A CASE STUDY ON THE ENGLISH TEACHING METHOD FOR MENTALLY RETARDED STUDENTS IN SLB-C BAKTI LUHUR MALANG

A CASE STUDY ON THE ENGLISH TEACHING METHOD

FOR MENTALLY RETARDED STUDENTS IN SLB-C BAKTI

LUHUR MALANG

THESIS

By :

MOHAMAD SYARIF

08360043

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

A CASE STUDY ON THE ENGLISH TEACHING METHOD

FOR MENTALLY RETARDED STUDENTS IN SLB-C BAKTI

LUHUR MALANG

THESIS

By :

MOHAMAD SYARIF

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

A CASE STUDY ON THE ENGLISH TEACHING METHOD

FOR MENTALLY RETARDED STUDENTS IN SLB-C BAKTI

LUHUR MALANG

THESIS

This thesis is submitted to meet one of the requirements to achieve

Sarjana Degree in English Education

By :

MOHAMAD SYARIF

08360043

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

iii

MOTTO AND DEDICATION

“Allah akan meninggikan orang yang beriman di antara kalian dan orang-orang yang diberi ilmu beberapa derajat”

(QS: Al-Mujadilah: 11)

“Barang siapa yang ingin kesejahteraan dunia hendaklah dengan ilmu, barang siapa yang menginginkan ketentraman di dunia hendaklah dengan ilmu, dan barang siapa yang menginginkan kedua-duanya hendaknya dengan ilmu pula”

(Al-Hadist)

“ Yakin, Ikhlas, Istiqomah“

( TGKH. Muhammad Zainuddin Abdul Madjid )

DEDICATION:

I dedicated this thesis to:

My beloved father and mother,

My sister and my brother,

My friends,

And my sweaty dream,

v

Acknowledgement

Bismillahirrohmanirrohim.

Assalamualaikum Wr. Wb.,

Alhamdulillah the researcher would like to say thanks to Allah SWT for blessing and merciful given to him so that he could finish this thesis. The researcher also wants to serve shalawat and greeting to beloved prophet Muhammad SAW as the messenger of Allah who has shown the lightness era.

The researcher realizes that there are so many persons who are involved in the process of completing the thesis. Here he would like to express his deepest gratitude to Drs. Imam Machfudz as advisor I and Dra. Erly Wahyuni, M.Si as advisor II with their guidance, help and critics so the researcher was able to complete in processing his thesis. The researcher would also like to express his gratitude to all lecturers of English Department of University of Muhammadiyah Malang for their motivation and beneficial knowledge.

His sincere gratitude and appreciation are also extended to the teachers and headmaster in SLB-C Bakti Luhur Malang who had given him opportunity to conduct the research.

Finally, a special thank goes to his beloved father (Hussein Abd. Karim), mother (Haifa), and his close friends (Udin, Taqwim, and Akhmad) who always give support, prayer, affection, and love every time and anytime so that he can finish his thesis.

vii

TABLE OF CONTENTS

APPROVAL SHEET……….... i

LEGALIZATION………. ii

MOTTO AND DEDICATION………. iii

ABSTRACT………..…. iv

ACKNOWLEDGEMENT……….... v

TABLE OF CONTENTS………... vii

I. INTRODUCTION 1.1 Background of the Study……… 1

1.2 Problem of the Study………. 4

1.3 Purpose of the Study……….. 4

1.4 Significance of the Study……… 4

1.5 Scope and Limitation……….. 5

1.6 Definition of Key Terms………. 5

II. REVIEW OF RELATED LITERATURE 2.1 Theory Relevant to Research Question……….. 7

2.1.1 Language………. 7

2.1.2 Psycholinguistics………. 8

2.1.3 Disability………. 9

2.1.4 Intellectual Disability……….. 9

2.1.5 Mental Retardation………. 9

2.1.6 Degrees of Mental Retardation……….. 10

viii

2.1.8 Teaching English to Children………... 12

2.1.9 Teaching Mental Retardation………. 15

2.1.10 Teaching Method………. 16

2.1.11 Kinds of Teaching Method……….. 17

2.1.11.1 Grammar-Translation……….. 17

2.1.11.2 Direct Method……… 18

2.1.11.3 Audio-Lingual……… 20

2.1.11.4 Community Language Learning………. 21

2.1.11.5 Desuggestopaedia……….. 22

2.1.11.6 Total Physical Response……… 23

2.1.11.7 Silent Way………. 25

2.1.11.8 Communicative Language Teaching……….. 26

2.1.12 Teaching Method for Mental Retardation……… 27

2.2.1 Current Literature Relevant to Research Question……… 29

III. RESEARCH METHODOLOGY 3.1 Research Design……..……….. 30

3.2 Subject of the Research……..……… 31

3.3 Research Instruments………. 31

3.3.1 Observation……… 31

3.3.2 Interview……… 32

3.4 Data Collection……….. 33

3.5 Data Analysis………. 34

IV. RESEARCH FINDING AND DISCUSSION 4.1 Research Finding………... 35

ix

4.1.1 The English Teaching Methods Used by the Teacher for the Mentally

Retarded Students in SLB-C Bakti Luhur Malang………. 35

4.1.2 The Implementation of the Teaching Method in the Class………. 37

4.1.3 The Problem Faced by the Teacher in Applying the Methods for the Mentally Retarded Students in SLB-C Bakti Luhur Malang…………... 39

4.1.4 The Teacher’s Way to Cope with the Problem in Applying the Methods for The Mentally Retarded Students……….………... 40

4.2 Discussion……… 40

V. CONCLUSION AND SUGGESTION 5.1 Conclusion……….. 44

5.2 Suggestion……….. 44

5.2.1 For the Teacher of Mentally Retarded Students……… 44

5.2.2 For the Students………. 45

5.2.3 For the Readers……….. 45

5.2.4 For the Next Researcher………. 45

REFERENCES……….. 46

REFERENCES

Aitchison, Jean. 2008. The Articulate Mammal: An Introduction to Psycholinguistics. Fifth Edition. New York: Routledge

American Association on Mental Retardation (AAMR). 2012. Mental Retardation. (Online), (http://www.aamr.org/).

Anthony, Richard, Jack and Rodgers. 1986. Approaches and Methods in

Language Teaching. Cambridge: Cambridge University Press

Arikunto, Suharsami. 2002. Prosedure Penelitian Suatu Pendekatan Praktek. Rineka Cipta. Jakarta.

Ary, Donald. et al. 2002. Introduction to Research in Education (6th ed). United States of America. Wordswont Thomson Learning.

Blanco, Ralph F. 1976. Prescription for Children with Learning and Adjustment Problems. Charles Thomas Publisher. United States.

Bogdan , R.C. & Biklen , S.K. (1992). Qualitative research for education: An introduction to theory and methods. Boston : Allyn & Bacon.

Brown, H. Douglas. 2000. Principles of Language Learning and Teaching. Longman, Inc. San Francisco State University.

Dewanti, Asri Kusuma. 2009. The Implementation of Teacher’s Preparation in

Teaching English at Anak Saleh Kindergarten Malang. Unpublished

Flyvbjerg, Bent, 2011, "Case Study", in Norman K. Denzin and Yvonna S. Lincoln, eds., The Sage Handbook of Qualitative Research, 4th Edition

(Thousand Oaks, CA: Sage), p. 311

Freeman, Diane Larsen. 2000. Techniques and Principles in Language Teaching. Oxford University Press. New York.

Harmer, Jeremy. 2007. The Practice of English Language Teaching (4th ed). London: Pearson Longman.

Hutt, M. L. & Gibby, G.R. 1979. The Mentally Retarded Child : Development, Training, and Education. United States of America: Allyn and Bacon.

Kumar, Vinod. 2010. How to Teach Mentally Retarded Children. (Online),

http://www.svtuition.org/2010/05/how-to-teach-mentally-retarded-children.html

James Asher. 2012. Total Physical Response. (Online), (http://www.tpr-world.com).

Luckasson, R., Borthwick-Duffy, S., Buntinx, W. H. E., Coulter, D. L., Craig, E. M., Reeve, A. et al. 2002. Mental retardation: Definition, classification, and

systems of supports (10th edition). Washington, DC: AAMR.

McMillan, James H. 1992. Educational Research: Fundamentals for the

Consumer. HarperCollins Publishers. New York

Merriam-Webster Online Dictionary. 2009. Case Study. (Online), http://www.merriam-webster.com/dictionary/case%20study

Mesthrie, Rajend, Joan Swann, Andrea Deumert & William L. Leap et al. 2000.

Introducing Sociolinguistics. Edinburgh University Press. Texas

Omrod, Jeanne Ellis. 2003. Educational Psychology Developing Learners. Pearson Education. New Jersey.

Prabhu, N. 1990. There is no best method - Why? TESOL Quarterly 24/2:161-176

Reynolds, Tammy B.A., C.E. Zupanick, Psy.D. & Mark Dombeck, Ph.D. 2011.

Effective Teaching Methods for People with Intellectual Disabilities. (Online), (http://www.mentalhelp.net)

Richards, J.C &Rodgers T.S. 2001. Approach and Methods in Language Teaching. United States of America: Cambridge University Press.

Setyaningsih, Nanim. 2008. A Study on the Techniques of Teaching English Used by the Teacher for Mild Mentally Retarded Students at SLB-C Sumber

Dharma Malang. Unpublished Research. English Department.

Muhammadiyah University of Malang.

Trudgill, P. 1975. Linguistic Geography and Geographical Linguistics. In C Board. et al. (eds.), Progress in Geography, vol. 7. London: Edward Arnold

World Health Organization. 2012. Disability. (Online), (http://en.wikipedia.org/wiki/disability).

Yin, Robert K. Case Study Research: Design and Methods. Fourth Edition. SAGE Publications. California, 2009

____________. 2012. Effective Communication. (Online), (http://www.cambridge.org).

____________. 2012. Native Language and Foreign Language. (Online), (http://thefreedictionary.com)

____________. 2012. Language Development. (Online), (http://en.wikipedia.org/wiki/language_development).

____________. 2012. Learning. (Online), (http://en.wikipedia.org/wiki/Learning).

____________. 2012. Communicative Language Teaching. (Online), (http://www.monografias.com/trabajos18/the-communicative-approach/the-communicative-approach.shtml).

CHAPTER I

INTRODUCTION

In this chapter, the researcher presents background of the study, problem of the study, purpose of the study, significance of the study, scope and limitation, and definition of key terms.

1.1 Background of the Study

Language is a tool of communication which is essential for human beings. Language is foremost as a means of communication, and communication almost always takes place within some sort of social context. That is why effective communication requires an understanding and recognition of the connections between a language and the people who use it (www.cambridge.org).

Because language is very important, all people need to learn language since they were born. Language becomes very important because of the function of the language itself, that is to make people able to communicate with others and to express what is in people’s mind. There are two kinds of language, they are native language and foreign language. Native language is a language that a person has spoken from earliest childhood (thefreedictionary.com). And foreign language is a language not spoken in the native country (thefreedictionary.com). People use native language to speak with people from the same country, but when people want to speak with people from other countries, they need to use a foreign language like English.

English has now become a global language which needs to be learned because this language is used by people all over the world. And nowadays, learning English has become a priority in every country especially in Indonesia. In

Indonesia, children start learning English by the age of 4 or 5 because many people assume that the younger their child learn English, the better their child’s English ability will be.

However, there are some children who were born with disabilities which make them difficult to learn language. Disability is an umbrella term, covering impairments, activity limitations, and participation restrictions (World Health Organization). For instance, children with hearing impairment who cannot hear a verbal language and children with visual impairment who cannot see any non-verbal language will have difficulties to learn language compared to normal children. It is also difficult for children with mental retardation to learn language although they don’t have any problems with their visual nor hearing ability, but they have problem with their intellectual.

Children with mental retardation learn more slowly than a normal child. They may take longer time to learn language, develop social skills, and take care of their personal needs, such as dressing or eating. Learning will take them longer, require more repetition, and skills may need to be adapted to their learning level.

According to The American Association on Mental Retardation (Luckasson et al, 2002), mental retardation can be classified into four degrees: mild mental retardation, moderate mental retardation, severe mental retardation, and the last is profound mental retardation. Mild mental retardation is defined as an IQ range between 50 and about 70, moderate mental retardation is an IQ range between 35 and 55, severe mental retardation is an IQ range between 20 and 40, and profound mental retardation is an IQ range between 20 or 25.

children with mild mental retardation because children with mild mental retardation are capable of studying under normal classroom conditions, with just a few modifications and accommodations. They just take a longer time and a little bit more effort to master a specific subject if they’re compared to children with normal mental health.

The teaching method applied for mild mentally retarded students will also be different from the teaching method for normal students. Therefore, in this research the researcher intends to study how to teach mild mentally retarded students so they can learn language like normal students.

The research is conducted at SLB-C Bakti Luhur Malang especially in the 6th class elementary school. The researcher is interested in conducting a research at SLB-C Bakti Luhur Malang because English has already been taught from elementary grade there. Normally, students with mental retardation start learning English from Junior High School because English is considered as a complex subject especially for students with intellectual disability. That’s why the researcher wants to know the method used by the teacher in teaching mentally retarded students at SLB-C Bakti Luhur Malang.

The reason why the researcher takes mental retardation as the main topic is to make people know more about the teaching method for mentally retarded children in learning English because teaching students with mental retardation will be different with normal children. Therefore, this study is entitled “A Case Study on The English Teaching Method for Mentally Retarded Students in SLB-C Bakti Luhur Malang”.

1.2 Problem of the Study

The problems in this study are :

1. What are the English teaching methods for mentally retarded students used by the teacher in SLB-C Bakti Luhur Malang?

2. How does the teacher implement the teaching method in the class? 3. What is the problem faced by the teacher in applying the English teaching

method?

4. How does the teacher cope with the problem faced in applying the English teaching method?

1.3 Purpose of the Study

The purpose of the study is to achieve a good result, that is to answer the problems of the study, which have been mentioned clearly before. They are formulated as follows:

1. To describe the English teaching method for mentally retarded students used by the teacher in SLB-C Bakti Luhur Malang.

2. To describe how the teacher implement the teaching method in the class. 3. To describe the problem faced by the teacher in applying the English teaching

method.

4. To describe the teacher’s way to cope with the problem faced in applying the English teaching method.

1.4 Significance of the Study

The researcher hopes that this study will have some significance and get the expected result. Generally, this study is expected to make the readers know the method in teaching English to mentally retarded students. Specifically, this study

will be useful for the teacher to improve the method in teaching mentally retarded students.

1.5 Scope and Limitation

The scope of the study is the English teaching method for mild mentally retarded students. And the limitation of the study is the teacher who teaches English at sixth grade class SLB-C Bakti Luhur Malang.

1.6 Definition of Key Terms

The researcher describes definition of key terms that correlate to the title in order to avoid misinterpretation of this thesis . The definition of key terms in this study are as follows:

 Case Study

A case study is an intensive analysis of an individual unit (as a person or community) stressing developmental factors in relation to environment. (Merriam-Webster’s dictionary: 2009)

 Teaching

Teaching is showing or helping someone to learn how to do something, giving instruction, guiding in the study of something, providing with knowledge, causing to know or understand (Brown: 2000).

 Method

Method is an overall plan for the orderly presentation of language material, no part of contradicts, and all of which is based upon the selected approach (Richard and Rodgers: 2001).

 Mental Retardation

A disability characterized by significant limitations both in intellectual functioning and in adaptive behavior, as expressed in conceptual, social, and practical adaptive skills. The disability originates before age 18 (AAMR: 2002).

 SLB-C Bakti Luhur Malang

SLB-C Bakti Luhur Malang is an educational foundation located in Malang, East Java, precisely its elementary school for mental retardation where this study is conducted.

CHAPTER I

INTRODUCTION

In this chapter, the researcher presents background of the study, problem of the study, purpose of the study, significance of the study, scope and limitation, and definition of key terms.

1.1 Background of the Study

Language is a tool of communication which is essential for human beings. Language is foremost as a means of communication, and communication almost always takes place within some sort of social context. That is why effective communication requires an understanding and recognition of the connections between a language and the people who use it (www.cambridge.org).

Because language is very important, all people need to learn language since they were born. Language becomes very important because of the function of the language itself, that is to make people able to communicate with others and to express what is in people’s mind. There are two kinds of language, they are native language and foreign language. Native language is a language that a person has spoken from earliest childhood (thefreedictionary.com). And foreign language is a language not spoken in the native country (thefreedictionary.com). People use native language to speak with people from the same country, but when people want to speak with people from other countries, they need to use a foreign language like English.

English has now become a global language which needs to be learned because this language is used by people all over the world. And nowadays, learning English has become a priority in every country especially in Indonesia. In

Indonesia, children start learning English by the age of 4 or 5 because many people assume that the younger their child learn English, the better their child’s English ability will be.

However, there are some children who were born with disabilities which make them difficult to learn language. Disability is an umbrella term, covering impairments, activity limitations, and participation restrictions (World Health Organization). For instance, children with hearing impairment who cannot hear a verbal language and children with visual impairment who cannot see any non-verbal language will have difficulties to learn language compared to normal children. It is also difficult for children with mental retardation to learn language although they don’t have any problems with their visual nor hearing ability, but they have problem with their intellectual.

Children with mental retardation learn more slowly than a normal child. They may take longer time to learn language, develop social skills, and take care of their personal needs, such as dressing or eating. Learning will take them longer, require more repetition, and skills may need to be adapted to their learning level.

According to The American Association on Mental Retardation (Luckasson et al, 2002), mental retardation can be classified into four degrees: mild mental retardation, moderate mental retardation, severe mental retardation, and the last is profound mental retardation. Mild mental retardation is defined as an IQ range between 50 and about 70, moderate mental retardation is an IQ range between 35 and 55, severe mental retardation is an IQ range between 20 and 40, and profound mental retardation is an IQ range between 20 or 25.

children with mild mental retardation because children with mild mental retardation are capable of studying under normal classroom conditions, with just a few modifications and accommodations. They just take a longer time and a little bit more effort to master a specific subject if they’re compared to children with normal mental health.

The teaching method applied for mild mentally retarded students will also be different from the teaching method for normal students. Therefore, in this research the researcher intends to study how to teach mild mentally retarded students so they can learn language like normal students.

The research is conducted at SLB-C Bakti Luhur Malang especially in the 6th class elementary school. The researcher is interested in conducting a research at SLB-C Bakti Luhur Malang because English has already been taught from elementary grade there. Normally, students with mental retardation start learning English from Junior High School because English is considered as a complex subject especially for students with intellectual disability. That’s why the researcher wants to know the method used by the teacher in teaching mentally retarded students at SLB-C Bakti Luhur Malang.

The reason why the researcher takes mental retardation as the main topic is to make people know more about the teaching method for mentally retarded children in learning English because teaching students with mental retardation will be different with normal children. Therefore, this study is entitled “A Case Study on The English Teaching Method for Mentally Retarded Students in SLB-C Bakti Luhur Malang”.

1.2 Problem of the Study

The problems in this study are :

1. What are the English teaching methods for mentally retarded students used by the teacher in SLB-C Bakti Luhur Malang?

2. How does the teacher implement the teaching method in the class? 3. What is the problem faced by the teacher in applying the English teaching

method?

4. How does the teacher cope with the problem faced in applying the English teaching method?

1.3 Purpose of the Study

The purpose of the study is to achieve a good result, that is to answer the problems of the study, which have been mentioned clearly before. They are formulated as follows:

1. To describe the English teaching method for mentally retarded students used by the teacher in SLB-C Bakti Luhur Malang.

2. To describe how the teacher implement the teaching method in the class. 3. To describe the problem faced by the teacher in applying the English teaching

method.

4. To describe the teacher’s way to cope with the problem faced in applying the English teaching method.

1.4 Significance of the Study

The researcher hopes that this study will have some significance and get the expected result. Generally, this study is expected to make the readers know the method in teaching English to mentally retarded students. Specifically, this study

will be useful for the teacher to improve the method in teaching mentally retarded students.

1.5 Scope and Limitation

The scope of the study is the English teaching method for mild mentally retarded students. And the limitation of the study is the teacher who teaches English at sixth grade class SLB-C Bakti Luhur Malang.

1.6 Definition of Key Terms

The researcher describes definition of key terms that correlate to the title in order to avoid misinterpretation of this thesis . The definition of key terms in this study are as follows:

 Case Study

A case study is an intensive analysis of an individual unit (as a person or community) stressing developmental factors in relation to environment. (Merriam-Webster’s dictionary: 2009)

 Teaching

Teaching is showing or helping someone to learn how to do something, giving instruction, guiding in the study of something, providing with knowledge, causing to know or understand (Brown: 2000).

 Method

Method is an overall plan for the orderly presentation of language material, no part of contradicts, and all of which is based upon the selected approach (Richard and Rodgers: 2001).

 Mental Retardation

A disability characterized by significant limitations both in intellectual functioning and in adaptive behavior, as expressed in conceptual, social, and practical adaptive skills. The disability originates before age 18 (AAMR: 2002).

 SLB-C Bakti Luhur Malang

SLB-C Bakti Luhur Malang is an educational foundation located in Malang, East Java, precisely its elementary school for mental retardation where this study is conducted.