THE ENGLISH TEACHING FOR CHILDREN WITH HEARING IMPAIRMENT: A case study of EFL classroom activities at the 8th grade students of SLB-B in Bandung.

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Citra Rahmi Ramadhani, 2013

The English Teaching For Children With Hearing Impairment Acase Study Of EFL Classroom Activities At The 8th Grade Student In Bandung

Universitas Pendidikan Indonesia | repository.upi.edu

THE ENGLISH TEACHING FOR CHILDREN WITH HEARING

IMPAIRMENT

(A case study of EFL classroom activities at the 8th grade students of SLB-B in

Bandung)

Citra Rahmi Ramadhani

0807345

INDONESIA UNIVERSITY OF EDUCATION

ENGLISH EDUCATION DEPARTMENT

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2013

THE ENGLISH TEACHING FOR CHILDREN WITH HEARING IMPAIRMENT

(A case study of EFL classroom activities at the 8th grade students of SLB-B in Bandung)

Oleh

Citra Rahmi Ramadhani

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

Universitas Pendidikan Indonesia

Juni 2013

Hak Cipta dilindungi undang-undang.

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dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.

PAGE OF APPROVAL

THE ENGLISH TEACHING FOR CHILDREN WITH HEARING

IMPAIRMENT

(A case study of EFL classroom activities at the 8th grade students of SLB-B in Bandung)

By:

Citra Rahmi Ramadhani 0807345

Approved by:

Supervisor I

Dr. Didi Sukyadi M.A.

196706091994031003

Supervisor II

Ika Lestari Damayanti, S.Pd, M.A.

197709192001122001

Head of English Education Department Faculty of Languages and Arts Education

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ABSTRAK

Pengajaran Bahasa Inggris sebagai Bahasa Asing (EFL) untuk anak tunarungu masih merupakan tantangan bagi para guru karena keterbatasan anak dalam perkembangan komunikasi seperti bahasa, bicara, dan pendengaran. Selain itu, keterbatasan membuat obstruksi tambahan dalam proses pembelajaran dan perolehan bahasa asing. Oleh karena itu, menentukan kegiatan kelas EFL apa yang tepat dan efektif bagi mereka. Kegiatan harus dimodifikasi dengan memilih kegiatan yang memberikan dukungan visual, memodifikasi lingkungan kelas, dan meningkatkan keterampilan komunikasi siswa. Tujuan penelitian ini adalah untuk menunjukkan kegiatan kelas EFL untuk anak-anak tunarungu yang digunakan oleh guru, hal-hal yang diperatikan oleh guru, dan tantangan yang dihadapi oleh guru dalam merancang dan menerapkan kegiatan kelas. Data yang diperoleh diorganisasikan dan dianalisa secara kualtatif. Hasil dari penelitian ini menunjukkan bahwa guru menerapkan, merancang, dan melaksanakan kegiatan kelas EFL berdasarkan karakteristik, kebutuhan, dan kemampuan siswa seperti memilih kegiatan yang memberikan dukungan visual, memodifikasi lingkungan kelas, dan meningkatkan keterampilan komunikasi siswa. Selain itu, guru juga menghadapi keterbatasan anak-anak sebagai tantangannya, tetapi dia punya cara sendiri untuk mengatasi tantangan tersebut seperti memberikan kegiatan sederhana, mudah, dan visual yang maksimal untuk mendukung siswa dalam kegiatan kelas. Namun, penelitian ini juga menemukan sesuatu yang harus dikembangkan dalam merancang dan melaksanakan kegiatan seperti variasi kegiatan dan pengaturan tempat duduk siswa.

Kata kunci: anak, gangguan pendengaran, bahasa Inggris, bahasa asing, kegiatan kelas

ABSTRACT

Teaching English as a Foreign Language (EFL) to children with hearing impairment is still a challenge for teachers due to the children limitations in

communication development such as language, speech, and hearing. Moreover, the

limitations create an additional obstruction in the process of acquiring a language that they learn as foreign language. Therefore, it is necessary to specify what the EFL classroom activitiy which is appropriate and effective for them. The activity must be modified by selecting the activity which provides visual supports, modifying classroom environment, and improving the students’ communication skill. The purposes are to show the EFL classroom activities for children with hearing impairment used by the teacher, the

teacher’s consideration, and challenges faced by the teacher in designing and implementing the activities.The data were organized and analyzed qualitatively.The results indicated that the teacher applied, designed, and implemented the EFL classroom activities based on the students’ characteristics, needs, and abilities such as selecting the activity which provides visual supports, modifying classroom environment, and improving the students’

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TABLE OF CONTENTS

STATEMENT ……….…….……. i

PREFACE ………..…… ii

ACKNOWLEDGEMENT ... iii

ABSTRACT ……….……… iv

TABLE OF CONTENTS ……….………v

List of Tables ………. x

List of Figures ………...……… xi

CHAPTER I INTRODUCTION ……….….… 1

1.1 Background of the Research ……… 1

1.2 Research Questions ……….. 3

1.3 The Aims of the Research ……… 3

1.4 Significance of the Research ……… 4

1.5 Scope of the Research ……….. 4

1.6 Clarification of Terms ……….. 5

1.7 Paper Organization ………... 5

CHAPTER II THEORETICAL FOUNDATION ………. 7

2.1 Hearing Impairment and Children with Hearing Impairment ………….. 7

2.1.1 Hearing Impairment Impacts ………..……. 8

2.1.2 Children with Hearing Impairment Education in Indonesia ... 11

2.2 Children with Hearing Impairment and Language Skills ………... 13

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2.2.2 Speaking ……….. 14

2.2.3 Reading ………. 15

2.2.4 Grammar …………..………. 15

2.2.5 Vocabulary ……… 16

2.2.6 Writing ……….. 16

2.2.5 Sign Language ……….. 17

2.3 EFL Classroom Activities for Young Learners ………... 19

2.4 Considerations in Designing and Implementing EFL Classroom Activities for Children with hearing Impairment ………...….. 23

2.4.1 Selecting EFL Classroom Activities for Young Learners …… 25

2.4.2 Modifying the Classroom Environment ... 28

2.4.3 Providing Visual Support ………. 29

2.4.4 Improving Students Communication Skill ………...………… 31

2.5 Challenges for teacher in Designing and Implementing EFL Classroom Activities for Children with Hearing Impairment ……… 37

2.6 Concluding Remark ……….… 38

CHAPTER III RESEARCH METHODOLOGY ……… 40

3.1 Research Design ……….. 40

3.2 Participants ……….. 41

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3.4 Data Analysis ………... 43

3.5 Concluding Remark ………. 47

CHAPTER IV DATA PRESENTATION AND ANALYSIS ………... 48

4.1 Findings and Discussions ……….………….. 48

4.1.1 The Classroom Activities Used by the Teacher ……..………. 49

4.1.2 The Considerations of EFL Classroom Activities Used by the Teacher ……….... 63

4.1.3 Challenges in Designing EFL Classroom Activities for Children with Hearing Impairment ..……… 86

4.2 Concluding Remark ………. 90 CHAPTER V CONCLUSSIONS AND SUGGESTIONS 5.1 Conclusions ……….. 92

5.2 Suggestions for Further Research ……… 93

REFERENCES ……… 95

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CHAPTER I INTRODUCTION

1.1Background of the Research

The growth of communication all over the world brings the need of

knowledge of foreign language especially English (Mydans, 2007). Not only hearing

people but also children with hearing impairment need the knowledge of English as

foreign language (EFL). By learning it, children with hearing impairment are able to

open their mind, have a tool to communicate with others, and get an access to

different sources of information e.g. internet (Domagala, 2003).

Nowadays, teaching EFL to children with hearing impairment is still a

challenge for teachers (Dotter, 2008). In terms of language, children with hearing

impairment have limited language ability as compared to hearing children peers

(Moores, 2001). Therefore, children with hearing impairment need different kinds of

language learning treatment compared to hearing children.

A research conducted by Ullman and Gopnik (1999 cited in Murphy and

Odd, 2010) shows that there were some language errors identified from children with

hearing impairment, particularly in their writing. This study was coded for regular

and irregular -ed inflection, and phonological and lexical errors on the stem with and

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grammatical errors, for examples; look horseman jump horse gate jump down; the

man are a sit horse jumping; the girl are.

Although children with hearing impairment have limitations, teachers still

have to make them reach their goals in studying. Moores (2001) suggests that instead

of thinking of children with hearing impairment limitation as a defect, teachers should

perceive them as a unique pattern of characteristics of children with hearing

impairment. Other professionals must also direct their energies to identify and build

on the strengths of those children. In line with this statement, Andrews, Leigh,

Weiner (2004) cited in Moores (2001) state that teachers of children and teenagers

who have hearing impairment must be knowledgeable about their characteristics,

needs, and abilities so that they can provide appropriate classroom activities.

Although there are many studies about teaching EFL for children with hearing

impairment, the research which focuses on the particular classroom activities for

them is still uncommon. For example, a study conducted by Royle (2008) shows that

the curriculum modifications provide teachers with support when planning and

organizing English lessons that can foster interest in another culture. Nevertheless,

there will be hearing-impaired children who cannot benefit from the course,

depending on the extent of their hearing loss. Alternative ways of learning a foreign

language for children with an auditory impairment must be explored. Therefore, this

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hearing impairment especially in the classroom activities. The purpose of the study is

to find out the EFL classroom activities used by the teacher including the teacher’s

considerations and the challenges faced by the teacher in designing and implementing

the activities.

1.2 Research Questions

This study attempts to answer the following questions:

1. What EFL classroom activities are applied by the teachers for 8th grade

students?

2. What are the teacher’s considerations in designing and implementing the EFL

classroom activities for children with hearing impairment?

3. What are the challenges faced by the teacher in designing EFL classroom

activities for children with hearing impairment?

1.3 The aims of the research

Essentially, this research is conducted to find out the portrait of teaching English

for children with hearing impairment. The aims of this research are:

1. To identify and describe the EFL classroom activities applied by the teacher

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2. To describe the teacher’s considerations in designing and implementing the

EFL classroom activities for children with hearing impairment.

3. To describe the challenges faced by the teacher in developing EFL classroom

activities for children with hearing impairment.

1.4 Significance of the research

This study is expected to provide theoretical, practical, and professional

benefits. Theoretically, the research findings can be used to enrich the theories and

methods in teaching English to children with hearing impairment, especially in

designing classroom activities.

Practically, the research findings will be beneficially useful for the readers

who are interested in teaching EFL to children with hearing impairment, especially in

designing classroom activities.

For the professional benefits, the findings can be used as a consideration for

the school or teacher of children with hearing impairment to improve the teaching

EFL for children with hearing impairment, especially in designing the classroom

activities.

1.5 Scope of the research

This study limits the investigation into three concerns; (1) the classroom

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(2) the teacher’s consideration in designing and implementing the EFL classroom

activities for children with hearing impairment, (3) the challenges faced by the

teacher in designing EFL classroom activities for children with hearing impairment.

1.6Clarification of terms

1. Hearing impairment is hearing disability precludes successful processing of

linguistic information through audition, with or without hearing aid.

2. Young learners are those who learn English who have specific characteristics,

needs, and abilities compared to adult learners.

3. Children with hearing impairment are children who are hard of hearing. The

impacts of the hearing impairment depend on the hearing level.

4. Classroom activities are sets of activities that cover a period classroom time,

usually from forty to thirty minutes.

1.7 Paper Organization

This paper presents five chapters, as follows:

CHAPTER I : INTRODUCTION

In this chapter, the paper elaborates the background of the study. It discusses

how teachers who teach English as foreign language to children with hearing

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the EFL classroom activities used by the teacher, the teacher’s considerations in

designing and implementing the EFL classroom activities for children with hearing

impairment, and the challenges faced by the teacher in designing the EFL classroom

activities were figured out.

CHAPTER II : THEORETICAL BACKGROUND

This chapter discusses some theories about hearing impairment and children

with hearing impairment, children with hearing impairment and language skills, EFL

classroom activities for young learners, and EFL classroom activities for children

with hearing impairment.

CHAPTER III : RESEARCH METHODOLOGY

This chapter gives brief explanation of the sample and population, the data

collection and the procedures, and the data analysis.

CHAPTER IV : FINDINGS AND DISCUSSION

This chapter discusses the findings of the study and analyzes those findings in

discussion. It portrays the classroom activities used by the teacher, the teacher’s

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children with hearing impairment, the challenges faced by the teacher in designing

the EFL classroom activities.

CHAPTER V : CONCLUSION AND SUGGESTION

This chapter presents the conclusion based on findings and discussion from

chapter IV and some suggestions for further study to find effective methods of

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CHAPTER III

RESEARCH METHODOLOGY

The aim of this research was to analyze the classroom activities used by the

teacher in one of SLB-B in Bandung in teaching EFL to children with hearing

impairment. For this reason, this chapter presents the research method and procedures

used in this study. This chapter includes research design, population and samples,

data collection, and data analysis.

3.1. Research Design

The research method used in this research is qualitative. It is a kind of method

that involves the collection of data for the purpose of describing existing condition.

Creswell (1994) defines that qualitative research is an interpretative research that

includes statements about past experiences that provide familiarity with the topic, the

setting, or the informants. In line with that definition, this study was conducted to

find out the classroom activities used by the teacher, the challenges faced by the

teacher in designing classroom activities, and the strategy used by the teacher in

designing classroom activities for teaching EFL to children with hearing impairment.

This study is also called as a case study because it is conducted particular

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of a specific phenomenon such as a program, an event, a person, a process, an

institution or a social group. Therefore, this research is an examination of English

teaching for children with hearing impairment, especially on the classroom activities.

Moreover, the qualitative data were organized by descriptive analytic

technique. That is to organize data by describing, clarifying, and analyzing the data

obtained (Creswell, 1994). In line with that, the data obtained were described,

clarified, analyzed, and elaborated with many existing theories.

3.2. Participants

The participants in this research are the EFL teacher and 8th grade at SLB-B in

Bandung which consists of 5 students. This institution and the 8th students were

chosen for at least two reasons. First, this SLB-B provides EFL subject for children

with hearing impairment students. Second, EFL subject in SLB-B Prima Bhakti

Mulya was given from junior high level.

Furthermore, the permission decided based on consideration between the head

of English department and the head of the SLB-B. Therefore, the permission to

observe the class was approved.

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Observation and interview are the most common methods of qualitative research

(Stake, 2010). In line with that, the data were obtained through the observation and

interview as follows.

3.3.1. Classroom observation

Since the participants have difficulty on verbalizing their ideas, observation is

the best choice to do (Creswell 2008). The observation particularly relating the story

or the assertions forthcoming— that is, to the research questions (Stake, 2010).

Therefore, this classroom observation aimed to investigate the EFL classroom

activities used by the teacher and to address the first and second research questions.

In this observation, a handy cam to record the teaching learning process was used.

3.3.2. Interview

The interview aimed to find out about “a thing” that the researchers were

unable to observe themselves (Stake, 2010). The teacher was interviewed to obtain

information about their perception to English subject, the challenges faced by the

teacher and the outcomes in designing EFL classroom activities for children with

hearing impairment (see Appendix B for the details). It aimed to answer the third

research question. The writer used handy cam to record the interview. Open ended

questions will be used so that the participants can best voice their experience

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3.4.Data Analysis

This study involved both analysis and synthesis. The data gathered were put

together by examining, categorizing, tabulating, or otherwise recombining the

evidence to address the initial propositions of the study (Yin, 2003).

Based on the research questions, the data analysis would be taken from the EFL

classroom activities used by the teacher, the teacher’s considerations in designing and

implementing the EFL classroom activities for children with hearing impairment, the

challenges faced by the teacher and the outcomes in designing the EFL classroom

activities.

3.4.1 The EFL Classroom Activities for Children with Hearing Impairment Used

by the Teacher

Based on the first research question, the data taken from the observation were

conducted two steps. First, identifying the lessons and classroom activities used by

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describing the results into writer’s interpretation that is compared to other existing

theories (Creswell, 2008).

Table 3.1

The Lessons and Classroom Activities Summary

That Used by the Teacher

Meeting Topic Lesson

Objective

Target

Language

Classroom

Activities

Procedures

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3.4.2 The Teacher’s Considerations in Designing and Implementing the

Classroom Activities

Based on the second research question, the data were taken from the

observation and interview. The observations were conducted to find out the evidence

of the classroom activities and the interviews were conducted to find out something

that cannot be found in the observation. The observations were conducted three steps.

First is making transcriptions from the recorded video in the classroom. Second is

putting into observation sheets (see Appendix A), describing the result from the

transcription into writer’s interpretation that is compared to existing theories

(Creswell, 2008). In this stage, Moon’s framework (2005) in how to select the

classroom activities for children, Hallahan’s and Kaufman’s (2006) in modifying

classroom environment, Hogdon’s (1999), Nover’s, Andrews’ (1999), and Nation’s

(1990) in visual supports, and Wayner’s (2009) in improving student’s

communication skill which have been explained in chapter II were used. They were

also described in a graphic below.

Figure 3.1 EFL Classroom Activities for Children with Hearing Impairment

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Based on the theories, the data obtained from the observations were

categorized, checked, and noted. The following is the observation guide.

Table 3.2

Categorizations and Checklists

Observation focus Check Note

Selecting classroom activities for young learner

Providing a clear and meaningful purpose using language Challenging learners and make them think

Providing activities which are enjoyable and interesting

Providing activities which create a need or pressure for children to use English Providing activities which allow children to be creative with language, experiment and notice language

Modifying classroom environment

Providing ample lightning, particularly on instructional visual aids Allowing the students access to see the teacher’s and classmates’ faces

Providing visual support

Body language; ways to get attention, ways to maintain attention, turn taking, question patterns

Demonstration or pictures

Improving communication skill

Helping the students to get in a habit of paying attention to the speaker

Teaching the students to not interrupt the speaker until she/he finishes a sentence

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Helping them to learn to summarize about what the speaker said

If them seems didn’t understand to what speaker say, try to rephrase to be more

simple and easier to understand

Giving them understanding that they need work harder to get information and they maybe they will be tired so they will be ready for this

Speak clearly and slowly to them. Remember the rule “if they can’t see me so they can’t hear me”. Make sure speaker position is clearly visible for them Speaker’s articulation must be clearly, don’t over-act articulate or making difficult movement and gesture

Note: see Appendix A for further details

3.4.3 The Challenges Faced by the Teacher in Designing the EFL Classroom

Activities

In this stage, the data gained from the interview. The recorded video of

teacher interview was transcribed and interpreted some main issues based on the

research question that is the challenges faced by the teacher in designing the

classroom activities.

3.5. Concluding Remark

This chapter has presented the research method of this research which covers

research design, participants, data collection, and data analysis. Case study and

descriptive analytic technique were used at the research design. The participant in this

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data were collected through classroom observation and interview. Then, the data that

have been collected were analyzed based on the research questions which are; the

EFL classroom activities used by the teacher, the teacher’s considerations in

designing and implementing the EFL classroom activities for children with hearing

impairment, and the challenges faced by the teacher in designing the EFL classroom

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter presents the conclusions of the study and suggestion for further

researcher which study the same topic. At first, this chapter presents conclusions of

the study related the theories used. Second, this chapter presents suggestion for

further researchers who are interested in doing study that is in the same field, the

teaching of English as foreign language for children with hearing impairment.

5.1 Conclusions

This study was concerned with the teaching of English as foreign language for

children with hearing impairment especially in the classroom activities. The purpose

of the study was to find out the EFL classroom activities for children with hearing

impairment used by the teacher, the teacher’s considerations, and the challenges faced

by the teacher in designing the activity.

The result of this research indicated that the EFL classroom activities used by

the teacher were contextual, focused on giving new English vocabularies, and

appropriate for children with hearing impairment characteristics, abilities, and needs.

Therefore, the classroom activities used by the teacher help the students to reach the

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In terms of designing and implementing the activities, the teacher also

consider regarding the important ways in selecting EFL classroom activities,

modifying classroom environment, providing visual supports, and improving the

students’ communication skill. There are many teachers’ ways that in line with the

existing theories that have been presented in Chapter II. Therefore, the teacher’s

considerations in designing and implementing those activities made the activities

appropriate, helpful, meaningful, effective, and were able to be followed by the

students. However, this research also found something that must be developed in

designing and implementing the activities. The teacher needs more variations of the

activities to make the students not bored and make the teacher can explore the

material wider. Moreover, the arrangement of the students also must be developed

which can make all of students can see each other faces.

In terms of designing and implementing the activities, the teacher also faced

some challenges, the biggest challenge that the teacher faced is the students’

limitations which bring to the students language skill and difficult to learn foreign

language, but the teacher has some ways to overcome the challenges by giving a

simple and easy activity and maximum visual supports to the students in the activity.

5.2Suggestions for Further Research

Based on the research findings, discussions, and the conclusion of the

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1. The variety of the EFL classroom activities for children with hearing

impairment should be considered to make the classroom activities not

monotone. It will help the teacher to be able to explore the material wider

and make the students not bored.

2. The curriculum of English for children with hearing impairment is still

need to be developed according to the children characteristics, needs, and

abilities.

3. The visual supports from technology such as video or EFL interactive

games on computer for children with hearing impairment are also needed.

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