The Effect of The Use of Portable Reading Tools on Improving the Ability to Read Awareness Writings of Low Vision Students

Low-vision learners experience obstacles in reading the writing of caution, this happens also to one of the students who are in Special needs School Bandung, Indonesia. With this condition, we create a plan that aims to improve the ability to read it. We tested reading aids to determine the effect of using portable reading lights on improving the reading ability of low vision learners. Data was collected by conducting tests to learners using advanced reading instruments analyzing through descriptive statistics and displayed in the form of graphs and tables. The results showed a positive influence on improving the ability to read the writing after being given a portable reading light. This can be seen with a stable value at the time of intervention, as well as an increase in the middle value (mean) that is when the baseline phase has a middle value of 27.5% and in the intervention has a middle value of 81.25%. The influence can also be seen from the percentage of overlap. The percentage of overlap between the baseline condition and the intervention phase is 0, meaning that the smaller percentage of overlap relates the better effect of the intervention. We concluded that portable reading lamps can be used for low vision learners who have difficulties reading in low light conditions. Thus, we recommend to the school and teachers to provide portable reading light aids to low vision learners to support in learning activities, especially reading writings. © 2021 Universitas Pendidikan Indonesia Article History: Received 6 Aug 2020 Revised 11 Sep 2020 Accepted 13 Sep 2020 Available online 15 Sep 2020 ____________________ Keyword: Portable reading light assistance, Reading, Student with low vision Jurnal Asesmen Dan Intervensi Anak Berkebutuhan Khusus Jurnal homepage: https://ejournal.upi.edu/index.php/jassi/index Journal homepage: http://ejournal.upi.edu/index.php/IJCSNE/ Jurnal Asesmen Dan Intervensi Anak Berkebutuhan Khusus 20 (2) (2020) 155-160 Rohman et al., The Effect of The Use of Portable Reading Tools on Improving the Ability to ... | 156


A B S T R A C T S A R T I C L E I N F O
Low-vision learners experience obstacles in reading the writing of caution, this happens also to one of the students who are in Special needs School Bandung, Indonesia. With this condition, we create a plan that aims to improve the ability to read it. We tested reading aids to determine the effect of using portable reading lights on improving the reading ability of low vision learners. Data was collected by conducting tests to learners using advanced reading instruments analyzing through descriptive statistics and displayed in the form of graphs and tables. The results showed a positive influence on improving the ability to read the writing after being given a portable reading light. This can be seen with a stable value at the time of intervention, as well as an increase in the middle value (mean) that is when the baseline phase has a middle value of 27.5% and in the intervention has a middle value of 81.25%. The influence can also be seen from the percentage of overlap. The percentage of overlap between the baseline condition and the intervention phase is 0, meaning that the smaller percentage of overlap relates the better effect of the intervention. We concluded that portable reading lamps can be used for low vision learners who have difficulties reading in low light conditions. Thus, we recommend to the school and teachers to provide portable reading light aids to low vision learners to support in learning activities, especially reading writings.

INTRODUCTION
Reading is one of the basic skills that must be possessed by every student, in addition to writing and arithmetic, reading has a central role in the development of education. The development of reading skills is something that is continuous, starting from initial reading skills to advanced understanding. Reading skills include five main elements, namely vocabulary and development concepts, reading aloud, understanding and interpretation, reading speed, and critical reading.
Reading is a complex activity that includes physical and mental activity. Physical activity includes eye movement and visual acuity. Mental activity includes memory and comprehension. In physical activities that include eye movements and visual acuity, there are some students who experience visual impairments called blindness.
The functioning of his vision will depend on factors such as lighting, optical aids used, the task at hand, and his personal characteristics. This situation means that there should be differences in services for students with low vision in their academic aspects, especially reading. This proves that in the teaching and learning process of blind students there must be special services both in the media and in the learning process. In the learning process teaching and learning activities for low vision students. Low vision aids include: light, standing read and magnifician tools. This proves that of course low vision students need adjustments in their learning to support the success and goals to be achieved in the learning.
Learning for low vision students is often not in accordance with their needs, because in reality there are still many teachers or schools that equate the learning process between low vision students and totally blind students. the learning achievement of people with low vision is lower than those who are classified as blind and are often considered lazy, this is as a result of the educational services provided to people with low vision being equated with those who are classified as blind, namely using Braille (Hosni, 2005). This proves that low vision students must receive special and different services from services for totally blind students.
Regarding reading ability, the researcher found low vision students at Special School A Bandung City who in the process of reading require adjustments and aids to read in dim conditions. The tool that students need is light. Sufficient lighting will make it easier for them to read alert writing, because when in a dim or low light place, the student has difficulty reading alert writing.
Based on the results of the initial observations made by the researcher, it is known the problem, namely in reading the writings with caution. This happened because according to his narrative, that when he read the cautionary text he could not read anytime and anywhere because when he read the alert text, he had to have sufficient light so that the available alert text could be read by him. Thus, researchers have an interest in making portable lighting devices. Portable here has the meaning according to the KBBI, namely "a small piece of electrical equipment, compact, easy to carry, easy to carry, and easy to move". Thus, students can more easily use it to assist him in carrying out reading activities with a time and place that can be done anytime and anywhere. This tool can be used by students, whether it is attached to the rod of their glasses or held by their own hands. However, it would be better if this tool is attached to the rod of the glasses to make it easier for students to read because the light will directly shine on the writing to be read and both hands can be used to hold a book or write.

METHODS
The research approach used in this research is quantitative with the type of experimental research Single Subject Research (SSR) which aims to obtain the necessary data by looking at the results or consequences of a treatment in the use of portable reading lights in improving the ability to read and write low vision children in Special School A Pajajaran, Bandung, Indonesia.
Research with a single subject as an experimental research is carried out to determine the effect of a treatment or treatment given to a single research subject and is carried out repeatedly within a certain time. Single-subject research or SSR refers to a research strategy developed to document changes in the behavior of individual subjects. This study will see whether or not there is an effect of portable reading light media which is given repeatedly to research subjects. The single-subject research design pattern used in this study is the A-B design form. Where A is the condition before being given treatment (baseline), B is the intervention or treatment. The A-B research design is the basic design of the single subject experimental research technique (SSR), other designs of the research subject case are actually the development of this A-B design. In this case, the baseline condition must have a stable value to be able to proceed to the next stage. Susetyo and Puspitaningsari (2021) suggest that the main procedure adopted in the A-B design includes measuring target behavior in the baseline phase and after the trend and data level is stable, then intervention is started. During the intervention phase, the target behavior is continuously measured until it reaches stable data. If there is a change in target behavior in the intervention phase after being compared with the baseline, it is assumed that the change is due to the influence of the independent variable or intervention.

RESULTS AND CONCLUSION
In Baseline (A), we test students' initial abilities by providing readings and questions. After three meetings, it can be seen that the condition of the students' abilities is stable. In this phase, students are not given treatment (intervention). After the baseline (A) was declared stable, the researchers proceeded to the next phase, namely intervention (B) where students were given treatment in the form of using reading lights for six meetings or until the values received by students became stable. The value obtained by students in each session both at baseline (A) and intervention (B) is a raw value, meaning that the data has not been processed in accordance with the techniques and data analysis.