Students’ Perspective

a. Students’ Perspective

The problem in English learning actually laid on the lack of textbooks printed in Braille form. It caused the students only learn by what they note in their book, which its content consisting of new vocabularies, not additional material. In other words, the students could not learn independently. The material obtained only from what they received in the classroom without being able to read from course books as reported in interview record.

L: Kalau dari pemerintah sendiri ada bantuan buku materi pelajaran dalam bentuk braile atau tidak pak? S: Belum ada L: Jadi selama ini anak-anak itu belajar hanya dari guru menyampaikan

kemudian mereka mencatat gitu ya pak? S: Iya dari catatan mereka, dan kita bantu kalau ada waktu materinya juga kita brailekan. Selama ini ya baru bacaan –bacaan ini yang kita brailekan, itupun belum cukup satu buku.

This condition influenced English competence of the students. Blind students did not have any course book as well as LKS to improve their English, meanwhile, low vision students had it but they never bring it to the class. It, then, affected in reading skill, they tend to read the text slowly because they did not accustom to read English text by themselves. Even in writing process, the students seemed little bit slower than sighted because there were some unfamiliar words to write. It made the teacher had to spell the word over and over .

In term of examination test, the students regretted of eliminating Braille In term of examination test, the students regretted of eliminating Braille

During my observation in mid-semester and final semester test, they had difficulties in remembering the length sentence on the text. For example in arranging jumble sentences into a good paragraph as follows:

Arrange these sentences into a good paragraph.

1. Then just before we went to the airport we stopped at the Bugis Street.

2. On the last day, we had lunch on the Orchard road.

3. On the second day, we went to the Merlion statue.

4. Last year, my friend and I went to Singapore.

5. On the first day, we went to the Universal studio.

6. There, we bought some gifts for friends.

7. We took a lot of pictures around the famous statue.

8. We enjoyed a lot of rides from famous movie.

d. 4–5–2–3–7–8–1–6 In this kind of question, the students had to listen and remind about the

sentence of each number to find the correct answer. Besides, the teacher only read the question once followed by the choices. It made the students confuse because the teacher did not read the choices answer by exploring the sentence in each number. On the other hand, long text in paragraph also influenced the students in sentence of each number to find the correct answer. Besides, the teacher only read the question once followed by the choices. It made the students confuse because the teacher did not read the choices answer by exploring the sentence in each number. On the other hand, long text in paragraph also influenced the students in

Time efficiency was underlying the reason why in national examination, the compilation of the questions is not printed in Braille but read by the teacher, as point out by Teacher SW:

Kalau anak diberi waktu beda dengan orang umum itu saya setuju kalau soal dibrailekan. Tapi kan selama ini soal awas dengan yang braile waktunya sama. Padahal kalau soal dibrailekan itu jumlahnya bisa sampai 30 halaman, sedangkan yang awas cuma 5 halaman. Karena sampai 30 halaman dan membaca sendiri maka anak butuh waktu rata- rata 3 jam padahal waktu yang diberikan hanya 2 jam. Kalau disamakan waktunya, nah ini nggak cocok. Akhirnya karena waktunya tidak bisa 3 jam maka dibacakan

Therefore, time efficiency was really considered, because according to teacher SW there was no influence on the result either it was read by the teacher or read

by the students. It depended on each student‟s IQ (app. 7).