A CASE STUDY ON THE LANGUAGE TEACHING
PROCEDURE TO THE VISUAL IMPAIRMENT CHILD IN
“
SD KATOLIK BHAKTI LUHUR MALANG
”
THESIS
By:
MOHAMMAD SYAIFUDDIN 08360039
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
A CASE STUDY ON THE LANGUAGE TEACHING
PROCEDURE TO THE VISUAL IMPAIRMENT CHILD IN
“
SD KATOLIK BHAKTI LUHUR MALANG
”
THESIS
By:
MOHAMMAD SYAIFUDDIN
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
A CASE STUDY ON THE LANGUAGE TEACHING
PROCEDURE TO THE VISUAL IMPAIRMENT CHILD IN
“
SD KATOLIK BHAKTI LUHUR MALANG
”
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education
By:
MOHAMMAD SYAIFUDDIN 08360039
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
MOTTO AND DEDICATION
“Sesungguhnya sesudah kesulitan itu ada kemudahan”
(QS. Alam Nasyroh: 6)
“Menuntut ilmu wajib atas tiap muslim (baik muslimin maupun muslimah)”
(HR. Ibnu Majah)
“Barang siapa berjalan untuk menuntut ilmu maka Allah akan memudahkan jalan
baginya jalan ke shurga” (HR. Muslim)
Berilmu, Beriman, dan Beramal
(Anonymous)
DEDICATION:
I dedicated this thesis to: My beloved father and mother,
My brother and sister, My best friends,
ACKNOWLEDGEMENTS
Bismillahirrohmanirohim.
Assalamu’alaikum Wr. Wb.,
Alhamdulillah the researcher would like to say thanks to Allah SWT for
blessing and merciful given to him so that he could finish this thesis. The writer
also wants to serve shalawat and greeting to beloved prophet Muhammad SAW as
the messenger of Allah who have showed the lightness era.
The researcher realizes that there are so many persons who are involved in
the process of completing this thesis. Here he would like to express his gratitude
to them who are involved.
1. His beloved father (Misnan) and mother (Sumini) who always give support,
prayer, affection, love, and money every time and anytime.
2. His advisors; Drs. Imam Machfudz as advisor I and Dra. Erly Wahyuni, M.Si
as advisor II; by their guidance, help, and critics the researcher able to
complete in processing his thesis.
3. The headmaster Dwi Murwanti, S.Pd for giving the researcher permission to
conduct his observation.
4. The teacher of English Bambang Suwandi for his information and cooperation
in completing the data during the observation.
5. All lectures of English Department for their motivation and beneficial
knowledge.
Thanks to all of you………
Malang, November 2012
TABLE OF CONTENTS
APPROVAL SHEET ……….. i
LEGALIZATION ………... ii
MOTTO AND DEDICATION ………... iii
ABSTRCT ……… iv
ACKNOWLEDGEMENTS ………... v
TABLE OF CONTENTS ………... vii
CHAPTER I: INTRODUCTION ……….. 1
1.1Background of Study .……..………..…………...………. 1
1.2Statement of the Problems ……....….….…..………... 4
1.3Purpose of Study ....………... 4
1.4Significance of Study ……….………... 4
1.5Scope and Limitation ……….. 5
1.6Definition of the Key Terms……… 5
CHAPTER II: REVIEW OF RELATED LITERATURE ……….. 7
2.1Theory Relevant to Research Questions ………. 7
2.1.1 Language ……… 7
2.1.2Psycholinguistic ….………... 10
2.1.4 Visual Impairment ………. 14
2.1.5Braille ……… 17
2.1.5.1How Braille is formed ………... 17
2.1.5.2Writing Braille Methods ……… 19
2.1.5.3The Versions of Braille ………. 20
2.1.5.4Braille Reading Techniques ……….. 21
2.1.6 Language Development in Visual Impairment Children …… 22
2.1.6.1The Characteristics of Language Development in Visual Impairment Children ………...….. 24
2.2Current Literature Relevant to Research Questions ………... 26
CHAPTER III: RESEARCH METHODOLOGY ………... 28
3.1 Research Design ...……….. 28
3.3Research Subject ……… 29
3.3 Research Instrument ………... 29
3.3.1 Observation ……… 29
3.3.2 Interview ……… 30
3.4 Data Collection………... 31
3.5 Data Analysis………...…… 31
CHAPTER IV: RESEARCH FINDING AND DISCUSSION ………… 33
4.1 Research Finding ……….... 33
Visual Impairment Child ……… 33
4.1.2The Problems and the Causes to the Problems in English Language Teaching ……… 37
4.1.3The Solutions to the Problems in English Language Teaching ……… 38
4.2 Discussion ……… 40
CHAPTER V: CONCLUSSION AND SUGGESTION ……… 45
5.1 Conclusion ……… 45
5.2 Suggestion ……… 46
5.2.1 For the Student ……… 46
5.2.2 For the Teacher of English of Visual Impairment Child …... 46
5.2.3 For the Readers ……….. 47
5.2.4 For the Next Researcher ………. 47
BIBILIOGRAPHY …...……….……….. 48
1
CHAPTER I
INTRODUCTION
Chapter I of this research present such topics as background of the study,
statement of the problem, purpose of the study, significance of the study, scope
and limitation of the study, and definition of the key terms. Each section is
presented as follows.
1.1Background of Study
Language is a facility for us to communicate with other people. Besides to
communicate, language is also used to show the social existence. Language plays
a good part and an important role in our life, especially when we make an
interaction with the society. Corder (in Alwasilah, A Chaedar 1985: 14) states that
“we can communicate with people only because they share with us a set of ‘agreed’ ways of behaving”.
Unfortunately, many people still get difficulties in learning a language
because of their shortage such as visual impairment people that can be categorized
as people who have problem in learning disability. Based on
thehttp://www.learning disability.htm-Wikipedia, the free encyclopedia, learning disability is a classification including several disorders in which a person has
learning difficulty in a typical manner, usually caused by an unknown factor or
known factors. The unknown factor is the disorder that affects the brain's ability to
receive and process information. This disorder can make it problematic for a
2
learning disability. People with a learning disability have trouble performing
specific types of skills or completing tasks if left to figure things out by
themselves or if taught in conventional ways.
Although they are not lucky as a human being, they still have privilege to
learn a language in formal education such as in inclusion class and be taught by
the teacher who understands about the procedure to teach visual impairment
student. According to http://www.inclusion-What-Is-Inclusion.htm, inclusion class is the educational practice of educating children with disabilities in classrooms
with children without disabilities. The equipment that is usually used by them in
learning a language is Braille. According to http://www.braille.htm-Wikipedia, the free encyclopedia Braille is a writing system that enables blind and partially
sighted people to read and write through touch.
Millan, M. and Pearson, V. (November 2005) have published an article
that reminds us of the amazing potential of visually impaired students to integrate
themselves into not only a general education classroom, but a general education
classroom that uses two languages as its primary modes of instruction. It also
reminds us of the great deal of collaboration and resources that are needed to
create these kinds of experiences for other visually impaired students throughout
the country. Finally, it served that the inclusion special education students makes
us better teachers by forcing us to think creatively, work collaboratively, and plan extensively every day.
Based on the background above, the researcher wants to conduct a case
3
especially the procedure that he uses to teach visual impairment child. The subject
that is taken by the researcher here is the teacher of English who teaches visual
impairment child in the inclusion class with children without disabilities.
The researcher has some reasons why he takes the teacher of a visual
impairment child in learning English as his subject of the study especially the
procedure that is used. First, the teacher might have a particular procedure to teach
English to the visual impairment child. Second, the researcher hopes that the
result of this research will give the teacher of visual impairment student a lot of
information about what procedure should be used to teach visual impairment
children especially in teaching English, the factors that influence them in teaching
English, the problems usually faced the teacher in teaching visual impairment
child, and the solutions to the problems. Consequently, the teacher will know
what the best method to teach blind child in inclusion class is, because the teacher
has known the procedure and the problem of his student.
In this case, the researcher chooses the teacher of English of visual
impairment child in the fourth grade of the elementary level of SDK Bhakti Luhur
Malang. The researcher decides to choose the teacher of visual impairment child
in SDK Bhakti Luhur Malang because this school is the only one of inclusion
school in Malang that let a visual impairment child to join in this school with
students without disabilities. The visual impairment students are disseminated in
third grade with two students and fourth grade with one student. The researcher
chooses the teacher of English in the fourth grade because the researcher just
wants to study about one teacher of English of visual impairment student that is
4
Case Study on The English Language Teaching Procedure to The Visual
Impairment Child in SDK Bhakti Luhur Malang”.
1.2Statementof the Problem
a. What is the procedure of English language teaching to the visual impairment
child?
b. What are the problems and the causes to the problems in English language
teaching?
c. What are the solutions to the problems in English language teaching?
1.3Purpose of Study
The researcher states the purposes of the study in order to achieve a good
result that is to answer the problems of the study mentioned clearly before. The
purposes are formulated as follows:
a. To describe the procedure of English language teaching to the visual
impairment child.
b. To describe the problems and the causes to the problems in English language
teaching.
c. To describe the solutions to the problems in English language teaching.
1.4Significance of Study
Generally, the researcher hopes that this study will have some significance
and the expected result. He expects that this study will help teachers of English
who will teach visual impairment children in learning English know well the
procedure that the teacher should use in teaching visual impairment children. This
study may also make the teachers know well the problems and solutions to the
5
problems faced by the teacher of English who teaches visual impairment children,
the teachers will be easy to deliver the lessons to the students well.
Specifically, the researcher also hopes this research will support the
readers, especially the students of the English Department at University of
Muhammadiyah Malang, who want to make further researches about the
procedure used by the teacher of English in teaching visual impairment children in
different models and approaches.
1.5Scope and Limitation 1.5.1 Scope of the Study
The researcher wants to study about the procedure used by the teacher of
English of visual impairment children. That is why this study covers only the
opinion about the procedure, the problems and the causes to the problems, and the
solutions to the problems in English language teaching. Second, he just studies the
teacher of English of visual impairment child in inclusion class especially the
fourth grade of the elementary level of SDK Bhakti Luhur Malang.
1.6Definition of the Key Terms
The definition of key terms that correlate to this study is as follows:
6
evidence of a particular issue or situation, symptoms, reactions, affects of
certain stimuli, and the conclusion reached following the study
(http://www.case_study.htm, downloaded on Nov 10, 2011 at 02:30).
b. Visual is concerning with used in seeing.
Impairment is a wakening or damage
Visual Impairment Child is a child who suffers or has the weakening or damage of his sight. (http://visually impaired children with multiple disabilities.htm, downloaded on Jun 10, 2011 at 09:00 pm).
c. Inclusion Classis the educational practice of educating children with disabilities in classrooms with children without disabilities
(http://www.inclusion-What-Is-Inclusion,htm, downloaded on Nov 14, 2011 at 02:30 pm).
