CHAPTER III METHODOLOGY
This chapter discusses the methodology used in the research. There are five sections in the methodology, namely research method, research participants, research
instruments, data gathering techniques, and research procedure.
A. Research Method
This research was conducted to identify the English articulation problems faced by the hearing-speech defective students of SLBN 3 Yogyakarta and their
causes. It also concerned some possible solutions to overcome the problems. However, the object of the research, namely three students of SLBN 3 Yogyakarta,
was not meant to represent the whole population of students with hearing-speech defects.
Since the focus was laid on only one group of students, the method of the research was a case study. A case study has the qualitative value of providing
descriptive data. Ary, Jacobs, Razavieh 2002:440 define this type of research as follows:
“Case study is an in-depth study of a single unit, such as one individual, one group, one organization, one program, and so on. The goal is to arrive at a
detailed description and understanding of the entity.”
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Further, they explain that in a case study the researcher tries to discover all the variables that are important in the history or development of the subject. The
emphasis is on understanding why the individual or group does what he does and how behavior changes as the individual responds to the environment. A case study can
establish cause and effect, indeed one of their strengths is that a case study observes effects in real context Cohen Manion, 2000:181.
This method was chosen because the researcher did not have enough subject to conduct pre-experimental research which required more research subjects. The
small number of subjects in this research was due to the different levels of deafness and the difficulty in managing the class. Investigating the articulation problems was
done by identifying types of misarticulation produced by the seventh grade hearing- speech defective students of SLBN3 Yogyakarta.
B. Research Participants
The main research participants were the seventh grade hearing-speech defective students of SLBN 3 Yogyakarta consisting of three students. There were
three reasons for choosing them to be the subject of this study. First, they were fresh beginners of the English language as a foreign language. Second, they are better than
other classes in terms of their ability to receive information and produce words. In addition, they were more active than those in the other classes. The other research
participants were teachers and parents, who helped the researcher to find the information about the hearing- speech defective students.
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The research activities were conducted both at SLBN 3 Yogyakarta, which was located in Jl. Wates 147 Yogyakarta and in the participants’ houses. The data
collection was carried out twice a week, starting from April 07 to June 14, 2009. The presentation of students’ profiles containing the backgrounds and their
history of the hearing loss was described below. This was helpful for analyzing the problems. This part consists of the names of the participants, the levels of deafness,
the time when they began to show loss of hearing and their language development.
Student A: At the age of 11 months she fell and got some head injuries. By the age of 2 she
started to lose her hearing. After some examination, the doctor declared that she had a hearing defect. Her hearing was 73 dB - 81dB. The figures meant that this student
was categorized as deaf. After acquiring the hearing defect, her language capacity still increased. The difficulty in hearing did not make her withdraw from her
environment. This particular student was active. She asked many questions to her parents about everything. Her parents actively helped her in learning language,
especially pronunciation in her first language. The assistance that her parents provided brought a positive effect on her development in improving her memory,
making responses and receiving information.
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Student B: As pointed out by his parents during the interview, this student had the hearing
defect since the time he was born. He was born at 8 months of gestation. At the age of 2, he started to lose his hearing ability. After some examinations, he was declared to
be deaf. His hearing was 101dB - 95 dB. The parents gave him assistance and trained him to talk rather than use sign language to communicate. After some time with his
parent’s guidance and therapy in a specialized institution, his Indonesian language capacity developed. His pronunciation was clearer than before even though he
encountered problems to produce some sounds. At the age of 5 he had an accident which caused head injuries and his teeth broken. The doctor’s examination showed
that his head was badly injured. Again, at the age of 10, he had an accident. It was very probable that the series of accidents made his hearing deteriorate.
Student C: This child acquired hearing loss since his birth. The level of his deafness was 86
dB – 95 dB. This meant that the child was classified as deaf. He was born premature and had visual impairment as well. His left eye was blind. To communicate, he relied
on sign language and speech reading. His vocabulary was very limited, which made the parents and teachers difficult to communicate with him. The parents admitted that
they could not provide active and effective assistance because they sometimes did not understand his language. They found it difficult to explain new words to develop his
vocabulary and, furthermore, they did not know sign language.
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C. Research Instruments
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