USE OF ILLUSTRATIONS IN THE COMMUNICATION GUIDEBOOK FOR DOWN SYNDROME CHILDREN

The ability to speak and speaking are the initial ability that children must have as asset to be able to interact and communicate as well as the children with Down syndrome. Lack of parent’s awareness and lack of appropriate textbooks for Down syndrome children are often become the obstacle towards the development of Down syndrome children. Communication learning with the right method is substantial towards the success of teaching patterns for the children with Down syndrome, including the use of illustrations in communication guide books. In this research, descriptive research method approach was used, supported by data collection instruments namely interviews, observation, and documentation. Within the interview, the in-depth interview was used, non-participative observation, and literature studies. Qualitative description involves the process of conceptualization and generates the formation of classification schemes. This descriptive qualitative Marina Wardaya USE OF ILLUSTRATIONS IN THE COMMUNICATION GUIDEBOOK FOR DOWN SYNDROME CHILDREN, 146 162 247 research described the use of illustrations in the communication handbook for Down syndrome children. The researcher conducted research in a natural setting and let the events to be examined to flow without controlling the object being examined merely through an interpretive (subjective) approach. The results of this study are expected to be beneficial for parents, teachers and children with Down syndrome’s teaching about communication.


INTRODUCTION
According Children with Down syndrome will learn more slowly than others. Children  (Maryamatussalamah et al., 2013)., speaking is the ability to pronounce the articulation of sounds or words to express, to state, as well as to convey thoughts, ideas and feelings. Speaking is a motoric activity in which the movements of mouth, tongue, throat and respiratory tract produce sounds in the form of words.
In the case of Down syndrome children, the physical characteristics that present, specifically speaking instruments can affect the communicating process of Down syndrome children. The tongue size, the thickness of the lips, the narrowness of nasal cavity, and the imperfect position of jaw affect prominent articulation disorders. These disorders cover several things, namely sound changes and sound omission which will be perceived when down syndrome children pronouncing vowel sounds, consonant, or semi vowel.
The speaking and speech ability is the initial ability that children must have as asset to be able to interact and communicate.

RESEARCH METHODS
In this research, descriptive research design was used since researchers

DISCUSSION
From the data characteristics, Down syndrome children have physical and intellectual weakness, therefore the right learning media is needed so that the learning process can be achieved. Learning media is a medium for teaching and learning. Everything that can be used to stimulate thoughts, feelings, attention, and abilities or skills of learner therefore it able to encourage the learning process.
According to Briggs learning media is a physical medium to convey content or learning materials such as: books, films, videos, and so on. Visualbased media (image or illustration) plays a very important role in the learning process. Visual media can facilitate comprehension and strengthen memory.
Visuals can also enhance interest and can provide a connection between the content of subject matter and the real world. In order to be more effective, visuals are placed in the meaningful contexts and students must interact with the visuals (images). to ensure the occurrence of information processes.
Several common principles which is necessary to be known for effective use of visual-based media are as follows; Try to use visual as simply as possible by using images of line, cartons, charts, and diagrams. Realistic images must be used carefully since the images are very detailed, with realism are difficult to be processed and learnt and frequently interfere with students' attention to observe what should be considered. Visual is used to emphasize target information (which contains text) therefore, learning can be carried out properly. Use the chart to illustrate the overall material outline before presenting unit by unit by unit of the lessons to be used. Repeat the visual presentation and involve the audience to improve memory. Use images to describe differences in concepts, for instances by displaying visualized concepts side by side. Visuals which is intended to communicate specific ideas will be effective if (1) the number of objects in the visual that will be correctly interpreted should be limited, (2) the number of separate actions, the important point is their messages must be interpreted correctly, (3) each intended objects and actions are portrayed realistically therefore, no multiple interpretations will occur. Elements of the message in the visual must be highlighted and easily distinguished from the background elements to simplify information processing. The success of using visual-based media depends on the quality and effectivity of those visual materials and graphics.
Visual communication as a process of delivering and receiving messages from communicators to communicants by using visual symbols (visual images) is a human's daily activity. The learning system is essentially an objective- Letters are the most basic things in communicating. In letters. it must be considered the size, weight, distance, and type of the letter. These things are often known as legibility. Legibility is often misinterpreted and ignored by designers. Legibility is the achievement in controlling the quality and attributes of typography that make typography readable. These attributes or embellishments must be made in such a way that the typography can still be read well. However, legibility cannot be explained scientifically, because people's opinions about one type of font differs from one another. The first design attempted to create this guidebook when it was tested, it indicates that the training participants had difficulty to read since the fonts were not large enough and the font placement was below the image. After evaluating the test results and the feedback from the trainers and facilitators of let 'speak up, therefore, the layout design and font were changed.
The picture is made larger with a separate layout with writing. This allows the down syndrome children to be more comfortable while reading the guidebook. The selected font that had been used in design is changed to a font type that has a simpler form. In this way, children with Down syndrome become interested in reading the guidebook by themselves.  In the production of communication guidebook, the process has to pay attention to the characteristics of Down syndrome children. To get better understanding, the book uses visual illustrations. Visual illustration has a very strategic role in learning since it is a simple, effective and efficient form of visual communication. Therefore the creating process needs to be carefully designed, not to be simply as a learning supporter but can actually be used and understood by Down syndrome children and teachers or parents. This book has been tested and used to children and teenager with Down syndrome in the let's speak up trainings held by Yayasan Peduli Sindroma Down (YAPEDI) and remaja sindroma down community during September 2017 to April 2018 in Jakarta. The material in this book is appropriate with the directions from the let's 'speak up trainers and facilitators and is considered good and appropriate with their needs. This book can also be used by parents independently.