A CASE STUDY ON THE ENGLISH TEACHING METHOD
FOR MENTALLY RETARDED STUDENTS IN SLB-C BAKTI
LUHUR MALANG
THESIS
By :
MOHAMAD SYARIF
08360043
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
A CASE STUDY ON THE ENGLISH TEACHING METHOD
FOR MENTALLY RETARDED STUDENTS IN SLB-C BAKTI
LUHUR MALANG
THESIS
By :
MOHAMAD SYARIF
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
A CASE STUDY ON THE ENGLISH TEACHING METHOD
FOR MENTALLY RETARDED STUDENTS IN SLB-C BAKTI
LUHUR MALANG
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education
By :
MOHAMAD SYARIF
08360043
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
iii
MOTTO AND DEDICATION
“Allah akan meninggikan orang yang beriman di antara kalian dan
orang-orang yang diberi ilmu beberapa derajat”
(QS: Al-Mujadilah: 11)
“Barang siapa yang ingin kesejahteraan dunia hendaklah dengan ilmu, barang
siapa yang menginginkan ketentraman di dunia hendaklah dengan ilmu, dan
barang siapa yang menginginkan kedua-duanya hendaknya dengan ilmu pula”
(Al-Hadist)
“ Yakin, Ikhlas, Istiqomah“
( TGKH. Muhammad Zainuddin Abdul Madjid )
DEDICATION:
v
Muhammad SAW as the messenger of Allah who has shown the lightness era.
The researcher realizes that there are so many persons who are involved in
the process of completing the thesis. Here he would like to express his deepest
gratitude to Drs. Imam Machfudz as advisor I and Dra. Erly Wahyuni, M.Si as
advisor II with their guidance, help and critics so the researcher was able to
complete in processing his thesis. The researcher would also like to express his
gratitude to all lecturers of English Department of University of Muhammadiyah
Malang for their motivation and beneficial knowledge.
His sincere gratitude and appreciation are also extended to the teachers and
vii
TABLE OF CONTENTS
APPROVAL SHEET……….... i
LEGALIZATION………. ii
MOTTO AND DEDICATION………. iii
ABSTRACT………..…. iv
ACKNOWLEDGEMENT……….... v
TABLE OF CONTENTS………... vii
I. INTRODUCTION
II. REVIEW OF RELATED LITERATURE 2.1 Theory Relevant to Research Question……….. 7
2.1.1 Language………. 7
2.1.2 Psycholinguistics………. 8
2.1.3 Disability………. 9
2.1.4 Intellectual Disability……….. 9
2.1.5 Mental Retardation………. 9
2.1.6 Degrees of Mental Retardation……….. 10
viii
2.1.8 Teaching English to Children………... 12
2.1.9 Teaching Mental Retardation………. 15
2.1.10 Teaching Method………. 16
2.1.11 Kinds of Teaching Method……….. 17
2.1.11.1 Grammar-Translation……….. 17
2.1.11.2 Direct Method……… 18
2.1.11.3 Audio-Lingual……… 20
2.1.11.4 Community Language Learning………. 21
2.1.11.5 Desuggestopaedia……….. 22
2.1.11.6 Total Physical Response……… 23
2.1.11.7 Silent Way………. 25
2.1.11.8 Communicative Language Teaching……….. 26
2.1.12 Teaching Method for Mental Retardation……… 27
2.2.1 Current Literature Relevant to Research Question……… 29
III. RESEARCH METHODOLOGY
ix
4.1.1 The English Teaching Methods Used by the Teacher for the Mentally
Retarded Students in SLB-C Bakti Luhur Malang………. 35
4.1.2 The Implementation of the Teaching Method in the Class………. 37
4.1.3 The Problem Faced by the Teacher in Applying the Methods for the Mentally Retarded Students in SLB-C Bakti Luhur Malang…………... 39
4.1.4 The Teacher’s Way to Cope with the Problem in Applying the Methods for The Mentally Retarded Students……….………... 40
4.2 Discussion……… 40
V. CONCLUSION AND SUGGESTION 5.1 Conclusion……….. 44
5.2 Suggestion……….. 44
5.2.1 For the Teacher of Mentally Retarded Students……… 44
5.2.2 For the Students………. 45
5.2.3 For the Readers……….. 45
5.2.4 For the Next Researcher………. 45
REFERENCES……….. 46
REFERENCES
Aitchison, Jean. 2008. The Articulate Mammal: An Introduction to
Psycholinguistics. Fifth Edition. New York: Routledge
American Association on Mental Retardation (AAMR). 2012. Mental
Retardation. (Online), (http://www.aamr.org/).
Anthony, Richard, Jack and Rodgers. 1986. Approaches and Methods in
Language Teaching. Cambridge: Cambridge University Press
Arikunto, Suharsami. 2002. Prosedure Penelitian Suatu Pendekatan Praktek.
Rineka Cipta. Jakarta.
Ary, Donald. et al. 2002. Introduction to Research in Education (6th ed). United
States of America. Wordswont Thomson Learning.
Blanco, Ralph F. 1976. Prescription for Children with Learning and Adjustment
Problems. Charles Thomas Publisher. United States.
Bogdan , R.C. & Biklen , S.K. (1992). Qualitative research for education: An
introduction to theory and methods. Boston : Allyn & Bacon.
Brown, H. Douglas. 2000. Principles of Language Learning and Teaching.
Longman, Inc. San Francisco State University.
Dewanti, Asri Kusuma. 2009. The Implementation of Teacher’s Preparation in
Teaching English at Anak Saleh Kindergarten Malang. Unpublished
Flyvbjerg, Bent, 2011, "Case Study", in Norman K. Denzin and Yvonna S.
Lincoln, eds., The Sage Handbook of Qualitative Research, 4th Edition
(Thousand Oaks, CA: Sage), p. 311
Freeman, Diane Larsen. 2000. Techniques and Principles in Language Teaching.
Oxford University Press. New York.
Harmer, Jeremy. 2007. The Practice of English Language Teaching (4th ed).
London: Pearson Longman.
Hutt, M. L. & Gibby, G.R. 1979. The Mentally Retarded Child : Development,
Training, and Education. United States of America: Allyn and Bacon.
Kumar, Vinod. 2010. How to Teach Mentally Retarded Children. (Online),
http://www.svtuition.org/2010/05/how-to-teach-mentally-retarded-children.html
James Asher. 2012. Total Physical Response. (Online),
(http://www.tpr-world.com).
Luckasson, R., Borthwick-Duffy, S., Buntinx, W. H. E., Coulter, D. L., Craig, E.
M., Reeve, A. et al. 2002. Mental retardation: Definition, classification, and
systems of supports (10th edition). Washington, DC: AAMR.
McMillan, James H. 1992. Educational Research: Fundamentals for the
Consumer. HarperCollins Publishers. New York
Merriam-Webster Online Dictionary. 2009. Case Study. (Online),
Mesthrie, Rajend, Joan Swann, Andrea Deumert & William L. Leap et al. 2000.
Introducing Sociolinguistics. Edinburgh University Press. Texas
Omrod, Jeanne Ellis. 2003. Educational Psychology Developing Learners.
Pearson Education. New Jersey.
Prabhu, N. 1990. There is no best method - Why? TESOL Quarterly 24/2:161-176
Reynolds, Tammy B.A., C.E. Zupanick, Psy.D. & Mark Dombeck, Ph.D. 2011.
Effective Teaching Methods for People with Intellectual Disabilities.
(Online), (http://www.mentalhelp.net)
Richards, J.C &Rodgers T.S. 2001. Approach and Methods in Language
Teaching. United States of America: Cambridge University Press.
Setyaningsih, Nanim. 2008. A Study on the Techniques of Teaching English Used
by the Teacher for Mild Mentally Retarded Students at SLB-C Sumber
Dharma Malang. Unpublished Research. English Department.
Muhammadiyah University of Malang.
Trudgill, P. 1975. Linguistic Geography and Geographical Linguistics. In C
Board. et al. (eds.), Progress in Geography, vol. 7. London: Edward Arnold
World Health Organization. 2012. Disability. (Online),
(http://en.wikipedia.org/wiki/disability).
Yin, Robert K. Case Study Research: Design and Methods. Fourth Edition. SAGE
____________. 2012. Effective Communication. (Online),
(http://www.cambridge.org).
____________. 2012. Native Language and Foreign Language. (Online),
(http://thefreedictionary.com)
____________. 2012. Language Development. (Online),
(http://en.wikipedia.org/wiki/language_development).
____________. 2012. Learning. (Online), (http://en.wikipedia.org/wiki/Learning).
____________. 2012. Communicative Language Teaching. (Online),
CHAPTER I
INTRODUCTION
In this chapter, the researcher presents background of the study, problem of
the study, purpose of the study, significance of the study, scope and limitation, and definition of key terms.
1.1 Background of the Study
Language is a tool of communication which is essential for human beings.
Language is foremost as a means of communication, and communication almost
always takes place within some sort of social context. That is why effective
communication requires an understanding and recognition of the connections
between a language and the people who use it (www.cambridge.org).
Because language is very important, all people need to learn language since
they were born. Language becomes very important because of the function of the
language itself, that is to make people able to communicate with others and to
express what is in people’s mind. There are two kinds of language, they are native
language and foreign language. Native language is a language that a person has
spoken from earliest childhood (thefreedictionary.com). And foreign language is a
language not spoken in the native country (thefreedictionary.com). People use
native language to speak with people from the same country, but when people
want to speak with people from other countries, they need to use a foreign
language like English.
English has now become a global language which needs to be learned
because this language is used by people all over the world. And nowadays,
Indonesia, children start learning English by the age of 4 or 5 because many
people assume that the younger their child learn English, the better their child’s
English ability will be.
However, there are some children who were born with disabilities which
make them difficult to learn language. Disability is an umbrella term, covering
impairments, activity limitations, and participation restrictions (World Health
Organization). For instance, children with hearing impairment who cannot hear a
verbal language and children with visual impairment who cannot see any
non-verbal language will have difficulties to learn language compared to normal
children. It is also difficult for children with mental retardation to learn language
although they don’t have any problems with their visual nor hearing ability, but
they have problem with their intellectual.
Children with mental retardation learn more slowly than a normal child.
They may take longer time to learn language, develop social skills, and take care
of their personal needs, such as dressing or eating. Learning will take them longer,
require more repetition, and skills may need to be adapted to their learning level.
According to The American Association on Mental Retardation (Luckasson
et al, 2002), mental retardation can be classified into four degrees: mild mental
retardation, moderate mental retardation, severe mental retardation, and the last is
profound mental retardation. Mild mental retardation is defined as an IQ range
between 50 and about 70, moderate mental retardation is an IQ range between 35
and 55, severe mental retardation is an IQ range between 20 and 40, and profound
mental retardation is an IQ range between 20 or 25.
children with mild mental retardation because children with mild mental
retardation are capable of studying under normal classroom conditions, with just a
few modifications and accommodations. They just take a longer time and a little
students so they can learn language like normal students.
The research is conducted at SLB-C Bakti Luhur Malang especially in the
6th class elementary school. The researcher is interested in conducting a research
at SLB-C Bakti Luhur Malang because English has already been taught from
elementary grade there. Normally, students with mental retardation start learning
English from Junior High School because English is considered as a complex
subject especially for students with intellectual disability. That’s why the
researcher wants to know the method used by the teacher in teaching mentally
retarded students at SLB-C Bakti Luhur Malang.
The reason why the researcher takes mental retardation as the main topic is
to make people know more about the teaching method for mentally retarded
children in learning English because teaching students with mental retardation
will be different with normal children. Therefore, this study is entitled “A Case
Study on The English Teaching Method for Mentally Retarded Students in SLB-C
1.2 Problem of the Study
The problems in this study are :
1. What are the English teaching methods for mentally retarded students used by
the teacher in SLB-C Bakti Luhur Malang?
2. How does the teacher implement the teaching method in the class?
3. What is the problem faced by the teacher in applying the English teaching
method?
4. How does the teacher cope with the problem faced in applying the English
teaching method?
1.3 Purpose of the Study
The purpose of the study is to achieve a good result, that is to answer the
problems of the study, which have been mentioned clearly before. They are
formulated as follows:
1. To describe the English teaching method for mentally retarded students used
by the teacher in SLB-C Bakti Luhur Malang.
2. To describe how the teacher implement the teaching method in the class.
3. To describe the problem faced by the teacher in applying the English teaching
method.
4. To describe the teacher’s way to cope with the problem faced in applying the
English teaching method.
1.4 Significance of the Study
The researcher hopes that this study will have some significance and get the
expected result. Generally, this study is expected to make the readers know the
will be useful for the teacher to improve the method in teaching mentally retarded
students.
1.5 Scope and Limitation
The scope of the study is the English teaching method for mild mentally
retarded students. And the limitation of the study is the teacher who teaches
English at sixth grade class SLB-C Bakti Luhur Malang.
1.6 Definition of Key Terms
The researcher describes definition of key terms that correlate to the title in
order to avoid misinterpretation of this thesis . The definition of key terms in this
study are as follows: Case Study
A case study is an intensive analysis of an individual unit (as a person or
community) stressing developmental factors in relation to environment.
(Merriam-Webster’s dictionary: 2009) Teaching
Teaching is showing or helping someone to learn how to do something,
giving instruction, guiding in the study of something, providing with
knowledge, causing to know or understand (Brown: 2000). Method
Method is an overall plan for the orderly presentation of language
material, no part of contradicts, and all of which is based upon the selected
Mental Retardation
A disability characterized by significant limitations both in intellectual
functioning and in adaptive behavior, as expressed in conceptual, social,
and practical adaptive skills. The disability originates before age 18
(AAMR: 2002).
SLB-C Bakti Luhur Malang
SLB-C Bakti Luhur Malang is an educational foundation located in
Malang, East Java, precisely its elementary school for mental retardation
