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Table of Contents

CHAPTER 1 ...............................................................................................................................2

1.0 Introduction.........................................................................................................2

1.1 Background of Study....................................................................................................3

1.2 Statement of Problem ...................................................................................................3

1.3 Research Objective.......................................................................................................5

1.4 Research Questions ......................................................................................................6

1.5 Research Hypotheses....................................................................................................6

1.6 Operational Definitions ................................................................................................6

1.7 Limitation of the study............................................................. ....................................7

1.8 Significance of the Study....................................................... ......................................8

CHAPTER 2......................................................................................... ....................................10

2.0 Introduction................................................................................. ....................................10

2.1 ICT in helping special student..................................................... ...................................10.

2.2 ICT in helping teacher........................................................... ..........................................12

2.3 Tools of ICT to attaract student.......................................................................................13

2.4 Conceptual Framework ...................................................................................................15

CHAPTER 3 .............................................................................................................................16

3.0 Introduction .....................................................................................................................16

3.1 Research Design ..............................................................................................................16

3.2 Population and Sample....................................................................................................17

3.3 Instrumentation................................................................................................................17

3.3.1 interview ...................................................................................................................17

3.3.2 Observation ...............................................................................................................21

3.4 Data Analysis ..................................................................................................................21

References.. ...............................................................................................................................22

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CHAPTER 1

INTRODUCTION

1.0 Introduction

According to Hardy (2000), information and communications technology (ICT) is

used to refer to the variety of tools and techniques to computer, to communication

including both directed and broadcast, to information sources such as CD-ROM and

the internet, and associated technologies such as robots, video conferencing and

digital TV. Development of the era globalization now a day makes ICT so important

in human life including education. For that statement, we can see Technology can

make process teaching easier and interesting.

Parents now believe that education very important including special student like

dyslexia student. However, dyslexia students are difficult to understand. According

to Child Development Institute,(n.d) children with dyslexia have difficult learning

to read one or more information processing problems. Teachers should have

technique or media to make the learning process be easier. Therefore, many teachers

can’t control them self and impatient to handle them. According Oxfam education

report (2002), Good quality education is available to only a small proportion of

children with special needs. Children with disabilities, especially girls, are far less

likely to attend primary school. Many of those who do go school receive an

education that is entirely inappropriate. Educational disadvantage prevents children

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with special needs from gaining the skills and confidence that they need to avoid

extreme poverty in adulthood.

Therefore researcher want use the ICT to make support teaching in visual or audio

form to help teacher for teaching dyslexia student. When information have been

visualized, dyslexia student is easier to understand.

1.1 Background of study

This paper focuses on information and communication technology (ICT) used in

academic context as a media of teaching process. According to Riley (2012), ICT

covers any product that will store, retrieve, manipulated, transmit or receive

information electronically in a digital form. A good way to think about ICT is to

consider all the uses of digital technology that already exist to help individual.

Researcher found ICT is a good media in helping special needs like dyslexia student

in learning process. According to Kid Health (n.d), dyslexia is a learning problem

makes though to read and spell. Have many strategies a teacher can implement

when use ICT in the classroom to help dyslexia student do well and understand

because in ICT have many tools for helping student have problem like dyslexia.

1.2 Statement of Problem

Parents think art education is not important and useless. According to Biggs (1995,

as cited in Chi, 2001), student are only interested to learned subjects that important

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and useful to them. Useful mean core subject like mathematic and sciences. Impact

of this situation the parents and student not to participate to learn art. In the other

word, student and his parents think learning art only waste their time. They more

interested to give attention to subjects can secure their future. They don’t know art

also can give more benefit to them especially for special student. ICT is the one of

art and also can be as a media by teacher to teach art. According to Phelps and

Maddison (2008), observed that ICT as important link to student career such as

illustrators, graphic designers or architects. In other side learning art use the ICT can

make special student explore in their learning process.

This situation happened because they lack of information about career in future of

art. They don’t know what the opportunity in art. Student with normal skill

achievement also can successful in produce a better work after using ICT (Ellis,

2004 as cited in Moore, 2005). Base of statement the researcher want to use ICT as

a media of learning for dyslexia student because the references now not interesting

and make them difficult to understand because majority book in text form but

dyslexia student have problem with word and numbering. According medical news

today (2014), dyslexia is specific reading disability. It is typically characterized by

difficulties word recognition, spelling and decoding. Student dyslexia has problems

with reading comprehension and they used more with right brain. Right brain is

visual, creativity and art.

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Therefore, researcher decide want to produce teaching media in CD-ROM and teach

them in art embroidery. The researcher chooses embroidery art because it’s simple

and easy to understanding. Other than that, that skill will help them to make money

after they finish their study. It is because now days, majority women like their dress

have embellishment. Embroidery art is art work produce by thread, needle and

beading and use a sewing technique on fabric.

Researcher chooses ICT to attract student because ICT have many tools to

interactive dyslexia student. In this CD have software of ICT such as 2D animation,

picture and video and also show animation make embroidery for make it easy to

understand.

1.3 Research Objective

The purpose of this study is to find the interactive of ICT to teach art for dyslexia

student. The objectives in this study are

i. To identify how ICT can help dyslexia student in embroidery.

ii. To identify how ICT can help teacher to teach dyslexia student in embroidery.

iii. To identify tools of ICT to attract dyslexia student in learning embroidery

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1.4 Research Questions

i. How ICT can help dyslexia student in learning embroidery art?

ii. How ICT can help teacher to teach dyslexia student in embroidery?

iv. What are suitable tools of ICT to attract dyslexia student in learning embroidery?

1.5 Research Hypotheses

The research hypothesis for this study is:

Ha: Does ICT can help dyslexia student in learning embroidery art?

1.6 Operational Definition

The operational definition of study are :

1.6.1 information communication and technologies (ICT) : According to Riley

(2012), ICT covers any product that will store, retrieve, manipulated, transmit or

receive information electronically in a digital form.

According to Hardy (2000), information and communications technology (ICT) is

used to refer to the variety of tools and techniques to computer, to communication

including both directed and broadcast, to information sources such as CD-ROM and

the internet, and associated technologies such as robots, video conferencing and

digital TV. Development of the era globalization now a day makes ICT so important

in human life including education.

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According to Tinio (2002), ICT can be defined as a range of technology

equipment’s and resources used to communicate, to design, spread, and store and

handle information.

1.6.2 Dyslexia : . According to Child Development Institute,(n.d) children with

dyslexia have difficult learning to read one or more information processing

problems.

According medical news today (2014), dyslexia is specific reading disability. It is

typically characterized by difficulties word recognition, spelling and decoding.

1.7 Limitation of the study

The first limitation is the attitude of special student is difficult to me get the

information. This is because every special student have are different attitude. May

be when the process to find the information a student doesn’t want to involve in this

program. Sometime attitude of special student cannot be expected. So, it can affect

the data collection.

The second limitation is the respondents of this study are too small because all

respondent is expert. Other than that, the researcher must follow time of the

respondent because the respondent also has many works to do.

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The third limitation is sample size of this study. The sample too small and limited

because only dyslexia student in Sekolah Menengah Kebangsaan Siong, Baling. To

make all student dyslexia student involve in this research are difficult. So researcher

must have a good planning to make all students have in this study.

Other than that, article of this topic also difficult to found. Researcher feels hard to

find the article and reference in this topic.

1.8 Significance of the Study

The significance of this study is to give an aware especially to people who are

involved in embroidery art education and special education needs. I hope, this study

can give some ideas to students, teachers, and faculty education. For teacher in

special education, it can make them more aware about the use of ICT in enhances

their skills to teach.it is important especially to motivate students give attention in

class. K. Williams and C. Williams (2011), convinced that teachers play an

importance role in motivate students to learn. For student and their parents, they can

start learning about ICT in enhance their knowledge. Hopefully from of this study, it

can give some ideas to all teachers, in enhance the creativity in preparation teaching

tool using ICT. Besides that teachers can evaluate the effectiveness of their own

teaching and start learning to use the computer as a medium of teaching.

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These study also to support the Ministry of education to create the art subject in

special education. By using ICT in art teaching, I hope it can recognize the potential

of creativity of student. It is an honour to achieve the vision of ICT in education

which is to make the learning system and school suitable for the 21st Century

(Tinio, n.d).

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CHAPTER 2

Literature Review

2.0 Introduction

In this chapter will discuss 4 subtopics which are discuss about ICT in helping dyslexia

student, ICT help teacher in process teaching, material in learning process for dyslexia

student and tools of ICT can attract dyslexia student.

In first topic will give the information of ICT and how ICT can help special student. The

second topic will show function of ICT in helping teacher. The third topic will discuss

what material of embroidery is suitable for dyslexia student. The last topic is the suitable

tools in ICT to attract student.

2.1 ICT in helping Special Student

ICT refer to information communication and technologies. ICT have variety of tool

hardware and software. Hardware is individual computers, scanners and digital camera

and for software such as database programs and multimedia programs in computer

programs. Telecommunication products also ICT such as phones, faxes, moderns, video

and web camera. All the types of ICT is function as a devices to access, retrieve, store,

organise, editing, present, send material, and communicate over the world by using

digital media (Dunmill and Arslanagic, 2006). According to Tinio (2002), ICT can be

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defined as a range of technology equipment’s and resources used to communicate, to

design, spread, store and handle information.

For special student teacher can teach them how to use ICT in make art work suitable with

their problem. Indirectly, special student will feel comfortable and get an idea will give a

creativity to make it their own art work. In a research Davies et al. (2003), they lists the

factors encourage achievement of creative work using ICT in art and design which is

value, motivation, creativity, access, resources, connections and funding. Base all the

factors ICT become important especially in creativity.

Some special student have problem in learning difficult with reading, writing, visual or

hearing problem. Using ICT can help this problem. For student who handwriting difficult

the use of key board they can record their work. Speech to text software is available now

and high accuracy. Students with visual problem can help through use of different colours

screen and font. Icon and screen can be enlarged to suit. For student have physical

disabilities can setting up sticky keys. Sticky keys are designed for people have difficult

holding down two or more keys at a time. That mean one key will do the job of two.

Sticky keys can use by mouse or keyboard. From the literature, we can see the potential if

ICT can help student and improving the qualities of student’s artwork.

Other than that, for student like dyslexia Information using ICT can provide on CD ROM

or can call audio book. It will be more understanding of learning and will be attract

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student because it using software of ICT such as 2D animation, picture and video. It will

make process learning more understanding.

2.2 ICT in helping teacher

The main action that teachers need to do in improving learning is a motivation (Williams

and Williams, 2011). Motivation refers the respond of motivating that caused an

individual to take action (Merriam-Webster, 1997 as cited in Williams and Williams,

2011). Teachers can identify whether their students are motivated or not. According to

Palmer (2011, as cited in Williams and Williams, 2011), stated that teachers can know

students are motivated when a student give an attention during class, do their homework,

always asking question and always answer question in class, and the student look happy

and excitement during learning.

Nowadays, students more expose to ICT such Facebook and you tube (Manzo, 2010 as

cited in Williams and Williams, 2011). According Syed Noor Amin (n.d), described that

ICT can give motivation to learn. “ICTs such as video, television and multimedia

computer software that combine text, sound and colourful moving images can be used to

provide challenging and authentic content that will engage the student in the learning

process and interactive radio likewise makes use of sound effects, songs, dramatizations,

comic skits, and other performance conventions to compel the students to listen and

become more involved in the lessons being delivered” (Syed Noor Aman, 2013, p.7).

There are many researcher agree that the use of ICT in classroom can motivate students

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to learns. Dunmill and Arslanagic (2006) stated that many studies have shown students

are more motivated to study when teachers use an ICT to support their learning.

According Passey (2003) that ICT was motivational because it makes students learn to

improve the quality of their assignment. Moore (2005), observed that the positive effect

when using ICT in class, we can see the students will give attention and effort. In the

research Trimmel and Bachman (2004, as cited in Moore, 2005) concluded that school

attendance and learning interest of students was excellent when teachers bring laptops in

classrooms. From all the researcher statement, it can be concluded that the positive

impact using ICT in class.

In order to teach special students in learning arts is using ICT. In article Swanson (2012)

stated that, students will be more motivated to learn art if they can use ICT in class.

Teacher can use ICT such as videos, use a Smart Board, make Power Points, join Art

Sonia and set up an online art gallery, do internet research or visit a museum online. Give

them a choice to use digital cameras, camcorders, adobe or what type of ICT to make

special student explore. It will be more attractive than read and make more easily to

understanding.

2.3 Tools of ICT to attract student

In the process of teaching and learning, the function of ICT is referring as a tool to

support teachers to continue participates in work (http://www.rmit.edu.au/ as cited in

Dunmill & Arslanagic, 2006). Using ICT “art” easier to crated because have many tools

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in ICT can use to make art work. The process teaching more interesting and teacher no

need to bring many tools to teach student.

However, the teaching will be more excellent if we combine it with ICT. According to

Long (2001, as cited in Phelps and Maddison, 2008), he said that the potential in ICT is

to helping visual arts teaching. It was found teachers use ICT in teaching performed

better than using traditional method. According Ferrari, Cachia and Punie ( n.d ), impact

on creativity using traditional methods more decrease than using new technologies.

ICT have many tools to interact dyslexia student and using ICT the information in visual

form. When information have been visualized, dyslexia student can be easier to

understand. Teacher also can display several of artwork in video. It will be more

attractive than read from hardcopy or a book.

ICT also can be more interesting, for example through the use of animation techniques in

producing sound effects. The sound will make student to concentrate better than read

book. Other than using ICT also can demonstration of produce artwork. It will be more

effective because student can repeat if they can’t understand.

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2.4 Conceptual Framework

Figure 2.1.

Based on figure 2.1, this research will focus on the use of ICT in process teaching

dyslexia student. ICT can help special student in process learning. ICT will help teacher

to give information for student and ICT also be an attractive module as a tools in process

learning.

ICT in process

teaching dyslexia

student

The ICT in helping Special

Student

use of ICT in motivating

students toward learning

visual art and design

ICT in helping teacher

Tools of ICT to attract

student

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CHAPTER 3

RESEARCH METHODOLOGY

3.1 Introduction

In this chapter will explain the research design of this study, the method of data

collection, the population as well as the sample of this study and the analysis of data. The

data that has been analysed will then be presented in the next chapter.

3.1 Research Design

The purpose of this study is to determine the use of ICT to teach art embroidery for

dyslexia student. This study will be carried out using qualitative approach. Under the

quantitative approach, it will be conduct by observation and interview. The researcher

will interview the respondent from special education teacher. The purpose of this

interview is to collect information of respondent about how ICT can help special student,

to ask them how ICT can help teacher in teaching process and ask about suitable tools in

ICT to attract student.

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3.2 Population and Sample

Target population of this study is dyslexia student at the Sekolah Menengah Kebangsaan

Siong, Baling. The sample of the study will be selected using the snowball sampling.

Researcher will ask special education teacher who students are dyslexia. Besides using

the special students as the sample for this study, five teachers from the school will be

interviewed in order to get their statement about the use of ICT in teaching art for special

student. The sampling is purposive sampling. According to Fraenkel, Wallen and Hyun

(2012), purposive sampling involves individuals who possess specific qualifications of

some sort. Purposive sampling will choose because of their knowledge for my

population.

3.3 Instrumentation

3.3.1 Interview

First instrument to collect data is interview. The target for the interview is to find out

background, knowledge, experience and opinion about ICT in teaching embroidery.

Respondents will be interviewed is five special education teacher from Sekolah

Menengah siong,Kedah..

Example of question interview:

I. What do you think about the using ICT for process teaching?

II. What’s tool you are already known?

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III. In your opinion, is it relevant to use ICT for special student?

IV. You think special student will attract or not when I use video to teach them?

V. What are problem I must know about dyslexia student if I want to make

something will attract them?

3.3.2 Observation

The second instrument is using experimental which is make pre and post-test for dyslexia

students at sekolah menengah siong. According to Salkind (2006) single-group possets

designs are research method pre-experimental will make researcher can compare in

something treatment for group of research. In this research, base of pre and post the

researcher want to see the result after student use this module in process learning.

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Directions: Rate the level of interactive student using scale from 1 to 3 where 1 represents lowest level (1 = lowest) and 5 represent highest level (5 = highest)

Class: __________________________ Date: _____________

Area/Features Level of Behavior

demonstrated by students

Participation Lowest Highest

Students listen attentively and give full commitment to the video

1 2 3 4 5

Students actively involved in lesson 1 2 3 4 5

Students use knowledge learnt from the video to make product successfully and correctly

1 2 3 4 5

Communication

Students asks questions for understanding and contributes ideas or comment

1 2 3 4 5

Students listen attentively to the video and response the video instruction

1 2 3 4 5

Motivation

Students listen attentively to the teacher and try make

product without instruction by video

1 2 3 4 5

Table 3.1 : Observation form of interactive with embroidery video

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Table 3.2 : student interactive with embroidery video

Directions: Students will be graded into these 5 categories where level 1 represent the poorly (1 = poor) demonstrated and level 5 represent performed excellently (5 = excellent)

Class: __________________________ Date: ___________________ Areas/ Features Quality

1 2 3 4 5

Participation Students do not involve

at all with the process of

learning (do not listen or

pay any attention at all

teaching )

Students only involve

and participate with

lesson and activities

only after the teacher

force them to do so

(unwilling to involve)

Students involve in

lesson but teacher needs

to put extra effort to get

the students to listen and

respond to the lesson and

task

Students involve more

in the lesson by asking

questions.

Students actively

involve and

committed in the

process of learning and

activity (listen

attentively, respond to

the lesson well)

Communication Students do not respond

to the teacher and

instruction at all (remain

silent and not able to do

the embroidery and not

able answer question asks

by teacher)

Students only respond

to make embroidery

and teacher’s questions

only after teacher calls

up name and give a

negative or wrong

respond. The rest will

remain silent.

Students respond but

there are slowly and only

wait for teacher to call

up name. They fear of

making mistake and wait

for the teacher to prompt

them the answers

Students respond and

focus but giving

almost correct

answers. The rest of

the peers would

contribute the correct

answer to the teacher.

Students respond

frequently and

correctly for every

question ask by teacher

and peers. They ask

questions by referring

to the lesson taught by

video

Motivation Student do not respond to

the teacher and not able

to do the

embroidery(cannot

remember the

instruction)

Students do not pay

attention. They start

when teacher push them

and teacher must show

first the instruction.

Students pay attention

and involve for a short

period of time but in the

middle of the lesson,

they start to become

restless and unable to

comprehend the lesson

well

Students pay attention

throughout the

teaching and learning

process and interested

in making embroidery.

Students behave well

and focus throughout

the lesson. They listen

attentively and remain

on the learning process

and can make the

embroidery without

guide.

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3.4 Data Analysis

After finish the process of collecting data, all the data was conduct by interview summarize

using narrative data. Narrative analysis suitable with the information was getting by the

interview. Researcher will tell back base on the interview and can put the opinion but still

have a same meaning.

Research Questions Instrument Tpe of analysis

1) How ICT can help dyslexia

student in learning embroidery

art?

a) Interview

-Narative

2) How ICT can help teacher to

teach dyslexia student in

embroidery?

a) Interview

-Narative

3) What are suitable tools of ICT to attract dyslexia student in learning embroidery?

a) Interview

-Narative

Table 3.1: Type of data analysis

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References

Book

Hardy, C. (2000). Information and communications technology for all. London:David Fulton.

Online Article

Davies, H. Franks, A. Loveless, A. Mosdell, N.& Wheeler, T.(2003). Keys to imagination

ICT in art education. Retrieved Nov 20, 2014, from

http://www.artscouncil.org.uk/media/uploads/documents/publications/730.pdf

Dunmill, M. & Arslanagic, A. (2006). Ict in arts education. Retrieved 20 Nov, 2014, from

http://artsonline2.tki.org.nz/documents/ICTinArtsEducationALiteratureReview.pd

Phelps, R and Maddison, C. (2008). ICT in the secondary visual arts classroom: a study

of teachers' values, attitudes and beliefs. Retrieved Nov 28, 2014, from

http://epubs.scu.edu.au/cgi/viewcontent.cgi?article=1053&context=educ_pubs

K, Williams.& C, Williams.(2011). Five key ingredients for improving student motivation.

Retrieved Nov 20, 2014, from http://www.aabri.com/manuscripts/11834.pdf

Oxford Dictionaries.(2013). Education definition. Retrieved OCT 21,2014, from

http://www.oxforddictionaries.com/definition/english/education

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Swanson, B. (2012), 21 ways to motivate students in art class: a guide for teachers.

Retrieved NOV 21,2014 from

http://voices.yahoo.com/21-ways-motivate-students-art-class-guide-5440335.html

Tinio, L. (2002).Ict in education. Retrieved Oct 19, 2014, from

http://akgul.bilkent.edu.tr/egitim/eprimer-edu.pdf

Child Development Institute,(n.d). Children with dyslexia have difficult learning to read one

or more information processing problems, Retrieved Nov 28, 2014, from

http://childdevelopmentinfo.com/learning/dyslexia/

Oxfam education report (2002), Good quality education is available to only a small

proportion of children with special needs. Children with disabilities, especially girls, are far

less likely to attend primary school. , Retrieved Nov 28, 2014, from

http://www.comp.dit.ie/dgordon/Publications/Contributor/Ghana/SENPHASE1FINAL.pdf

Riley (2012), ICT covers any product that will store, retrieve, manipulated, transmit or

receive information electronically in a digital form. Retrieved Dis 20, 2014, from

http://www.tutor2u.net/business/ict/intro_what_is_ict.htm

Kid Health (n.d), dyslexia is a learning problem makes though to read and spell. Retrieved

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