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signs, lip reading, and writing because their speech is impossible to understand Pierson, 2002.
c. Characteristics of Students with Hearing Impairment
All students have unique characteristics, so do students with hearing impairment. Their uniqueness sometimes is misunderstood by normal students.
Therefore, an elaboration from experts, such as K. Casey and P.D. Pierson, is provided to help comprehend the characteristics of students with hearing
impairment better. Casey 1981 proposes that the older a child is when he acquires loss, the
greater his existing background of aural experiences and his established of oral language are. It means that students who are suffered from hearing difficulty after
their developmental age, they are able to speak and understand speech with normal people better. Casey also adds that the greater the hearing loss is, the
lower the mean achievement score is. Other variables, such as minority ethnic background, multiple handicap, and negative parental attitudes, also affect the
academic performance of the children. When the condition around the students does not support them, they will be hard to acquire knowledge.
On the contrary, Pierson 2002 is not in line with Casey. Even though students with hearing impairment may have difficulty in speaking or
understanding speech, he believes that they actually have the same cognitive ability as other students without hearing impairment. The difference is only in
their needing more time to acquire the same knowledge than the normal students.
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34 In other words, the hearing impaired students‟ deficiency in language does not
affect their intellectual ability. This statement is supported by the fact that they can still work best in small groups. It proves that togetherness encourages hearing
impaired students to learn better. Common physical characteristics which people often see from hearing
impaired students are actually various. Pierson 2002 mentions that students with hearing impairment are lack of attention during the learning. Therefore, to boost
their attention, some of them usually wear special devices to hear a little bit better. Furthermore, hearing impaired students quite often imitate others when speaking
and feel reluctant to participate orally, but they will act out whenever they want to do something. When given directions or instructions, they are also difficult to
follow. Therefore, they should be instructed through gestures from such senses as eyes and hand movement. Moreover, because of their low quality in voice,
hearing impaired students learn special communication techniques to communicate with others. The techniques include speech reading, finger spelling,
and true sign languages. Speech reading is a more accurate name for what most people call lip reading along with reading facial expression. On the other hand,
finger spelling is different from sign language. Finger spelling translates spoken English into a form which is conveyed through manual signs. Meanwhile, a true
sign language, which has its own grammar and is contrary to the opinion of many people, can be used to convey abstract ideas.
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35
B. Theoretical Framework
The theoretical framework of this research is meant to summarize and synthesize all theories mentioned in the theoretical description in order to solve
the research problem. As stated in Chapter I, there is one research problem to solve, the design of English speaking instructional materials based on eclectic
approach for the seventh grade hearing impaired students of SLB Wiyata Dharma I. In order to solve this problem, R D cycle was used as the umbrella of the
research. Since the developed instructional materials in this research were for local use of SLB Wiyata Dharma I, only five first steps of R D cycle were
adapted to conduct the research. Meanwhile, as the model of the instructional design, this research
adapted Dick and Carey Systems Approach Model. The main reason of choosing this model was that it consisted of more complete but less complex steps than
other models. Nonetheless, of all ten steps in Dick and Carey Systems Approach Model, there were only nine steps used in this research. The last step, which was
designing and conducting summative evaluation, was excluded because it was generally not a part of the design process in this research.
In this research, the instructional materials were designed according the current curriculum applied in Indonesia, School-Based Curriculum. This
curriculum developed competence standards and basic competences not only for normal students but also for students with special needs. In speaking skill, there
were two competence standards which the seventh grade hearing impaired
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