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A DESCRIPTIVE ANALYSIS ON TEACHING LEARNING
PROCESS FOR STUDENTS WITH HEARING IMPAIRMENT
(A Qualitative Research for the Students with Hearing Impairment of SMALB
Negeri Salatiga in the Academic Year of 2019/2020)
A GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of the requirement
for the degree of Sarjana Pendidikan (S. Pd.)
By :
ANIS NUR ARIFAH
NIM.23030150198
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE OF ISLAMIC STUDIES (IAIN)
SALATIGA
2019
i
A DESCRIPTIVE ANALYSIS ON TEACHING LEARNING
PROCESS FOR STUDENTS WITH HEARING IMPAIRMENT
(A Qualitative Research for the Students with Hearing Impairment of SMALB
Negeri Salatiga in the Academic Year of 2019/2020)
A GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of the requirement
for the degree of Sarjana Pendidikan (S. Pd.)
By :
ANIS NUR ARIFAH
NIM.23030150198
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE OF ISLAMIC STUDIES (IAIN)
SALATIGA
2019
ii
DECLARATION
Hereby, the researcher fully declares that this graduating paper is written
by the researcher herself and it doesn‟t contain materials which have been
published by others people or cite from other people‟s ideas except the
information cited from references.
The researcher is capable of account her graduating paper if in the future it
can be proved of containing other‟s idea or in fact that the researcher imitates the
others‟ graduating paper. Likewise, this declaration is written by the researcher,
and she hopes that this declaration can be understood.
Salatiga, April 22nd
2019
The Researcher,
Anis Nur Arifah
NIM. 23030 15 0198
v
DECLARATION AND PERMISSION FOR PUBLICATION
I have been marked below:
Name : Anis Nur Arifah
NIM : 23030-15-0198
Faculty : Teacher Training and Education Faculty
Department : English Education Department
Declare that this graduating paper is written by the researcher and it does not copy
from other researcher. Theories and citations are used code of ethics of writing for
the graduation paper I gave permission to publish this graduating paper on IAIN
Salatiga‟s e-repository.
Salatiga, August 30th
2019
The Researcher
Anis Nur Arifah
NIM.23030 15 0198
vi
MOTTO
“For indeed, with hardship [will be] ease. Indeed, with hardship [will be] ease.”
(Al-Insyiroh: 5-6)
vii
DEDICATION
This graduating paper is sincerely dedicated to:
1. My teachers of Al Falah Islamic Boarding School, Almaghfurlah KH.
Zoemri RWS (alm) and Ibu Nyai Hj. Latifah Zoemri, my guidance which I
always waiting for their knowledge and prayer.
2. All of the lecturers in English Department and Education Faculty of IAIN
Salatiga. Thank you very much for your knowledge, advices, kindness,
patience and for everything you had given.
3. My beloved parents, Mr. Sholichin and Mrs. Sumiyati who always pray for
me and never stop loving me. I can‟t say in a word how grateful I am to
have them.
4. My three old brothers (Mujiburrohman, Mudhofar, Miftachul Huda), thank
you very much for saving me and always give me advices in any situation.
5. All the teachers of SMAN LB Salatiga especially Mrs. Ema and Mr. Eko
which have been help me in doing the research.
6. Someone who has accompanied me in doing observation of this research,
Umi Lutfiyah.
7. My friends of room B9 Al falah, Nofa, Tutut, Anni, Mbak Eva, Sophia,
Mbak Luluk, Eni. Thanks for support me, cheer me up, and remind me to do
this graduating paper everytime.
8. Yuni Lestari and Istikomah Lestari, who always give me a pillion when I
wanna go to somewhere.
viii
9. All of my friends English Department 2015. Let‟s fight friend, the struggle
didn‟t stop here.
10. All people that have been participate in the process of the research, thank
you so much. I‟m sorry, I can‟t mention one by one.
Finally, this graduating paper is able to facilitate and provide knowledge
and information of the study to the readers. The researcher hopes that this
garduating paper will useful for everyone.
Salatiga, August 5th
2019
The Researcher
Anis Nur Arifah
NIM 23030150198
ix
ACKNOWLEDGMENT
Bismillahirrohmannirrrohiim
In the name of Allah the most gracious and the most merciful, the King of
universe and space. All praises be to Allah because the writer could write this
graduating paper from the beginning until the end. This graduating paper is a
partial fulfillment of the requirement for the degree of Sarjana Pendidikan (S.
Pd.) in English Department of Teacher Training and Education Faculty State
Institute for Islamic Studies (IAIN) Salatiga, but the process give me many
knowledge of English language teaching and it also teach me many moral value
such as sacrifice, patient, hardwork, pray, and many more that I can‟t mention all
of them here. Assholatu wassalamu „ala Sayyidina Muhammad wa „ala alihi wa
sohbihi ajma‟in. May His intercession helps us at the judgement day later.
Aamiin.
However, this graduating paper would not be finish without support,
guidance, advices, help, and suggestion from various side especially institution.
Therefore, in this occassion the writer would like to express her deepest gratitude
and appreciation to:
1. Prof. Dr. Zakiyyuddin, M.Ag., the Rector of State Institute for Islamic
Studies (IAIN) Salatiga.
2. Prof. Dr. Mansur, M.Ag., as the Dean of Teacher Training and Education
Faculty of IAIN Salatiga
3. Norwanto, S.Pd., M.Hum., Ph.D. as the Head of English Education
Department of IAIN Salatiga
x
4. Hammam, Ph.D., as the counselor who has educated, supported, directed and
given the writer advice, suggestion and recommendation for this graduating
paper from beginning until the end. Thanks for patience and care.
5. All the lecturers in English Education Department of IAIN Salatiga for their
guidance during her study.
6. All staff of IAIN Salatiga
Salatiga, August 8th
2019
The Researcher,
Anis Nur Arifah
NIM 23030150198
xi
ABSTRACT
Arifah, Anis Nur.2019. “A Descriptive Analysis on Teaching Learning Process
for Students with Hearing Impairment (A Qualitative Research for
Students with Hearing Impairment of SMALB Negeri Salatiga in the
Academic Year of 2019/2020)”. A graduating paper, English Education
Department of Teacher Training and Education Faculty State Institute for
Islamic Studies (IAIN) Salatiga. Counselor: Hammam, S.Pd., M.Pd.,
Ph.D.
Keywords: teaching; teaching English language; students with hearing
Impairment
English language is a foreign language which becomes a compulsory
subject in Educational Institutions of Indonesia both for public schools and special
schools without exception including students with hearing impairment. This
research was carried to know the situation of English learning process for students
with hearing impairment of SMALB Negeri Salatiga in the academic year
2019/2020. The data were collected by doing interview and observation. Then, all
of the data which have been collected are processed using descriptive qualitative.
The result of this research are: (1) the process of teaching and learning
English for students with hearing impairment of SMALB Negerei Salatiga uses
different methods for every language skills including vocabulary card method; (2)
the problems faced by the teacher in teaching and learning English for students
with hearing impairment of SMALB Negeri Salatiga are missunderstanding, lack
of Indonesian language mastery, lack of English vocabulary, and lack of media;
(3) the profile of students in English and learning shows that they are full of spirit
and enthusiasm, easy to understand concrete vocabulary, able to response greeting
and achieve Minimum Standart Completeness (KKM).
xii
TABLE OF CONTENTS
TITLE ............................................................................................................... i
DECLARATION ............................................................................................. ii
ATTENTIVE COUNSELOR‟S NOTES ......................................................... iii
CERTIFICATION PAGE ................................................................................ iv
DECLARATION AND PERMISSION FOR PUBLICATION ...................... v
MOTTO............................................................................................................ vi
DEDICATION ................................................................................................. vii
ACKNOWLEDGMENT .................................................................................. ix
ABSTRACT ..................................................................................................... xi
TABLE OF CONTENTS ................................................................................. xii
LIST OF APPENDICES .................................................................................. xv
CHAPTER I INTRODUCTION
A. Background of the Study ...................................................................... 1
B. Problem of the Study ............................................................................ 8
C. Objectives of the Study ........................................................................ 8
D. Significance of the Study ..................................................................... 9
E. Definition of the Keywords .................................................................. 10
F. Organization of Graduating Paper ........................................................ 11
CHAPTER II RESEARCH THEORIES
A. Review of related Literature ................................................................. 13
1. English Language Teaching ............................................................ 13
2. Hearing Impairment ......................................................................... 17
xiii
3. Teaching English Language for Individuals with Hearing Impairment 22
B. Previous Study ...................................................................................... 23
CHAPTER III RESEARCH METHODOLOGY
A. Research Design ................................................................................... 26
B. Research Setting ................................................................................... 27
C. Source of Data ...................................................................................... 27
D. Technique of Data Collection............................................................... 27
1. Observation ...................................................................................... 28
2. Interview .......................................................................................... 31
3. Documents ....................................................................................... 31
E. Technique of Data Analysis ................................................................. 32
F. Trustworthiness of the Study ................................................................ 33
CHAPTER IV FINDING AND DATA ANALYSIS
A. Finding ................................................................................................. 35
Profile of SMALBN Salatiga ............................................................... 35
B. Data Analysis ....................................................................................... 37
1. The Process of English Language Teaching.................................... 37
2. The Problems in Faced by the Teacher in English Language ......... 47
3. Proficiency of Students in English Language.................................. 58
CHAPTER V CLOSURE
A. Conclusion............................................................................................ 64
B. Suggestion ............................................................................................ 67
xiv
REFERENCES ................................................................................................. 69
APPENDICES.................................................................................................. 72
xv
LIST OF APPENDICES
List I Curriculum Vitae
List II Counselor‟s Assignment Letter
List III Daftar Nilai SKK
List IV Research Permit Letter
List V Consultantion Page
List VI Observation Sheet
List IX Interview Sheet
List XII Data Profil Sekolah
List XIII Daftar Siswa Kelas XI dan XII
List XIV Daftar Nilai Bahasa Inggris
List XV Interview Transcription
List XVI Observation Result
List XVII Documentation
1
CHAPTER I
INTRODUCTION
A. Background of Study
Today, teaching the English language is not something new for students
in Educational Institutions of Indonesia. According to Komaria and
Simatupang (1998) “pengajaran Bahasa Inggris di Indonesia sudah dimulai
sejak zaman penjajahan Belanda.” (In Indonesia, English Language teaching
has been practiced since the Dutch colonial era.) It can be seen from the
contents of the curriculum which applied by the Dutch government.
Sugiyono, et al (p41) said:
“pemerintah Belanda menerapkan beberapa kurikulum pendidikan bagi
warga bumi putera yang mana salah satunya adalah Algemene Middelbare
School (AMS). Kurikulum tersebut terdiri atas mata pelajaran umum yang
diharuskan bagi semua siswa yakni salah satunya adalah bahasa Inggris.”
(The Dutch government applied some curriculums of education for
Indonesian people who called as Algemene Middelbare School (AMS)
curricula. It consists of general subjects that required for all students which
one of them is the English language).
In this era, Algemene Middelbare School (AMS) was equal to Senior
High School (SHS). Due to the development of the world, many countries
compete with each other in every field of life. The English language becomes
a very significant thing. It related to the statement of Harmer (2001) that
“although English is not the language with the largest number of native or
„first‟ language speakers, it has become a lingua franca. A lingua franca can
be defined as a language widely adopted for communication between two
2
speakers whose native languages are different from each other‟s and where
one or both speakers are using it as a „second‟ language.” Many activities
such as export, import, health, trading, security, education, social and
cultural, used the English language as the medium to connect each other.
Such as the statement from Frath (2010: 3) in Pratama (2014: 1) that said:
“English has become the international language of science and technology,
commerce and diplomacy, tourism and travel and English is now the first
source for information in most languages.” According to Lie (2002: 60) in
Pratama (2014: 1), “the knowledge of English has become a significant
vehicle for accessing valued resources and elite positions.” This is
accentuated by the word “significant vehicle” due to the fact that most of the
knowledge on which the global communication and economy operate in
English. Besides, English is the main language of international institutions.
The English language is the key to access many people from another country
and having cooperation between countries. Due to some of the facts above,
many governments of countries that proclaim about learning and using the
English Language as their mother tongue, second language, foreign language,
and even modern language. Even though the position of English language as
a foreign language in Indonesia, it‟s set as a compulsory subject in the
curriculum by the ministry of education. Moreover, the researcher has found
the English language taught for children since they are in kindergarten school.
Even, teaching English language is not just for normal students who learn in
3
regular school but also for students with a special education need especially
students with hearing impairment or called (SLB) in Indonesia.
Being a student with hearing impairment does not mean limiting the
space for movement in seeking knowledge as widely as possible. Every
people were able to widen knowledge through the English language. Many
scholarships of undergraduate or postgraduate to go abroad has opened for
everyone who wants to widen experience without exception. Besides, many
other benefits of mastering English language according to Petruta (2012: 374)
such as learning the English language allows to fully appreciate the culture
and its context of a country and it widens understanding to avoid situations
which could cause misunderstanding, enjoy traveling around the entire world,
discover entertainment from around the world for example movies, songs,
books which are written in English. Moreover, speaking English is a
tremendous asset for a professional career. Many benefits can be taken of
learning English. This has been proven by Panji Surya Putra Sahetapy, the
third son of actor Ray Sahetapy and singer Dewi Yull. He is a person with
hearing impairment who has the degree of deafness 105 decibels of his right
ear and 115 decibels of his left ear. Through all of his limitations, he was not
discouraged so he was able to achieve many achievements. He becomes a
volunteer in the deaf organization, especially for sign language activity.
Besides, he also strives to provide the translated text in the Indonesian movies
to a person with hearing impairment can enjoy and love it. Surya also chosen
to representing children with special needs of Indonesia in the event Global
4
IT for Youth with Disabilities at Bangkok, Thailand. He becomes a deaf
delegation of Indonesia and visited PBB/Pesrserikatan Bangsa-Bangsa
(United Nations) in the USA. He also visited NASA and meets 15 deaf
people that work there. Then, Surya also involves in the deaf organization of
Indonesia which named Gerkatin (Gerakan untuk Kesejahteraan Tuli
Indonesia) to introduce sign language. He learn how the way to push deaf
community of Indonesia to get the same right in education, job, and etc with
people who can hear through sign language. He was learn English Education
at Sampoerna University-Lone Star College Jakarta until sixth semester and
decided to move in to USA and take International Studies or public policy. At
the year of 2014 Surya try to introduce and share Indonesian sign language or
BISINDO (Bahasa Isyarat Indonesia) as the language for deaf people. From
the various achievements above, Surya Suhetapy of course didn‟t far from
English language ability because of it such as a bridge to connect people
around the world. Although he is a person with hearing impairment, he
always pushed up himself and never stop in learning to make his dreams
come true.
In the reality, teaching English for students with hearing impairment of
course has difference treatment to the students who learn in the regular
school. The method that used should be appropriate to their condition, but
actually they have the same potential in the language acquisition. This is
supported by the theory from Noam Chomsky that called innateness theory.
Chomsky (1965) said “children are equipped with an innate template or
5
blueprint for language and this blueprint aid the child in the task of
constructing a grammar for their language.” It means that every human has an
empty box in the brain especially focus to the languages such as grammar and
vocabulary. Language is not taught but it‟s developed by the environment so
it‟s come naturally. The children acquire their native language since they are
in the womb. It‟s proven by mostly people talk to their baby such as give
advices, play the audio of Al-Qur‟an, sholawat, song in native or foreign
language for the baby even since they haven‟t been born. Then, the baby will
give the response by move his part of the body. After the baby is born and
reaches eighteen months of age, a grammar begins to emerge in his or her
language. Before that, the baby recorded the vocabulary in their brain. A
communicational form based on grammatical rules and vocabulary. It‟s
started from a three-year-old child that can speak to an adult about nearly
common place or day-to-day subject without trouble. Then, how the device
can develop the potential it‟s depend on what language heard around it.
Besides, the freedom of learning also supported by Law of The Republic of
Indonesia Number 8 of 2016 on Persons with Disabilities in the sixth part
about Right to Education article 10 said that “the right to education for
persons with disabilities includes to receive quality education in any types,
branches, and levels of educational unit, either in inclusive or in special
education.” They also have the right to receive appreciation for their mental
and physical integrity based on similarity to others. They have the right to get
social protection and services.
6
The fact many people haven‟t knowing about it, so they still have
wrong perception of children with hearing impairment. Most of them didn‟t
realize that they also have something great inside. Based on the teaching
English experience at the institution of kindergarten school, the researcher
ever found a student who has different background to the others. From the
physical appearance, student‟s behavior in the class, the response of the
question, feedback of dialogue, and the interaction with his friends and the
teacher along English language learning process, the researcher expect that
there is something abnormal from the student. According to Wah (2011) in
Pratama (2014: 1) have a statement as below.
“A child or student is considered to have Special Education Needs if she or
he: a) has a disability, b) displays greater difficulty in learning as compared to
the majority of peers of the same age or displays difficulty accessing
educational facilities for the majority of peers of the same age or displays
some areas of impairment in terms of social, academic, physical or sensory
functioning (i.e. the students is not on par with the majority of peers), and c)
requires different and/or additional resources beyond what is available.”
Realizing some facts above, the researcher tried to clarify to the teacher
class. Based the information of the teacher his name is MU. He is seven years
old and lived at boarding house with his parents. According to the story from
his parents, MU was born normal like other children but when he was a few
months old he fall down from the chair. Since that day he often convulsed
and growth different with the others. The teacher said that the characteristic
such as epilepsy but according to the information from his parents it was not
epilepsy. Actually, he has also potential to acquire foreign language if the
method of teaching and learning given as the condition but, in the public
7
school the student of course didn‟t get the appropriate curriculum because of
the teacher will teach appropriate as the capability of whole students. Then,
the students with special education need become the minority and slighted.
Knowing the condition of student, parents still take their children in the
public school due to some reasons such as high financial of special education
need (SLB) or bad perception of special school. Whereas the students with
special education need must be more effective to learn in the special school
because of the teaching and learning process will taught by the appropriate
method. According to Gargiulo (2012: 421) states that public school
programs include inclusive classroom settings, resource rooms, self-contained
classrooms, and itinerant services. On the other hand, special school
programs include public and private residential and day schools with
specifically prepared teachers and dormitory facilities for students when
appropriate. There are six types of disabilities of student with special
education need mentioned by Wah (2011) in Pratama (2014: 2), they are:
visual impairment, hearing impairment, intellectual disability, (significant
limitations in cognitive function), cerebral palsy (disorders of movement and
posture), attention deficit hyperactivity disorder (less ability to control
themselves in the society), and multiple disabilities (have two or more
impairments).
Starting from the problem above, the researcher wants to know how the
implementation of teaching and learning English for disable students and how
the process of students acquiring the language. So that, the researcher choose
8
to focus on hearing impairment and interested to do a research entitled “A
DESCRIPTIVE ANALYSIS ON TEACHING LEARNING PROCESS FOR
STUDENTS WITH HEARING IMPAIRMENT” (A Qualitative Research for
the students with hearing impairment of SMALB Negeri Salatiga in the
Academic Year 2019/2020).
B. Problem of Study
1. How is the process of teaching and learning English for students with
hearing impairment of SMALB Negeri Salatiga ?
2. What are the problems faced by the teacher in teaching and learning
English for students with hearing impairment of SMALB Negeri Salatiga?
3. What is the profile of students with hearing impairment at SMALB Negeri
Salatiga in English learning?
C. Objective of Study
1. To find out how are the process of teaching and learning English for
students with hearing impairment of SMALB Negeri Salatiga.
2. To identify the problems faced by the teacher in teaching and learning
English for students with hearing impairment of SMALB Negeri Salatiga.
3. To find out the profile of students with hearing impairment of SMALB
Negeri Salatiga in English learning.
9
D. Significance of the Study
This research is expected to be able to give some benefits for the
researcher itself, teacher (especially English teacher), students, readers, and
other researchers.
1. Researcher
This research will give a new point of view about English in teaching
and learning for students with hearing impairment and give some
illustration about the situation. It‟s explained the evidence of innateness
theory.
2. Teacher
The result of the research gives the information of the problems that
usually faced when teaching and learning English for students with hearing
impairment. It also gives the knowledge about the limitation of the
students, the situation of the student‟s psychological and the method which
appropriate to teach the students. Through this research the teacher is able
to create another method.
3. Readers
The research gives a new information about students with hearing
impairment and be able to influence their opinion. The students with
hearing impairment have the same chance with others in education.
10
4. Other Researchers
It is expected to be a referred for other researchers in doing research
or need information which concern to the teaching and learning English
for students with hearing impairment.
E. Definition of Keywords
1. Teaching English
“Teaching is a set of events, outside the learners which are designed to
support internal process of learning. Teaching (instruction) is outside the
learner” said Sequiera (2012: 3). Meanwhile, English is a language which
had a position as foreign language in Indonesia. So that, teaching English
as a foreign language (TEFL) refers to teaching and learning the English to
students with different first languages. TEFL can occur either within the
state school system or more privately, at a language school or with a tutor.
Besides, the term of teaching English has been interpreted in various ways
due to the role of English under different political situations and levels of
acceptances by different peoples with different characteristics and
proficiencies. According to (Lien, Chien : 2) “TEFL (English as a Foreign
Language) is focused on the purposes or studies of English by teachers and
English learners with a different mother tongue.” There are four skills for
mastering English such as listening, reading, speaking, and writing. In the
teaching and teaching English have some methods in the way to teach the
students appropriate to the material.
11
2. Hearing Impairment
According to Gargiulo (2012: 397) “hearing impairment is a general
term used to describe disordered hearing. Student with hearing impairment
needs special treatment in education.” According to Desiningrum (2016)
said that “anak tunarungu adalah mereka yang pendengarannya tidak
berfungsi sehingga membutuhkan pelayanan pendidikan khusus.”
(Students with hearing impairment are persons which have hearing loss so,
they need special education treatment.) So, “deaf students are students
with hearing impairments that make it hard for them to perceive
information in the form of sounds, and usually exhibit some form of an
articulation difficulty” (Adi, Unsiah, Fadhilah, 2017: 4)
F. Organization of Graduating Paper
The research is divided into five chapters studied as follows:
Chapter I discuss as introduction that consists of background of study,
problems of study, objective of study, significance of the study, definition of
keywords, and organization of the graduating paper.
Chapter II is about theoretical framework. In this chapter, the researcher
explains the definition, function, and theory of each variable which related to
the title of the study, they are English Language teaching, hearing
impairment, teaching English language for individuals with hearing
impairment, and previous study.
12
Chapter III the researcher presents about the research methodology that
consists of research design, research setting, data resources, technique of data
collection, data analysis, and trustworthiness of the study.
Chapter IV explains about research presentation and data analysis. The
researcher explained about data description and data analysis.
Chapter V the researcher gives the conclusion and suggestion based on
the research which has been done.
13
CHAPTER II
RESEARCH THEORIES
A. Review of Related Literature
1. English Language Teaching
a. Definition
Every human needs language to survive and develop as a human
being. The function of language is used to communicate thoughts and
ideas (Patel and Jian, 2008: 31). Language is a bridge of self-expression
in exchanging ideas with each other. Besides, through language
someone will be relieved that they have been able to express their
hearts even though there is no one to talk to or they speak to
themselves. So that, Edward Sapir in Patel and Jian (2008: 27) define
“language is purely human and non-instinctive method of
communicating ideas, emotions and desires by means of a system of
voluntarily produced symbols.” Language is a symbol which has been
believed for generations so that it becomes a culture without any written
or verbal agreement. Then, it is used and spread widely among the
community. Based on the function above, actually language has some
characteristics according to Patel and Jain (2008: 26) such as: language
is (1) cultured based; (2) unique system; (3) social behave; (4) medium
of instruction; (5) structural system; (6) made up habit. However, many
languages which spread out around the world that means many different
14
cultural backgrounds from each community. Due to every community
need another community to collaborate in various fields of life, so it‟s
needed one language that used as the bridge to connect one another.
English is the language that is used for connecting peoples having
difference tongue (Patel and Jain, 2008: 2). Most people use English
language as lingua franca in their activity such as trade between two or
more countries that have different languages and cultures. So that‟s why
English language becomes the one of compulsory subject education‟s
curriculum of Indonesia in order to keep up the world even though
English language has the position as foreign language in Indonesia.
English language was taught in the school both of public school and
exceptional or special school since kindergarten until under graduate
levels. The meaning of teaching is not the only transferring information
activity but more than it due to the position English as foreign language
that of course have the difference background of character and culture.
The teaching of English should be made more practical and language-
oriented (Patel and Jain, 2008: 2). More detail than it, according to
Lampert (2009) in teacher education, it particularly concerned with
teaching that occurs in school classrooms, where the work entails
responsibility for whole classes of students compelled to work together
for 9 months at a time. In preparing a professional teacher the meaning
of „teaching‟ change into practice. Ball and Forzani said that “By
“work of teaching” means the core tasks that teachers must execute to
15
help pupils learn. These include activities carried on both inside and
beyond the classroom, such as leading a discussion of solutions to a
mathematics problem, probing students‟ answers, reviewing material
for a science test, listening to and assessing students‟ oral reading,
explaining an interpretation of a poem, talking with parents, evaluating
students‟ papers, planning, and creating and maintaining an orderly and
supportive environment for learning. The work of teaching includes
broad cultural competence and relational sensitivity, communication
skills, and the combination of rigor and imagination fundamental to
effective practice.”
In the learning process there are methods as the bridge in order to
reach the competency standards of each skill. Patel and Jian (2008: 71)
define method as “the process of planning, selection and grading
language materials and items, techniques of teaching, etc. There are
various methods in teaching English language such as grammar
translation method, direct method, bilingual method, reading method
and situation method, but not all can be accepted. It depends on the
features needed by the learning material with the advantages provided
by the method. Effective learning may achieved by the appropriate
method. Besides, it also needs appropriate approach. Method refers the
way of teaching a language and approach refers the theories of language
learning. The types of approach divided into two kind, they are
structural approach and Communicative.
16
Besides, effective teaching and learning process may reached by
knowing the psychology of foreign language learning first. Therefore
the teacher will understand how to teach language and how it may be
useful in teaching learning process.
b. Skills
Language educators have long used the concepts of four basic skills
in the English language teaching. The students will learn listening,
speaking, reading, and writing. According to Aydogan & Akbarov
(2019: 673) the definition of four basic skills above as follows:
1.) Listening comprehension is the receptive skills in the oral mode.
When we speak of listening what we really mean is listening and
understanding what we hear.
2.) Speaking comprehension is the productive skills in the oral mode.
It, like the other skills, is more complicated than it seems at first
and involves more than just pronouncing words. Speaking is often
connected with listening. For example, the two-way
communication makes up for the defect incommunicative ability in
the traditional learning. Temple and Gillet (1984) also emphasize
the close relationship between listening and speaking in this way:
“Listening cannot be separated from the expressive aspects of oral
communication. It is impossible to „teach listening‟ separately from
speaking, or to set aside a portion of the instructional time for
listening instruction and ignore it the rest of the time. Listening is
as must a part of group discussions, dramatic play, or puppetry, for
example, as the dialogues and actions created. When children
develop their communicative powers they also develop their ability
to listen appreciate and receptively. (p.70)”
17
3.) Reading is the receptive skills in the written mode. It can develop
independently of listening and speaking skills, but often develops
along with them, especially in societies with a highly-developed
literary tradition. Reading can help build vocabulary that help
listening comprehension at the later stages, particularly.
4.) Writing is the productive skills in the written mode. It is more
complicated than it seems at first, and often seems to be the hardest
of the skills, even for native presentation of thoughts in a structured
way.
2. Hearing Impairment
a. Definition
Special needs divided into some classifications and one of them is
hearing impairment. What is hearing impairment? There are some
definitions that explained here. According to Adi, dkk (2017: 124)
“deaf students are students with hearing impairments that make it hard
for them to perceive information in the form of sounds, and usually
exhibit some form of an articulation difficulty.” So that, hearing
impairment doesn‟t mean you can‟t hear at all but it‟s depend on which
classification you are.
Hearing impairment occur not only congenital, but it may occur
cause of unsafety listening practice in daily activities such as using
personal audio devices in unsafe levels of sound, or potentially
damaging sound levels at clubs, discotheques, bars, etc. Even, “WHO
18
estimates that 1.1 billion young people worldwide could be at risk of
hearing loss due to unsafe listening practices” (World Health
Organization, 2015: 1). This usually happens to teenagers and adult.
The National Health and Nutrition Examination Survey in the United
States analyze that between 1994 and 2006, the prevalence of hearing
loss among teenagers (12-19 years old) rose from 3.5% to 5.3% (12).
Another study from the USA indicates that the number of individuals
listening to music through headphones and earphones increased by 75%
between 1990 and 2005 (13) (World Health Organization, 2015: 1). The
percentage of those cases study always increases from year to year. The
main cause is the use of personal audio from gadget in high levels
which is too often. Most people like to listening music wearing headset
or headphone in high volume and didn‟t pay attention to the effects
although they know what the risks are.
Meanwhile, both of congenital hearing impairment or which caused
by the risk of some factors above must be identified as early as
possible. Here are some characteristics of student with hearing
impairment according to Desiningrum (2016: 88):
1) Slow language development due to lack of language exploitation
moreover in listening section which affect to oral language.
2) Proficient in sign language.
3) Able to read lips movement.
4) Oral language didn‟t well develop.
19
5) Experiencing social isolation, limited social skills and lack of ability
to consider another people‟s perspective due to limited
communication ability.
Beside identify through those characteristics, we can do some tests
to make sure whether a students is deaf or not. Here is the identification
of hearing impairment based on doing tests according to Diningrum
(2016: 89):
1) Behavioral Test
a) Behavioral Observation Audiometry (BOA) (for ± 7 month):
test to know are they able to give response the voice intensively.
We can do the observation by shocking in a loud voice.
b) Visual Response/Reinforcement Audiometry (VRA) (for 7
month – 3 year old): the children responses of the voice by
approached the source of voice (loud speaker) and then bring it
to the left or right side. After that, give a reward in the form of
visual display such as flashing light or moving toys above the
loudspeaker.
c) Play Audiometry (for 3 years old): when the voice was heard,
the children asked to do something.
2) Electrophysiological Test
There are some types of tests that be able to know how much
hearing loss exists in an individual, as follows:
20
a) Oto-Acoustic Emission (OAEs) (cochlear echoes) is to identify
the function of hair cells in the cochlea.
b) Auditory Brainstem-evoked Response Audiometry (ABR) is to
looking for the information of the electrical activities along the
brain stem to the brain by using the electrodes of the head. The
test did when the child is unconscious, such as sleep or
anesthetized.
c) Electrocochleography (EcoG) is a tool which use to measuring
electro signal in the cochlea and auditory nerve. This test must
do under the influence of anesthesia.
d) Tymanometry analyze the function of middle ear and provide
the information about conductive hearing loss.
Based on the explanation above, we have the key or basic of the
problem, so that we know what treatment that we are going to use for
them. Actually, special students especially hearing impairment has the
same intelligence ability to non-disorder students, but they have some
difference characteristics and ability. So it is better to know the
knowledge of hearing impairment such as the definition, classification,
characteristics, and the limitation of the disability.
b. Classification of Hearing Impairment
Based on (Tajik and Kacho, 2016: 3285) “hearing loss is classified
according to its severity: normal (˂20 dB), mild loss (20 to 40 dB),
moderate loss (41 to 55 dB), moderately severe loss (56 to 70 dB),
21
severe loss (71 to 90 dB), and profound loss (>90 dB) (13).” The
classification above based on the test and diagnostic auditory brainstem
response (ABR) test which conducted to determine the exact threshold and
represent in decibels or dB HL ( hearing loss range). The classification of
hearing loss above has general impact as follows:
1) Normal Hearing (<20 dB): a child who can hear sounds and speech
even if they are very soft.
2) Mild loss (20-40 dB): children will consistently miss some speech
sounds. This will be even more noticeable when there is a background
noise or when the child is not standing close to the person speaking.
Speech and language development may be affected. Hearing aids will
likely be beneficial.
3) Moderate hearing loss (41-55 dB): children just barely hear speech at
a conversational level in a quiet environment and may or may not be
able to understand what is being said. The child‟s speech a language
will likely be affected. Hearing aids are required.
4) Moderate-severe hearing loss (56-70 dB): child may hear some
speech sounds, but will be unable to understand speech without
hearing aids. Speech and language development will be delayed.
Hearing aids are required.
5) Severe hearing loss (71-90 dB): child may detect loud sounds in the
environment, but will not hear normal conversational speech. Child
requires hearing aids in order to learn to speak. Sign language could
be an option.
22
6) Profound hearing loss (>90 dB): child likely responds more to
vibrations than to sounds. Child may not receive benefit from
traditional hearing aids. Hearing aids or sign language are two
options which can be used to help this type of deaf.
3. Teaching Learning Process for Individuals with Hearing Impairment
An individual with hearing impairment also needs learn foreign
language to enrichment knowledge and development of various aspects.
There are four main purposes of educational assessment for children with
hearing impairment. First, assessment is aimed to determine eligibility for
special education and other service. Second, to develop an educational
program that fits the child‟s strength areas of need and learning style.
Third, to design appropriate interventions to enhance the child‟s learning
experience. Fourth, to evaluate the effectiveness of educational program in
facilitating the child‟s progress. Maxwell (1984, pp. 191-224) in (Wu-
yang, 2017: 221) found that the people with hearing disabilities have to
learn English if they want to enter the mainstream society. They mainly
learn to read and write in English and use written English to communicate
with the people without disabilities so as to become better integrated into
the mainstream society.
The learning process of course is not the same to the public school.
The limitation of the students need difference method in the teaching and
learning process. So, the teacher has to know what the appropriate method
in teaching and learning English for students with special needs. Gargiulo
23
(2012: 5) define the term of disability as “a limitation imposed on an
individual by a loss or reduction of functioning, such as the paralysis of
leg muscles, the absence of an arm, or the loss of sight.” Those limitation
which block out some activity of the students affected to the development
of academic intelligence, psychology, and mentally or it called handicap.
Gargiulo (2012: 5) also said “the term handicap refers to the impact or
consequence of a disability, not the condition itself.” It means that all the
difficulties faced by the student in doing his daily activity, social
interactions and even to take care of themselves sometimes they need help
from the others.
Due to the students of hearing impairment are hard in perceive
information by sounds so they acquire the language through sign language.
Brelje (1999) in (Adi dkk, 2017: 126) stated that there are two main
approaches of teaching methods for deaf students; one is lip reading, and
another is sign language with the help of oral language (cited in Bedoin,
2010). A study of individuals with special needs must have a strategy such
as encourage the students to seat in front of the teacher or his friends in a
group, then make a conversation by read the movement of lips, the gesture
of face and body.
B. Previous Study
The topic of the research is not the first research in the world. There are
some researches with the same title as this research before. Then, in the
24
review of related research the researcher take three researches as the
comparison to this research:
1. Pratama (2014) The Implementation of Teaching and Learning English of
Students with Hearing Impairment (A Naturalistic Study at Eleventh
Grade Students of SLB YRTRW Surakarta of 2013/2014). The results of
the research showed that the implementation of teaching and learning
English uses some method they are: the combination of lecturing,
translating, drilling and task based method. There some activities which do
by students of XI grade of SLB B YRTRW such as mentioning words
related to the topic, drilling, doing exercise, giving chances to ask
questions, and giving homework. The curriculum adjusted to the disability
of the students so that they can receive the language although they have
lack of vocabulary. They are also able to speak English orally supported
with sign language. In order to as evaluate and measure to what extent
students‟ understanding in English, the teacher gave formative tests by
observing students‟ abilities in the classroom.
2. Farikhah (2017) A Study on The Strategies in Learning English of The
Hearing-Impaired Students at Sekolah Luar Biasa (SLB) B Negeri
Tulungagung in Academic Year 2016/2017. Based on the finding of the
research there are three type of learning strategies in the learning process
such as metacognitive strategy, cognitive strategy, and affective/social
strategy. In metacognitive strategy the students paid attention to the
teacher. They focused to the teacher‟s lip and gesture. Generally, the
25
difference learning strategies between hearing-impaired students and
normal students was in implementation of those learning strategies. The
hearing-impaired students were used gesture and lip motion in their
learning, beside normally students used their senses, especially in hearing
and speaking.
3. Fajrina (2016) Teacher‟s Techniques in Teaching English for The Hearing
Impaired Students at The Seventh Grade of SMPLB B/C Dharma Wanita
Persatuan Banjarmasin. Based on the result of the research, the teacher
used some techniques in teaching English, such as Repetition Drill,
Translation Literary passage, reading aloud, one to one, paragraph writing,
memorization, and role reversal. This research used observation and
interview.
Based on the related review of some researches above, the difference to
this research is the basic theory of the research, object of the research, and the
implementation and the obstacle of teaching English. Besides, this research
had different technique of collecting data to the others.
26
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
In the way to prove the hypothesis of the study, the researcher use
qualitative research. Denzin and Lincoln (1994: 2) in Emzir (2011: 1) defined
qualitative research as below:
“Qualitative research is multimethod in focus, involving an interpretive,
naturalistic approach to its subject matter. This means that qualitative
researchers study in their natural setting, attempting to make sense of or
interpret phenomena in terms of the meanings people bring to them.
Qualitative research involves the studied use and collection of a variety of
empirical materials-case study, personal experience, introspective, life story,
interview, observational, historical, interactional, and visual-texts-that
describe routine and problematic moment and meaning in individuals‟ live.”
The definition above emphasized naturalistic and interpretive approach
in the qualitative research of collective information and narrative approach
based on philosophical assumption. While according to Lodico, Spaulding,
and Voegtle (2006) in Emzir (2011: 2) said that:
“Penelitian qualitative, yang juga disebut penelitian interpretif atau
penelitian lapangan adalah suatu metodologi yang dipinjam dari disiplin
ilmu seperti sosiologi dan antropologi dan diadaptasi kedalam seting
pendidikan.”
(Qualitative research which also called as interpretive research or field
research is a methodology that borrowed form discipline of science such as
sociology and anthropology and adapted into setting of education).
The researcher using inductive reasoning approach and focus on social
phenomena. The research methodology will reveal many perspectives.
27
B. Research Setting
The research was conducted by doing interview to the English teacher
at Wednesday, August 14th
2019 and observation at Tuesday, August 20th
2019 in at SMALB Negeri Salatiga. It was located on Hasanudin Street No
III, Banjaran, Mangunsari, Salatiga. The school was established for teaching
children with special need such as student with hearing impairment. There are
two levels of education in the school that is Junior and Senior high school. In
this study, the researcher take focus on Senior High School.
C. Source of Data
The data were collected from two sources as follow:
1. Primary Sources:
a. Observation which conducted in the English teaching and learning for
students with hearing impairment of SMALB Negeri Salatiga.
b. Interview to the English teacher who teaches English for students with
hearing impairment of SMALB Negeri Salatiga.
2. Secondary Sources:
Documents of all written reports that relate to the research such as score
sheet, pictures, school profile, etc.
D. Technique of Data Collection
In this research there are three techniques of data collection which
categorized into two sources, such as follows:
28
1. Primary Sources
a) Observation
In this research, the researcher do observation as the first step in
collecting the data. The goal of the observation is to know the
situation of English teaching and learning for students with hearing
impairment of SMALB Negeri Salatiga. Besides, it also to develope
the questions of interview that will be do as the next sources of data
collection and to make emotional relationship with the teacher as the
interviewee.
According to Patton (2002: 4) in Emzir (2011: 65) observations
is fieldwork description of activities, behaviors, actions,
conversations, interpersonal interactions, organizational or community
processes, or any other aspect of observable human experience. In this
study the researcher observes the students with hearing impairment‟s
activities in the class passively. The researcher join in the class and
observe each students one by one without direct participation. The
data consist of field notes: rich, detailed descriptions, including the
context within which the observations were made. “In general, three
types of learning activity are discerned: cognitive, affective, and
metacognitive or regulative (e.g. Short & Weisberg-Benchell, 1989) in
Vermunt (1996: 26). Cognitive processing activities are those thinking
activities that people use to process learning content. They lead
directly to learning results in terms of knowledge, understanding,
29
skills, and so on. Examples: looking for relations among parts of the
subject matter (relating), distinguishing main and minor points
(selecting), thinking of examples (concretizing), and looking for
applications (applying). Affective learning activities are directed at
coping with the feelings that arise during learning, and lead to an
emotional state that may positively, neutrally or negatively affect the
progression of a learning process. Examples: motivating oneself,
attributing learning results to causal factors, attaching subjective
appraisals to learning tasks and getting blocking emotions under
control. Metacognitive regulation activities are directed at regulating
the cognitive and affective learning activities and therefore indirectly
lead to learning results. Examples: orienting on a learning task,
monitoring whether the learning process proceeds as planned,
diagnosing the cause of difficulties and adjusting learning processes
when needed. The researcher takes the aspects of metacognitive,
cognitive, and affective from each student during the observation.
Besides, the researcher also describe the media, method, approach,
and technique that used by the teacher along teaching and learning
process.
There are two kind materials of field notes in the way of doing
observation as follows:
30
1) Descriptive field notes
The researcher describes all the things that arrested by five
senses as detailed as possible so that the reader able to imagine
the meaning of the researcher when reading the description.
Descriptive field-notes could contain of five things as follows:
a) Portrait of subject including physical appearance, clothes,
accent, habit (typical behavior), and another aspects that
distinguish between one person to another.
b) Reconstruction of dialogue is all forms of conversation
between participant to participant, or participant to the
researcher which recorded in the form of words.
c) Description of physical background is the verbal sketch of the
room and furniture that used in the learning process.
d) Description of special event is the note of participant who
involved in the event, essence of the event, etc.
e) Observer behavior is the object of observation. It is also
important to pay attention of the researcher‟s behavior itself,
assumption, everything that can influence the data.
2) Reflective field-notes
Reflective field notes record observation from the
subjective side of the researcher. It‟s emphasizes on speculation,
feeling, problem, idea, hunch, impression, and prejudice. Besides,
it‟s also contains of research‟s plans in the future, explanation and
31
error correction in the field notes. Reflective field notes can be
comment of observer, memo, and another material as reflection of
analysis, reflection of method, reflection about ethics and conflict
dilemmas, reflection about the researcher‟s mind-mapping, and
points of clarification.
b. Interview
In this research, interview is the second step of collecting the
data. Due to the limitation of the school so the researcher do interview
only at one English teacher.
“Interview is open-ended questions and probes yield in-depth
response about people‟s experiences, perceptions, opinions, feelings,
and knowledge. Data consist of verbatim quotations with sufficient
context to be interpretable” said Patton (2002: 4) in Ezmir (2011: 65).
Besides doing observation, the researcher look for more information
by doing an interview to the English teacher at eleventh grade of
SMALB Negeri Salatiga due to during the observation not all the data
that accepted by the eyes was understandable. So that interview is one
of the ways to completing/clarify/adding the data related to the study.
The interview results recorded and presented as a transcription.
2. Secondary Sources
Documents
As the third step of data collection technique the researcher also
collecting documents to support the data which has collected before.
32
Patton (2002: 4) in Ezmir (2011: 66) have a statement that
“documents is written materials and other documents from organizational,
clinical, or program records, memoranda and information, official
publications and reports, personal diaries, letters, artistic works,
photographs, and memorabilia, and written responses to open-ended
surveys. Data consist of excerpts from documents captured in a way that
records and preserves context.”
The documents used as amplifier or evidence of the statement in the
research. It can be autobiography, personal letter, diary book, memo,
meeting notes, newspaper, policy document, proposal, code of ethics,
statement of philosophy, yearbook, statement of the press, paper book,
notes of student case, lesson plan, syllabus, daily test scores and etc.
E. Technique of Data Analysis
After the data has been collected, the next process is analysis the data.
According to Rasimin (2017: 103) define analysis data as below:
Analisis data diartikan sebagai kegiatan pengolahan data, yang terdiri atas
tabulasi dan rekapitulasi data. Tabulasi data dinyatakan sebagai proses
pemaduan atau penyatupaduan sejumlah data dan informasi yang diperoleh
peneliti dari setiap sasaran penelitian, menjadi satu kesatuan daftar,
sehingga data yang diperoleh menjadi mudah dibaca atau dianalisis.
Rekapitulasi merupakan langkah penjumlahan dari setiap kelompok sasaran
penelitian yang memiliki karakter yang sama, berdasar kriteria yang telah
dirumuskan terlebih dahulu oleh peneliti.
(Analysis of data means as data processing activity which consists of data
tabulation and data recapitulation. Data tabulation stated as process of
integration a number of data and information that obtained the researcher
from every research target to be a list so that the data become easy to read and
analyzed. Recapitulation is the addition step of every research target group
that has the same character based on criteria that have been formulated by the
researcher).
33
The analysis consisting of three concurrent flows of activity according
to Miles and Huberman (1994: 10) as follows:
1. Data Reduction
Miles and Huberman (1994: 11) “data reduction refers to the process
of selecting, focusing, simplifying, abstracting, and transforming the data
that appear in written-up field notes or transcriptions.” All the data that
have been collected must be re-analyzed so that it matches to the questions
of research. “Data reduction is a form of analysis that sharpens, sorts,
focuses, discards, and organizes data in such a way that „final‟ conclusions
can be drawn and verified” (Miles and Huberman, 1994: 11).
2. Data Display
The result of data reduction must be analyzed into data display.
According to Miles and Huberman (1994: 11) said that “generally, a
display is an organized, compressed assembly of information that permits
conclusion drawing and action.” The types of data display can be formed
as matrices, graphs, charts, and networks. The researcher must “designing
a display ‒deciding on the rows and columns of a matrix for qualitative
data and deciding which data, in which form, should be entered in the cells
‒are analytic activities” (Miles and Huuberman, 1994: 11).
3. Conclusion Drawing and Verification
The last analysis activity is make conclusion drawing and
verification. Conclusion may appear when the data reduction and data
display is over. According to Miles and Huberman “from the data
34
collection, the qualitative analyst is beginning to decide what things mean
‒is noting regularities, patterns, explanations, possible configurations,
causal flows, and propositions.” Then, Miles and Huberman (1994: 11)
also said that “the aim of the researcher is to maintaining openness and
skepticism although it still inchoate and vague at first, then increasingly
explicit and grounded, to use the classic term of Glasser and Strauss
(1967)”. Conclusions are also verified as the analyst proceeds.
“Verification may be as brief as fleeting second thought crossing the
analyst‟s mind during writing, with a short excursion back to the field
notes, or it may be thorough and elaborate, with lengthy argumentation
and review among colleagues to develop „intersubjective consensus‟, or
with extensive efforts to replicate a finding in another data set” (miles and
Huberman (1994: 11).
F. Trustworthiness of the Study
In conducting a research trustworthiness of the data is necessary.
“Trustworthiness or rigor of a study refers to the degree of confidence in data,
interpretation, and methods used to ensure the quality of a study” according
Pilot & Beck (2014) in Connelly (2016: 435). In the qualitative research there
are some criteria outlined by Lincoln and Guba (1985) which accepted by
many qualitative researchers such as credibility, dependability,
confirmability, transferability, and authenticity. Then, the researcher uses
triangulation to validate the data that have been collected. According to
Honorene (2016: 91) “Triangulation is a powerful technique that facilitates
35
validation of data through cross verification from two or more sources.”
Then, according to Sugiyono (2011: 273) in Umi (2017: 33) “triangulation is
not the combination of different kinds of data, but rather than attempt to relate
different sources of data. Triangulation is qualitative cross-validation.”
The data of the study have been triangulated by interview with the
English teacher and observation in Engish learning process in SMALB
Negeri Salatiga. The information collected from interview is cross checked
with the information from observation in the classroom.
36
CHAPTER IV
FINDINGS AND DATA ANALYSIS
A. FINDINGS
Profile of SMALBN Salatiga
The research was conducted in Special Senior High School of Salatiga
(SMALB Negeri Salatiga). Based on the data that collected at Juy, 18th
2019
from the curriculum developer of school (data in the appendices), SMALB
Negeri Salatiga has existed since January 7th
1983 on an area of 3.810 m2 in
geographical position of -7,3403 latitude and 110,4928 longitude. It‟s located
at Jl. Hasanudin Gang III (Cakra) RT 03 RW 12 (50721) Mangunsari village,
Sidomukti sub-district, Salatiga. The building of the school was divided in
two parts of educational level they are Junior High School for special students
(SMPLB) and Senior High School for special students (SMALB). The school
which usually called as SMALB Negeri Salatiga provide education for some
disabilities such as visual impairment (A), hearing impairment (B), mentally
retarded (C), ortopedically handicapped (D), autism, multiple handicap. In the
academic year of 2019/2020 there are 30 students with various disability of
SMALB and 42 teachers and educational staff of SMALB and SMPLB. The
school has a vision “realizing a human being independent, potential, and has
noble morals.” Besides, in order to reach the vision of SMALB Negeri
Salatiga also have some missions and one of them is “increasing the
educational quality by integrate the values of religion, culture, science, and
37
technology.” While, there are some goals of SMALB itself, they are: grow
the commitment to be independent (menumbuhkan komitmen untuk mandiri),
grow the culture for going to school (menumbuhkan budaya untuk sekolah),
grow the potential abilities (menumbuhkan kemampuan berpotensi),
implement effective management of educators and education staff
(melaksanakan pengelolaan pendidik dan tenaga kependidikan yang efektif),
implement effective management of learning resources (melakasanakan
pengelolaan sumber belajar secara efektif), creating a conducive school
environment (menciptakan lingkungan sekolah yang kondusif). SMALB
Negeri Salatiga also has a website address to share information of the school
that is http://www.slbnsalatiga.sch.id.
B. Data Analysis
1. The Process of English Teaching and Learning for Students with
Hearing Impairment in SMALB Negeri Salatiga
Based on the interview that was conducted at Wednesday, August
14th
2019 in SMALB Negeri Salatiga with the English teacher, the process
of English Language teaching for students with hearing impairment in the
SMALB Negeri Salatiga is different with others. Mrs. E (40 years old) as
the English teacher of SMALB Negeri Salatiga has teach for 9 years to the
special students since 2010 as she said “Saya mulai ngajar disini itu sejak
tahun 2010” (I started to teach here since 2010) Interview, August 14th
2019. She also explains that she graduated from English Department of
UNNES. Mrs. E has no background of special education need at all so that
38
teaching English language for special students is the first experience for
her by said “Saya dulu kuliah di UNNES dan ambil jurusan pendidikan
bahasa Inggris. Jadi, saya lulusan pendidikan bahasa Inggris saja, tidak
ada latar belakang pendidikan luar biasa. Jadi saya mengajar disini itu ya
sebagai pengalaman pertama saya dan disini saya benar-benar harus
banyak belajar karena saya benar-benar tidak punya basic atau ilmu
pengetahuan mengenai anak berkebutuhan khusus apalagi cara
mentransfer ilmu ke mereka. Jadi ya ini saya masih sambil belajar juga
learning by doing” (I was studied at UNNES and choose English
department. So, I was graduated from English department only, I have no
background of special education knowledge. So that, I teach here as my
first experience and I have to learn because I trully have no basic and
knowledge about students with special need, moreover in the way to
transfer knowledge to them) Interview, August 14th
2019.
Besides, it‟s also being a big challenge for her and she never stops to
learn about how to teach for special students especially teaching English
for students with hearing impairment. Mrs. E explains that actually the
students have a good enthusiasm in learning English and liked to do study.
In the interview she also said “iya, ketika pembelajaran itu mereka terlihat
antusias. Misalnya saja pada kegiatan hari raya Idul Adha seperti ini,
yang seharusnya anak-anak belajar dikelas tetapi diganti dengan kegiatan
diluar kelas. Anak-anak juga bilang ke saya „bu, ayo belajar...‟ selain itu,
ketika pembelajaran pun mereka juga memperhatikan dengan baik...ya
39
walaupun, selang 40-50 menit kemudian mereka ngobrol sendiri dengan
teman-temannya. Tapi sebenarnya anak-anak itu senang belajar, antusias
juga sih” (Yes, in the learning process they look enthusiastic. For
example, when we are having activities outside such as the celebration of
Eid al-Adha like this they actually say,s ma‟am let‟s study. Besides, when
the learning process was on going, 10-20 minutes in the first the students
pay attention to the teacher thoroughly but after that they talking at each
other. But, actually they like to learn and also enthusiastic) Interview,
August 14th
2019. This is because of they still have difficult to understand
Indonesian language, moreover English language which as a foreign
language.
Then in the interview the researcher also ask how the way Mrs. E
motivates her students in learning English? Mrs. E answers as this, “nah
itu dia mbak, saya juga bingung apa yang memotivasi mereka dalam
belajar bahasa inggris, karena untuk bahasa Indonesia saja kan bahasa
yang asing bagi mereka. Mereka belajar bahasa Indonesia saja kadang
masih terbalik-balik, apalagi belajar bahasa Inggris yang pola kalimatnya
juga berbeda lagi. Tapi, ketika sedang tidak pembelajaran mereka juga
mengajak „bu, ayo belajar‟. Mungkin karena saya dekat dengan mereka
sih mbak, saya kan sering ngobrol dengan mereka secara personal, jadi
mereka merasa nyaman dengan saya. Selain itu, saya pun juga jadi bisa
lebih paham dengan masing-masing dari mereka” (nah, that‟s the point, I
also confused what can motivate them in learning English. Even,
40
Indonesian language such as foreign language for them. They learn
Indonesian language even sometimes still back and forth, moreover
learning English which has different formula. but when there is no learning
activity they alsway said, mom, let‟s study. Maybe, it‟s because of we
have a good relationship, I often talk to them personally so they might feel
comfortable with me. Besides, from that I was also able to understand
more about each of them) Interview, August 14th
2019. Mrs. E always
motivates the students by doing psychological approach personally. Mrs. E
often gives more attention to them, sharing experiences, and talking with
them.
Besides, Mrs. E also use various methods and media which
appropriate to their needs in the learning process so the students feel
interested and easy to understand the material of the subject, although not
all of the method or media match with all students. The process of English
teaching and learning for students with hearing impairment in this context
uses different methods forevery language skills as follows:
a) Listening Skills
In the teaching listening skills of English language, Mrs E usually
plays the video for the students. Mrs. E plays the video using LCD or
share the video via Whatsapp. Then the students asked to listens the
video by watching the picture and the English translation text, because
of the limitation of the students in hearing organ. After that, Mrs. E will
ask them to guess what the video talk about. The explanation above
41
based on her answer as this “Kalo untuk skill listening biasanya sih
saya putarkan video yang ada subtitle bahasa inggrisnya ataupun
bahasa indonesia. Jadi mereka lebih fokus ke tulisan, karena kan
mereka tidak bisa mendengar jadi untuk listening saya minta mereka
untuk menyimak tulisannya saja” (for teaching listening skill I usually
play the video which there is English/Indonesian subtitle inside. So,
they focus on the text. Due to they can‟t hear the sound so I ask them to
focus on the text only) Interview, August 14th
2019.
b) Reading Skills
Based on the interview, the teacher also answers
“Reading....biasanya anak-anak saya kirimi teks. Saya share lewat
grup WA gitu lalu mereka saya minta untuk mentranslate dengan
kamus ataupun kalo mereka sedang malas ya google translate. Tapi
setidaknya mereka paham inti isi teks tersebut, jadi ketika ada soal
mereka masih bisa menjawabnya walaupun dengan mengira-ngira
jawabannya” (for reading....I usually send a text for students. I share
via Whatsapp class group, then I ask them to translate using dictionary
or sometimes google translate. But, at least they understand the content
of the text, so they able to answer the questions) Interview, August 14th
2019. In the teaching reading skills of English language teaching Mrs.
E uses Grammar-Translation Method. Mrs. E gives the students an
English language text or shares it into class group via Whatsapp. So, the
students use cellphone as the media of learning. It‟s more practice and
42
interesting for them. Then, Mrs E asks them to translate the text into
Indonesian language. The students translate using manual
dictionary/electronic dictionary/google translation. After read the
translation and get the meaning of the text the students answer the
questions.
c) Speaking Skills
Teaching speaking skills for students with hearing impairment
was not easy because before pronounce the vocabulary the students
must listen first. Besides, the pronunciation of English word has
difference with the spelling. In the interview she explains that “setiap
kosa kata yang berkaitan dengan materi speaking saya tulis
pelafalannya dengan bahasa yang mereka pahami” (every vocabulary
which related with the material of speaking I write the pronounciation
into a language that understandable for them) Interview, August 14th
2019. So that, in the teaching speaking skills Mrs. E uses whiteboard
as the media to write down the phonetic of word. Mrs. E writes down
the pronunciation of the English word but into Indonesian characters.
For example, the word “good” written into “gud”, “hi” written into
“hai”, “how are you?” written into “hou ar yu?”, and etc. Those method
was effective enough to make the students understand in spite of they
still need lots of help in pronouncing the word. As the evidence, the
students was able to pronounce greeting such as hi, hallo, good
43
morning, how are you according to the ability of each student with
assisted by Mrs. E.
d) Writing Skills
In teaching writing skills the teacher usually uses vocabulary card
method. Based on the observation at Tuesday, 20th
August 2019 the
process of learning followed by 6 students with hearing impairment in
the eleventh and twelfth grade which consists of 4 male students and 2
female students. The English learning start from 12.30 p.m. until 13.30
p.m. The material is talking about simple past tenses. Before teaching
English Language, Mrs. E as the English teacher of SMALB Negeri
Salatiga make a teaching preparation, such as preparing the material,
method, and media. The teacher didn‟t make a lesson plan because of
there is no syllabus. The teacher take focus to the materials which
needed for National Examination due to teaching English language
need a long time. In the 60 minutes duration of learning, Mrs. E teachs
the students about simple past tense use writing skill. Based on the
English book Buku Siswa Tuna Rungu SMALB Kelas 11 (2016), there
are 3 of instructional goal, such as: (1) ask for information about past
activity; (2) give the information about past activity; (3) use correct
language to tell past activity (focus past tense). Mrs. E takes the
materials from the book entitled “Buku Siswa Tunarungu Bahasa
Inggris SMALB Kelas XI Tahun 2016)”. For the preparation of
material about simple past tense, Mrs E gives many examples of the
44
sentence followed the pictures from a handbook such as “I stayed at
home, I swept the floor yesterday, I did my homework, etc”. In the
teaching those material, Mrs. E uses vocabularies card which use paper
and white board as the main media.
Based on the rubric of observation sheet which in the appendices
the learning process started from 12.30 p.m. which the class is located
in the 2nd
floor of left corner. The students come in the class on time
after the bell rings. They immediately sit down on their places and
prepare their learning need such as book, ballpoint, etc. After 5 minutes
later, Mrs. E comes in the class and gives greeting to the students in
oral language and sign language, such as “Hello. Good afternoon. How
are you today?” Then, the students give the response using sign
language. The students also give response in oral language in English
according to their abilities. Before teachs the material Mrs. E leads the
students for pray to God and the students following the lip‟s gesture of
Mrs. E which uses Indonesian language. Mrs. E also checks the
attendance of the students and there are two students which didn‟t come
in the English learning class. Although the number of students with
hearing impairment in grades XI and XII should be 8. Mrs. E calls the
students one by one and they answer it politely.
In 12.40 p.m. Mrs. E starts to explain the material by review the
material which has explained last week. Mrs. E asks to the students
such as “Apa itu simple past tense yang sudah ibu jelaskan
45
kemarin?Apa dek? Ingat nggak? Lupa ya?” (What is simple past tense
as my explanation yesterday? Do you remember that?) observation, 20th
August 2019. After waiting for a minute, there is no answer from the
students. They just look at each other. Then, Mrs. E explains again the
material of past tense about how to make positive, negative, and
interrogative past tense sentences. Mrs. E writes down the formula and
gives the example one by one. She also underlines the “verb change” to
notify the students as important thing. The students pay attention to the
teacher enthusiastic.
After 20 minutes reviewing the material, Mrs. E invites the
students to play a game. The game is named “vocabularies card”. Mrs.
E explains the rule of the game before playing the game. First, Mrs. E
provides some vocabularies of verb 1, verb 2, and the meaning in the
paper which have cut into small paper. Second, the students asked to
choose one of verb 1, verb 2, and the meaning. Third, the students are
given 5 minutes to make a positive, negative, and interrogative of past
tense sentence. Fourth, the students asked to write down the result of
their task on the white board. Fifth, discuss the task together. After
understanding how to play the game, the students start to look for one
of verb 1, verb 2, and the meaning. They look enthusiastic and also a
little bit confused. After find the vocabulary, the students write down
the sentence in front of the class. Mrs. E helps the students when make
the sentence and she always reminds the students if they write the
46
sentence reversely. Although the students still often make a mistake,
they always try and never give up. After all of the students finished
write down their task in front of the class, Mrs. E checks the result and
discusses it together. Mrs. E asks the students one by one about their
task “Ini pekerjaan Wanda sudah benar belum dek?” (Is Wanda‟s task
has true?) Then the students answer “Benar atau salah” (true or false)
in sign language. Then, Mrs. E asks again “salahnya dimana ? apa
yang kurang?” (Where is the mistake? What is the missing from the
text?) observation, August 20th
2019. The students recheck the task and
after find the mistake they make a correction.
In 13.20 p.m. the English learning has finished. The class is
running well. All of the students prepare to go home, but before that
Mrs. E asks the students “paham dek?” (Understand?), then the
students answer “paham” (undesrtand) using sign language. The last,
Mrs. E leads the students pray to God.
Besides, in the teaching writing skills the teacher also explains as
follows “Mm....kalo untuk writing paling saya kasih soal teks rumpang.
Jujur kalo sudah nyangkut-nyangkut grammar gitu saya sendiri juga
bingung mbak menjelaskannya bagaimana. Karena pola kalimatnya itu
kan berbeda dengan bahasa Indonesia, jadi mereka yang penguasaan
bahasa Indonesianya saja masih lemah, kadang masih suka terbalik-
balik, ditambah lagi dengan pola kalimat dalam bahasa Inggris yang
berbeda lagi. Kalo untuk ngajar grammar paling ya saya hanya
47
memberi banyak contoh saja sih, jadi nanti lama-kelamaan mereka
akhirnya paham atau tahu guidline nya” (Mm...for teaching writing
skills I give a task such as completing the text. Honestly, for grammar
sometimes I also confused how the way to explain it. Because, the
formula is very different with Indonesian language. Moreover, they
have low Indonesian language mastery and still speak reversely. When I
teach about grammar I usually give many examples so they know the
guidline) Interview, August 14th
2019. The students has difficulty in
understanding grammar due to the difference formula to the Indonesian
language. The students who have imperfect Indonesian language were
more difficult in learning English. Mrs. E often finds the sentence in a
reversed pattern. Then, to overcome this problem Mrs. E usually give
many examples of each material by share the learning material for the
students via Whatsapp. In the learning process, the students use
cellphone as the media of learning. After read the text, the students
asked to answer the questions such as complete the dialogue, fill in the
blank space of the paragraph, jumble sentences, make a sentence from
the series of pictures, describing thing, and etc.
2. The Problems Faced by the Teacher in English Teaching and
Learning for Students with Hearing Impairment in SMALB Negeri
Salatiga
There are some problems in English teaching and learning for
students with hearing impairment in this context, they are:
48
a) Sentence in a reversed pattern
In the observation which conducted at Tuesday, August 20th
2019,
the problem mostly happen is the students make a sentence in reversed
pattern. In teaching simple past tense for writing skills the teacher ask
the students to make a sentence in positive, negative, and interogative
of simple past tense. Then, the researcher analyse the task result of each
students with hearing impairment as follows:
1) AN (A)
A is the student with hearing impairment in eleventh grade, but
he didn‟t comes to the class when English language learning was
running. So that the researcher can‟t describes his metacognitive
assessment during the lesson.
2) HAAQ (H)
H the student who is sits down at the second chair from left side.
In the learning process, H follows the lesson well and listens to the
teacher‟s explanation carefully. He is also takes a note of the
material. Then H is able to answer the question from the teacher and
do the task enthusiastic. The teacher asks H to choose one verb from
the vocabularies card and make past tense sentences. Here is the
result:
(+) Hilmy slept in bedroom.
(-) Hilmy didn‟t sleep in
(?) Did Hilmy in bedroom ?
49
Based on the result of the task above, he looks confused when
the teacher ask him to write down positive, negative, and
interrogative sentences of past tense in front of the class from the
vocabularies card which has chosen. The teacher helps him by giving
direction slowly. Then, H is able to make past tense sentences.
Although the result is still reverse or uncomplete. The positive
sentence is lack of article “the”, and in the negative sentence was
lack of “adverb”. Besides, in the interrogative sentence H didn‟t
write the verb 1 of the sentence. Moreover, the mistake that often
occur was about placing verb 1 and verb 2.
3) MSSR (S)
S is the student with hearing impairment in eleventh grade, but
he didn‟t comes to the class when English language learning was
running. So that, the researcher can‟t describes his metacognitive
assessment during the lesson.
4) MV (M)
M the student who is sits down at the first chair from left side. In
the learning process, M follows the lesson well and listens to the
teacher‟s explanation carefully, although he feels more difficult than
another due to his double disabilities. M is a student with hearing
impairment and also mentally retarded. He also takes a note of the
material. Then, M is able to answer the question from the teacher
and do the task enthusiastic. The teacher asks M to choose one verb
50
from the vocabularies card and make past tense sentences. Here is
the result:
(+) Musa studied Mathematic.
(-) Musa didn‟t studied Mathematic.
(?) Did Musa studied Mathematic?
Based on the result of the task above, he looks confused when
the teacher ask him to write down positive, negative, and
interrogative sentences of past tense in front of the class from the
vocabularies card which has chosen. The teacher helps him by giving
direction slowly. Then, M is able to make past tense sentences.
Although the result is still reverse. The positive sentence has true,
but in the negative and interrogative sentences the predicate was
“verb 2” whereas it should be using “verb 1”. The mistake that often
occur was about placing verb 1 and verb 2.
5) SNH (N)
N the student who is sits down at the third chair from left side.
In the learning process, N follows the lesson very well and listens to
the teacher‟s explanation carefully. Moreover N is a student who has
good Indonesian language mastery so that she is easier to accept the
material than another. During the lesson, she also takes a note of the
material. Then N is able to answer the question from the teacher and
do the task enthusiastic. Even, N is able to write down two positive,
negative, and interrogative sentences of past tense in front of the
51
class from the vocabularies card which has chosen. The teacher helps
her by giving direction just once or twice. Besides, she makes a
discussion with her partner named W. Then, N is able to make past
tense sentences and here is the result:
(Task I)
(+) Nurul buy book last Saturday.
(-) Nurul didn‟t bought book last Saturday.
(?) Did Nurul bought book last Saturday?
(Task II)
(+) Nurul drink water white.
(-) Nurul didn‟t drank water white.
(?) Did Nurul drank water white.
Based on the result above, the task is still reverse. The positive
sentence is lack of article “a”, and in the negative and interrogative
sentences the predicate was “verb 2” whereas it should be using
“verb 1”. The mistake that often occur was about placing verb 1 and
verb 2”. While in the task 2 the mistakes almost same with the task
1.
6) ASP (AS)
AS the student who sits down at the fifth chair from left side. In
the learning process, AS follows the lesson well and listens to the
teacher‟s explanation carefully. He also takes a note of the material.
Then AS is able to answer the question from the teacher and do the
52
task enthusiastic. The teacher asks AS to choose one verb from the
vocabularies card and make past tense sentences. Here is the result:
(+) Aqshal ate fried chicken
(-) Aqshal didn‟t fried chicken
(?) Did Aqshal fried chicken?
Based on the result of the task above, he looks confused when
the teacher ask him to write down positive, negative, and
interrogative sentences of past tense in front of the class from the
vocabularies card which has chosen. The teacher helps him by giving
direction slowly. Then, AS is able to make past tense sentences.
Although the result is still reverse or uncomplete. The positive
sentence has true, but in the negative and interrogative sentences the
predicate was “verb 2” whereas it should be using “verb 1”. The
mistake that often occur was about placing verb 1 and verb 2.
7) PSN (D)
D the student who is sits down at the sixth chair from left side.
In the learning process, D follows the lesson well and listens to the
teacher‟s explanation carefully. He also takes a note of the material.
Then D is able to answer the question from the teacher and do the
task enthusiastic. The teacher asks D to choose one verb from the
vocabularies card and make past tense sentences. He looks confused
when the teacher ask him to write down positive, negative, and
interrogative sentences of past tense in front of the class from the
53
vocabularies card which has chosen. The teacher helps him by giving
direction slowly. Then, D is able to make past tense sentences.
Although the result was still reverse or uncomplete. Here is the
result:
(+) Deva cook egg today
(-) Deva didn‟t cooked egg today
(?) Did Deva memasak egg today?
Based on the result above, in the positive sentence is false,
because it using “verb 1” whereas it should be using “verb 2”. While
in the negative sentence the predicate is “verb 2”, whereas it should
be using “verb 1”. Even, in the interrogative sentence the predicate
was using Indonesian language. The mistake that often occur is
about placing verb 1 and verb 2.
8) FWA (W)
W the student who sits down at the fourth chair from left side. In
the learning process, W follows the lesson very well and listens to
the teacher‟s explanation carefully. Moreover W is a student who has
good Indonesian language mastery, so that she is easier to accept the
material than another. During the lesson, she also takes a note of the
material. Then W is able to answer the question from the teacher and
do the task enthusiastic. Even, W is able to write down two positive,
negative, and interrogative sentences of past tense in front of the
class from the vocabularies card which has chosen. The teacher helps
54
her by giving direction just once or twice. Besides, she makes a
discussion with her partner named N. Then, W is able to make past
tense sentences. Although the result was still reverse. Here is the
result:
Task I
(+) Wanda made flower today
(-) Wanda didn‟t make flower today
(?) Did Wanda make flower today?
Task II
(+) Azril swam water park yesterday
(-) Azril didn‟t swim water park yesterday
(?) Did Azril swim water park yesterday?
Based on the result above, in the task I the positive, negative,
and interrogative sentences have true whereas in the task II, actually
the positive, negative, and interrogative sentences have true but they
were lack of preposition “at”.
b) Misunderstanding
In the process of learning, misunderstanding often occurs between
the teacher and students based on the information from the interview
the teacher said “Sebenarnya untuk semua skill permasalahannya sama
saja sih mbak, sering terjadi miskomunikasi. Jadi saya tidak paham
mereka, mereka juga tidak paham sama saya. Jadinya ya nggak
nyambung. Karena kalo bahasa Inggris itu kan antara tulisan dengan
55
pelafalan itu berbeda, belum lagi artinya dalam bahasa Indonesia. Jadi
mereka ya agak kesulitan”(Actually, the problem of all skills almost
same that is miscommunication. So, I don‟t understand them and they
don‟t understand me. So that it‟s not match. Because in the English
language between the text and the pronuciation is different, then the
meaning in Indonesian also different. So they rather difficult in learning
English) Interview, August 14th
2019. Sometimes the teacher feels
difficulty in delivering the material due to imperfect Indonesian
language of the students. Besides, the students use sign language to
express their idea, meanwhile Mrs. E who has no basic of teaching for
special students so that she didn‟t fully understand about sign language.
c) Lack of Indonesian Language Mastery
The student‟s limitation in hearing cause the lack of language
vocabulary input. It causes the students get imperfect first language
such as Mrs. E said “selain itu, penguasaan bahasa Indonesia mereka
yang belum sempurna juga menjadi permasalahan tersendiri. Tapi kalo
sejak kecil basic pemerolehan bahasa sudah bagus akan mempermudah
dalam belajar bahasa Inggris, ya sama seperti belajar mata pelajaran
yang lainnya. Karena saya pernah studi banding di SMP khusus untuk
tuna rungu. Di sana sejak kecil pemerolehan bahasanya sudah bagus,
jadi lulus SD itu mereka sudah purna bahasa, sehingga pembelajaran
bahasa Inggris pun juga akan lebih mudah” (Besides, imperfect
Indonesian language mastery becomes another problem. But, if they
56
have a good first language mastery as early as possible it will make
learning English more easier. Because I ever did a consederation study
at Junior High School especially for hearing impairment. There, since
they are children, the language acquisition is good. After graduated
form Elementary School they have been mastering the language, then
learning English will be easier) Interview, August 14th
2019. Based on
the information above when the students have been mastering fist
language perfectly, the students easier to learn English language same
with another subject.
d) Lack of English Vocabulary (Abstract Words)
The another information about problems that finds by the teacher
is the students lack of English Vocabulary es pecially for abstract
words, the teacher said “kalo untuk yang kata-kata abstrak pun mereka
sedikit kesulitan terlebih untuk hal-hal yang jarang mereka temui atau
lakukan”(For the abstract‟s vocabulary they also have difficulty
moreover for something which they find or do rarely) Interview, August
14th
2019. The students with hearing impairment was easy to understand
concrete vocabulary, but difficult to understand abstract vocabulary.
Moreover, they can‟t hear the pronunciation of the word so that the
students also difficult to remember the vocabulary.
e) Lack of Media
One of the problems of teaching English language also causes by
the limitation of learning media. The students have no English book as
57
a handbook. Even, the teacher teach the students use soft-file of the
English book, as she said“karena, buku pegangan untuk bahasa Inggris
saja kita download” (Because, for the English language handbook we
just donwload it) Interview, August 14th
2019. The government does not
pay attention enough in facilitating learning needs of students with
special needs. In the interview the teacher said “ini sudah termasuk
bagus mbak. Karena untuk beberapa tahun kemarin kita malah nggak
ada pegangan sama sekali. Bahkan pernah tahun dulu itu kita hanya
dapat SKKD. Kurang tau juga sih ya mbak, mungkin perhatian
pemerintah kurang. Tapi untuk tahun-tahun terakhir ini sudah lumayan
bagus, bahkan sekarang ini sudah ada tim pembuat buku nasional.
Cuman tidak tau juga mbak, karena pemerintah kan juga terbatas,
entah bermasalah di bagian pendistribusiannya atau apanya saya juga
kurang tau. Kemarin sempat dapat buku juga kelas berapa itu, tapi
ya....Cuma sedikit. Sedangkan untuk yang tahun ini saya download
semua. Karena kalau misal mau buat silabus tanpa adanya buku kan
juga susah mbak... jadi saya ya bingung buatnya bagaimana. Nah, kalo
untuk pegangan anak-anak saya share bukunya lewat grup WA. Jadi
setiap pembelajaran atau saya mau ngasih tugas mereka selalu
memakai hp nya sebagai media pembelajaran” (It‟s better than last
year mbak, because for last few years we have no book at all. Even, we
ever just hold on SKKD. I don‟t know the reason, may be it due to less
attention from the government. But, for this last few years there is
58
progress, even there has been a national book team maker. But I don‟t
know what the problem, is it because of the limitation of government or
the distribution or another else. Then, for last year we just have some
books, and for this year I just download the book for all class. This
problem obstruct me to make syllabus. Meanwhile the handbook for
students, I share the book softfile via WA. So in the learning process
when I give a task for them, they always bring the phone call as the
media) Interview, August 14th
2019.
So that Mrs. E shares the book in soft-file form to the students via
Whatsapp. Then, the students always use cellphone as the media of
learning.
3. The Profile of Students wih Hearing Impairment in English Teaching
and Learning
The profile of students teaching and learning in this context shows that,
they are:
a. Full of Spirit and Enthusiasm
The students have a good spirit and enthusiasm in English lesson
as the teacher said “iya, ketika pembelajaran itu mereka terlihat
antusias. Misalnya saja pada kegiatan hari raya Idul Adha seperti ini,
yang seharusnya anak-anak belajar dikelas tetapi diganti dengan
kegiatan diluar kelas. Anak-anak juga bilang ke saya „bu, ayo
belajar...‟ selain itu, ketika pembelajaran pun mereka juga
memperhatikan dengan baik...ya walaupun, selang 40-50 menit
59
kemudian mereka ngobrol sendiri dengan teman-temannya. Tapi
sebenarnya anak-anak itu senang belajar, antusias juga sih” (Yes, in
the learning process they look enthusiastic. For example, when we are
having activities outside such as the celebration of Eid al-Adha like this
they actually says ma‟am let‟s study. Besides, when the learning
process was on going, 40-50 minutes in the first the students pay
attention to the teacher thoroughly but after that they talking at each
other. But, actually they like to learn and also enthusiastic) Interview,
August 14th
2019. Besides, this also prove by picture in the document.
The students look enthusiastic to do the task in front of the class.
Besides, based on the observational checklist for students affective
in the learning process which attached in the appendices, the students
have a good attitude during English learning process. The students
come on time after the bell rings. They also wear uniform neatly and sit
down politely. The students bring the learning need by themselves.
After the teacher comes and greets the students, they answer in a good
language and good mannered intonation. Then, the students pray
together and pay attention to the material which explained by the
teacher. The students also ask to the teacher when they feel difficult to
understand the material. When the teacher asks the students to express
their idea or answer the questions or doing a task in individual/group
which related to the material, the students feel confident and
60
enthusiastic. The students do the work honestly and also help each
other. They do it well and ask to the teacher when they find difficulties.
b. Able to Answer the Questions
The students were able to answer the questions based on the text, as
Mrs. E said “mereka paham inti isi teks tersebut, jadi ketika ada soal
mereka masih bisa menjawabnya walaupun dengan mengira-ngira
jawabannya” (They understand the content of text, so when there is a
task they able to answer it) Interview, August 14th
2019.
c. Able to Make Sentence
The students were able to make a sentence by follow the formula.
This proven by the picture which show the result of the task of the
students in the document.
d. Easy to Undertstand Concrete Vocabulary
The students were easy to understand vocabulary especially
concrete vocabulary, as the teacher said “Mm....kalo untuk kecakapan,
mereka itu paling mudah dalam belajar vocabulary, khususnya untuk
kosa kata yang nyata atau berwujud” (Mm...for the proficiency of
students, they are easy in learning vocabulary especially for the
vocabulary that concrete) Interview, August 14th
2019. The students
easier to understand the vocabulary such as things in the class, part of
body, food, drink, etc.
61
e. Able to Response Greeting
The students able to give response of greeting, as the teacher said
“setiap kali pertemuan, siswa sudah mampu menjawab salam dari saya
dalam bahasa Inggris. Mereka speaking juga, ya walaupun terbatas.
Sebisa merekalah pokoknya...tetapi kalo untuk Wanda untuk salam
seperti „good morning, how are you‟ sudah bisa menjawab dengan baik
dibandingkan yang lainnya” (every meeting, students able to answer
the greeting from me in English. Interview, August 14th
2019). In every
meeting the students able to give response the greeting from the teacher
in English although as their abilities. But, Wanda has been able to give
response the greeting well.
f. Achieve Minimum Standard Completeness (KKM)
In the observation, the researcher also collect the data of student‟s
cognitive assessment as the another evidence of English learning result.
The score is taken by the teacher in the first week, before the researcher
doing observation. So that, the material was different and there is no
correlation to the material which used by the teacher when the
researcher doing observation. Here is the first exercise assessment of
English language learning in the 1st semester.
62
NILAI PENGETAHUAN
Mata Pelajaran Bahasa Inggris
Kelas 11B
Semester 1 (Satu)
No Nama Siswa UH Rata2
NUH
UTS UAS Nilai
Akhir 1 2 3 4 5 6
1. AN 75
2. HAAQ 80
3. MSSR 75
4. MVA 75
5. SNH 85
Keterangan :
KKM : 65
Rentang Nilai : 65-76 = C
77-88 = B
89-100 = A
NILAI PENGETAHUAN
Mata Pelajaran Bahasa Inggris
Kelas 12B
Semester 1 (Satu)
No Nama Siswa UH Rata2
NUH
UTS UAS Nilai
Akhir 1 2 3 4 5 6
1. ASP 80
2. PSN 80
3. FWA 85
63
Keterangan :
KKM : 65
Rentang Nilai : 65-76 = C
77-88 = B
89-100 = A
From the data which has explained above, all students get the score
more than the minimum criteria/KKM (65). The score‟s interval
classified into three degree, they are 65-76 categorized into point of C
(good enough), 77-88 categorized into point of B (good), and 89-100
categorized into point of A (very good). There are five students which
categorized into point B (good), they are HAAQ (80), SNH (85), ASP
(80), PSN (80), FWA (85). Then there are three students which are
categorized into point C (good enough) they are AN (75), MSSR (75),
MVA (75). The mean of student‟s score of eleventh and twelfth grade
was 79.38 based on the formula such as follows: X= ∑
=
= 79.38
X is the symbol of mean of the scores in the class, ∑ is the
symbol of the sum of all scores, while is the symbol of sum of all
students in the class. So, ∑
per = 79.38.
64
CHAPTER V
CLOSURE
A. CONCLUSION
Based on the findings and analysis which has explained above, it can
concluded that students with hearing impairment of SMALBN Salatiga have
follow the process of learning English very well. It was proven based on the
observation which done by the researcher with the following result:
1. The Process of Teaching and Learning for Students with Hearing
Impairment in SMALB Negeri Salatiga
The teaching and learning for students with hearing impairment in
this context uses different methods for every language skills.
a) Listening Skills
In teaching listening skills the teacher usually plays the video
for the students. Mrs. E plays the video using LCD or share the video
via Whatsapp. Then the students asked to listens the video by
watching the picture and the English translation text, because of the
limitation of the students in hearing organ. After that, Mrs. E will ask
them to guess what the video talk about.
b) Reading Skills
In teaching reading skills Mrs. E uses Grammar-Translation
Method. Mrs. E gives the students an English language text or shares
it into class group via Whatsapp. So, the students use cellphone as
65
the media of learning. It‟s more practice and interesting for them.
Then, Mrs E asks them to translate the text into Indonesian language.
The students translate using manual dictionary/electronic
dictionary/google translation. After read the translation and get the
meaning of the text the students answer the questions.
c) Speaking skills
Teaching speaking skills for students with hearing impairment
was not easy because before pronounce the vocabulary the students
must listen first. Besides, the pronunciation of English word has
difference with the spelling. So that, in the teaching speaking skills
Mrs. E uses whiteboard as the media to write down the phonetic of
word. Mrs. E writes down the pronunciation of the English word but
into Indonesian characters. For example, the word “good” written
into “gud”, “hi” written into “hai”, “how are you?” written into “hou
ar yu?”, and etc.
d) Writing Skills
In writing skills the teacher usually uses vocabulary card
method. The teaching and learning which conducted at Tuesday,
August 20th
2019 followed by 6 students with hearing impairment of
XI and XII grade. Mrs. E teachs about simple past tense use
“vocabularies card” method and use paper and whiteboard as the
media. The learning process start from 12.30 until 14.00 p.m. Mrs. E
review the material in 20 minute. After that Mrs. E asked the
66
students to choose one of vocabularies card which consist of verb1,
verb2, and the meaning. Then, the students asked to make a past
tense sentence (positive, negative, and interogative) and write it in
the whiteboard. The students look enthusiastic and follow the
learning process well. Besides, in the learning process, the students
use cellphone as the media of learning. After read the text which has
shared via cellphone, the students asked to answer the questions such
as complete the dialogue, fill in the blank space of the paragraph,
jumble sentences, make a sentence from the series of pictures,
describing thing, and etc.
2. The Problems Faced by the Teacher in English Teaching and Learning
for Students with Hearing Impairment in SMALB Negeri Salatiga
There are some problems in English teaching and learning for
students with hearing impairmen in this context, they are:
misundersatnding; lack of Indonesian language mastery; lack of English
vocabulary; and lack of media. Besides, based on the observation which
conducted at Tuesday, August 20th
2019, the problem mostly happen is
the students make a sentence in reversed pattern. For example in the
negative sentence MV use verb 2 as the predicate of sentence whereas it
should be use verb 1.
3. The Profile of Students in English Teaching and Learning for Students
with Hearing Impairment in SMALB Negeri Salatiga
67
The profile of students in English teaching and learning in this
context shows that they are full spirit and enthisiasm, easy to understand
concrete vocabulary, able to response greeting, and achieve Minimum
Standard Completeness (KKM). The score‟s interval classified into three
degree, they are 65-76 categorized into point C (good enough), 77-88
point B (good), and 89-100 (very good). Based on the student‟s data
score there are five students who categorized into point B (good), they
are HAAQ, SNH, ASP, PSN, FWA. Then there are three students who
categorized into point C (good enough) they are AN, MSSR, MVA. The
mean of scores in the class is 79.38.
Besides, based on the observation in teaching and learning process
the students have a good attitude during the learning process. The
students come on time, wear the uniform neatly and sit down politely.
B. SUGGESTION
Based on the result of the data analysis and conclusion, the writer
proposes some suggestions as follows:
1. The English teacher of SMALBN Salatiga should more creative in
teaching English language, such as create a new media and method of
learning to make the students easy to understand the material.
2. Due to not all people understand how to teach difable students, so that the
Institution of SMALBN Salatiga should give more training and
socialization for the teachers especially English teacher and also the
parents about teaching for students with hearing impairment.
68
3. The other researcher should make classroom action research due to the
research for difable students mostly conducted in qualitative research.
69
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73
CURRICULUM VITAE
I. Personal Details
Name : Anis Nur Arifah
Place & Date of Birth : Semarang Regency, 10 January 1997
Gender : Female
Religion : Islam
Occupation : Student
University : State Institute for Islamic Studies (IAIN) Salatiga
Faculty : Teacher Training and Education Faculty
Department : English Education
Nationality : Indonesian
Address : Pengkok, Jlumpang Rt/Rw 01/04 Kec. Bancak,
Kab. Semarang
Phone Number : 085802484462
E-mail : [email protected]
74
II. Formal Education
Period School/University
2002 2003 TK Jlumpang
2003 2009 SDN Jlumpang
2009 2012 SMPN 1 Bringin
2012 2015 SMAN 1 Bringin
2015 2019 IAIN Salatiga
Salatiga, 1 September 2019
The Researcher
Anis Nur Arifah
83
OBSERVATION SHEET
A. Implementation of Teaching English Language for Students with Hearing
Impairment at Eleventh Grade of SMALB Negeri Salatiga 2019
1. Teaching Preparation
No Preparation Steps
Answer
Comment
Yes No
1. Lesson Plan
2. Instructional Goal
3. Preparation of material
4. Preparation method
Research
setting
Time of research
Location
Address
Website
Research
Subject
Grade
Male
Female
Dissability
84
5. Preparation of the media
2. Learning Process
No Components Aspects Observing
Answer
Yes No
1. Teaching
Learning
Preparation
The preparation of
the instructional
goal
The teacher usually
makes a preparation
before teaching
The teacher teach
based on curriculum
The preparation
material The teacher prepare
the aim materials
before teaching
The teacher prepare
book as teaching
material
The preparation
method
The teacher prepares
the method appropriate
with the material
Using grammatical
method
85
Using natural
method
The preparation of
media
The teacher prepares
what kind of media
will be used in the
class
Using textbook
Using dictionary
Using picture
Using computer
Using video
2. Application
of teaching
English
The classroom
interaction
(opening)
The teacher give
greeting to the students
The teacher check
the students attendant
The teacher prepare
use English Book as
the material
The application of
process teaching
(content)
The teacher
presenting the material
based on syllabus
during teaching
86
learning activity
The teacher ask the
students to give
mention based on a
material
The teacher give a
exercise for the
students
The teacher discuss
the exercise with the
students
The evaluation
step (closing)
The teacher ask the
students that the
students have or
haven‟t a difficulties in
teaching learning
activity
The teacher give a
solve to the problem in
teaching English
The teacher give a
homework for the
87
3. Observational Checklist for Student‟s Affective in the Learning Process
No Kegiatan Siswa Keterlaksanaan
Keterangan Yes No
1 Datang tepat waktu sebelum
bel berbunyi
2 Berpakaian rapi serta duduk
dengan sopan
3 Membawa kebutuhan belajar
sendiri
4 Menjawab salam dari guru
dengan bahasa dan nada
yang santun
5 Berdoa mulai pelajaran
dengan khidmat
6 Menjawab absensi dari guru
7 Mendengarkan penjelasan
yang disampaikan oleh
guru dengan seksama
8 Bertanya apabila ada materi
yang belum dipahami
9 Mengemukakan gagasan
yang berhubungan dengan
materi yang disampaikan
oleh guru
10 Menjawab pertanyaan dari
guru
11 Mengerjakan tugas dengan
baik sesuai yang
diperintahkan oleh guru
baik individu/kelompok
students
The teacher give
evaluation to the
students in teaching
learning material
before
88
12 Tidak menyontek pekerjaan
teman
13 Saling tolong-menolong
sesama teman
14 Mengerjakan tugas dengan
baik dan bertanya apabila
ada kesulitan
15 Berdoa selesai pelajaran serta
menjawab salam dari
guru
4. Observational Rubric for Student‟s Cognitive in Learning Process
No Name Score KKM
1
2
3
4
5
6
7
8
5. Observational Rubric for Student‟s Metacognitive in Learning Process
No Name Comment
1
2
3
4
90
Intrument of Research
Lembar Interview
Tanggal :
Narasumber :
Jabatan :
Usia :
Jenis Kelamin :
1. Sudah berapa lama ibu mengajar di SMALB Negeri Salatiga ini ?
2. Apakah ibu berasal dari jurusan pendidikan luar biasa ?
3. Apakah sebelumnya ibu memiliki pengalaman mengajar anak berkebutuhan
khusus terlebih lagi untuk siswa tuna rungu ?
4. Berapa banyak jumlah siswa tuna rungu kelas 11?
5. Bagaimana perasaan ibu ketika harus mengajar bahasa Inggris untuk siswa
tunarungu ?
6. Apakah siswa tampak tertarik/antusias dengan pelajarannya.
7. Apa yang memotivasi siswa, bahwa siswa harus belajar bahasa inggris?
8. Bagaimanakah silabus yang diterapkan untuk siswa tunarungu ?
9. Apakah prospek untuk di masa yang akan datang untuk siswa tunarungu yang
belajar bahasa inggris ?
10. Bagaiamanakah implementasi pemebelajaran bahasa inggris untuk siswa
tunarungu kelas XI SMALB N Salatiga?
11. Sebelum memulai pelajaran apa saja yang ibu persiapkan ?
91
12. Apakah ibu mempersiapkan RPP, tujuan pembelajaran, materi, metode,
media ?
13. Berkenaan dengan keterbatasan siswa, bagaimana cara ibu menjelaskan
pembelajaran kepada siswa ?
14. Berkenaan dengan keterbatasan siswa, apakah ibu mengajarkan semua skill
dalam pembelajaran bahasa inggris kepada siswa ?
15. Metode apa yang ibu gunakan untuk mengajarkan skill listening ?
16. Metode apa yang ibu gunakan untuk mengajarkan skill reading ?
17. Metode apa yang ibu gunakan untuk mengajarkan skill speaking ?
18. Metode apa yang ibu gunakan untuk mengajarkan skill writing ?
19. Media apa yang ibu gunakan untuk mengajarkan skill listening ?
20. Media apa yang ibu gunakan untuk mengajarkan skill reading ?
21. Media apa yang ibu gunakan untuk mengajarkan skill speaking ?
22. Media apa yang ibu gunakan untuk mengajarkan skill writing ?
23. Pendekatan apa yang ibu gunakan untuk mengajarkan skill listening ?
24. Pendekatan apa yang ibu gunakan untuk mengajarkan skill speaking ?
25. Pendekatan apa yang ibu gunakan untuk mengajarkan skill reading ?
26. Pendekatan apa yang ibu gunakan untuk mengajarkan skill writing ?
27. Teknik apa yang ibu gunakan untuk mengajarkan skill listening ?
28. Teknik apa yang ibu gunakan untuk mengajarkan skill speaking ?
29. Teknik apa yang ibu gunakan untuk mengajarkan skill reading ?
30. Teknik apa yang ibu gunakan untuk mengajarkan skill writing ?
92
31. Berdasarkan penjelasan ibu tadi mngenai pembelajaran bahasa inggris,
permasalahan apa yang ibu sering temui saat mengajarkan skill listening ?
32. Berdasarkan penjelasan ibu tadi mngenai pembelajaran bahasa inggris,
permasalahan apa yang ibu sering temui saat mengajarkan skill reading ?
33. Berdasarkan penjelasan ibu tadi mngenai pembelajaran bahasa inggris,
permasalahan apa yang ibu sering temui saat mengajarkan skill speaking ?
34. Berdasarkan penjelasan ibu tadi mngenai pembelajaran bahasa inggris,
permasalahan apa yang ibu sering temui saat mengajarkan skill writing ?
35. Kecakapan apa yang dimiliki oleh siswa dalam pembelajaran bahasa inggris
untuk setiap skill ?
36. Apakah ada prestasi yang pernah di raih oleh siswa tuna rungu yang berkaitan
dengan mata pelajaran bahasa inggris ?
37. Apakah tantangan bagi ibu dalam mengajar bahasa inggris untuk siswa tuna
rungu ?
38. Dengan menggunakan berbagai metode, media, teknik, serta pendekatan
pembelajaran seperti yang ibu jelaskan tadi bagaimana ibu melihat minat
yang ada dalam diri siswa dalam pembelajaran bahasa inggris?
93
Jalan Hasanudin Gang III Banjaran Salatiga 50721 Telepon (0298) 328036
email: [email protected] web: www.slbnsalatiga.sch.id
94
Profil Sekolah
1. Identitas Sekolah
1 Nama Sekolah : SLB Negeri Salatiga
2 NPSN : 20328473
3 Jenjang Pendidikan : SLB
4 Status Sekolah : Negeri
5 Alamat Sekolah : Jl. Hasanudin Gang III (Cakra) RT 03 RW 12
RT / RW : 3 / 12
Kode Pos : 50721
Kelurahan : Mangunsari
Kecamatan : Kec. Sidomukti
Kabupaten/Kota : Kota Salatiga
Provinsi : Prop. Jawa Tengah
Negara : Indonesia
6 Posisi Geografis : -7,3403 Lintang
110,4928 Bujur
3. Data Pelengkap
7 SK Pendirian Sekolah : 4 / 1983
8 Tanggal SK Pendirian : 1983-01-07
9 Status Kepemilikan : Pemerintah Daerah
10 SK Izin Operasional : 421.8/24686
11 Tgl SK Izin Operasional : 2007-06-25
12 Kebutuhan Khusus Dilayani : A, B, C, D, Autis, Ganda
95
13 Nomor Rekening : 2-033-08323-1
14 Nama Bank : Bank Jateng
15 Cabang KCP/Unit : Salatiga
16 Rekening Atas Nama : SMPLB NEGERI SALATIGA
17 MBS : Ya
18 Luas Tanah Milik (m2) : 3810
19 Luas Tanah Bukan Milik (m2) : 0
20 Nama Wajib Pajak : SLB Negeri Salatiga
21 NPWP : 005990130505000
3. Kontak Sekolah
20 Nomor Telepon : 0298 – 32803
21 Nomor Fax : -
22 Email : [email protected]
23 Website : http://www.slbnsalatiga.sch.id
4. Data Periodik
24 Waktu Penyelenggaraan : Pagi
25 Bersedia Menerima Bos? : Ya
26 Sertifikasi ISO : Belum Bersertifikat
27 Sumber Listrik : PLN
28 Daya Listrik (watt) : 5500
29 Akses Internet : Smartfren
30 Akses Internet Alternatif : Telkom Speedy
5. Sanitasi
96
31 Kecukupan Air : Cukup
32 Sekolah Memproses Air : Tidak
Sendiri
33 Air Minum Untuk Siswa : Disediakan
34 Mayoritas Siswa Membawa : Ya
Air Minum
35 Jumlah Toilet Berkebutuhan : 13
Khusus
36 Sumber Air Sanitasi : Ledeng/PAM
37 Ketersediaan Air di : Ada Sumber Air
Lingkungan Sekolah
38 Tipe Jamban : Leher angsa (toilet duduk/jongkok)
39 Jumlah Tempat Cuci : 7
Tangan
40 Apakah Sabun dan Air : Ya
Mengalir pada Tempat Cuci
Tangan
41 Jumlah Jamban Dapat : Laki-laki
Perempuan Bersama
Digunakan
9 9
42 Jumlah Jamban Tidak Dapat : Laki-laki
Perempuan Bersama
Digunakan
0 0 0
97
DAFTAR SISWA TUNA RUNGU KELAS XI & XII
No Nama Siswa Kelas Jenis Kelamin
1. AN XI L
2. HAAQ XI L
3. MSSR XI L
4. MVA XI L
5. SNH XI P
6. ASP XII L
7. PSN XII L
8. FWA XII P
98
DAFTAR NILAI BAHASA INGGRIS KELAS XI DAN XII
NILAI PENGETAHUAN
Mata Pelajaran Bahasa Inggris
Kelas 11B
Semester 1 (Satu)
No Nama Siswa UH Rata2
NUH
UTS UAS Nilai
Akhir 1 2 3 4 5 6
1. AN 75
2. HAAQ 80
3. MSSR 75
4. MVA 75
5. SNH 85
Keterangan :
KKM : 65
Rentang Nilai : 65-76 = C
77-88 = B
89-100 = A
99
NILAI PENGETAHUAN
Mata Pelajaran Bahasa Inggris
Kelas 12B
Semester 1 (Satu)
No Nama Siswa UH Rata2
NUH
UTS UAS Nilai
Akhir 1 2 3 4 5 6
1. ASP 80
2. PSN 80
3. FWA 85
Keterangan :
KKM : 65
Rentang Nilai : 65-76 = C
77-88 = B
89-100 = A
100
INTERVIEW TRANSCRIPTION
R : “Assalamualaikum waromatullahi wabarakatuh. Selamat pagi ibu,
Sebelumnya perkenalkan nama saya Anis Nur Arifah mahasiswi IAIN
Salatiga. Tujuan saya datang kemari menemui ibu, yakni untuk
mengumpulkan data mengenai implementasi pembelajaran bahasa
Inggris untuk siswa tuna rungu sebagai bahan penelitian melalui
interview.”
Mrs. E : “Waalaikumussalam warohmatullahi wabarokatuh. Selamat pagi mbak
Anis. Ya, silahkan....”
R : “Maaf, nama lengkap ibu siapa ?”
Mrs. E : “Nama saya Yustina Ema Hartatik.”
R : “Berapa usia ibu ?”
Mrs. E : “Saya.....40 tahun.”
R : “Sudah berapa lama ibu mengajar di SMALB Negeri Salatiga ini ?”
Mrs. E : “Saya mulai ngajar disini itu sejak tahun 2010.”
R : “Mm.....berarti sudah sekitar 9 tahun ya bu..... Apakah ibu berasal dari
jurusan pendidikan luar biasa ?”
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Mrs. E : “Saya dulu kuliah di UNNES dan ambil jurusan pendidikan bahasa
Inggris. Jadi, saya lulusan pendidikan bahasa Inggris saja, tidak ada
latar belakang pendidikan luar biasa.”
R : “Apakah sebelumnya ibu memiliki pengalaman mengajar anak
berkebutuhan khusus terlebih lagi untuk siswa tuna rungu ?”
Mrs. E : “Belum pernah. Jadi saya mengajar disini itu ya sebagai pengalaman
pertama saya dan disini saya benar-benar harus banyak belajar karena
saya benar-benar tidak punya basic atau ilmu pengetahuan mengenai
anak berkebutuhan khusus apalagi cara mentransfer ilmu ke mereka.
Jadi ya ini saya masih sambil belajar juga learning by doing.”
R : “Berapa banyak jumlah siswa tuna rungu kelas 11?”
Mrs. E : “Kalo untuk kelas 11 yang tuna rungu itu ada 5 siswa. Nah biasanya
karena keterbatasan ruangan jadi saya kalo ngajar itu saya gabung
dengan kelas 12 mbak. Lagipula kelas 12 itu kan hanya 3 orang.
Sedangkan kalo untuk kelas 10 untuk anak tuna rungu itu tahun ini
tidak ada. Nah jadi memang seperti itu mbak, belum tentu setiap rombel
itu ada. Jadi ya menyesuaikan anaknya, karena memang kalo untuk
anak berkebutuhan khusus itu kan menyesuaikan kebutuhan dari siswa
nya itu.”
R : “Bagaimana perasaan ibu ketika harus mengajar bahasa Inggris untuk
siswa tunarungu ?”
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Mrs. E : “Sebenarnya saya merasa tertantang tapi juga bingung. Ini
bagaimana...saya harus mengajar apa... kemudian karena ini sudah
menjadi tanggung jawab saya, jadi lama-kelamaaan saya bisa dan
terbiasa. Ya walaupun ini saya masih tahap belajar juga.”
R : “Apakah siswa tampak tertarik/antusias dengan pelajarannya?”
Mrs. E : “iya, ketika pembelajaran itu mereka terlihat antusias. Misalnya saja
pada kegiatan hari raya Idul Adha seperti ini, yang seharusnya anak-
anak belajar dikelas tetapi diganti dengan kegiatan diluar kelas. Anak-
anak juga bilang ke saya „bu, ayo belajar...‟ selain itu, ketika
pembelajaran pun mereka juga memperhatikan dengan baik...ya
walaupun, selang 40-50 menit kemudian mereka ngobrol sendiri dengan
teman-temannya. Tapi sebenarnya anak-anak itu senang belajar,
antusias juga sih.”
R : “Apa yang memotivasi siswa, bahwa siswa harus belajar bahasa
inggris?”
Mrs. E : “nah itu dia mbak, saya juga bingung apa yang memotivasi mereka
dalam belajar bahasa inggris, karena untuk bahasa Indonesia saja kan
bahasa yang asing bagi mereka. Mereka belajar bahasa Indonesia saja
kadang masih terbalik-balik, apalagi belajar bahasa Inggris yang pola
kalimatnya juga berbeda lagi. Tapi, ketika sedang tidak pembelajaran
mereka juga mengajak „bu, ayo belajar‟. Mungkin karena saya dekat
dengan mereka sih mbak, saya kan sering ngobrol dengan mereka
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secara personal, jadi mereka merasa nyaman dengan saya. Selain itu,
saya pun juga jadi bisa lebih paham dengan masing-masing dari
mereka.”
R : “Bagaimanakah silabus yang diterapkan untuk siswa tunarungu ?”
Mrs. E : “Untuk silabus, tahun ini belum ada. Karena, buku pegangan untuk
bahasa Inggris saja kita download, dan ini sudah termasuk bagus mbak.
Karena untuk beberapa tahun kemarin kita malah nggak ada pegangan
sama sekali. Bahkan pernah tahun dulu itu kita hanya dapat SKKD.
Kurang tau juga sih ya mbak, mungkin perhatian pemerintah kurang.
Tapi untuk tahun-tahun terakhir ini sudah lumayan bagus, bahkan
sekarang ini sudah ada tim pembuat buku nasional. Cuman tidak tau
juga mbak, karena pemerintah kan juga terbatas, entah bermasalah di
bagian pendistribusiannya atau apanya saya juga kurang tau. Kemarin
sempat dapat buku juga kelas berapa itu, tapi ya....Cuma sedikit.
Sedangkan untuk yang tahun ini saya download semua. Karena kalau
misal mau buat silabus tanpa adanya buku kan juga susah mbak... jadi
saya ya bingung buatnya bagaimana. Nah, kalo untuk pegangan anak-
anak saya share bukunya lewat grup WA. Jadi setiap pembelajaran atau
saya mau ngasih tugas mereka selalu memakai hp nya sebagai media
pembelajaran. Apalagi kalo anak-anak itu kan juga lagi seneng-
senengnya pegang hp. Selain itu juga kalo misal ada tugas seperti
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mencari kata kerja bentuk kedua atau teks bahasa Inggris gitu, mereka
saya suruh cari di internet lewat hp.”
R : “Bagaimanakah implementasi pemebelajaran bahasa inggris untuk
siswa tunarungu kelas XI SMALB N Salatiga?”
Mrs. E : “Implementasinya...ya seperti pembelajaran pada umumnya sih mbak.
Kalo untuk materinya, saya pilih-pilih mbak. Jadi tidak semua materi
yang ada dalam buku saya berikan. Saya pilih materi apa yang
sekiranya bisa mereka terima atau mereka butuhkan untuk ujian
Nasional ke depannya. karena susah juga mbak, mereka aja bahasa
indonesianya masih sering terbalik-balik apalagi belajar bahasa Inggris
yang rumus kalimatnya lebih berbeda lagi. Ya walaupun kemampuan
anak berbeda-beda. Kalo di kelas 12 itu ada Wanda, Aqsal, Deva Sultan
dan yang memiliki penguasaan bahasa Indonesia paling baik adalah
Wanda. Jadi bagi Wanda,belajar bahasa Inggris ini ya tidak terlalu sulit,
seperti pebelajaran mata pelajaran yang lainnya. Misalnya saja untuk
salam, kalo untuk anak-anak yang lain masih harus diulang berkali-kali
dan diingatkan lagi, diingatkan lagi, baru bisa menjawab. Belum masuk
ke materi lainnya. Tetapi kalo untuk Wanda untuk salam seperti „good
morning, how are you‟ sudah bisa menjawab dengan baik dibandingkan
yang lainnya. Jadi ya berusaha untuk membuat pembelajaran semenarik
mungkin. Kadang saya juga memakai gambar atau apapun yang bisa
menarik perhatian siswa. Kadang juga saya putarkan video.”
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R : “Sebelum memulai pelajaran apa saja yang ibu persiapkan ?”
Mrs. E : “Kalo sebelum pembelajaran biasanya 2/3 hari sebelumnya saya sudah
mempersiapkan media yang sekiranya sesuai dengan materi yang akan
saya sampaikan. Ya, biasa sih mbak kalo untuk persiapan. Seperti pada
umumnya guru kalo mau ngajar...”
R : “Apakah ibu mempersiapkan RPP, tujuan pembelajaran, materi,
metode, media ?”
Mrs. E : “kalo untuk RPP jujur saya tidak buat mbak.... tapi kalo untuk materi,
metode, media jelas saya mempersiapkan. Karena kan itu yang saya
pakai ketika mengajar, kalo saya tidak menyiapkannya nanti pas ngajar
saya malah kebingungan sendiri.”
R : “Berkenaan dengan keterbatasan siswa, bagaimana cara ibu
menjelaskan pembelajaran kepada siswa ?”
Mrs. E : “Kalo untuk cara menyampaikan materi kepada siswa saya rasa biasa
sih mbak. Hanya saja kalo untuk anak tuna rungu itu harus telaten dan
sabar. Jadi saya jelaskan, saya tuntun satu-satu. itu pun terkadang
mereka masih belum juga paham atau setelah dijelaskan begitu paham,
tapi setelah beberapa menit begitu saja mereka diberi soal dengan
rumus yang sama hanya diganti vocabularinya begitu saja mereka juga
sudah bingung. Nah kalo untuk bahasa yang digunakan untuk
menyampaikan materi, berhubung mereka itu tidak bisa mendengar
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sedikit-sedikit saya campur dengan bahasa isyarat, tidak full lho ya..
karena saya sendiri juga belum menguasai sepenuhnya. Ini pun saya
justru lebih banyak diajari sama anak-anak untuk bahasa isyarat.. begitu
mbak.”
R : “Berkenaan dengan keterbatasan siswa, apakah ibu mengajarkan semua
skill dalam pembelajaran bahasa inggris kepada siswa ?”
Mrs. E : “Iya mbak, kalo untuk skill semua saya ajarkan, baik writing, speaking,
reading, bahkan meskipun saya tahu mereka memiliki kekurangan di
bagian pendengaran untuk skill listening pun juga saya ajarkan. Jadi apa
yang menjadi hak mereka saya usahakan untuk memnuhinya.”
R : “Metode apa yang ibu gunakan untuk mengajarkan skill listening ?”
Mrs. E : “Kalo untuk skill listening biasanya sih saya putarkan video yang ada
subtitle bahasa inggrisnya ataupun bahasa indonesia. Jadi mereka lebih
fokus ke tulisan, karena kan mereka tidak bisa mendengar jadi untuk
listening saya minta mereka untuk menyimak tulisannya saja.”
R : “Metode apa yang ibu gunakan untuk mengajarkan skill reading ?”
Mrs. E : “Reading....biasanya anak-anak saya kirimi teks. Saya share lewat grup
WA gitu lalu mereka saya minta untuk mentranslate dengan kamus
ataupun kalo mereka sedang malas ya google translate. Tapi setidaknya
mereka paham inti isi teks tersebut, jadi ketika ada soal mereka masih
bisa menjawabnya walaupun dengan mengira-ngira jawabannya.”
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R : “Metode apa yang ibu gunakan untuk mengajarkan skill speaking ?”
Mrs. E : “Speaking itu kan ngomong ya mbak ya jadi identik dengan
pronunciation,sedangkan pelafalan kata bahasa inggris dengan bahasa
Indonesia itu jauh sekali berbeda. Padahal mereka memiliki
keterbatasan dalam hal mendengarkan jadi untuk melafalkan kosa
katanya pun juga jadi sulit. Akhirnya saya akali begini mbak, mereka
tetap saya ajari untuk berbicara bahasa inggris. Nah setiap kosa kata
saya tulis pelafalannya dengan bahasa yang mereka pahami. Misalnya
saja kata good, itu saya tulis gud. Lalu setelah itu mereka baru paham
dan bisa memprktikkannya. Ya walaupun tetap tidak sempurna tapi
setidaknya mereka tahu, gitu mbak. Akhirnya ya....mereka
mengucapkan bahasa inggris semampunya mereka.”
R : “Metode apa yang ibu gunakan untuk mengajarkan skill writing ?”
Mrs. E : “Mm....kalo untuk writing paling saya kasih soal teks rumpang. Jujur
kalo sudah nyangkut-nyangkut grammar gitu saya sendiri juga bingung
mbak menjelaskannya bagaimana. Karena pola kalimatnya itu kan
berbeda dengan bahasa Indonesia, jadi mereka yang penguasaan bahasa
Indonesianya saja masih lemah, kadang masih suka terbalik-balik,
ditambah lagi dengan pola kalimat dalam bahasa Inggris yang berbeda
lagi. Kalo untuk ngajar grammar paling ya saya hanya memeberi
banyak contoh saja sih, jadi nanti lama-kelamaan mereka akhirnya
paham atau tahu guidline nya.”
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R : “Media apa yang ibu gunakan untuk mengajarkan skill listening ?”
Mrs. E : “Media yang digunakan dalam pembelajaran skill listening biasanya
saya pakai lcd untuk memutarkan video. Itu pun juga terbatas mbak,
karena tidak semua ruangan ada lcd nya, yang ada itu Cuma di lab
komputer. Itupun seringnya dipakai untuk pembelajaran agama, ya
karena keterbatasan ruang itu tadi. Jadi kalo misal lcd sedang nganggur
ya saya pakai lcd, tapi kalo tidak ya paling saya pakai laptop sih mbak
atau kalo tidak ya pake hp. Jadi file nya saya share ke anak-anak. Tapi
lebih seringnya ya pake itu sih mbak, hp. Karena itu lebih mudah,
praktis dan semua anak juga punya.”
R : “Media apa yang ibu gunakan untuk mengajarkan skill reading ?”
Mrs. E : “Reading biasanya saya pakai papan tulis saja sih mbak untuk nulis, jadi
mereka menyalin dari papan tulis lalu nanti diterjemahkan bersama-
sama. Selain itu, juga biar mereka terlatih untuk menulis bahasa Inggris.
Kalo tidak ya, biasanya saya print kan atau saya share lewat WA. Jadi
nanti mereka menyimak lewat hp masing-masing. Tapi yang sering
saya gunakan ya itu tadi, papan tulis.”
R : “Media apa yang ibu gunakan untuk mengajarkan skill speaking ?”
Mrs. E : “Untuk speaking biasanya saya langsung mbak. Jadi saya menggunakan
gerak tubuh, gerka bibir atau bahasa isyarat. Kalo di KD nya itu kan
speaking/ bahasa isyarat. Jadi kalo speaking mereka sudah kesulitan ya
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pake bahasa isyarat. Selain itu saya juga menuiskan pelafalan kosa
katanya dalam bahasa yang mereka pahami.”
R : “Media apa yang ibu gunakan untuk mengajarkan skill writing ?”
Mrs. E : “Media untuk mengajar skill writing biasanya saya pakai gambar mbak,
bisa gambar berseri semacam itu. Tapi itu juga bertahap ya, misal dari
paragraf rumpang terus nanti jumble sentence, baru membuat kalimat
dari gambar berseri. Kada juga saya menggunakan benda nyata untuk
dideskripsikan secara sederhana, paling ya beberapa kata begitu.”
R : “Pendekatan apa yang ibu gunakan dalam pembelajaran bahasa
Inggris?”
Mrs. E : “Mm...apa ya mbak... paling sih ya pendekatan personal tadi sih. Sering
ngobrol dengan mereka sehingga kedekatan emosional pun akhirnya
ikut terbangun. Sehingga, ketika pembelajaran di kelas gitu ketika
mulai putus asa karena susah memahami materi pembelajaran gitu,
lebih mudah juga menasehatinya, membangun kembali semangat
belajarnya.”
R : “Berdasarkan penjelasan ibu tadi mngenai pembelajaran bahasa inggris,
permasalahan apa yang ibu sering temui saat mengajarkan setiap skill
?”
Mrs. E : “Sebenarnya untuk semua skill permasalahannya sama saja sih mbak,
sering terjadi miskomunikasi. Jadi saya tidak paham mereka, mereka
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juga tidak paham sama saya. Jadinya ya nggak nyambung. Karena kalo
bahasa Inggris itu kan antara tulisan dengan pelafalan itu berbeda,
belum lagi artinya dalam bahasa Indonesia. Jadi mereka ya agak
kesulitan. Selain itu, penguasaan bahasa Indonesia mereka yang belum
sempurna juga menjadi permasalahan tersendiri. Tapi kalo sejak kecil
basic pemerolehan bahasa sudah bagus akan mempermudah dalam
belajar bahasa Inggris, ya sama seperti belajar mata pelajaran yang
lainnya. Karena saya pernah studi banding di SMP khusus untuk tuna
rungu. Di sana sejak kecil pemerolehan bahasanya sudah bagus, jadi
lulus SD itu mereka sudah purna bahasa, sehingga pembelajaran bahasa
Inggris pun juga akan lebih mudah.”
R : “Kecakapan apa yang dimiliki oleh siswa dalam pembelajaran bahasa
inggris untuk setiap skill ?”
Mrs. E : “Mm....kalo untuk kecakapan, mereka itu paling mudah dalam belajar
vocabulary, khususnya untuk kosa kata yang nyata atau berwujud. Kalo
untuk yang kata-kata abstrak pun mereka sedikit kesulitan terlebih
untuk hal-hal yang jarang mereka temui atau lakukan.”
R : “Apakah ada prestasi yang pernah di raih oleh siswa tuna rungu yang
berkaitan dengan mata pelajaran bahasa inggris ?”
Mrs. E : “Belum ada. Karena memang sejauh ini kompetisi dalam bidang bahasa
Inggris untuk anak berkebutuhan khusus belum ada. Ya... semoga ke
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depannya nanti ada kompetisi bahasa Inggris untuk siswa berkebutuhan
khusus.”
R : “Apakah tantangan bagi ibu dalam mengajar bahasa inggris untuk siswa
tuna rungu ?”
Mrs. E : “Tantangannya mencari metode yang tepat untuk semua siswa. Karena
satu metode belum tentu bisa di pahami oleh semua siswa. Misalnya,
untuk materi giving and asking opinion, saya memakai cara yang sepert
ini, si A bisa memahami, tapi belum tentu si B bisa memahaminya. Jadi
ya harus paham setiap karakter dari masing-masing siswa juga.”
R : “Dengan menggunakan berbagai metode, media, teknik, serta
pendekatan pembelajaran seperti yang ibu jelaskan tadi bagaimana ibu
melihat minat yang ada dalam diri siswa dalam pembelajaran bahasa
inggris?”
Mrs. E : “Ada mbak. Sebenarnya mereka itu antusias sekali, mereka juga
memiliki minat yang besar dalam belajar. Cuma ya itu tadi, ada
keterbatasan yang menjadi tembok penghalang bagi mereka, jadi ya
harus telaten, harus sabar dalam mengajari mereka.”
R : “Mm...baiklah bu, saya kira cukup wawancara untuk hari ini. Terima
kasih banyak, karena ibu telah meluangkan waktunya untuk saya.
Semoga kedepannya pembelajaran bahasa Inggris untuk anak
berkebutuhan khusus terutama untuk siswa tuna rungu semakin baik,
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memiliki inovasi-inovasi media, metode yang lebih baik lagi yang
mampu membantu siswa dalam belajar bahasa Inggris. Saya juga
mohon maaf apabila selama wawancara tadi banyak sekali tutur kata
atau sikap yang kurang berkenan di hati ibu.”
Mrs. E : “Iya mbak, sama-sama. Saya juga minta maaf ya, kalau selama
menjawab pertanyaan dari mbak Anis tadi ada jawaban-jawaban yang
sekiranya kurang sesuai dengan harapan mbak Anis. Semoga skripsinya
lancar dan bermanfaat bagi orang lain.” R : “Saya kira cukup untuk hari
ini, akhir kata wassalamu‟alaikum warohmatullahi wabarokatuh.”
Mrs. E : “Wa‟alaikumussalam warohmatullahi wabarokatuh..”
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DOCUMENTATION
Figure I SMALB Negeri Salatiga
Figure II Interview between the researcher and English teacher