CHAPTER 1 INTRODUCTION

 This paper identify and tried to give treatment like additional course, that is the crossword
games, for elementary school students who experienced dyslexia and dysgraphia.
 The researcher was taken the data from 2 elementary school, the first is SDN TEJO 3
MOJOAGUNG as experimental group, and the second is SDIT AL-KHALIFA MOJOWARNO as
control group.
 The researcher used an experimental study method. The experimental study is a research;
consist of at least one variable designed to be a basic course to find cause and effect.
Therefore, experimental research examines a hypothesis to find an effect, relationship, or
the difference alteration toward groups which get treatment (Solso & MacLin, 2002).
 The researcher gave the different treatment to these schools. The first treatment for
experiment group had held by the researcher with applied the crossword games whereas
the second treatment for control group had held by the teacher with conventional teaching
like calistung (baca tulis dan berhitung).
 The researcher expects that the research can give meaningful and fresh idea especially for
teacher to put some game into course to make students easier to understand.

PREVIOUS STUDY

 A research by Febriana and Yuliati (2015): They explained the dyslexia and dysgraphia
separately.
 A research by Rohaty and Shafie (2014): They identified students who got quite risk of
dyslexia in Pre-schoolers and it was classified into gender.
 A research by Munawaroh and Anggrayni (2010): this research focused on the
psychology factor of dyslexia students.
 A research by Ningsih and Kusumarini (2011): they discussed about the difficulty of
dyslexia children in recording and writing word visually.
 A research by Varia and Nurul (2013): discussed the significant of scrabble games to
increase reading ability in dyslexic students.
 A research by Febriana and Yuliati (2015): they do observation to grade six student in
elementary school of Wedi in Sidoarjo and then used scientific approach to the students
who experienced dysgraphia.

RESEARCH PROBLEM

1. What arethe indication of dyslexia and dysgraphia in the 2nd grade student in 3rd elementary
school Tejo Mojoagung and Islamic elementary school Al-Khalifa Mojowarno?

2. Is there any significant differencebetween crossword game implementation with other way to
increase reading and writing ability of dyslexia and dysgraphia student?

3. What is the students’ opinion about activities using crossword game?

CHAPTER II LITERATURE REVIEW

2.1 Psycholinguistic: Psycholinguistic or psychology of language was the study of the psychological
and neurobiological factors that enable humans to acquire, use, and understand language (Charles
and Thomas, 2006). Psycholinguistics is the study of language acquisition and language behavior
(Napitupulu, 1994).

2.2 Language and Brain: Different parts of the brain work together to support language production
and comprehension.

2.3 Language Disorder: Language disorders, known as aphasias, are presumed to have as their cause
some form of damage to some specific site in the hemisphere where language is located.

2.4 Learning Disability: Learning disability used to the name of students who unable to follow
learning activity because the weak of intelligence, sensor disorder, disability in culture and language
(Buer, Keefe, and Shea, 2010)

2.4.1 Dyslexia: Dyslexia problem has some characteristic, such as difficulty in language study,
unbalance of intellectual, unable to read the printed text, unable to write correctly even though just
to copy it, feel bored too fast when face the text and listen the teacher (Drake, 1989). Dyslexia is the
people who unable to read even they got enough education (Mercer, 1997 and smith, 1999).

2.4.2 Dysgraphia: Dysgraphia is from Greek word which means difficulty that make children disable
to write or express their idea in arranging letters to be written.

2.5 Educative Games: Games that can increase intelligence, one of those games is Crossword games.