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A DESCRIPTIVE STUDY OF THE ENGLISH TEACHING AND

LEARNING PROCESS OF CHILDREN WITH VISUAL

IMPAIRMENT IN SECOND GRADE OF JUNIOR HIGH SCHOOL

AT SLB A YAAT KLATEN IN ACADEMIC YEAR 2009/2010

A THESIS

Written by:

IKA WIDY PRASETYANINGSIH

X2208520

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

SURAKARTA

2011

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A DESCRIPTIVE STUDY OF THE ENGLISH TEACHING AND

LEARNING PROCESS OF CHILDREN WITH VISUAL

IMPAIRMENT IN SECOND GRADE OF JUNIOR HIGH SCHOOL

AT SLB A YAAT KLATEN IN ACADEMIC YEAR 2009/2010

Written by:

IKA WIDY PRASETYANINGSIH

X2208520

A THESIS

Submitted of Teacher Training and Education Faculty of Sebelas Maret

University to Fulfill One of the Requirements for Getting the Undergraduate

Degree of Education in English Departement

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

SURAKARTA

2011

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26 July 2011

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ABSTRACT

IkaWidyPrasetyaningsih. A DESCRIPTIVE STUDY OF THE ENGLISH TEACHING AND LEARNING PROCESS OF CHILDREN WITH VISUAL IMPAIRMENT IN SECOND GRADE OF JUNIOR HIGH SCHOOL AT SLB A YAAT KLATEN IN ACADEMIC YEAR 2009/2010.Thesis, Surakarta : Teacher Training and Education Faculty, Sebelas Maret University, July 2011.

The research was held at SLB A YAAT Klaten. It is located at Jln. AngsanaTrunuh, Klaten Selatan . SLB A YAAT is one of the schools in Klaten which has good education for visual impairment. The research carried on by taking a classroom setting of second grade of Junior High school.

The research use the descriptive study. The aim of this research is to determine a descriptive study of the teaching learning process of English of children with visual impairment in SLB A YAAT Klaten, the Supportive factors in the process of the teaching and learning English to Children with visual impairment at SLB A YaatKlaten, and the problems faced by SLB A Yaat Klaten in the process of the teaching learning English.

The teaching learning process of English class in SLB A YAAT usually consists of three steps, as follows: the preparation, application and evaluation. The first step is preparation. It usually includes the preparation of the lesson plan. She makes a preparation before teaching such as preparing a lesson plan. In the lesson plan , she states the instructional goal, material, the media and the method. The second step is application. There are two dimensions in this step; the classroom interaction and application of teaching- learning component (the goal, material, the method and the media). In this step, the teacher applies all of the teaching components which have been prepares before. From the observations which have been done, the teacher reviewes before she goes to the new topic. She goes to the new topic by stating the goals to the students. The teacher let the students know the reason why it is important for them to learn a certain concept. In presenting the materials, the teacher uses two languages. The teacher uses various teaching methods which activate the students. The teacher use presentation, questions and answers and discussion. Then, the teacher uses various instructional methods which are appropriate with the topic. The last step is evaluation. The evaluation is conducted in English that needs the skills of speaking, listening, writing and reading.

There are some supportive factors in teaching and learning process in English class. It gets many supports from many people. The first is from the school. The school provides some facilities. The second is from the parents. They give moral support to their children. They help their children in their problem at the class. The third is from the teacher. The teacher has a good motivation in getting appropriate material. The teacher always gives spirit for the students.

There are some problems faced by SLB A YAAT in teaching learning process English class. The first is the problems faced by the school. The problems faced by the school are about the financial problem which affects the lack of facilities.

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The second is the problems faced by the teacher. The problems faced by the teacher are about the English language, especially in vocabulary. The third is the problem faced by the students. As students who learned English, sometime they get some difficulties such as new vocabulary or spelling the word.

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MOTTO

Verily, with every difficulty, there is a relief (Al Insyirah : 6)

If You can Dream it You can Do it ( Walter Samuel Disney)

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DEDICATION

This thesis is dedicated to:

My beloved mother and father who always love and support me. My close

friend (yuyuy) who always motivate me to be a better person and the last for

all my friend in English Department specially for KG 2008.

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ACKNOWLEDGEMENT

Alhamdullilahirabbil’ alamin….Praise and thank to God the Almighty who

has given the writer His blessing so that I can finally finish this thesis as a partial

fulfillment in achieving the Undergraduate Degree of Education in English.

The writer realizes that this thesis could not be completed without the help

guidance from others. In this occasion, I would like to express my deepest

gratitude and appreciation to the following:

1. Prof. Dr. M. Furqon Hidayatullah, M. Pd as the Dean of Teacher Training

and Education Faculty.

2. Dr.M. Rohmadi, S. S., M. Hum as the Head of the Language and Art

Education Department of Teaching Training and education Faculty.

3. Endang Setyaningsih, S. Pd, M. Hum as the Head of Teaching Training

and Education Faculty.

4. Drs. Suparno, M. Pd as the writer’s academic consultant.

5. Drs. Sujoko, M.A as the writer’s first consultant for his guidance and

advice.

6. Drs. A. Handoko Pujobroto as the writer’s second consultant who

patiently gave me guidance, advice, encouragement of this thesis writing.

7. Drs. Subagya as the Headmaster of SLB A YAAT Klaten who permitted

me to conduct a research at the school.

8. Anis, S. Pd as the English teacher who has helped her in doing this thesis.

9. All of students at SLB A YAAT Klaten for participating well in this

research.

10. My beloved family and friends who always support me.

I realize that this thesis is far from being perfect. However, I hope that

thesis can provide contribution to the improvement of teaching English.

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Surakarta. July 2011

The writer

TABLE OF CONTENTS

THESIS TITLE........................................................................................................................................................................................................................................................................iPAGE OF THE APPROVAL OF CONSULTANT........................................................................................................................................................................................................................................................................iiiPAGE OF THE APPROVAL OF EXAMINER........................................................................................................................................................................................................................................................................ivABSTRACT........................................................................................................................................................................................................................................................................vMOTTO........................................................................................................................................................................................................................................................................viiDEDICATION........................................................................................................................................................................................................................................................................viiiACKNOWLEDGEMENT........................................................................................................................................................................................................................................................................ixTABLE OF CONTENTS........................................................................................................................................................................................................................................................................xLIST OF APPENDICES........................................................................................................................................................................................................................................................................xiiCHAPTER I INTRODUCTION

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A. The Background of the Study

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B. The Identification of the Problem

4

C. The Problem Limitation

5

D. The Objectives of the Study

5

E. The Benefit of Study

5

CAHPTER II REVIEW OF RELATED LITERATUREA. The Concept of Teaching

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B. The Concept of Learning Process

8

C. The Component of Teachers Roles

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D. The component of Students Role

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E. The Component of Teaching and Learning Process

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F. The Types of Exceptional Children

14

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G. The Concept of Visual Impairment

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H. The Cause of Visual Impairment

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I. The Characteristics of Children with Visual Impairment

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J. The Education for Students with Visual Impairment

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K. The concept of Extraordinary School

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L. The Concept of SLB A YAAT Klaten

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CHAPTER III RESEARCH METODOLOGYA. The Form of the Research

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B. The Research Method

24

C. The Place and the Time of Research

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D. TheSources of the Data

25

E. Technique of Collecting the Data

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F. The Validity of the Data

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G. The Technique of analyzing the Data

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CHAPTER IV THE RESULT OF STUDYA. The Description of the Setting

1. Description of Location SLB A YAAT Klaten................................................................................................................................................................................................30

2. Description of Facilities in SLB A YAAT Klaten................................................................................................................................................................................................30

3. Description of the Study Setting................................................................................................................................................................................................31

4. Description of the study Subject................................................................................................................................................................................................31

B. The Study Finding

1. The Teaching Learning Process in English Class................................................................................................................................................................................................32

2. The Supportive Factors in the Process of the Teaching

and Learning English Class................................................................................................................................................................................................41

3. The Problem Faced by SLB A YAAT Klaten in the

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Process of the Teaching Learning English Class................................................................................................................................................................................................43

C. The Discussion

The discussion of Study Finding

44CHAPTER V THE RESULT OF STUDY

A. The Conclusion

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B. The Suggestion

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Bibliography.............................................................................................................50

Appendices…………………..52

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LIST OF APPENDICES

1. The Instrument of Interview

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2. The Interview Guidance for the Teacher

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3. The Interview Guidance for the Students

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4. The Instrument of the Observation

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5. Data of the Interview (Student)

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6. Data of the Interview (Teacher)

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7. Data of the Observation

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8. The Photos

71

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ABSTRAK

IkaWidyPrasetyaningsih. A DESCRIPTIVE STUDY OF THE ENGLISH TEACHING AND LEARNING PROCESS OF CHILDREN WITH VISUAL IMPAIRMENT IN SECOND GRADE OF JUNIOR HIGH SCHOOL AT SLB A YAAT KLATEN IN ACADEMIC YEAR 2009/2010. Skripsi , Surakarta : Fakultas Pendidikan Bahasa Inggris, Universitas Sebelas Maret, Juli 2011.

Penelitian di laksanakan di SLB AYAAT Klaten yang terletak di jalan Angsana Trunuh, Klaten Selatan. Sekolah ini merupakan salah satu sekolah yang terbaik untuk tuna netra. Objek penilitian adalah SMP kelas VIII.

Penelitian ini menggunakan penelitian descriptive. Tujuan dari penelitian ini adalah untuk mengetahui proses belajar mengajar bahasa Inggris, factor yang mendukung proses belajar mengajar tersebut dan masalah yang terjadi dalam proses belajar mengajar bahasa Inggris khususnya tuna netra.

Proses belajar mengajar bahasa Inggris di SLB A YAAT terdiri dari tiga proses, yaitu: proses persiapan, pelaksanaan dan evaluasi. Yang pertama adalah proses persiapan. Dalam proses periapan, guru menyiapkan lesson plan. Di dalam lesson plan, guru menjelaskan tujuan pembelajaran, materi, media dan metode pembelajaran. Dan yang kedua adalah proses pelaksanaan. Dalam proses ini ada dua bagian yaitu interaksi kelas dan pelaksanaan proses pembelajaran ( tujuan pembelajaran, materi, media dan metode). Dalam proses ini, guru mengaplikasikan apa yang sudah disiapkan dalam proses persiapan. Setelah dilakukan observasi, guru melakukan mengulangan materi sebelum menuju topic yang baru. Kemudian guru memberitahukan kepada siswa tentang tujuan pelajaran hari ini. Dalam penyampaian materi guru menggunakan dua bahasa. Guru juga menggunakan metode yang bervariasi dalam pembelajaran yaitu menggunakan metode penjelasan, Tanya jawab dan diskusi. Proses yang terakhir adalah evaluasi. Dalam evaluasi mencakup kemampuan empat aspek dalam bahasa Inggris yaitu speaking, listening, writing, dan reading.

Ada beberapa factor yang mendukung proses belajar mengajar bahasa Inggris. Factor tersebut dating dari beberapa aspek. Yang pertama dari pihak sekolah yang menyediakan beberapa fasilitas. Yang kedua dari pihak orang tua yang selalu memberikan dukungan moral. Yang ketiga dari pihak guru yang selalu memberi motivasi kepada siswa untuk selalu semangat.

Disana juda ada beberapa masalah yang menghambat proses belajar bahasa Inggris. Masalah pertama berasal dari pihak sekolah kurang nya bagian keuangan dan fasilitas. Masalah kedua berasal dari pihak guru, masalah tersebut mengenai struktur bahasa Inggris dan kosakata. Masalah ketiga berasala daru siswa. Siswa mengalami kesulitan dalam pembendaharaan kosakata.


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CHAPTER I

I. INTRODUCTION

A. The Background of the Study

A language plays a great part in our life. We need to learn language

because of its importance. Therefore, language is used in almost every aspect

of human life, such as communication, politics, economy, education, science

and technology.

English is a language of power because it provides the means for social,

economic and academic upward mobility. As every body knows, English is

becoming more and more important in the world. Furthermore, it is

considered as an international language. English is one of the compulsory

subjects which are taught in all education levels, namely elementary school,

junior high school and senior high school, and all department of university.

Hence, the Indonesian government always makes effort to improve the

quality of society especially adult generation in order to be to confront in era

globalization era.

In this globalization era, due to the rapid development of science and

technology, one is more demanded to be able to communicate with others,

either with the development in his own country or that which happens in other

countries, a language is needed. Therefore, a foreign language, especially

English is very much needed by people for communication or cooperation

with others because English is an international language.

Considering the importance of English in communication among nation,

the widespread need of English as a second or foreign language is spreading

extremely rapidly across the world as well as in Indonesia. Many countries

develop English which has economical, political, and social power within their

educational programs because they are aware of the value of the knowledge of

English. Much of the growing awareness can be seen by the fact that many

countries take education as an appropriate setting for developing English.


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Therefore, the existing needs for more good teaching of English grow day by

day.

The Indonesian government via the Ministry of National Education

decided to take English subject within Educational programs. English is taken

as the first foreign language in Indonesia and established as an obligatory

subject to learn. English teaching is held from primary to tertiary level of

students. In Indonesia, English is learned as the obligatory subject started from

primary school. It is intended for helping learners acquiring a language needed

for wider.

In fact, there are two types of children, those are: normal and exceptional

children. The normal children usually get education in public school whereas

the exceptional children get education in Exceptional School (SLB).

In this case, there are two kinds of exceptional children, those are:

intellectual physical, emotionally and multi handicaps exceptional. The

intellectual exceptional is related with intellectual development. The

iIntellectual development is affected by such factors as inherent capacity, the

emotional climate, whether one has a strong intellectual drive, and whether

one has oppurtunies for experiences and learning. Then, the physically

exceptional is related with physical development. It depends partly on

hereditary potentials and partly on such environment factors as food, general

health, sunlight, fresh air, climate, emotions and physical exertion, for

example: visual impairment, hearing impairment. Emotionally exceptional is

related with personality development, which is influenced by genetic factors

as well as by attitudes and social relationship both in the home and outside.

The exceptional children also have the right to get education because in

fact they have the same potency with people in common. A constitution about

human right article 54 states that” setiap anak cacat fisik dan atau mental

berhak memperoleh perawatan, pendidikan, pelatihan dan bantuan khusus

atas biaya Negara, untuk menjamin kehidupannya sesuai martabat

kemanusiaan, ,meningkatkan rasa percaya diri dan kemampuan

berpartisipasi dalam kehidupan bermasyarakat, berbangsa dan bernegara”.


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The impelementation of Exceptional School SLB is based on the Basic

Constitutions knows as Undang-Undang Dasar Negara Republik Indonesia

1945 pasal 31 ayat 1 and Undang-Undang Republik Indonesia No.20, 2003

about National Education System. It is based in Pasal 3” bahwa pendidikan

nasional berfungsi mengembangkan kemampuan dan membentuk watak serta

peradapan bangsa yang bermartabat dalam rangka mencerdaskan

kehidupan bangsa, bertujuan untuk berkembangnya potensi peserta didik

agar menjadi manusia yang beriman dan bertaqwa kepada Tuhan Yang

Maha Esa, berakhlak mulia, sehat, berilmu, cakap, kreatif, mandiri dan

menjadi warganegara yang demokratis serta bertanggung jawab. In Bab IV

pasal 5 ayat 1” bahwa setiap warganegara mempunyai hak yang sama untuk

memperoleh pendidikan yang bermutu. Warganegara yang memiliki kelainan

fisik, emosional, intelektual atau sosial berhak memperoleh pendidikan

khusus”. Then, pasal 32” pendidikan khusus merupakan pendidikan bagi

peserta didik yang memiliki tingkat kesulitan dalam mengikuti proses

pembelajaran karena kelainan fisik, emosional, mental,sosial atau memiliki

potensi kecerdasan dan bakat istimewa. This shows that children who have

the disorder or have the potential of intelligence and special talent is also

entitled to obtain the same opportunities as other children (normal children)

in education.

So far, education for children who have the disorder or has the potential

of intelligence and special talents or special needs children are provided in

three different educational institutions, namely exceptional school (SLB),

Extraordinary Primary School (SDLB) and Inclusive Education. The SLB as

special education institutions to accommodate children with special needs

with the same type of disorder. Therefore, there are visual impairment, deaf,

tunagrahita,and quadriplegic SLB. The SDLB while accommodating various

types of special needs children so that in it there are visual impairment

children, deaf, quadriplegic, tunagrahita. Meanwhile, inclusive education is a

normal school that also accommodates children with special needs with

teacher curriculum, a means of the same of teaching and learning activities.


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In Klaten there is a SLB that accommodates special needs of children

with visual impairments. There are three grade of education, such as,

Kindergarten, Elementary School and Junior High School. The name is

school is SLB- A YAAT. This school is equipped with educational support

facilities, for example; computer rooms, living skills, early detection, library,

auditorium and special service units. Moreover, this school has a good image

because of his good English lesson. In order to this school can create an

intelligent student in the field of English.

Teaching children with visual impairment is different from teaching

children with normal children. The teaching children with visual impairment

is more difficult than teaching “normal” children. Therefore, the researcher is

interested in conducting a research about teaching learning process English to

children with visual impairment. The researcher wants to know the teaching

learning process of English to children with visual impairment. So, the

researcher choose the title that is “A DESCRIPTIVE STUDY OF THE

ENGLISH TEACHING AND LEARNING PROCESS OF CHILDREN WITH

VISUAL IMPAIRMENT IN SECOND GRADE OF JUNIOR HIGH SCHOOL

AT SLB A YAAT KLATEN IN ACADEMIC YEAR 2009/2010”.From the brief explanation above, it is interesting to describe the teaching

learning process of the English. The purposes of this thesis are to look at some issue

and ways in English can be exploited in the classroom.

B. The Identification of the Problem

There are some problems that can be identified. The identification of

this study are as follow:

1. How is the process of teaching and learning English to children with

visual impairment at SLB A Yaat Klaten?

2. What are the problems faced by SLB A Yaat Klaten in the process of the

teaching learning English to children with visual impairment?

3. What are the solutions factors by SLB A Yaat Klaten in the process of the

teaching learning English to children with visual impairment?


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4. What are the Supportive factors in the process of the teaching and

learning English to Children with visual impairment at SLB A Yaat

Klaten?

C. The Problem Limitation

To avoid misunderstanding and to make the study more clearly, the

writer would like to limit the problem as follows:

1. How is the process of teaching and learning English to children with

visual impairment at SLB A Yaat Klaten?

2. The supportive factors in the process of the teaching and learning English

to children with visual impairment at SLB A Yaat Klaten?

3. What are the problems faced by SLB A Yaat Klaten in the process of the

teaching learning English?

D. The Objectives of the Study

The objectives of study are as follows:

1. To describe the process of teaching and learning English to children with

visual impairment.

2. To find out the supportive factors in the process of the teaching and

learning English to Children with visual impairment at SLB A Yaat

Klaten.

3. To find out the problems faced by SLB A Yaat Klaten in the process of

the teaching learning English.

E. The Benefit of Study

The study will give some contribution in the teaching learning

process English to children with visual impairment. There are at least two

significance contributions from this study as follows:


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1. The Teacher

The result of the study will be useful for the teachers, especially those

who teach English in school for children with visual impairment and the

reader. So, they will understand how to teach English to children with

visual impairment. Then, for teacher generally it can add their knowledge

about visual impairment.

2. The Researcher

For the study herself, this study gives better understanding about the

teaching learning process English to children with visual impairment.


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CHAPTER II

REVIEW OF RELATED LITERATURE

A. The Concept of Teaching

In Oxford Learner’s Pocket Dictionary (1980: 480), teaching

means to give instruction to something (knowledge, skill etc).

Kimble and Garmezy (1963:133 in Brown, 1994:7) state that “

teaching is showing or helping someone to learn how to do something,

giving instructions, guiding in the study of something, providing with

knowledge, causing to know or understand”. Teaching cannot be defined

apart from learning. Considering that concept, Nathan Gage (1964:269 in

Brown, 1994:7) states that “teaching is guiding and facilitating learning,

enabling the learner to learn, setting the condition for learning”.

Arends (2001:56) states “teaching as a process of attempting to

promote growth in students. The intended growth here for reaching, such

as developing a completely new conceptual framework for thinking about

science.

Teaching means giving someone knowledge or instructing or

training. According to Kimble and Garmezy (1963:133 in Brown, 1994:7)

teaching is showing or helping someone learn how to do something,

giving instruction, guiding in the study of something, providing with

knowledge, causing to know or understand. Language teaching is

describe broadly as creating situations that promote second or foreign

language use and learning. It is also an interactive process between the

teacher and e students or group of the students to get knowledge, skills or

attitudes what they are learning.

From the idea above, it can be concluded that teaching is some

activities that give instruction for helping students to learn something

(knowledge or skill).


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B. The Concept of Learning Process.

In Oxford Learner’s Pocket Dictionary (1995: 480), learning is

knowledge gained by study.

A search in contemporary dictionaries reveals that learning is

“acquiring or getting of knowledge of a subject or skill by study,

experience or instruction.

Skinner (2009: 3 in Sobry) states that” learning as a process

adaption or adjustment of behavior that is going on progressive.

M. Sobry Sutikno (2009:3) states that ” learning as a process that

is done someone to get a new changing as a result experience itself in

interaction with environment.

C. T Morgan (2009:4 in Sobry) states” learning is relatively

permanent change in an individual’s knowledge or behavior that result

from previous experience.

Brown (1994: 7) says that learning is “acquiring of getting of

knowledge of a subject or skill by study, experience or instruction.”

Another definition of learning is also proposed by Kimble and Garmezy

(in Brown,1994:7). They define learning as a relatively permanent

change in a behavioral tendency and are the result of reinforced

practice. From the definitions, we can conclude that:

1. Learning is acquisition or getting.

2. Learning is retention of information or skill.

3. Retention implies storage systems, memory, and cognitive

organization.

4. Learning involves active, conscious focus and on acting upon

events outside or inside the organism.

5. Learning is relatively permanent but subject to forgetting.

6. Learning involves some from of practice, perhaps reinforced

practice.

7. Learning is a change in behavior.


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According to definitions above, learning activity is a process which

can motivate someone to change their behavior and maturation into

relatively permanent position through experiences that involve their

cognitive process, and should be done interactively between the teacher

and the students. The interactive nature of learning means that

evaluations designed to guide instruction must focus on interaction

themselves, not on individual component of interaction.

Klein, S (1987:2) states” learning can be defined as an

experiential process resulting in a relatively permanent change in

behavior that cannot be explained by temporary, maturation, or innate

response tendencies. This definition of learning has three important

components. First, learning reflects a change in the potential for a

behavior. Second, changes in behavior due to learning are relatively

permanent. Third, changes in behavior can be due to process other than

learning”.

From the idea above, it can be concluded that learning process is

a process in relatively permanent change in an individual’s knowledge

or behavior.

C. The Component of Teachers Roles.

In teaching learning process, teacher has important roles, and so do

the students. Nunan (1989:87) states that the roles of teachers and

learners are in many ways, complementary. Giving the learners a

different role requires the teacher to adopt a different role. According to

Beren and Candlin( 1980 in Nunan 1989:87), the teacher has three main

roles in the communicative classroom. The first is to act as facilitator,

the second is to act as participant and the third is to act as an observer

and learner.

Harmer(1991) in Nunan and Lamb (1996:138) suggests that most

classrooms need the teacher as controller and the teacher as facilitator.

The controller role is appropriate at those times in the lesson when the


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teachers want the whole class to be attending to what they have to say,

for example, when setting up a new activity, providing explanations or

giving feedback. Other roles include the teacher as assessor (when the

teacher corrects or provides feedback to the students), the teacher as

organizer; the teacher as prompter (when the teachers needs to

encourage students to participate or to provide information on procedural

issues), the teacher as participant (Harmer point out that there is no

reason why the teacher should not participate as an equal in

communication activities such as role plays and simulation), the teacher

as resource (providing information and assistance as needed), the teacher

as tutor (helping to clarify ideas, point out errors in rough drafts) and the

teacher as investigator(in this role, teachers futher their own professional

competence through the observation and investigation of processes of

teaching and learning in their own classroom).

D. The Component of Students Role.

Richards and Rodgers (1986) in Nunan and Lamb (1996: 140)

point out that different method will reflect assumption about the

contributions that learners can make to learning process. While Parrot

(1993) in Nunan and Lamb (1996:141) point out that some models of

learning and teaching see students as sponges who soak up knowledge

from the teacher and textbook. Other roles can include experimenter,

researcher, negotiator, obeyer, explorer, struggler, path – follower,

initiator.

Nunan (1989:80) analyzes the learners’ role from Richards and

Rodgers, that there are wide varieties of learner roles which are

possible in the language class. These include the following:

1. The learner is the passive recipient of outside stimuli.

2. The learner is an interactor and negotiator who is capable of giving

as well as taking.


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3. The learner is a listener and performer who has little control over

the content of learning.

4. The learner is involved in a process of personal growth.

5. The learner is involved in a social activity an the social and

interpersonal roles of the learner cannot be divorced from

psychological learning processes.

6. The learner must take responsibility for their own learning,

developing autonomy and skills in learning how- to- learn.

E. The Components of Teaching and Learning Process.

1. Curriculum.

A curriculum takes an important role to the education. It

influences the taking of decision of direction, content and an

education process. Curriculum can come from anything around us

like from our own traditional lifestyles, our culture, needs and

goals. Parallel to the curriculum, the learners have to at least meet

the requirement of the curriculum. It means that curriculum is to

keep the learners going in the right directions.

Curriculum is concerned with the planning, implementation,

evaluation and administration of education program (Nunan,

1997:9).

Curriculum refers to all aspects of planning, implementation

and evaluation of an educational program, the why, and the how

together with what of the teaching learning process (Fauziati,

2002:51). It means that beside curriculum as a planning arranged to

get success I teaching learning process, it can be reason to the

teacher to teach the students suitable with the material in teaching

learning process. There are some types of curriculum, namely:


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curriculum 2004, competence based curriculum, and school based

curriculum.

The aspect of curriculum, those are:

a. The Goal of Curriculum.

In the end of teaching learning process of SLB is

that they are have skills such as reading, listening and

speaking in English with topic that based on grade of

development (Kurikulum Pendidikan Luar biasa, 2002:2).

b. The Syllabus.

Syllabus design concern the selection of items to be

learnt and the grading of these items into an appropriate

square. It is different from curriculum design (Nunan, 1998

chapter 1) in Hammer (2002:295) in the latter, the designer

is concerned not just with lists of what will be taught and in

what order but also with the planning, implementation,

evaluation and administration of education programmers.

c. Material.

Material has important role in teaching learning

process. The teacher uses the material to develop the

student’s ability and knowledge and hopefully, It should

help the students to understand the lesson easily, the

material should be appropriate to the lesson plan.

According to Hardjono (1998:93) there are some

functions of instruction material, those are,: medium of

information, to stimulate the student’s interest, to develop

the ability, to illustrate the things to the students.


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Teacher has responsibility in the choosing the

material. Sometimes, it makes them feel overwhelmed.

Before the choosing the right material, they are supposed to

consider the factor especially for the suitability of their

class. Besides using the handbook for the material, the

teacher can use cassette, poster, picture and dictionary to

support the teaching learning process (House, 1997:13-15).

d. Method of Teaching English.

According to Antony (in Fauziati, 2002:5), method is

an overall plan for the orderly presentation of language

material, no part of which contradicts and all of which is

based upon the selected approach. An approach is

axiomatic whereas method is procedural.

The method of teaching is necessary and it plays a

significant role in achieving the desired learning. Thus,

method is theoretically related to all approach and is

organizationally determined by a design. The method is

treated at the level of design. Without method a teacher will

not be able to teach optimally, since the teaching method is

the means by which a teacher attempt to bring about the

desired learning.

e. Media of Teaching Learning.

According association or education and

communication technology (EAT) in Program Guru Bantu

(2003) media is all of the term that use to lead the

information. According to National Education Association

(NEA) Program guru Bantu (2003) media is all of the term


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that can manipulate, seeing, listened, reading, talked with

instrument that used to do it.

f. System of Evaluation.

According to Mehrens and Lehman in Purwanto

(1994:3) evaluation is the process of planning, getting, and

applying the information that needed to make degree

alternative.

According to (Purwanto, 1994:5), there are the

functions of the evaluation in teaching learning, such as:

To know the development of success of the learners in

teaching learning process in the certain time.

To know the grade of success in teaching learning

program.

To develop and remark the curriculum.

F. The Types of Exceptional Children.

According to Chauhan (1978:470), there are four types of

exceptional children, those are:

1. Intellectual Exceptional.

Intellectual exceptional is related with intellectual

development. The intellectual development is affected by such

factors as inherent capacity, the emotional climate, whether one

has a strong intellectual drive, and whether one has opportunist for

experiences and learning. The intellectual exceptional includes the

gifted and creative the slow learner, educable mentally retarded

and several retarded.

2. Physically Exceptional.

Physically exceptional is related with physical development. It

depends partly on hereditary potentials and partly on such


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environment factors as food, general health, sunlight, fresh air,

climate, emotions and physical exertion.

There are two kinds of physically exceptional, for instance:

a. Visual impairment.

1) Low vision: visual activity between 20/70 and 20/200 in the

better eye after correction.

2) Blindness: visual activity at 20/200 or less in the better eye

with correction, or visual activity of more than 20/200 if the

widest diameter of the field of vision subtends an angle of

the field of vision subtends an angle no grater than 20

degree.

b. Hearing Impairment.

1) Deafness: absence of hearing in both ears and a hearing

disability that prevents understanding of speech with or

without a hearing aid.

2) Hardness of hearing: significant difficulty in understanding

speech, even when equipped with a hearing aid.

3) Speech impairment: a disorder such as stuttering, impaired

articulation, or a language or voice impairment that

adversely affects educational performance.

c. Emotionally Exceptional.

Emotionally exceptional is elated with personality

development, which is influenced by genetic factors as well as

by attitudes and social relationship both in the home and

outside.

d. Multi Handicaps Exceptional.

The children who have more than one defect given above.

G. The Concept of Visual impairment.


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Hallahan and Kauffman (1994: 344) state that there are two

definitions of visual impairment; those are based on legal an educational.

Legal definition depends on the measurement of visual acuity and field

of vision. A person who is legally blind has visual acuity of 20/2000 or

less in better eye, even with correction, or has very narrow (less than 20

degrees)field of vision. Educators, however, prefer to define blindness

according to how well the person functions, especially in reading. For

educator, blindness indicates the need to read Braille or use oral

methods.

There are two kinds of visual impairment; those are:

1. Low vision: visual activity between 20/70 and 20/200 in the better

eye after correction.

2. Blindness: visual activity at 20/200 or less in the better eye with

correction, or visual activity of more than 20/200 if the widest

diameter of the field of vision subtends an angle of the field of vision

subtends an angle no greater than 20 degrees.

So, based on the definition above, the writer concludes that there

are two kinds of visual impairment that are low visions and blindness.

Their difference is on the visual acuity.

H. The Cause of Visual Impairment.

The cause of visual impairment is various. There is visual

impairment that a person had brought since he or she was born and also

there is visual impairment that happens when he or she is adult.

Hallahan and Kauffman (1994: 546) state that” the most common visual

problems are the result of errors of refraction. Myopia

(nearsightedness), hyperopia (farsightedness) and astigmatism (blurred

vision) are all examples of refraction errors that affect central visual

acuity”.

The cause of visual impairment is divided into 2; internal and

external, such as:


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2. Internal Factors.

Internal factor is the cause of handicapped that commonly

come from themselves. The marriage between a family can cause

the children born with visual impairment. There is gen recessive

that does not appear to parent can appear in children.

3. External Factor.

The visual impairment can be caused by some diseases such as

lack of nutrition that is needed when pregnant, lack of vitamin A,

diabetes mellitus, stroke, blood high pressure, effect of chemical

and accidents.

The abilities of eyes to see can not be predicted at the babies’ birth,

but if there are eye problems that develop continuously the problem can

be predicted. According to Hallahan and Kauffman (1994: 347, there

are some sign indicating possible eye problems those are:

a. Behaviors.

- Rubs eyes excessively.

- Shuts or covers one eye, tilt head, or thrust head forward.

- Has difficulty in reading on in other work requiring close use

of the eyes.

- Blinks more than usually or is irritable when doing close work.

- Holds book close to eyes.

- Unable to see distant things clearly.

- Squints eyelids together of frown.

b. Appearance.

- Crossed eyes.


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- Red-rimmed, encrusted or swollen eyelids.

- Inflamed or watery eyes.

- Recurring styles.

c. Complaints.

- Eyes itch, burn, or feel scratchy.

- Cannot see well.

- Dizziness, headaches, or nausea following close eye work.

- Blurred or double vision.

I. The Characteristics of Children with Visual Impairment.

People have different characteristics, like children with visual

impairment; they have characteristic that are different from children who

have normal vision. Children with visual impairment generally are

suspicious to others, sensitive, depending on something, blindism,

unpretentious, like to daydream, have strong imaginations, critical, and

courageous.

There are another characteristic for children with visual

impairment on their psychological and behavioral based on Hallan and

Kauffman (1994:349), those are:

1. Language Development.

Most people believe that lack of vision does not alter very

significantly the ability to understand and use language. They point

many studies which show that students who are visualy impaired

do not differ from sighted student on verbal intelligence test.

Because auditory more than visual perception is the sensory

modality through which we learn language, it is not surprising that


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studies have found people who are blind to be unimpaired in

language functioning. The child who is blind is still able to hear

language and may even be more motivated than the sighted child to

use language because it is the main channel through which he or

she communicates with others.

2. Intellectual Ability.

a. Performance on standardized intelligence tests.

There is no reason to believe that individually with visual

impairment result in lower intelligence. There are kind of test

would be a more accurate measure of intelligence than tests that

contained items of a visual nature. Several intelligence tests that

emphasize these nonverbal areas are now available in a few

countries, namely; Blind Learning Aptitude Tests (Newland,

1979) and intelligence tests for visually impaired children

(Dekker, Drent, Zoal, 1991; Dekker, Zoal, Koole, 1990).

b. Conceptual abilities.

Some important differences exist between how those with a

without sight perceive the world, most of which are due to the

difference between tactual and visual experiences. Persons who

are blind more non tactual and auditory information to learn

about world than to the sighted, who obtain a great deal of

information through sight. According to Hull (1990) in Hallan

(1994:367), a person who is blind described it, he “sees” with his

fingers.

c. Mobility.

A very important ability for the successful adjustment of

many people with visual impairment is their mobility-their skill

in moving about their environment. Mobility skills depend to a


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great extent on spatial ability. Mobility skills vary greatly among

people with visual impairment. A critical variable appears to be

motivation, and some authorities have noted that those who have

more residual vision and those who become frustrated by their

loss of vision and less motivated to acquire mobility skills.

d. Academic Achievement.

The academic achievement of students who are blind with

sighted students must be interpreted cautiously because the two

groups must be tested under different conditions. Compared with

student who are hearing impaired is not as adversely affected.

e. Social Adjustment.

An important point to keep in mind is that even though

people with visual impairment differ from the sighted in how

they interact socially, this does not mean that they are socially

maladjusted. It does mean, however, that initial interactions

between sighted and those without sight may be strained.

Another important point is that it should not only be up those

who are visually impaired to change their ways of interacting

socially.

J. The Education for Students with Visual Impairment

Tuttle (1986:239) states that the purpose of education is to equip

children and youth with life competencies that enable them to love, to

work, and to play within the context of an acceptable system of values.

The education model for handicapped children especially visual

impairment is inclusive which the purpose is to optimize children’s

potential.

Based on Sapon-Shevin as quoted by Subagya (2006:3) there are

profile of education in inclusive school, namely:


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1. Inclusive education means create and keep the community of class,

accept and appropriate the difference.

2. Teaching in heterogenic class needs change of curriculum

implementation essentially. The class form changes from

competitive to collaborative and cooperative.

3. Inclusive education means prepare and support the teacher to teach

interactively.

4. Inclusive education means giving support to teacher and class

constantly and removing the obstacle related with profession

isolation. The important of inclusive education is the form of

teaching in team, collaborative, and consultative. For example are

the cooperative between teacher and specialist (therapist,

rehabilitation, expert and etc)

5. Inclusive education means education that involves the parents of

students.

K. The Concept of Extraordinary School (SLB).

Education is one important thing for humans. Form of education

may be academic or non academic. The Government has taken various

ways to improve the quality of education in Indonesia this beloved.

Start of Program Fair (compulsory education) Nine Years to Twelve

Years Fair. Distribution of scholarships at home and abroad were

included in one of the government program. The existence of the Law

on Education provides a thick line that education should be

implemented uniformly and without exception. Public schools, private

schools, even special schools (SLB), a formal place to get about SLB,

will not escape from the existence of exceptional children (ABK). ABK

is the children who have growth charts that differ from normal children.

The graph can rise and fall. There are several categories including


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Tunagrahita ABK, Tunawicara, Deaf, Tunalaras, Blind, quadriplegic,

Children learning difficulties, and children who are too smart

Special education as contained in Regulation No.72 year 1991 was

a special education that is used for students who bear the physical or

mental defect. Exceptional education aims to equip students with

special needs to be able to play an active role in society.

the exceptional education aims to help learners who bear the physical or

mental abnormalities to be able to develop the attitudes knowledge and

skills as a personal and community members in their relationship with

timbale behind social environment, culture and natural surroundings as

well as to develop skills in the working world knows to follow further

education.(www.ditplb.or.id/cetak/2008/1003).

In the implementation of special education. Directorate of

exceptional education coaching education classifies into five areas,

namely SLB A, SLB B, SLB C,SLB D and SLB E.

In other hand, SLB is “special” school built to give education for

exceptional children to give nine year education service in basic

education level. There are some SLB in Indonesia, and each SLB is for

different exceptional children. SLB A is for children with visual

impairment, SLB B is for children with hearing impairment, SLB C is

for children mental retardation, SLB D is for children with

orthopedically handicapped and SLB E is for children for delinquency

children or maladjustment (Sapariadi, 1982:10).

L. The Concept of SLB A YAAT KLATEN.

SLB is “special” school built to give education for exceptional

children to give nine year education service in basic education level. It is

located at Angsana Trunuh street, Klaten Selatan . SLB A YAAT is one

of the schools in Klaten which has good education for visual

impairment. This school is different from other schools. This school is

known by its superiority in English. Even though it is small schools but

http://www.ditplb.or.id/cetak/2008/1003


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there are many facilities that support its English language learning or

children with visual impairment such as daisy player, Braille library,

printing Braille books, software Jaws, software open book. Then, there

are three level of education, such as, Kindergarten, Elementary School

and Junior High School.

CHAPTER III

RESEARCH METHDOLOGY


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In Oxford Dictionary, research is careful research or investigation,

especially in order to discover new facts or information. Cholid Narbuko (2003:1)

defines research as” Kegiatan untuk mencari, mencatat, merumuskan, dan

menganalisa sampai menyusun laporannya”. It is more than to discover but to

note, formulate, and analyze facts or information. Futher, David H. Penny (in

Cholid Narbuko, 2003: 1) states “ Penelitian adalah pemikiran yang sistematis

mengenai berbagai jenis masalah yang pemecahannya memerlukan pengumpulan

dan penafsiran fakta-fakta.

Based on the definitions above, it can be concluded that research is an

active, diligent and systematic process of inquiry in order to discover, interpret or

revise facts, events, behaviors, or theories. Based on its definitions, there are some

importants points of research, (1) It is a research of an object; (2) The method is

systematic and objective; (3) the objectives are to get a better understanding upon

that object and to develop the theory of that object.

A research has methodology. Methodology is used as the method to do an

inquiry. Futher, it can be said that metholodology is the way someone uses to

conduct a research. Cholid Narbuko(2003:1) states “ Metodologi penelitian

adalah suatu cabang ilmu pengetahuan yang membicarakan atau mempersoalkan

menegenai cara-cara melaksanakan penelitian yaitu meliputi kegiatan mencatat,

merumuskan, menganalisa sampai menyusun laporannya berdasarkan fakta-fakta

atau gejala gejala secara ilmiah”.

Based on the definitions above, it can be concluded that research

methodology is a research which talks about the way used in the research.

In this research, the researcher uses some aspect of the methodology.

Those aspects are the selection of the time and the place of the research, the form

of the research, the research method, the source of data, the technique of

collecting data, the validity of the data and the analyze of data.

A. The Form of the Research.

There are two kinds of research; quantitative and qualitative

research. Quantitative research is a research that describes phenomena in


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the form of numbers and measures, while qualitative research describes

phenomena in the form of words. This research belongs to qualitative

because it is done for the purpose of understanding social phenomena and

the descriptions are in the form of words (descriptive data).

In (http://www. Translationbureau.ge.ca/pwgse_internet/fr/_e.html)

stated that qualitative research is a research technique that is used to gain

insight into the underlying issues surrounding a research problem by

gathering nonstatiscal feedback and opinions rooted in people’s feelings,

attitudes, motivations, values, and perceptions often from small samples;

also called soft data.

Kirk and Miller (in Lexy. J. Moleong, 2002:3) states “ penelitian

kualitatif adalah tradisi tertentu dalam pengembangan ilmu pengetahuan

social yang secara fundamental bergantung pada pengamatan manusia

dalam kawasannya sendiri maupun dalam peristilahannya”. Qualitative

research has the aim of understanding experience as nearly as possible as its

participants feel it or love it. Researchers interact with people in a natural

setting. When researcher research people qualitatively, they need to know

people personally about their daily experience.

B. The Research Method.

Method is a way of doing something. As stated above that this

research is qualitative, so the method is qualitative as well. Qualitative

method yield descriptive data which are appropriate with the characteristic

of the qualitative research. Moleong (2005:6) states that the descriptive data

are collected in the form of word or pictures instead of numbers. In

qualitative method, researchers interact with people in natural setting

because researchers try to get deeply involved in the world of people being

studied. Researchers can do all these activities by using observation and

interview

C. The Place and the Time of the Research.


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The research was carried out at SLB A YAAT Klaten from May to

June 2010. It was based on the consideration that this school has good

English in teaching learning process.

SLB A YAAT Klaten is located at Angsana Trunuh Street, Klaten

Selatan. The SLB A YAAT Klaten is one of the schools in Klaten which

has good education for children with visual impairment. There are three

grade of education, such as, Kindergarten, Elementary School and Junior

High School. The name is school is SLB- A YAAT. This school is

equipped with educational support facilities, for example; computer rooms,

living skills, early detection, library, auditorium and special service units.

Moreover, this school has a good image because of its good English lesson.

D. The Sources of the Data.

Data sources of the qualitative research can be taken from man and

his behavior, phenomena, documents, archives and others (Sutopo,

2002:23). The sources of the data in this research were:

1. Events.

Considering the aim of qualitative research, the researcher tries to

get a description about English teaching learning process for children

with visual impairment. In this research, the objects observed were

those related with about English teaching learning process. They were:

the role of the students, the role of the teachers, the goal of the

instructional, the material of instructional process, the teaching

method, the media and evaluation.

2. Informant.

Hornby (1995) states that informant is a person who gives

information about something, for example in doing research. Here the

researcher has some informants, those are teacher, staff and students.


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3. Document.

Document is written information about something. In this research,

the researcher’s information is in accordance with the setting of the

research and every single thing that is related to describe the teaching

learning process of English. The documents used by the researcher are

in the form textbook, student’s worksheet, teacher’s hand out and

lesson plan.

E. The Techniques of Collecting the Data.

The technique of collecting data is a way used by investigator to

get data. In this research the writer used observation, interview, and review

of related documents.The following are the detail explanation of each

technique according to Creswell (2003:17 in Emzir).

1.Observation

Observation is based on direct experiences in order to researcher

interact with people in setting directly. The researcher can make a field

note based on what she have seen; setting, manner and whatever in

accordance with real situation.

2.Interview

Interview is a research method in which an investigator asks

another individual, questions designed to obtain answer relevant to a

research problem.

3.Review of related documents ( Document Analysis)

Documents are collected in order to get real situation such as social

situation and many kinds of factors around research setting. It is used

to support and complete in the information which is obtained from

observation and interview.

F. The Validity of the Data.

The validity of the data is important in doing inquiry, to check the

credibility of the data. Therefore, researchers have to able to choose the


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exact ways to develop validity of their data. In this research, researcher uses

data triangulation that is multiple data sources, in a single research

research. Data triangulation involves collecting data at different times,

different places and with different people.

This research exploits different data sources to get information.

First, the researcher held observation from May to June 2010 at SLB A

YAAT Klaten. Then the researcher used informant and document to

support and complete the data. These methods are aimed to get data about

decription of teaching learning process of English.

Or:

Figure 1: The Diagram of the Method Triangulation.

G. Technique of Analyzing the Data.

H. B. Sutopo in “Metodologi Penelitian kualitatif” defined analyzing

data as a process of organizing and arranging the data into pattern, category,

Data

Informant 1

Interview

Informant 3

Informant 2

Data

Informant

Document

Observation

Content analysis

Interview

Activities


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Conclision and verification

Data Reduction

Data DisplayData Collection

29

and a set a basic classification so the theme can be found and the research

hypothesis can be formulated as what the data advised(2002: 96).

The researcher used an interactive modal of analysis that includes there

main component, namely the reduction data, presentation data and

conclusion and vertification.

Or

Figure 2: The diagram of interaction model of analysis

1. Reducing the Data.

Not all of the result of research is important. It means that the

important information must be taken and unimportant information must be

Collecting the data

Reducing the data

conclutionr

Presenting the data


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ignored. In this process, the researcher must select, focus, simplify and

abstract the data in the field note. The data reduction was done during the

research activities. In this case, the researcher reduced the information

during research activities if the data are unimportant or they are not

support the data the researcher needed.

2. Presenting the Data.

Presenting the data means describing the data in the form of

description or narration. As the second component in analyzing the data,

this technique is used in arranging information, description or narration to

draw the conclusion. By presenting the data, the researcher considered

what she should do- in addition, she could make the analysis or take the

other actions- based on her understanding.

3. Drawing Conclusion.

The third technique of analysis the data is drawing conclusion. In

this research, the conclusions are drawn continuously throughout the

course of the research. The researcher tended to accumulate and formulate

her interpretations as she has gone along. She was likely to write up not

only what she has seen each day but also her interpretations of those

observations.

CHAPTER IV

THE RESULT OF STUDY


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In the result of the study, the writer presents the description into

three major points. The three major points are the description of the

setting, the study finding and the discussion.

A. The Description of the Setting.

1. Description of Location SLB A YAAT Klaten.

The study was carried out at SLB A YAAT. The school is

one of the schools in Klaten which has good education for children

with visual impairment. There are three grade of education, such

as, Kindergarten, Elementary School and Junior High School.

Identity the school

Name : SLB A YAAT KLATEN

Address : Jln. Angsana Trunuh, Klaten Selatan

Telephone : (0272) 320645

Email : [email protected]

District : Klaten

Province : Central Java

Operational permits : No. 425.1/0004147 tanggal 3 Juni 2002

2. Description of Facilities in SLB A YAAT Klaten.

SLB A YAAT has the following facilities:

a. Comfortable classrooms.

b. Large yard.

c. Boarding school.

d. Radio station.

e. Computer room.

f. Music studio.

g. Recording studio.

h. Daisy player.

i. Braille library.

j. Printing Braille books.

mailto:[email protected]


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k. Software Jaws.

l. Software open book

3. Description of the Study Setting.

Study carried on by taking a classroom setting of second

grade of Junior High school. A physical description of the

condition the class is simple room. There are a cabinet to save

instructional media, two chairs and table chairs of students and one

chair and table of teachers. The class is a space that size 5x4 meter

coupled with other spaces that are interconnected. Beside that, the

class is neat and clean with a large yard and overgrown grass.

4. Description of the Study Subject.

Subjects in this study were students in grade 2 of Junior

high School. There are 2 students. They are totally blind because of

an accident. Identities of the subjects in this study are as follows:

a. Name : Imam Budi Prasetyo.

Place of birth : Klaten. 07 Mei 1992.

Sex : Man.

Religion : Moslem.

Hobby : Listen the music.

Parents Job

Father : Teacher.

Mother : House wife.

Address : Perumda II, Gergunung Klaten

Utara.

b. Name : Rio Waluo.

Place of birth : Lampung, 04 Oktober 1991.

Sex : Man.

Religion : Moslem.


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Hobby : Playing computer .

Parents Job

Father : Farmer.

Mother : Farmer.

Address : Ds. Krembangan, Kec. Panjatan.

Kulon Progo.

B. The Study Finding.

In this chapter, the study finding is presented as the answer

to the study problem. The data which have been obtained in the field

are reported based on three activities. There are the observation of the

classroom, the interview with informant and analysis of the

documents.

1. The Teaching Learning Process in English Class.

The teaching learning process is complex. Almost all the

teacher activities are covered in this process. The teacher activities

in teaching learning process include making teaching learning

preparation, teaching learning process in the classroom

(application) and making evaluation. Those activities involve some

component, which are called instructional components. They are

the goal, the teacher, the student, the material, the method, the

media and the evaluation. The teaching learning process consists of

three steps:

a. The Preparation Step.

This step includes the teacher activities in preparing a

lesson plan. In this step, teacher prepares the instructional goal,

the material, the method and the media before going to the

class.

1) The Preparation of the Instructional Goal.

Based on interview and observation results, teacher

usually makes a preparation before teaching. She prepare


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the lesson plan; they consider the goals of learning activity

and state the goals into some basic competence which have

been adapted from the curriculum.

As stated by teachers as follows;

Informant:

“ Ya biasanya sebelum mengajar saya sudah membuat

lesson plan. Di dalam lesson plan ada indicator yang harus

di capai. dan indicator itu di ambil dari kompetensi dasar

yang ada di silabus and tentu sudah suatu kewajiban guru

pada waktu mau tampil di kelas harus mempersiapkan

perangkat-perangkatnya. Dari kompetensi dasar yang

sudah ada dalam kurikulum menjadi indicator”. (Interview

with teacher on May 17, 2010).

Based on the interviews above, teacher states the

instructional goals which have to be achieved. When she

prepare the lesson plan, she also states the goals. She states

the goals into some basic competence which are stated in

the curriculum. She prepares the indicators of the teaching

activities.

2) The Preparation of the Material.

In the lesson plan, teacher also prepares the

material. The teacher uses some books, they are; Use Your

English grade VIII that is published by Sahabat and English

On Sky on 2 that is published by Erlangga.

Informant:

“ Dalam pembelajaran saya menggunakan buku pedoman

yaitu Use your English Grade VIII English for Junior High

school yang diterbitkan oleh Sahabat dan English On Sky

yang di terbitkan oleh Erlangga. Dan kadang –kadang

saya mengubah buku tersebut dalam bentuk Braille supaya


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siswa lebih mudah mengerti”. (Interview with teacher on

May 1&, 2010).

Informant:

“ Biasanya bu Anis sudah mempersiapkan materi sebelum

pembelajaran di mulai, beliau mengubah text bahasa

inggris ke huruf Braille atau ke bentuk rekaman audio”.

(Interview with students on May 17, 2010).

Based on interview, the teacher use some book in

the teaching learning English but something she translate

the book to Braille book.

3) The Preparation Method.

Before teaching, the teacher usually prepares the

method that is appropriate with the material.

Informant:

“ Ya untuk metode yang digunakan saya sesuaikan dengan

materi yang akan diajarkan, contohnya dalam menulis

surat. Saya menggunakan metode oral dimana saya

mengulangi kata –kata yang saya sebut kemudian saya

dikte satu per satu huruf nya; c-o-m-e”. (Interview with

teacher, on May 17, 2010).

Informant:

“ Biasanya bu Anis menggunakan metode oral jadi beliau

member explanation kemudian jika kita tidak mengerti

beliau akan mengulang –ulang kata yang sulit supaya kami

mengerti mbak”. (Interview with students, on may 17,

2010).

Based on interview above, the teacher prepares

some teaching methods which will be used in the class.

When she prepares the lesson plan, she also prepares the

methods. She usually prepares more than one method

which are appropriate with the material, although for some


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materials She does not use appropriate methods because the

lack same facilities.

4) The Preparation of the Media.

Before teaching, the teacher usually prepares what

kind of media will be used in the classroom. She chooses

the media which are appropriate with the type of material.

Informant:

“ Ya untuk medianya disesuaikan dengan materinya,

contohnya dalam text description, itu banyak terdapat

paragraph dan untuk mempermudah siswa untuk

memahami text tersebut saya edit menjadi text Braille”.

(Interview with teacher, on May 17, 2010).

Informant:

“ Biasanya bu Anis mempersiapkan text Braille atau tape

recorder jadi beliau tinggal menyetel dan mengulang –

ulang kaset dalam belajar bahasa inggris “. (Interview

with student on May 17 , 2010).

Based on the interviews above, the teacher prepares

some media which she wants to use in the class. When she

prepares the lesson plan, she also think about the media that

will be used. The teacher tries to use the media that are easy

to be found.

b. The Application Step.

The application of the teaching learning process of English

class was observed in two dimensions; the classroom

interaction and the application of teaching – learning

component (the goal, the material, the method and the media).

1) The Classroom Interaction.


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Based on the interviews and the observations which

have been done by the writer on the teaching learning

process in the class, the teacher give a chance to the

students to share their ideas, to state what is in their mind,

and ask any question about material. Those chances

motivate the students to be active in the class.

Informant:

“ Saya biasanya selalu berikan kesempatan kepada siswa

untuk bertanya, apakah ada kesulitan?”. (Interview with

teacher on May 17 , 2010).

Informant:

“ Iya di beri kesempatan mengungkapkan ide atau

pendapat. Bentuknya ya kalau ada yang menjawab

pertanyaan dan jawabannya kurang tepat kita bisa

memberi jawaban sesuai pendapat kita”. (Interview with

student, on May 17 2010).

Informant:

“ Bu Anis memberikan kesempatan kita untuk bertanya jika

kita mengalami kesulitan dalam belajar”.(Interview with

student, on May17, 2010).

Based on the interview above, the teacher and the

students have a good interaction. The students are active to

communicate with the teachers although in communicating

their idea, the students still use a mixture of Indonesian and

English. Their active interaction is a good process and the

teacher can get many inspirations from them. Then, based

on the observations, the students are active and

communicative. Those can be seen by the fact that the

students often ask question if they get any difficulties.

2) The Application of the Teaching Learning Component.


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a) The Statement of the Goals.

Before teaching, the teacher usually lets the

students show about the instructional goals that should

be achieved. The teacher states the goals before they

give the new topic. By stating the goals to the students,

the students are expected to know the reason why it is

important for them to learn a certain concept.

Informant:

“ Ya, biasanya sebelum pelajaran di mulai saya

menyampaikan kepada siswa apa tujuan belajar kita

hari ini, contohnya hari ini kita akan belajar membuat

surat dalam bahasa Inggirs. Kadang – kadang siswa

juga memberi masukan mengapa kita harus belajar

membuat surat bu?”.(Interview with teacher, on May

17, 2010).

Informat:

“ Setelah greeting biasanya bu Anis bercerita

kemudian beliau menyampaikan materi apa yang akan

diajarkan hari ini?”. (interview with students, on May

17 2010).

By knowing the goals of the instructional

material, the students can focus more on what should be

done to achieve the goals.

b) The Presentation of the Material.

Based on observations and interviews which

have been done by the writer, the teacher still often uses

Indonesian to help the students comprehend the

material if they have not understood their teacher’s

explanation in English.


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Informant:

“ Dalam penyampaian materi saya menggunakan dua

bahasa yaitu bahasa Indonesia dan bahasa Inggris,

karena kadang jika saya menggunakan bahasa Inggris

keseluruhan siswa akan mengalami kesulitan”.


Informant:

“ Pertama –tama bu Anis menjelaskan materi dengan

bahasa Inggris dan jika kami tiba –tiba mengalami

kesulitan beliau akan menerjemahkan ke dalam bahasa

Indonesia”. (Iinterview with student, on May 17, 2010).

Based on the interviews above, in presenting the

material the teacher has not used English totally. She

still uses Indonesian in interaction with the students.

She uses Indonesian if there is a topic that seems

difficult to understand. The teacher mixes both English

and Indonesian, but usually at the beginning she always

uses English in giving the concepts to the students then

if the students have not understood the teacher’

explanation in English, she explaines again using both

English and Indonesian.

c) The Use of Method.

In the teaching learning process of English, the

teacher uses various instructional methods which are

appropriate with the material. The teacher uses various

methods in order that the students do not feel bored

with the teaching learning process activities. She tries to

make the students enjoy in the teaching learning

process. And from the interesting teaching learning

process, the students can be motivated to learn better.


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Informant:

“ Untuk metode pembelajaran tergantung materinya,

tapi biasanya saya menjelaskan materinya dulu, jika

ada kesulitan saya membuka kesempatan untuk

bertanya, dan jika ada kata yang kurang jelas saya

ulangi sampai siswa mengerti apa yang saya maksud.

Kemudian setelah itu saya buka sesi pertanyaan

(pembagian tugas), bisa di kerjakan sendiri ataupun

bersama-sama. ( Interview with teacher, on May 17,

2010).

Informant:

“ Biasanya bu Anis menggunakan metode yang

bermacam-macam, variasi nya dengan tujuan supaya

muridnya tidak merasa bosen ataupun jenuh”.

(Interview with students, on May 17 2010).

Based on the interview above, the teacher tries

not to be monotonous in using the instructional

methods. The use of appropriate methods can help the

students understand the topic easily. Based on interview

and the observation which have been done by the

writer, some methods which are usually used by the

teacher are presentation, question and answer and

discussion methods.

d) The Use of Media.

In teaching learning process of English, there

are many instructional media. The media are Braille

book, tape recorder, Jaws and Daisy.the teacher use the

media which are appropriate with the type of materials.

Informant:

“ Untuk media pembelajaran saya sesuaikan dengan

materi kadang saya menggunakan tape recorder, buku


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Braille atau dengan computer. Di dalam computer

tersebut sudah ada software seperti Daisy dan Jaws

sehingga siswa lebih mudah belajar bahasa Inggris”.


Informant:

“ Dalam belajar bahasa Inggris, bu Anis sudah

menyiapkan semua media secara optimally supaya

kita mudah memeahami materi pelajarannya”.

( Interview with students, on May 17, 2010).

Based on the interviews above, almost in every

teaching learning activity, the teacher uses the media.

The teacher tries to use the media optimally because the

use of media will help the students understand the

material easily but something the media are limited.

c. The Evaluation Step.

Based on the observations which have been done by the

writer, the teacher usually give some exercises. It can also be in

the form of homework.

Informant:

“ Dalam proses evaluasi saya mempunyai beberapa sapek

yang mencakup di dalam reading, speaking, listening dan

reading. Tugasnya juga bisa berbagai macam seperti search

internet, menyusun atau membuat paragraph, mengerjakan

soal-soal taupun mendengarkan informasi secara lisan dan

mengutarakan nya kembali”.(Interview with teacher, on May

17, 2010).

Informant:

“ Tugas dari bu Anis itu biasa komplit sekali, pokoknya

mencakup segala aspek di bahasa Inggris. Contohnya kalo lagi


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writing disuruh bikin surat, atau bikin text”. (Interview with

students, on May 17, 2010).

Based on the interviews above, the evaluation is

conducted in English that needs the skills of speaking,

listening, writing and reading.

2. The Supportive Factors in the Process of the Teaching and

Learning English Class.

Teaching in children that have visual impairment is

unusually, if properly guided in its definitely a good result. In SLB

A YAAT, there are some factors that supportive in process of

teaching and learning English, for instance; school, parent and

teacher.

a. School.

The supports from the school are in the forms of the

following:

1) Computer.

Computer is a supporting factor in learning

English. Computer as assistive technology for students

with visual impairment. They can roam the world

without borders by using the internet. Besides that, the

computer can install with Jaws and DBT software. The

Jaws software is software for screen reader which is

able to change text into sound. Its works if installed in a

computer. Then, DBT software has function to change

the format of print text into Braille.

2) Recording Studio.

Recording studio produce digital books. The

digital books are books that can be accessed by anyone

including the students with visual impairment. The form

of digital book is a file or CD that can be operated with


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MP3, VCD, computer and the daisy player. The put out

of digital book is a sound.

3) The Online Digital Library.

The content of this library are Braille books,

cassettes and digital books. In this library, the students

can choose the favorite book then the books can be

downloaded and finally the result can be printed in

Braille or read via computer.

b. Parent.

The parents really support the teaching learning

English. Most of parent that have special children (visual

impairment) is despaired. Therefore, they let their children

not in school. They think, it is all useless. However, parents

in SLB A YAAT are different. They have motivation to

send their children in school. They want their children to

succed at a later date.

Informant:

“ Dulu aku ngalamin kecelakaan, ketika kecil aku

berenang dengan bapak. Waktu itu aku berenang ngga

pake kacamata, tiba-tiba mataku perih, lama-lama tidak

bisa melihat ini mata. Setelah diperiksa ternyata mataku

terkena virus yang menyebabkan kornea nya rusak jadinya

aku ngga bisa ngeliat. Pertama kalinya, orangtuaku sedih

ngeliat keaadaan aku yang seperti ini, mereka membiarkan

aku dirumah terus tanpa melakukan kegiatan apapun,

bahkan sekolah. Lama-lama aku bosan, aku minta sekolah..

dan akhirnya orang tuaku mencari-cari sekolah kesana sini

yang terbaik untukku. Dan sampailah aku di SLB A YAAT

ini”. (Interview with student, on May 17, 2010).


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c. Teacher.

Some of people called that teacher in SLB is an

angel. The teachers have power to teach their children with

special need. I think that true, they never gave up. They

kept trying to develop to become a successful for their

students.

Informant:

“ Bu Anis itu orang nya baik banget, beliau orang nya

ngga pernah nyerah…biasanya kalo kita ngga bisa

pelajaran nya bu Anis selalu cari atau metode yang lain

supaya kita mudah memahaminya. Orang nya sabar dan

penyayang”., (interview with student, on May 17, 2010).

3. The Problems Faced by SLB A Yaat Klaten in the Process of

the Teaching Learning English Class.

Based on the result of the observations and interviews,

there are many factors that make problem in teaching learning

English. The writer divides it into three:

a. Problems at the School.

Based on the interview have been done by writer, the

problem to the school is financial problem which affect the lack

facilities. As follows:

1) Lack of Braille printing machine.

2) Lack of computer.

b. Problems of the Teacher.

The problem that is faced by the teacher is the problem

of the English language especially about the use of technical

terms of a certain discipline, the use of vocabulary,

pronunciation and translation. Sometimes, teacher has

difficulties when she teaches new topic by using new

vocabulary because the vocabulary’s students is limited.


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c. Problems of the Students

As the students who are learned an English, the students

sometimes get problem dealing use of language. They are

difficulties in vocabulary. Then, they confuse in spelling

grammar.

Informant:

“ Kadang ada PR tu, kita disuruh menyusun paragraph.

Menurutku itu susah, soalnya kalo harus menyusun paragraph

kan harus mengetahui beberapa kosakata. Nah, kelemahan

saya itu di kurangnya pengetahuan tentang kosakata Inggris.

Dalam text reading pun yang banyak paragrapnya kadang aku

bingung dan ngerasa bosen”. (Interview with student, on May

17, 2010).

Informant:

“ Kalo belajar bahasa Inggris terkadang saya merasa

kesulitan dalam spelling atau menyusun kata dalam kalimat.

Tapi kalo gurunya tidak membosankan saya berusaha untuk

semangat belajar”. (Interview with student, on May 17, 2010).

C. The Discussion of Study Finding.

In the study finding, the writer has discussed some theories

concerning the teaching learning process in English class at SLB A

YAAT Klaten which has been observed and studied in many

dimensions. The theories are discussed as the result of data analysis. In

order to justify the study finding, the writer tries to discuss them with

references to theories related to the teaching learning process in

English class.

The teaching learning process of English class in SLB A

YAAT usually consist of three steps, as follows: the preparation,

application and evaluation. The first step is preparation. It usually

includes the preparation of the lesson plan. They make a preparation


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before teaching such as preparing a lesson plan. In the lesson plan ,

they state the instructional goal, material, the media and the method.

The second step is application. There are two dimensions in this steps;

the classroom interaction and application of teaching- learning

component (the goal, material, the method and the media). In this step,

the teacher apply all of the teaching components which have been

prepare before. From the observations which have been done, the

teacher review before they go to the new topic. She goes to the new

topic by stating the goals to the students. She lets the students know

the reason why it is important for them to learn a certain concept. In

the presenting the materials, the teacher use two language. The teacher

uses various teaching methods which activate the students. The teacher

uses presentation, question and answer and discussion. Then, the

teacher use various instructional methods which are appropriate with

the topic. The last step is evaluation. The evaluation is conducted in

English that needs the skills of speaking, listening, writing and

reading.

As stated in the study finding. There are some supportive

factors in the process of the teaching and learning English class. It gets

many supports from many people. The first is from the school. The

school provides some facilities. The second is from the parent. They

give moral support to their children. They help their children in their

problem at the class. The third is from the teacher. The teacher has a

good motivation in getting appropriate material. The teacher always

give spirit for the students.

From all the factors supporting in SLB AYAAT Klaten, it

makes the school that have achievement. Most of people know that

SLB A YAAT is good school for children with visual impairment.

Besides the supportive factors, there are some problems faced

by SLB A YAAT in teaching learning process English class. The first

is the problems faced by the school. The problems faced by the school


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are about the financial problem which affect the lack facilities. The

second is the problems faced by the teacher. The problems faced by

the teacher are about the English language, especially in vocabulary.

The third is the problem faced by the students. As the students who

learned English, sometime they get some difficulties for example new

vocabulary or spelling the word.


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CHAPTER V

THE RESULT OF STUDY

The discussion in this chapter is divided into two major. There are

conclusion and suggestion.

A. The Conclusion

Based on the data and the data analysis are drawn to answer

the problems of the study.

1. The Teaching Learning Process in English Class

The Teaching Learning Process in English Class are an

educative interaction of some instructional component which

are intercolerated to one another in achieving the goal. The

Teaching Learning Process in English Class consist of three

steps, there are the preparation, the application and the

evaluation step, such as :

a. The preparation step is the teachers’ activity in preparing a

lesson plan in English. This activity includes the

preparation of the goal, the material, the method and the

media which will be used in the class.

b. The application step is the application of teaching learning

component (the goal, the material, the method and the

media) in the classroom.

c. The evaluation step is the step to check the students’

comprehension of the topic. It can do by doing exercises or

homework.

2. The Supportive Factors in the Process of the Teaching and

Learning English, for example :


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a. School.

The supports from the school are in the forms of the

following; computer, recording studio, and the online

digital library.

b. Parent.

The parents really support the moral spirit. They give

motivation for their children in order that they are

frustration with the condition (visual impairment).

c. Teacher.

The teacher have power to teach their children with special

need. I think that true, they never gave up. They kept trying

to develop to become a successful for their students.

3. The Problems Faced by SLB A Yaat Klaten in the Process of

the Teaching Learning English, for example:

a. Problem at the School.

Problem at the school are financial problem which affects

the lack of facilities.

b. Problem of the Teacher.

The problem that is faced by the teacher is the problem of

the English language especially about the use of technical

terms of a certain discipline, the use of vocabulary,

pronunciation and translation. Sometimes, teacher have

difficulties when she teach new topic by using new

vocabulary because the vocabulary’s students are limited.

c. Problems of the Students.

As the students who are learned an English, the students

sometimes get problem dealing use of language. They are


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difficulties in vocabulary. Then, they confuse in spelling

grammar.

B. The Suggestion.

After analyzing the data and making the conclusion, the

writer has some suggestions to the teacher, the students and the

school. The suggestions can be described as follows;

1. To the Teacher.

a. It should be better, if the teacher often give exercise for the

students.

b. It is necessary for the teacher to be more patient.

2. To the Student.

a. To be successful learners, the students must be diligent.

After the class, it should be better if they review the

material this day.

b. It is necessary for the students to read the some vocabulary

everyday. It can help them to remember the word

c. The students should be more active in teaching learning

process.

3. To the School.

a. It is necessary for the school to provide much more

facilities,for example computer or printer Braille.

b. It is necessary for the school to repair the facilities that is

broken .


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Brown, H. Douglas. 1994. Principles of Language Learning and Teaching. New Jersey: Prentice Hall.

Chauhan, S. S. 1978. Advanced Educational Psychology. New Delhi: Vikas Publishing House.

Emzir. 2008. Metodologi Penelitian Pendidikan Kuantitatif and Kualitatif.

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Fauziati, Endang. 2002. Teaching English as a Foreign Language. Surakarta: Muhammadiyah University Press.

Hallahan, Daniel P ad Kauffman, James M. 1994. Exceptional: Introduction to

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Harjono. 1998. Proses Belajar Mengajar. Bandung: Tarsito.

Klein, S. 1996. Learning Principles and Application. United state America: MC Graw-Hill.

Narbuko, Chaolid dan Abu Ahmadi. 2003. Metodologi Penelitian. Jakarta: Bumi Aksara.

Nunan, David. 1998. Designing Task for the Communicative Classroom. USA: Cambridge University Press.

Nunan dan Lamb Clarice. 1996. The Self Directed Teacher Managing the Learning Process. USA: Cambridge University Press.

Moleong, Lexy. 2002. Metodologi Penelitian Kualitatif. Bandung: PT Remaja Rosdakarya.

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