, only teacher in datum V who combine several letters from small quantities up to forming a word. In short, datum I, IV and V use three steps of Gillingham’s theory, datum II uses two steps of Gillingham’s theory, yet, datum III uses only I step of Gillingham’s theory. According to first assessment analysis, all of the teachers do a repetition until the children can uderstanding the word as applied in behaviorism theory by Skinner 1988. In short, all of the teacher use behaviorism theory by skinner and use some parts of Gillingham’s methods to teach dyslexic children.

4.2 Finding

Based on the analysis and the description above, the finding will be divided into two sections. The first is types of dyslexia suffered by children in Kidz Smile TherapyCenterfor Kids and the second is methods used to overcome the language learning difficulties.

4.2.1 Types of Dyslexia Suffered by Children in Kidz Smile Therapy Center for Kids

41 Generally, people know dyslexia is as reading disorder. Actually, dyslexia is a learning disability or specific learning disability in reading, poor spelling, writing, and arithmetic which is influenced by auditory and visual perception. According to Levinson 1994, dyslexia is divided into three types based on the difficulties; reading dyslexia, writing dyslexia and arithmetic dyslexia as cited in Letchumy, 2008.In the discussion of types of difficulties section, it presents the result of the data analysis that found from the description of the data above. Besides, it is also presents the mistakes based on the types of difficultydisorder reading disorder and writing disorder in order as shown as on the table: DA TU M Perception Assessment Auditory Visual T-K First Second PA AD AM AS AB SR VD FD VC OR RD WD RD WD I V V v v v v v II v V v v v v v III V v v v v IV v v v v V v v v V v v V v v v v Table Description: PA = Phonological Awareness SR = Spatial Relation AD =Auditory Discrimination VD = Visual Discrimination AM = Auditory Memory FD = Figure-Ground Discrimination AS = Auditory Sequencing VC = Visual Closure AB = Auditory Blanding OR = Object Recognition T-K = Tactile and Kinesthetic RD = Reading Dyslexia WD = Writing Dislexia 42 As shown as on the table above, datum I, II and Vexperience reading difficulty and writing difficulty. The data from the table shows that datum I only use two of five elements of auditory perception and only use one element of five elements of visual perception. Besides, datum II and IV only use one element of five elements of auditory perception and use two elements of five elements of visual perception. On the other hand, datum III and IV do not experience reading difficulty, the children in datum III and IV experiences writing difficulty. The data from the table above shows that datum III only uses one element of five elements of auditory perception and uses two elements of five elements of visual perceptions. Besides, datum IV almost uses all the elements of auditory and visual perception. A child in datum IV uses three elements of five elements of auditory perception and visual perception. There are also found some mistakes on the children when they are reading and writing, as shown as on the table below: No Mistakes Datum I Datum II Datum III Datum IV Datum V 1. First Assessment Reading 3 3 2 2 3 2. Second Assessment Reading 11 19 - - 19 3. First Assessment Writing 1 2 1 1 2 3. Second Assessment Writing 7 6 7 7 8 4. Visual Perception 4 3 3 2 3 5. Auditory Perception 3 4 4 2 4 6. Tactile and Kinesthetic Perception - 1 - - 1 43 Reading difficulty reading dyslexia Reading dyslexia is a learning disability in reading in which the sufferer experiences recognize letter, wrong spelling and grasping meaning of word even sentence Abdurrahman, 2003: 206. When they are reading, they will see the letters are spread out and its position change then do deletion, additioninsertion, inverted, substitution and mirror imaging. Those kinds of mistakes have been made by Children in Medan Therapy Kids Center, such as deletion, inverted and mirror imaging and addition. This case is also found in the data, as the result, there are found 13 mistakes of reading in datum I, 21 mistakes of reading in datum II, 1 mistakes of reading in datum III, 2 mistakes of reading in datum IV, and 22 mistakes of reading in datum V. In short, children in datum I, II and V experiences reading difficulty. Writing difficulty writing dyslexia Writing dyslexia is a learning disability in writing in which the suffererexperiences difficulty in recognizing letter, copying print words and wrong spelling. When children learn writing, they learn reading and speaking as well Abdurrahman, 2003:224. As the explanation before, when they write, they will see the letters are spread out and its position change then do deletion, additioninsertion, inverted, and mirror imaging. According to Lerner as cited in Abdurrahman, 2003: 153, children with dyslexia or learning disability including writing dyslexiawriting disorder have problem in their auditory and visual perception. They are not able to apply elements of auditory and visual perception. If children have auditory impairment, they are difficult to write what their teacher just said Abdurrahman, 2003: 227. Furthermore, if children have visual impairment, they are difficult to discriminatealphabets with similar form even different form and then they do deletion, additioninsertion, inverted, and mirror imaging. This case is also found in the data, as the result, there are found 8 mistakes of writing in datum I, 8 mistakes of writing in datum II, 8 mistakes of writing in datum III, 9 mistakes of writing in datum IV, and 10 mistakes of writing in datum V. In short, children in datum I, II and V experiences reading difficulty and most of children experience writing difficulties, especially children in datum IV.

4.2.2 The Methods Used to Overcome The Language Learning Difficulties

44 In the discussion of methods section to overcome the difficulties, itpresents the discussion and method to overcome the difficulties based on thedifficultydisorder such as reading disorder and writing disorder in order. In addition, this study uses Gillingham and Stillman method toovercome the disabilities. First, teachers letthe children to know what their mistakes are in writing on their work book. Then teacherswrite the letter to introduce alphabets vocals, i.e. a and e by writing the letter and mention its sound one by one then it is followed by children, such as found in datum II and IV. After that, the teachers leadchildren to produce a word from those two vocals, such as a for apple and e for elephant. Besides, the teachers practicechildren’s touched sense to recognize thecharacter of alphabets. Teachers write letters in children’s arm or back, while the children closes their eyes then guesses the letter by mention its sound, such as found in Datum II and III. From above steps, The teacher has applied Gillingham and Stillman first method. It suggested teaching children with dyslexia by teaching phonic directlythrough introducing the alphabets and it sounds, followed by ability to producesound by combining word. Children can distinguish the difference between vowels which lies between consonant because of this step, this is found in datum I, II and III. In datum I and V, teacher combining consonants and vowel then mention the sound, and ask the children to write repeatedly with different spacing. And the last step such as found in datum V, the teacher combines several letters from small quantities up to forming a word. 45 CHAPTER V CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

In Kidz Smile Therapy Center for Kids, there are five dyslexic children. Dyslexia is a kind of learning disorder which affects academic skills reading and writing then becomes learning disabilities. From the analysis and discussion,some conclusions related to research problems are drawn namely:

5.1.1 Types of Dyslexia Suffered by Children in Kidz Smile Therapy Center for Kids

Based on the finding, it is found two types of difficulties which are appropriate with the types of dyslexia based on the problem. Those are reading and writing disorderdifficulty. Those are because the children does not use five elements of visual and auditory perception for each basically academic skill. Child in datum I uses one elements of five elements of visual perception; those are object recognition, and two element of five elements of auditory perception such as phonological awareness and auditory memory, and use tactile and kinesthetic perception.The child also made 14 mistakes in reading and 8 mistakes in writing. Child in datum II that uses two elements of five elements of visual perception such as visual closure and object recognition, and one element of five element of auditory perception such as auditory blanding, but did not use tactile and kinesthetic perception.The child also made 22 mistakes in reading and 8 mistakes in writing. Child in datum III uses two elements of five elements of visual perception such as spasial relation and object recognition, and one element of five elements of auditory perception such as phonological awarenessand use tactile and kinesthetic perception.The child also made 2 mistakes in reading and 8 mistakes in writing. 46 Child in datum IV uses three elements of five elements in visual perception such as spasial relation, visual closure, and object recognititon, and uses three elements of five elements of auditory perception, such as auditory discrimination, auditory sequencing, and auditory blandingand use tactile and kinesthetic perception.The childalso made 2 mistakes in reading and 8 mistakes in writing. Child in datum V uses two of five elements of visual perception such as figure-ground discrimination and visual closure, but did not use tactile and kinesthetic perception.The child also made 22 mistakes in reading and 10 mistakes in writing. In short, based on the Lerner’s Perception Theory 1988 and Levinson’s Dyslexia Syndrome Theory 1994 there are found three children experiences reading dyslexia and writing dyslexia, they are children in Datum I, II and V. And also found two children only experiences writing dyslexia, they are children in Datum III and IV.

5.1.2 The Methods Used to Overcome The Language Learning Difficulties

Gillingham and Stillman as cited in Letchumy, 2008has improved a learning concept for children with dyslexia. There are three mainof learning concepts for learning disability; first, teaching phonic directly throughintroducing the alphabets and it sounds, followed by ability to produce sound bycombining words; second, use of variety of sense of body in teaching throughvisual, auditory, and kinesthetic modality; and the last, approaching of movingsteps from the easiest level to the hardest one. This three learning concepts isenough to apply for children with learning disability in order to overcome them. Besides, as cited in Bond, 1984: 230 another phonics approach, advanced by Gillingham and Stillman, has been seen widely used with children experiencing serious reading difficulties. In contrast to methods generally advocated in this study, which deal with letters and sounds found in words, the Gillingham-Stillman method teaches the sounds of the letter and then builds these letters into words. Letter-sound correspondence is established by forming close associations between visual, auditory, and kinesthetic elements. 47 In addition, all of the elements use in any data. Besides, the teachers in Kidz Smile Therapy Center for Kids apply all three learning concepts for learning disability such as; first, teaching phonic directly through introducing the alphabets and it sounds, followed by ability to produce sound by combining words; second, use of variety of sense of body in teaching through visual, auditory, andkinesthetic modality; and the last, approaching of moving steps from the easiest level to the hardest one. In short, based on the steps, teachers in Kidz Smile Therapy Center for Kids used Gillingham and Stillman Method 1997.

5.2 Suggestions

According to data and finding, the following suggestions are for parents, teachers and next researchers. To parents are suggested to apply Gillingham and Stillman ‟s theory because the dyslexic children in Medan Therapy Kids Center remediated by using this theory, concern on children ‟s language production. To teachers are suggested to apply Gillingham and Stillman ‟s theory as well and use various subs medium to attract them in teaching reading, writing and arithmetic. Especially for next researchers, they are suggested to continue this research which is related to dyslexia by using different approach and focus of the study either reading dyslexia, writing dyslexia or arithmetic dyslexia more specific. Besides, they are suggested to choose field research in real life, and doing direct research, in order to compare and contrast the finding of the data through questionnaire and the finding of direct research. 5 CHAPTER II REVIEW OF LITERATURE

2.1 Psycholinguistics