A STUDY OF SIGN LANGUAGE USED BY ENGLISH TEACHER
TO TEACH HEARING IMPAIRED STUDENTS AT SMALB/B
NEGERI PEMBINA Tk NASIONAL MALANG LAWANG
THESIS
By:
EVELYN ANATASIA RUMAINUM
08360090
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
A STUDY OF SIGN LANGUAGE USED BY ENGLISH TEACHER
TO TEACH HEARING IMPAIRED STUDENTS AT SMALB/B
NEGERI PEMBINA Tk NASIONAL MALANG LAWANG
THESIS
This thesis is submitted to meet one of the requirements to achieve Sarjana Degree in English Education
By:
EVELYN ANATASIA RUMAINUM 08360090
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
This thesis written by Evelyn Anatasia Rumainum was approved on Mei 2nd, 2013.
By:
Advisor I, Advisor II,
This thesis was defended in front of the examiners of the Faculty of Teacher Training and Education of University of Muhammadiyah Malang
and accepted as one of the requirements to achieve Sarjana Degree in English Education
on Mei 2nd, 2013
Approved by:
Faculty of Teacher Training and Education University of Muhammadiyah Malang
Dean,
Dr. M. Syaifudin, M.M.
Examiners: Signatures:
MOTTO AND DEDICATION
MOTTO:
EAT BETTER THINK BETTER & DREAM BIG
A STUDY OF SIGN LANGUAGE USED BY ENGLISH TEACHER TO TEACH HEARING IMPAIRED STUDENTS AT SMALB/B NEGERI
PEMBINA Tk NASIONAL MALANG LAWANG
ABSTRACT
Language is one of important tools to participate and contribute knowledge to society. Communication using spoken language means understanding and reacting to what someone said. A person who lost their hearing ability is called a hearing impairment. They used sign language to present their thought. Different from spoken language, sign language uses visual communication such as hands and the eyes or facial expressions rather than using vocal and ear. Hearing impairment students studies Indonesian language, sign language and English as foreign language at Special Treatment Education (Pendidikan Layanan Khusus).
The goal of this study is to mention and describe the kinds of sign language used by English teacher in teaching English to hearing impaired students at SMALB/B Negeri Pembina Tk Nasional Malang Lawang. This study also purposes to identify the use of sign language in teaching English as foreign language to hearing impaired students understanding teaching learning activities.
The research design of this study is descriptive qualitative. In addition, the subject of study was the English teacher who teaching English at SMALB/B Negeri Pembina Tk Nasional Malang Lawang. The writer used two ways to collect data, those are observation and interview. The finding of the research shows that total communication is the method used by the teachers in using sign language to hearing impaired students in teaching English.
The strengths of the total communication were the hearing impaired students could learn lips reading so they could communicate with other people who cannot use finger spelling or sign. In this communication option the student or a person who is hearing impairment person was able to use any part of sign language to speak their thought. This system motivated the students who are hearing impaired to speak with their own capability. It include: speech, finger spelling, gestures, speech reading and cued speech or used objects, photographs, line drawings, symbols or sign.
Keywords: sign language, hearing impairment, English, SMALB/B Negeri Pembina Tk Nasional Malang Lawang.
Malang, May 2nd, 2013 The Advisor I, The Writer,
ACKNOWLEDGEMENTS
Bismillahirrahhmanirrahim
Saying hamdalah is the best thing to be said and praised to Allah who gave the writer a chance finishing this thesis under the title “a study of sign language used by English teacher to teach hearing impaired students at SMALB/B Negeri Pembina tk Nasional Malang Lawang”
The writer would like to say thank you to everyone who supported and helped finishing this thesis. The realization of this work was only possible due to the several people's collaboration. The sincere gratitude is addressed to Mrs. Rina Wahyu S, M.Ed. and Mr. Jarum M.Ed as the advisor who gave valuable guidance, critics, and suggestions.
The next gratitude goes to Mr. Ahsan Romadlon J. M.Pd as the English teacher at SMALB/B Negeri Pembina tk Nasional Malang Lawang”. Besides, the writer wants to thank to all staff in SMALB/B Negeri Pembina tk Nasional Malang Lawang for their hands.
Finally, the writer would like to give special gratitude to the writer’s beloved parents as the greatest motivator and supporter. Last but not least, the writer also expresses her appreciation to all beloved friends who understand and encourage in many crisis moments.
Malang, May 2nd 2013 The writer,
TABLE OF CONTENTS
CHAPTER I: INTRODUCTION
1.1 Background of Study ……….
CHAPTER II: REVIEW OF RELATED LITERATURE
2.4 English as Foreign Language ……… 2.5 Educational system communication ……… 2.6 Special Equipments in the Classroom ……….
CHAPTER III: RESEARCH METHODOLOGY
3.1 Research Design ………..
CHAPTER IV: FINDINGS AND DISCUSSION
4.1 Research Finding ……….
CHAPTER V: CONCLUSION AND SUGGESTIONS
BIBLIOGRAPHY
Ary, Donald, Jacobs, L.C and Razavieh, Asghar. 2002. Introduction to Research in Education Sixth Edition. Belmont: Wadsworth Thomson Learning
Department of Linguistics of The Ohio State University. 2001. Language Files Eight Edition. Columbus: Ohio State University Press.
Fromkin, Victoria, Rodman, Robert and Hyams, Nina. 2003. An Introduction to languageSevent Edition. United States: Wadsworth Thomson Learning
Hoff, Erika. 2001. Language Development Second Edition. USA: Wadsworth Thomson Learning.
McLoughlin, James A., Lewis, Rena B., 2001. Assesing Students with Special Needs Fifth Edition. New Jersey: Prentice-Hall, Inc.
Mesthrie, Rajent. 2000. Introducing Sociolinguistics. Edinburgh: Edinburgh University Press.
Ormrod, Jeanne Ellis. 2003. Educational Psychology Developing Learners. New Jersey: Pearson Education, Inc.
Parson, Richard D., Hinson, Stephanie Lewis. 2001. Educational Psychology A Practitioner – Researcher Model of Teaching. Canada: Wadsworth Thomson Learning.
Malloy, Tiara V. 2003. Sign Language Use for Deaf, Hard of Hearing, and Hearing Babies: The Evidence Supports It. American Society for Deaf Children.
(www.docstoc.com/docs/19912571/Sign-Language-Use-for-Deaf_-Hard .Online on 7 December, 2011)
Meadow, Susan Goldin, Mayberry, Rachel .I, How Do Profoundly Deaf Children Learn to Read. 2001. (www.acfos.org/sedocumenter/base_doc/lecture_surdite/
1 CHAPTER I
INTRODUCTION
This introductory chapter provides the basic ideas related to the study carried out. This chapter presents the background of study, the statements of the problem, the purposes of the study, the significance of the study, the scope and limitation, and the definition of key terms.
1.1Background of Study
Language is one of important tools to participate and contribute knowledge to society. Stewart, et.al. (2001: 427) defined language as an abstract cognitive system, which uniquely allows humans to produce and comprehend meaningful utterances (regardless of the mode of communication of those utterances). It is an essential meaning of being society in accepting or refusing information through language. Communication using spoken language means understanding and reacting to what someone says and it needs our oral also hearing skill to process the information then give the feedback. A person who lost their hearing ability is called a hearing impairment.
According to Parson, et.al. (2001: 143) hearing impairment is defined as having a hearing loss significant enough to require special education or training; the term includes both deaf and hard –of-hearing persons.
2
b. Hard-of-hearing is a term describing those individuals with sufficient hearing potential (with hearing aids) to process linguistic information through audition.
In expressing thought or mind, people who have hearing impaired communicate in a different way from the hearing person around them. Deaf and hard hearing people use a sign language to communicate each other. According to Rybach (2006) sign language is a structured form of visual communication, comparable to spoken languages in difficulty and self-expression. Different from spoken language, sign language uses visual communication such as hands and the eyes or facial expressions rather than using vocal and ear. The shape of the hands, orientation, location, and movement are all important components of sign language communication. Sign language itself has its own systems base on its purpose and place which used for the daily conversation between hearings impaired person or applied in school for special need.
Sign language is usually used in the school for impairment student. School for disabled children in Indonesia is called Sekolah Luar Biasa (SLB). For example, SLB-B schools are special schools for the deaf who have been established all over the islands for decades, some by the government, and some by the community through foundations (http://www.ykip.org/hearing/specialneedschool.asp).
3
In today’s world, knowledge of more than one native language has positive advantages. For the basic purposes, learning English is important for everyone. It is to contribute and to access academic content or for students who may need to learn a second or even a third language for studying abroad. This ability in having more than one language can help to understand issues from different cultural perspectives. For deaf or heard hearing students in Indonesia learning English as a foreign language gives them an advantage to get same opportunities to the higher level of education with unimpaired student.
The purpose in taking English as foreign language to deaf or impaired students as resumed by Ewa Domagała – Zyśk (2003) is giving unexpected experience for student to produce their own attitude to learning in general. Learning a new language helps deaf students become more aware in creating some basic structures in studying foreign language that can be applied in all aspects of learning activity, and then they have the chance to compare their language and the newly learnt language. The aim of this action itself is for giving hearing impaired students opportunities to study English which help them in reading, writing and understanding some general English conversation in their daily life.
4
1.2Statement of Problem
Based on the background, the writer formulates the problem as follows:
a. What sign language is used by English teacher to teach hearing impaired students at SMALB/B Negeri Pembina Tk Nasional Malang Lawang?
b. How is sign language used in teaching English to hearing impaired students at SMALB/B Negeri Pembina Tk Nasional Malang Lawang?
1.3The Purposes of the Study
The problems of this study raise three purposes of study as follows:
a. To find out the sign language used by English teacher to teach hearing impaired students at SMALB/B Negeri Pembina Tk Nasional Malang Lawang
b. To find out how sign language is used in teaching English to hearing impaired student at SMALB/B Negeri Pembina Tk Nasional Malang Lawang
1.4 The Scope and Limitation
5
1.5The Significance of the Study
The writer expects that this research can give some contributions to all persons related to this research, especially, people who relate with the teaching and learning English process in SMALB/B Negeri Pembina Tk Nasional Malang Lawang.
It is expected to give both the teacher and the student at SMALB/B Negeri Pembina Tk Nasional Malang Lawang additional information about the use and the application of sign language as a feedback to improve their skill in using sign language to teach or learn English. Also, it can help SMPLB/B teacher in other school to increase their ability about the use of sign language in teaching English.
Finally, it can enrich the writer and the students of English Department or reader knowledge about the definition of sign language of deaf and Hearing Impairment.
1.6Definition of Key Terms
Sign Language is a structured form of visual communication, comparable to spoken languages in complexity and expressiveness (Rybach, 2006).
Hearing impaired is a generic term indicating a hearing disability that may range in severity from mild to profound (Payne, et.al: 1983).
SLB is a special school for the deaf that have been established all over the island for decades, some by the government, some by the community through foundations (http://www.ykip.org/hearing/specialneedschool.asp)
