ENGLISH TEACHING MATERIALS SELECTION FOR DEAF IN A PUBLIC SCHOOL FOR STUDENTS WITH SPECIAL EDUCATION NEEDS (SEN).

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ENGLISH TEACHING MATERIALS SELECTION FOR DEAF IN A PUBLIC SCHOOL FOR STUDENTS WITH SPECIAL EDUCATION

NEEDS (SEN)

A Research Paper

Submitted to English Education Department of Faculty of Language and Arts Education of the Indonesia University of Education as a Partial

Fulfillment of the Requirements for Sarjana Pendidikan Degree

Annisa Syamrotul Puadah (1000985)

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND ARTS EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

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English Teaching Materials Selection

for Deaf in a Public School for

Students with Special Education

Needs (SEN)

Oleh

Annisa Syamrotul Puadah

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni

Agustus 2014

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.

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ENGLISH TEACHING MATERIALS SELECTISN FSR DEAF IN A PUBLIC SCHSSL FSR STUDENTS WITH SPECIAL EDUCATISN NEEDS (SEN)

Approved by: Main Supervisor

Prof. Dr. Emi Emilia, M.Ed., Ph. D NIP. 196609161990012001

Co- Supervisor

Dr. Wachyu Sundayana, M.A. NIP. 195802081986011001

Head of English Education Department Faculty of Language and Arts Education

Indonesia University of Education

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STATEMENT OF AUTHORIZATION

I hereby state that this research paper entitled “ENGLISH TEACHING MATERIALS SELECTISN FSR DEAF IN A PUBLIC SCHSSL FSR STUDENTS WITH SPECIAL EDUCATISN NEEDS (SEN)” is originally my own work except where due references are made in the text. It contains no material which has been accepted for the award of any other degree or diploma in any university or institution.

Bandung, August 2014

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PREFACE

In the name of Allah, the Most Gracious, the Most Merciful. First and foremost, I would like to express my highest gratitude to Allah S.W.T. for everything and also upon the Last Messenger, Prophet Muhammad (peace be upon him). Finally the research paper has been finished in order to partially fulfill one of the requirements for Sarjana Pendidikan Degree in English Education Study Program, Faculty of Language and Arts Education, Indonesia University of Education.

The study aims to find out the resources and learning aids for English teaching and learning which are employed by a teacher of deaf and hard of hearing learners. Furthermore, the study also intends to investigate what way which is conducted by the teacher if she finds the selected materials are not relevant to students’ needs and characteristics. The research relates to materials development field which is combined with theories of deaf and hard of hearing teaching and learning including characteristics of the students.

Due to the lacks of the research and knowledge, the constructive suggestion and inputs are welcomed for improvement in future and further research. Last but not least, hopefully the research is expected to be beneficial for everyone especially for further research related to English materials development and deaf and hard of hearing teaching and learning process.

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ACKNOWLEDGMENT

Alhamdulillahirrabil ‘Alamin

I would like to express my highest gratitude and all perfect praise to Allah Subhanahu Wa Ta’ala, The Lord of the World, –La Haula Wala Quwwata Illa Billah- “There is no power nor strength but from Allah “ for blessing, health, and mercy in completing the research. Shalawat and salam are sent to the last messenger, Prophet Muhammad (peace be upon him) who had delivered the truth and completed our belief.

The study is never the work of anyone alone. Many people in different ways have contributed for making the research possible. First and Foremost, I would like to express my sincere gratitude to my main supervisor Prof. Dr. Emi Emilia Ph. D. and my Co-Supervisor, Dr. Wachyu Sundayana, M.A. I thank you very much for guidance, encouragement, advices, caring, and patience due to accomplishment the research.

I also would like to express my gratitude to the principal of SLB Cicendo, Pak Priyono, S. Pd and the public relation officer Bu Dedeh, Thank you for permission and also support during the research. Special appreciation goes to Dra. Wiwien J. Winajangwaty for her kindness, supports, and patience. I do believe Allah recompenses all your kindness.

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I would like to express my appreciation to all lecturers in English Education Department of Indonesia University of Education. Thank you very much for the supports. Then my sincere also goes to all staffs of English Education Department of Faculty of Language and Arts Education, Indonesia University of Education, thank you for administrative helps.

I thank you for my best friends Widia Purnamasari, Nuning Tejaningrum, Astri Indah Lestari, Mundarti, Neni Lisnawati, Noviyanti, Fitri Apriyanti. Thanks for being my friends and supports.

I also thank you for my classmates, Education B 2010, who are being my mates in last four years, for ESA especially for the Financial Bureau, thanks for valuable experiences that you all give to me.

My special thanks are also for my best friends in BsPI, Ummu Rahayu Setianingsih, S. Si, Isma Safera Salsabila Solihat S. Pd, Asmidasari Harahap S. Pd, Fitri Iswari Chaniago, and others who inspire me to complete the study. Thank you for caring, sharing, and ukhuwah. I hope we will meet in Jannah.

Thank you for everyone who helps and prays for me. I cannot mention every single name. Indeed, your all kindness will be paid by Allah with the better reprisal.

For my future that I am waiting for.

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Annisa Syamrotul Puadah2014

ENGLISH TEACHING MATERIALS SELECTION FOR DEAF IN A PUBLIC SCHOOL FOR STUDENTS WITH SPECIAL EDUCATION NEEDS (SEN)

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

TABLE OF CONTENTS

APPROVAL ... i

STATEMENT OF AUTHORIZATION ... ii

PREFACE ... iii

ACKNOWLEDGEMENT ... iv

ABSTRACT ... vi

TABLE OF CONTENTS ... vii

LIST OF TABLES ... x

LIST OF DIAGRAMS ... xi

CHAPTER 1 INTRODUCTION ... 1

1.1. Background of the Study ... 1

1.2. Research Questions ... 3

1.3. Aims of Study ... 3

1.4. Scope of Study ... 3

1.5. Significance of Study... 3

1.6. Clarification of Related Terms ... 4

1.7. Organization of Paper ... 5

CHAPTER II LITERATURE REVIEW ... 7

2.1. Instructional Materials ... 7

2.1.1 Definition of Materials ... 7

2.1.2 Categories of Instructional Materials ... 7

2.1.3 Teaching and Learning Aids ... 9

2.2. Materials Development ... 9

2.2.1. Definition of Materials Development ... 9

2.2.2. Stages of Materials Development ... 10

2.2.3. Materials Selection ... 12

2.2.3.1. Consideration in Selecting Materials ... 12

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2.2.4.1. Stages of Materials Adaptation... 15

2.2.5. Materials Creation ... 16

2.2.6. The Relevant Instructional Materials ... 16

2.3. Deaf and Hard of Hearing ... 17

2.3.1. Definition of Deaf and Hard of Hearing Students... 17

2.3.2. Definition of Special Education Needs 1SEN) Students ... 18

2.3.3. Characteristics of Deaf and Hard of Hearing Students and The Implications toward Instructional Materials ... 19

2.3.3.1. Intellectual ... 19

2.3.3.2. Academic ... 20

2.3.3.3. Speech and Language ... 21

2.3.3.4. Social Emotional ... 22

2.3.3.5. Visual Learners ... 23

2.3.3.6. Limited Vocabulary ... 24

2.3.3.7. Abstract Words ... 24

2.3.3.8. Distinct Grammar ... 24

2.3.3.9. Low Reading Comprehension ... 25

2.3.3.10.Memory ... 26

2.3.4. The Medium of Instructional ... 26

2. 4.Concluding Remark ... 27

CHAPTER III RESEARCH METHODOLOGY ... 28

3.1. Research Design ... 28

3.2. Site and Participant ... 29

3.3. Data Collection ... 29

3.3.1. Document Analysis ... 29

3.3.2. Questionnaire ... 30

3.3.3. Interview ... 31

3.4. Data Analysis ... 32

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3.4.2. Questionnaire ... 34

3.4.3. Interview ... 36

3.5. Data Validation ... 38

3.6. Concluding Remark ... 38

CHAPTER IV FINDINGS AND DISCUSSION ... 39

4.1. Resources and Learning Aids of Instructional Materials for Eight Graders who are Deaf and Hard of Hearing ... 39

4.1.1. Data Presentation and Discussion from Document Analysis ... 39

4.1.2. Data Presentation and Discussion from Questionnaire ... 40

4.1.3. Data Presentation and Discussion from Interview ... 42

4.2. Materials Development Process Conducted by the Teacher ... 47

4.3. Materials Adaptation ... 61

4.3.1. The Relevant Instructional Materials ... 62

4.4. Concluding Remark ... 66

CHAPTER V CONCLUSIONS AND SUGGESTIONS ... 67

5.1 Conclusions ... 67

5.2 Suggestions ... 68

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LIST OF TABLES

Table 2.1 Comparison of Competences Standards between grades VIII

1SMPLB-B), VIII 1SMP) , and VII 1SMP) ... 21

Table 3.1 Interview Question Items ... 32

Table 3.2 Example of Analysis of Selected Materials ... 33

Table 3.3 Element Analyzed in Questionnaire Analysis ... 35

Table 3.4 Examples of Coding in Interview Analysis ... 37

Table 3.5 Examples of Analyzing Materials Applied by the Teacher ... 37

Table 4.1 Kinds of Materials Used Based on Document Analysis... 40

Table 4.2 Kinds of Materials Used Based on Questionnaire ... 41

Table 4.3 Instructional Materials Used by the Teacher ... 43

Table 4.4 Published Materials that are Used by the Teacher ... 45

Table 4.5 Analysis of Suitability of Materials based on the Directorate of Secondary School Development12012) ... 48

Table 4.6 Comparing the Materials to SKKD Characteristics of Deaf and Hard of Hearing Language Students Based on the Teacher’s Believe ... 49

Table 4.7 Materials related to Indicators and Objectives ... 51

Table 4.8 English Grammar Comparison with Indonesian Grammar in Translation and Word Structure ... 53

Table 4.9 Characteristics of Deaf and Hard of Hearing Language Students Based on the Teacher’s Perspective from Interview Analysis ... 56

Table 4.10 The excerpt of Interview R#107-109 ... 61

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LIST OF DIAGRAMS

Diagram 2.1 Stages of Materials Development 1the Directorate of

Secondary School Development, 2012) ... 11 Diagram 2.2 Materials Adaptation Stages based on the Directorate of

Secondary School Development12012) ... 15 Diagram 3.1 Materials Adaptation Stages 1the Directorate of Secondary

School Development, 2012) ... 36 Diagram 3.2 Stages of Materials Development 1the Directorate of

Secondary School Development, 2012) ... 38 Diagram 4.1 Stages of Materials Development 1the Directorate of

Secondary School Development, 2012) ... 54 Diagram 4.2 Materials Development based on the Teacher’s Application .... 59 Diagram 4.3 Materials Adaptation Stages 1the Directorate of Secondary

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER I

INTRODECTION

The chapter provides introduction of the study which covers the background of the study, the research questions, the aims of the study, the scope of the study, the clarification of related terms, and the organization of the paper.

1.1 Background of the Study

Instructional materials are contents of teaching and learning process (Richards & Rodgers (1986) cited in McGrath, 2008). They refer to what students do and learn and also what the teacher gives to teach. As the main point of teaching and learning, the materials are very essential because teaching and learning process can not be conveyed without materials. If there is no teaching material, it means that there is no teaching and learning as well. Therefore, instructional materials are important elements within a curriculum (Nunan (1991) cited in McGrath, 2008) and they become the main topic that is discussed in the study.

There are many sources of instructional materials which can be used or conducted for teaching and learning process. However, practically it can not be guaranteed that all materials fit the students’ need. There are instructional materials which can not fulfill students’ need. According to Carter and Nunan (2001), actually there is no course book that is ideal for a particular group of students, so the instructional materials should be developed.

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Richards,2001) including for learners who have impairments and speciality. Students with impairments are called Special Education Needs (SEN) students. (Warnock, 1970 cited in Hodkinson & Vickerman, 2009).

Special Education Needs (SEN) students are those who have learning difficulties and need special education (The 1944 Education Act of England). The SEN students include handicapped children. According to the 1944 Education Act of England (Hodkinson & Vickerman, 2009), there are ten kinds of handicap which are categorized as SEN including deaf and hard of hearing learners who become the focus of the study. Deaf and hard of hearing learners need special education and related services (Fallen& Umansky, 1985) including instructional materials. The exceptional learners can apply curriculum used by hearing students but they also need learning experiences and tasks which are different from normal students because they socially and educationally have difficulties (Kirk, 1962) and there are materials that are not relevant to deaf and hard of hearing learners. Kirk (1962) also states that the teacher needs to modify materials which are used by the normal children in order to fulfill deaf and hard of hearing learners’ needs. Materials modification is needed because in Indonesia there is no textbook which is specifically arranged for SEN students.

As a result, teacher needs to develop appropriate materials for deaf and hard of hearing students by selecting materials from several resources which are expected to fulfill students’ need based on their characteristics. One of the materials which is considered to be the most appropriate for deaf and hard of hearing students is visual material (Easterbrooks & Stoner, 2006) because according to Marschark & Spencer (2003) and Eisner (2012), deaf and hard of hearing students are visual learners. Besides, they also need special treatments and equipments which are different from hearing students based on their characteristics, such as hearing aids.

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irrelevant. It focuses on what the teacher does in selecting materials for deaf and hard of hearing learners.

1.2 Research Questions

This study is expected to answer these following questions:

1. What resources and learning aids does an eighth grader English teacher of an SLBN-B in Bandung use for teaching and learning materials? 2. What way does the teacher do if the selected materials are not relevant

to deaf and hard of hearing students?

1.3 Aims of the Study

Relevant to the research questions, the study aims:

1. To find out resources and learning aids utilized by an eighth grader English teacher to teach deaf and hard of hearing students at an SLBN-B in Bandung.

2. To investigate the way which is conducted by the teacher if the selected materials are not relevant to deaf and hard of hearing students?

1.4 Scope of the Study

The study focuses on English teaching materials selection processes which are done by the teacher. It is expected to find out what resources and teaching-learning aids that are used by the teacher and the stages which are conducted by the teacher to select appropriate materials for deaf and hard of hearing as Special Education Needs (SEN) students at SLBN-B in Bandung based on their characteristics.

1.5 Significance of the Study

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 1.5.1 Theoretical Perspective

Theoretically, the study is expected to provide theories, literatures and reference for further researches which relate to materials selection processes which are conducted by teachers for deaf and hard of hearing students. Besides, it is also desiderated to give references about characteristics of deaf and hard of hearing students.

1.5.2 Practical Perspective

The study is expected to be able to provide information on how teacher who teach deaf and hard of hearing students selects materials for teaching and learning process. In addition, it provides information about what materials which are conducted and selected by the teacher to fulfill special education needs (SEN) students’ learning.

Furthermore, it is expected to give information and additional knowledge of alternative materials that are used for deaf and hard of hearing students in teaching and learning process.

1.5.3 Professional Perspective

The study is expected to confer essential references or considerable information for teacher or educator in the classroom activities, training or other occasions to select instructional materials for special education needs (SEN) students, especially deaf and hard of hearing learners.

1.6 Clarification of Related Terms

The following are clarification of related terms applied in the study which contain of key or main terms:

1.6.1 Materials Development

According to Tomlinson (1999), materials development is anything which is done by a materials developer to provide sources of language input and information which are applied for supporting language learning.

1.6.2 Materials Selection

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procedures by which the language can be reduced to that which is most useful for the learners (Mackey, 1965 in Richards, 2001).

1.6.3 Deaf

Deaf –whether medically or audiologically- is a person has little or no functional hearing and depends upon visual rather than auditory communication. (The Canadian Association of the Deaf (2012, can be retrieved from http://www.cad.ca)) The hearing loss in Deaf is above 90 dB. 1.6.4 Hard of Hearing

Hard of hearing people are they who have significant loss of hearing but still have some residual hearing. (RCEP7 and Curators of the University of Missouri retrieved from http://dps.missouri.edu/resources/Handbook/deaf-drft.pdf). The hearing loss in hard of hearing people is from 26 dB to 90 dB. 1.6.5 Special Education Needs (SEN) Students

Special Education Needs (SEN) students are students who have learning difficulties and need special education (The 1944 Education Act of England in Hallahan et. al 2012).

1.6.6 SLB-B

The abbreviation of Sekolah Luar Biasa - B, it is a school which is held by the government or other institution to accommodate learners with special needs on hearing impairment.

1.7 Organization of the Paper

This paper consists of five chapters and two additional chapters which are organized based on these following sequences:

This paper is started by Chapter I, the introduction chapter that provides a brief description of the paper which covers the background of the study, the research questions, the aims of the study, the scope of the study, the significance of the study, clarification of terms, and organization of the paper.

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Then, Chapter III is Research Methodology. This chapter covers the methodology used in the research containing research design, site and participants, data collection, and data analysis.

Chapter IV provides findings and discussion of the data collected. The findings and the discussion of the data were obtained from document analysis, questionnaire and interview.

The last main chapter, Chapter V presents conclusions and suggestions. This chapter presents conclusion based on findings and discussion and also suggestion for future research.

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter presents the conclusion of the study based on findings and discussion in the previous chapter. Then it is followed by suggestion for further research in materials development field and also for language teachers who teach exceptional students especially deaf and hard of hearing learners.

5.1 Conclusion

The study aimed to find out the resources and learning aids which were used by the teacher for teaching deaf and hard of hearing students and also to investigate what the teacher did if she found the selected materials irrelevant. Based on the data which are obtained from document analysis, questionnaire, and interview, some conclusion can be drawn.

First, relating to first research question about sources and learning aids, the teacher used several sources of instructional materials including (1) published materials such as electronic school books (BSE), Erlangga textbook, exercise book (LKS), dictionary and pictures for pedagogical purposes; (2) authentic materials such as pictures browsed from the internet, realia, real sources, authentic text, audio visual, and multimedia; (3) adapting and supplementary materials such as materials which are adapted from the published materials or authentic materials; and (4) created materials such as visual aids and text or passage. However, the teacher preferred visual materials to other kinds of materials because the students who deaf and hard of hearing are visual learners and depend on visual materials. Then, to minimize their hearing impairment the school provided them hearing aids which are important for language development.

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teaching materials because it is needed to find and create relevant materials. Instructional materials which were taken from general textbook for hearing need to be adapted in order to meet students’ need.

Third, to produce relevant English teaching materials for deaf and hard of hearing students, a teacher needs to adapt relevant instructions and select the materials which emphasize on visual exposures. Based on findings, it can be implicitly drawn that relevant materials are materials which are relevant to curriculum including Competences Standards and Basic Competences and also students’ needs and characteristics. Competence Standards and Basic Competence which were designed by the government actually have been adjusted to students’ development.

In conclusion, the good materials are materials which are relevant to curriculum and students needs. A teacher, who wants to create relevant teaching-learning process, should consider the contents or the materials which will be delivered to students. The most important considerations are curriculum and students characteristics. If the English materials have been met curriculum and students’ characteristics, they will be relevant. Then, relevant materials lead relevant teaching-learning process. Regarding deaf and hard of hearing learners, visual materials are the most essential instructional materials and adaptation materials are the best way to find and produce relevant materials for them.

5.2Suggestion

Based on findings and conclusion of the current study, several suggestions are proposed for English teachers of deaf and hard of hearing learner and also for future research.

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materials for the students with hearing impairment. Furthermore, the materials should be appropriate and correct model for language teaching and learning. Then in modifying materials, the teacher should be creative either in developing contents or delivering in presentation. In addition, it is better to archive the adapted materials for evaluating or reusing the materials for future instructional based on objectives.