DEVELOPING ENGLISH READING MATERIALS FOR GRADE IX DISABLED STUDENTS IN SLB MELATI A/B/C.
DEVELOPING ENGLISH READING MATERIALS FOR GRADE IX
DISABLED STUDENTS IN SLB MELATI A/B/C
A THESIS
Submitted to Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
By:
NURUL HUDA
Registration Number: 2122121050
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2017
ABSTRACT
Huda, Nurul. Registration Number: 2122121050. Developing English
Reading Materials for Grade IX Disabled Students in SLB Melati A/B/C. A
Thesis. English Education Program, State University of Medan, 2017
This study aimed to design English reading materials needed for disabled students
class B (Hearing Impairments Class) of SLB Melati A/B/C and develop English
reading materials for disabled students class B (Hearing Impairments Class) of
SLB Melati A/B/C. The research was conducted by Research and Development
(R & D) design through six steps; gathering information and data, need Analysis,
designing materials, validating by experts, revising, and final product. It was
conducted in SLB Melati A/B/C, especially grade IX class B (Hearing
Imparments Class). The data were gathered by administering interview and
distributing questionnaire to 7 respondents to get the students’ needs. The
interview and questionnaire results proved that the students need English reading
materials which suitable for them, related to their environtment and constructed
by familiar vocabularies. Thus, developing material is procedure text. The
procedure texts tell about how to make chicken nugget, ginger milk, meat ball
soup sausage and direction to consume a drug. The products have been validated
by experts. The average scores are 80% from English teacher and 78% from
English lecturer. It means the developing materials categorized as appropriate or
suitable for disabled student class B (Hearing Impairments Class) grade IX.
Keywords: Research and Development (R & D), Reading Materials, Disabled
Students
i
ACKNOWLEDGEMENT
Praise be Allah, the cherisher and sustainer of the world, that has given
His blessing, sturdiness, and patience, so that the researcher can finish her thesis
as a partial fulfillment of the requirement for the degree of Sarjana Pendidikan.
In writing this thesis, she has encountered a lot of difficulties since
the beginning to the last; many people have directly helped her in finishing
this thesis. She would like to acknowledge her deep gratitude for all of them for
their generous guidance and assistance:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages
and Arts, State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department.
Nora Ronita Dewi, S.Pd., S.S., M.Hum. the Head of English
Education Program.
Prof. Dr. Busmin Gurning, M.Pd. and Immanuel Prasetya
Gintings, S.S, M.Hum, the great and respective thesis advisors who
has kindly given their valuable time to advice, guide, and support to
her.
Prof. Amrin Saragih, M.A., Ph.D, the validator of her reading
materials
SLB Melati A/B/C educators and staffs who have supported her to
conduct the research and collect the data especially to Rofiqoh
Batubara, S.Pd., the validator of her reading materials and Darlis,
S.Sos. who has supported and helped her giving information about
SLB Melati A/B/C.
ii
Her beloved parents, Alm. Syamsuwirman and Iriani., who have
given a lot of loves, cares, prayers, supports, and advices.
He beloved brothers Irwan Doni, Suhaifi and Muhmmad Yani, and
Daim Faimal, who have given a lot of loves, cares, prayers, supports,
and advices.
Her beloved sisters from another mother and father, Diah Arrrini,
Khairati Husna, Nazmah Bidari, Fauziah, Wahdini Siregar, and
Rezni Syafitri, who have colored her live with loves, laughter, cares
and supports.
Her beloved brother-parent-best friend-darling, Doni Kurniawan.,
who has accompanied her life with a lot of loves, prayers, and
motivations.
Her best friends, the Crayons, Anggita Kasanra Lubis, Sylvia F
Taruna, Theresia Manalu, Yeslika Debora, and Andika Pratama,
who have colored her life with loves, laughter, and supports.
Her guardian devil, M. Arif and Swidanti Annisa who has given her
supports and motivation.
Her one step closer mates, Zhana Sabrina, Rika Wahyuni, Nayara
Hafiza, Dara Yulianti, and Irma Andriani, who have given her alot
of supports.
Her friends in Regular 2012 C who have made cheerful and spirit
days at class.
Medan, April 2017
The writer,
Nurul Huda
Reg.No. 2122121050
iii
TABLE OF CONTENT
Page
ABSTRACT .......................................................................................................i
ACKNOWLEDGEMENT ................................................................................ii
TABLE OF CONTENT ....................................................................................iv
LIST OF FIGURE.............................................................................................vi
LIST OF TABLES ............................................................................................vii
LIST OF APPENDICES...................................................................................viii
CHAPTER I INTRODUCTION ......................................................................1
A. The Background of Study ............................................................1
B. The Problem of Study..................................................................5
C. The Objective of Study ................................................................5
D. The Scope of Study .....................................................................5
E. The Significance of Study ...........................................................6
CHAPTER II REVIEW OF LITERATURE .................................................7
A. Theoretical Framework ................................................................7
1. Reading Comrehension ..........................................................7
2. Reading Materials ...................................................................8
3. Procedure Text........................................................................9
4. Material Development ............................................................10
5. Disabled Student .....................................................................14
a. Hearing impairments ........................................................14
B. Need Analysis .............................................................................16
C. Relevant Studies..........................................................................19
D. Conceptual Framework ...............................................................20
CHAPTER III RESEARCH METHODOLOGY ..........................................22
A. Research Design .........................................................................23
B. The Subject of Research .............................................................23
C. Instrument of Data Collection.....................................................23
D. Material Development ................................................................24
CHAPTER IV MATERIAL DEVELOPMENT ............................................26
A. Gathering Information and Data ..................................................26
B. Need Analysis ..............................................................................27
C. Materials Design ..........................................................................30
D. Validating by Experts ..................................................................36
E. Revising New Materials ..............................................................37
F. Revised-Developing Materials (Final Product) ...........................38
CHAPTER V CONCLUSION AND SUGGESTION ....................................39
A. Conclusion ...................................................................................39
B. Suggestion ...................................................................................39
iv
REFERENCES ..................................................................................................41
APPENDICES ...................................................................................................44
v
LIST OF TABLES
Page
Table 4.1 The Reason of Learning English ........................................................26
Table 4.2 The Supportive Factors in Learning English ......................................26
Table 4.3 The Students' Reaction in Reading English text.................................26
Table 4.4 The Students’ Proficiency Level of Reading English Text.................26
Table 4.5 Students’ Reluctance in Reading English Text...................................27
Table 4.6 The Difficulty Factors in Understanding English Text.......................27
Table 4.6 The Difficulty Factors in Understanding English Text.......................27
Table 4.7 The Validating by English Teacher.....................................................36
Table 4.8 The Validating by English Lecturer....................................................36
vii
LIST OF FIGURE
Page
Figure 2.1. Chart of Material Development ....................................................24
vi
LIST OF APPENDICES
Page
Appendix A. Existing Materials..........................................................................42
Appendix B. Need Analysis Questionaire ..........................................................43
Appendix C. Interview ........................................................................................47
Appendix D. Validating Sheet ............................................................................48
Appendix E. Revised-Developing Materials.......................................................54
Appendix F. Core and Basic Competencies ........................................................60
viii
1
CHAPTER I
INTRODUCTION
A.
The Background of Study
Disabled student or student with disabilities means student who require
special education because of autism, communication disorders, hearing
impairments, visual impairments, and intellectual disability or having learning
difficulties. There are 80.036 disabled students in Indonesia. Meanwhile, in North
Sumatera there are 2.005 disabled students; data based on the Indonesia
Educational Statistics in Brief 2011/2012 (Ministry of Education and Culture,
2012).Some of disabled students can be educated with other children of the same
age who are not disabled. Others must go to special schools. Moreover according
to constitution, Pasal 15 UU No. 20 tahun 2003 about Sisdiknas, the education for
children with special needs is special education or special school. Special school
is specifically made for disabled students with disabilities or other problems that
need special treatments. There are 1924 special schools in Indonesia but there are
only 54 special schools in North Sumatera based on the Indonesia Educational
Statistics in Brief 2011/2012 (Ministry of Education and Culture, 2012).
In School-Based Curriculum (KTSP), disabled student in general school
must learn 10 subjects; they are Religion, Civics, Bahasa, English, Mathematics,
Natural Saints, Social Saints, Arts and Culture, Sports, Information and
Communication Technology while disabled student who learn in a special school
must learn 9 subjects; they are Bahasa, English, Mathematics, Natural Science,
1
2
Social Science, Religion, Sports, Civics, and Skills. For Skills, disabled student
choose one of any skills that offered by school. Irawan And Fajrianto (2012:1)
emphasize skills which is taught in special school is different with other special
school, this is depend on the facilities of the school
Learning process cannot be separated from the teaching materials.
Kulowani (2005:2) states that teaching sets such as syllabus, lesson plans,
textbooks, and media are prepared as a guideline in the implementation of
teaching and learning. Teacher has an important role to select the suitable material
for student (Spelleri in Sarapli, 2011:38). Blagojevic (2013:123) Emphasizes that
teaching materials must be prepared in accordance with the needs of learners so
that learners are able to achieve the learning objectives because they are truly
motivated to study only if teaching material constantly addresses their needs,
especially textbook as a source of learning relates directly to the level of skills and
knowledge of learners.
Textbooks produced by publishers are prepared in accordance with a set
curriculum in the education system of Indonesia. However, this textbook is only
able to fulfill the needs of learners who are in public schools. Other kinds of
school, such as special schools certainly have different special needs to learners
who are in general schools.
English has four language skills to be dominated by learners; they are
reading, writing, listening and speaking. From the fourth skills, reading is a
receptive skill which as a fundamental to build the knowledge and insight of
learners. Generally reading skills practice is done through reading comprehension
3
contained in the genre of the text in a textbook. After disabled student read the
text, they are instructed to answer questions related to the text.
Unfortunately reading skills is only goal-oriented rather than process. The
ability of reading skills is measured by the extent to which learners are able to
answer such questions. Supposedly reading material is also able to provide insight
in accordance with the needs of the disabled student, because in the process of
reading, disabled student use their background knowledge and integrate it with
new knowledge through text they read.
Research findings found by Sari, Tarjana, Rochsantiningsih (2013) stated
that standard curriculum for SMPLB YKAB Surakarta is equal as those applied in
regular school. That is why special schools nowadays use the same textbooks
which are used in regular schools too, which means disabled students learn the
same materials with regular student. This also happens at SMPLB Melati A/B/C
Medan. The textbook they use is ‘Interactive English for Junior High School’
written by Emalia Iragiliati, Iswahyuni, Farida Ulfa, Maria Anunsiata, and Fitri
Hariana based on KTSP 2006. This textbook is general textbook for Junior High
School Level which is also used by regular school in Indonesia. There is no
difference between text for regular student and disabled student at all. Whereas
according to Muna (2014) the English teacher should provide or adapt reading
materials at appropriate reading level. So, it is a necessity for teachers of special
schools to prepare and teach reading materials that are suitable with the ability as
well as disability of disabled student.
4
Moreover, here are some procedural texts which are learned by disabled
students in the textbook:
Text 1
A facsimile (fax) machine can transmit text and photographs by
telephone to a receiving machine for a few second later.
The first fax machine appeared in 1843. It consisted of a pendulum
which scanned raised lettering and sent out electrical pulses. The first
fax service was set up in 1926. From that time on, fax machines are
still used regularly at the bank, post office etc......
Text 2
Traveling is a nice experience that you want yout family or friends to
know about it. You can sent letters through the post office.
In Paris, large post offices (PTT) are normally open from Monday to
Friday 8 am to 7 pm and Saturday from 8 am to noon. The other small
posts offices have shorter work hours. Here is how you should do if
you want to sent your loved ones....
Activity that students do after reading the texts above is finding the goal,
requirements, steps, and evaluation and aswer questions. Students can find the
goal, requirements, steps, and evaluation but they can’t answer the question
correctly. There are seven question from the two texts above, but they just can
answer 3 question correctly. While the students are expected to comprehend the
text, activate their minds and motivate their engagements with the text. Moreover,
after interviewing the English teacher, she said that the reading text is too difficult
for her students.
Because of the condition above, it is needed to develop a good reading
material that suitable for disabled students based on their need analysis. This is
supported by Muna (2014) states that the teacher of English should provide or
adapt reading materials at appropriate reading level. So, it is a necessity for
5
teachers of special schools to prepare and teach reading materials that are suitable
with the ability as well as disability of disabled student.
B.
The Problems of Study
Based on the identifications of problem below, the problems of study were:
1.
what kind of English reading materials are needed by disabled
students clas B ( hearing impairments class )of SLB Melati A/B/C?
2.
how should English reading materials be developed for disabled
students clas B ( hearing impairments class )of SLB Melati A/B/C?
C.
The Objectives of Study
The objectives of study were:
1.
to analyze English reading materials needed by disabled students clas
B ( hearing impairments class )of SLB Melati A/B/C.
2.
to develop English reading materials for disabled students clas B (
hearing impairments class )of SLB Melati A/B/C.
D.
The Scope of Study
The scope of this study was to develop reading materials based on disabled
students’ needs. Those will be applied to the grade IX class B (hearing
impairments) of SLB Melati A/B/C. The skill that will be concerned on is reading
comprehension, especially in procedure text.
6
E.
The Significance of the Study
The finding of this research could be useful to teachers theoretically and
practically in providing information about developing teaching materials.
Theoretically, this study can provide information and theories about
developing English reading materials to the teachers. Meanwhile, practically it
can be reference to teacher especially in Special School in attempt to develop
teaching materials. Teacher could see the importance of having teacher-developed
materials for disabled student in learning process.
Moreover the disabled students can get more motivation to learn English. It
would increase disabled students’ achievement in English. In addition, this study
can be a reference to the next researchers who want to conduct a research about
developing teaching materials for disabled student.
39
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
The students of SLB Melati A/B/C needed reading materials which could
support their learning activity and environment. After analyzing the data from
syllabus, lesson plan and textbook, the writer found that the existing materials
were not necessary for disabled student (hearing impairments students). The
solution for them is by developing new reading materials.
The English reading materials should be developed through 6 steps, they
were; 1) Gathering information and data, 2) Need Analysis, 3) Designing
materials, 4) Validating by experts, 5) Revising materials based on experts’
suggestion, 6) Revised-developing reading materials (final product).
These developed materials are based on their English proficiency which is for
Junior High School disabled students in grade IX class B (Hearing Impairments
Class).
B. Suggestion
In relation to the conclusion above, the writer suggested the institution,
English teachers and other researchers.
For the institution, they should find the books which proper to the students’
proficiency. The number of references of English reading materials had to be
39
40
increased to ease the students learning English. Institution also should consider
the syllabus when choosing textbook for school. Institution should choose
textbook which agree with the syllabus from government.
For teacher, he or she should regularly analyze the students' needs and
proficiency to choose the most appropriate and best materials for students. The
learning process can be successful if the reading materials were useful for the
students' daily life and learning environment. And appropriate materials can
motivate students to gain their achievements.
Last is for other researcher, those should find many references to support in
developing reading materials. The open questions of questionnaire should be
considered to give the students’ chance to express their wants in new reading.
41
REFERENCES
Blagojević, S 2013. Original Texts As Authentic ESP Teaching Material–The
Case Of Philosophy. Journal of English for Specific Purposes at Tertiary
Level Vol.1 No.1.
Borg & Gall. 1983. Education Research. New York: Longman.
Bowman, C A.and Jaeger, P T. 2004. A Guide to High School Success for
Students with Disabilities. America: Greenwood Press
Cakraningrat, B and Fakhrukddiana, F. Kesiapan Belajar Siswa Tuna Rungu Yang
Menempuh Pendidikan Inklusi. Yogyakatra : Humanitas 12(2) 73 – 81
CDC (Centers for Disease Control and Prevention). 2010. Simply Put a Guide for
Creating Easy to Understand Materials (Third Edition).
Dick, W., Carey, L., and Carey, J. O. 2005. The Systematic Design of Instruction
Sixth Edition. Boston: Pearson.
Emzir. 2014. Metodologi Penelitian Pendidikan. Jakarta : Raja Grafindo Persada
Essossomo, S M. (2013). The English language teaching enterprise in the
Postcolonial Cameroon: A focus on the framework of needs analysis.
Basic Research Journal of Education Research and Review ISSN 23156872 Vol. 2(9) pp. 124-133.
Haenudin. (2013). Pendidikan anak berkebutuhan khusus tunarungu. Jakarta:
Luxima
Harsono, Y.M.2007. Developing Learning
Purposes.TEFLIN Journal, Vol. 18.
Materials
for
Specific
Hernawati, Tati. 2007. Pengembangan Kemampuan Berbahasa Dan Berbicara
Anak Tuna Rungu. Bandung : JASSI_anakku 7(1)
Houston, D and Torgesen, J. 2004. Teaching Student with Moderate Disabilities
to Read: Insights from Research. State of Florida: Florida Department of
Education.
Ichsanda, B. 2013. Developing English Reading Materials for Student of SMAN 1
Kabanjahe. Undergraduate Thesis. Medan :State University of Medan
41
42
Jenkinson, J C. 2002. Mainstream or Special?Educating Students with
Disabilities. London and New York: Rouledge
Kulowani, W. 2015. Developing English Reading Materials for Student of Islamic
Boarding School. Undergraduate Thesis. Medan :State University of
Medan
Muna, M. 2014. English Language Teaching for Deaf Students
Nida, F L K. 2013. Komunikasi Bagi Anak Berkebutuhan Khusus. At Tabsyir :
Komunikasi Penyiaran Islam.163-189
Pujaningsih. 2010. Perkembangan Bahasa dan Gangguan Bahasa pada Anak
Berkebutuhan Khusus. Yogyakarta : Jurnal Pendidikan Khusus. 6 (1) 4253
Putrawan, I W. 2013. Developing English Materials for the Eleventh Grade
Students of SmkTriatma Jaya Singaraja with the Insertion of the Values of
Nation Character. Singaraja: Universitas Pendidikan Ganesha(Vol.1)
Rahmawati, F. 2010. Using Picture-Stories to Improve the Students’ Reading
Comprehension ( A Classroom Action Research Conducted at the Eighth
Grade of SMP N 1 Tasikmadu Karanganyar in the 2009/2010 Academic
Year)
Sarapli, O. 2011. The Use of Authentic Materials in the Second Language
Classrooms: Advantages and Disadvantages. Ankara University TÖMER
Language Journal, 4(15).
Sari, A L., tarjana, S S., dan Rochsantiningsih, D. 2013. The Implementation of
English Teaching and Learning Process to Students with Visual
Impairment. (Pp. 1-11)
Septiani, F. 2014. Developing Reading Text Materials for Vocational School.
Undergraduate Thesis. Medan :State University of Medan
Sulastri. 2013. Improving Communication Skills Through Methods Total In
Children Deaf Communication Medium Class II Kartini SLB Batam.
Padang : Universitas Negeri Padang – Jurnal Ilmiah Pendidikan Khusus.
1(2)
Tankersley, K. 2003. Threads of Reading: Strategies for Literacy Development.
United State of America: Association for Supervision and Curriculum
Development
Tomlinson, B. 2011. Material Development in Language Teaching (Second
Edition). United Kingdom: Cambridge University Press
43
Westwood, P S. 2009. What Teachers Need to Know about Student with
Disabilities. Australia: ACER Press
Widyaiswara, R. 2015. Pengembangan Bahasa Bagi Anak Tuna Rungu – Wicara
Tingkat TKLB di SLB – B (Tuna Rungu). Artikel E‐Buletin LPMP SulSel
Winarsih, M. 2010. Pembelajaran Bahasa Bagi Anak Tuna Rungu. Jakarta:
Universitas Negeri jakarta, Perspetive Ilmu Pendidikan 22. 103-113
Wyatt, M. 2011. Becoming a Do-it-yourself Designer of English Language
Teaching Materials. Forum: Qualitative Social Research. Institute for
Qualitative Research and the Center for Digital Systems, Freie Universität
Berlin. 12(1)
DISABLED STUDENTS IN SLB MELATI A/B/C
A THESIS
Submitted to Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
By:
NURUL HUDA
Registration Number: 2122121050
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2017
ABSTRACT
Huda, Nurul. Registration Number: 2122121050. Developing English
Reading Materials for Grade IX Disabled Students in SLB Melati A/B/C. A
Thesis. English Education Program, State University of Medan, 2017
This study aimed to design English reading materials needed for disabled students
class B (Hearing Impairments Class) of SLB Melati A/B/C and develop English
reading materials for disabled students class B (Hearing Impairments Class) of
SLB Melati A/B/C. The research was conducted by Research and Development
(R & D) design through six steps; gathering information and data, need Analysis,
designing materials, validating by experts, revising, and final product. It was
conducted in SLB Melati A/B/C, especially grade IX class B (Hearing
Imparments Class). The data were gathered by administering interview and
distributing questionnaire to 7 respondents to get the students’ needs. The
interview and questionnaire results proved that the students need English reading
materials which suitable for them, related to their environtment and constructed
by familiar vocabularies. Thus, developing material is procedure text. The
procedure texts tell about how to make chicken nugget, ginger milk, meat ball
soup sausage and direction to consume a drug. The products have been validated
by experts. The average scores are 80% from English teacher and 78% from
English lecturer. It means the developing materials categorized as appropriate or
suitable for disabled student class B (Hearing Impairments Class) grade IX.
Keywords: Research and Development (R & D), Reading Materials, Disabled
Students
i
ACKNOWLEDGEMENT
Praise be Allah, the cherisher and sustainer of the world, that has given
His blessing, sturdiness, and patience, so that the researcher can finish her thesis
as a partial fulfillment of the requirement for the degree of Sarjana Pendidikan.
In writing this thesis, she has encountered a lot of difficulties since
the beginning to the last; many people have directly helped her in finishing
this thesis. She would like to acknowledge her deep gratitude for all of them for
their generous guidance and assistance:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages
and Arts, State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department.
Nora Ronita Dewi, S.Pd., S.S., M.Hum. the Head of English
Education Program.
Prof. Dr. Busmin Gurning, M.Pd. and Immanuel Prasetya
Gintings, S.S, M.Hum, the great and respective thesis advisors who
has kindly given their valuable time to advice, guide, and support to
her.
Prof. Amrin Saragih, M.A., Ph.D, the validator of her reading
materials
SLB Melati A/B/C educators and staffs who have supported her to
conduct the research and collect the data especially to Rofiqoh
Batubara, S.Pd., the validator of her reading materials and Darlis,
S.Sos. who has supported and helped her giving information about
SLB Melati A/B/C.
ii
Her beloved parents, Alm. Syamsuwirman and Iriani., who have
given a lot of loves, cares, prayers, supports, and advices.
He beloved brothers Irwan Doni, Suhaifi and Muhmmad Yani, and
Daim Faimal, who have given a lot of loves, cares, prayers, supports,
and advices.
Her beloved sisters from another mother and father, Diah Arrrini,
Khairati Husna, Nazmah Bidari, Fauziah, Wahdini Siregar, and
Rezni Syafitri, who have colored her live with loves, laughter, cares
and supports.
Her beloved brother-parent-best friend-darling, Doni Kurniawan.,
who has accompanied her life with a lot of loves, prayers, and
motivations.
Her best friends, the Crayons, Anggita Kasanra Lubis, Sylvia F
Taruna, Theresia Manalu, Yeslika Debora, and Andika Pratama,
who have colored her life with loves, laughter, and supports.
Her guardian devil, M. Arif and Swidanti Annisa who has given her
supports and motivation.
Her one step closer mates, Zhana Sabrina, Rika Wahyuni, Nayara
Hafiza, Dara Yulianti, and Irma Andriani, who have given her alot
of supports.
Her friends in Regular 2012 C who have made cheerful and spirit
days at class.
Medan, April 2017
The writer,
Nurul Huda
Reg.No. 2122121050
iii
TABLE OF CONTENT
Page
ABSTRACT .......................................................................................................i
ACKNOWLEDGEMENT ................................................................................ii
TABLE OF CONTENT ....................................................................................iv
LIST OF FIGURE.............................................................................................vi
LIST OF TABLES ............................................................................................vii
LIST OF APPENDICES...................................................................................viii
CHAPTER I INTRODUCTION ......................................................................1
A. The Background of Study ............................................................1
B. The Problem of Study..................................................................5
C. The Objective of Study ................................................................5
D. The Scope of Study .....................................................................5
E. The Significance of Study ...........................................................6
CHAPTER II REVIEW OF LITERATURE .................................................7
A. Theoretical Framework ................................................................7
1. Reading Comrehension ..........................................................7
2. Reading Materials ...................................................................8
3. Procedure Text........................................................................9
4. Material Development ............................................................10
5. Disabled Student .....................................................................14
a. Hearing impairments ........................................................14
B. Need Analysis .............................................................................16
C. Relevant Studies..........................................................................19
D. Conceptual Framework ...............................................................20
CHAPTER III RESEARCH METHODOLOGY ..........................................22
A. Research Design .........................................................................23
B. The Subject of Research .............................................................23
C. Instrument of Data Collection.....................................................23
D. Material Development ................................................................24
CHAPTER IV MATERIAL DEVELOPMENT ............................................26
A. Gathering Information and Data ..................................................26
B. Need Analysis ..............................................................................27
C. Materials Design ..........................................................................30
D. Validating by Experts ..................................................................36
E. Revising New Materials ..............................................................37
F. Revised-Developing Materials (Final Product) ...........................38
CHAPTER V CONCLUSION AND SUGGESTION ....................................39
A. Conclusion ...................................................................................39
B. Suggestion ...................................................................................39
iv
REFERENCES ..................................................................................................41
APPENDICES ...................................................................................................44
v
LIST OF TABLES
Page
Table 4.1 The Reason of Learning English ........................................................26
Table 4.2 The Supportive Factors in Learning English ......................................26
Table 4.3 The Students' Reaction in Reading English text.................................26
Table 4.4 The Students’ Proficiency Level of Reading English Text.................26
Table 4.5 Students’ Reluctance in Reading English Text...................................27
Table 4.6 The Difficulty Factors in Understanding English Text.......................27
Table 4.6 The Difficulty Factors in Understanding English Text.......................27
Table 4.7 The Validating by English Teacher.....................................................36
Table 4.8 The Validating by English Lecturer....................................................36
vii
LIST OF FIGURE
Page
Figure 2.1. Chart of Material Development ....................................................24
vi
LIST OF APPENDICES
Page
Appendix A. Existing Materials..........................................................................42
Appendix B. Need Analysis Questionaire ..........................................................43
Appendix C. Interview ........................................................................................47
Appendix D. Validating Sheet ............................................................................48
Appendix E. Revised-Developing Materials.......................................................54
Appendix F. Core and Basic Competencies ........................................................60
viii
1
CHAPTER I
INTRODUCTION
A.
The Background of Study
Disabled student or student with disabilities means student who require
special education because of autism, communication disorders, hearing
impairments, visual impairments, and intellectual disability or having learning
difficulties. There are 80.036 disabled students in Indonesia. Meanwhile, in North
Sumatera there are 2.005 disabled students; data based on the Indonesia
Educational Statistics in Brief 2011/2012 (Ministry of Education and Culture,
2012).Some of disabled students can be educated with other children of the same
age who are not disabled. Others must go to special schools. Moreover according
to constitution, Pasal 15 UU No. 20 tahun 2003 about Sisdiknas, the education for
children with special needs is special education or special school. Special school
is specifically made for disabled students with disabilities or other problems that
need special treatments. There are 1924 special schools in Indonesia but there are
only 54 special schools in North Sumatera based on the Indonesia Educational
Statistics in Brief 2011/2012 (Ministry of Education and Culture, 2012).
In School-Based Curriculum (KTSP), disabled student in general school
must learn 10 subjects; they are Religion, Civics, Bahasa, English, Mathematics,
Natural Saints, Social Saints, Arts and Culture, Sports, Information and
Communication Technology while disabled student who learn in a special school
must learn 9 subjects; they are Bahasa, English, Mathematics, Natural Science,
1
2
Social Science, Religion, Sports, Civics, and Skills. For Skills, disabled student
choose one of any skills that offered by school. Irawan And Fajrianto (2012:1)
emphasize skills which is taught in special school is different with other special
school, this is depend on the facilities of the school
Learning process cannot be separated from the teaching materials.
Kulowani (2005:2) states that teaching sets such as syllabus, lesson plans,
textbooks, and media are prepared as a guideline in the implementation of
teaching and learning. Teacher has an important role to select the suitable material
for student (Spelleri in Sarapli, 2011:38). Blagojevic (2013:123) Emphasizes that
teaching materials must be prepared in accordance with the needs of learners so
that learners are able to achieve the learning objectives because they are truly
motivated to study only if teaching material constantly addresses their needs,
especially textbook as a source of learning relates directly to the level of skills and
knowledge of learners.
Textbooks produced by publishers are prepared in accordance with a set
curriculum in the education system of Indonesia. However, this textbook is only
able to fulfill the needs of learners who are in public schools. Other kinds of
school, such as special schools certainly have different special needs to learners
who are in general schools.
English has four language skills to be dominated by learners; they are
reading, writing, listening and speaking. From the fourth skills, reading is a
receptive skill which as a fundamental to build the knowledge and insight of
learners. Generally reading skills practice is done through reading comprehension
3
contained in the genre of the text in a textbook. After disabled student read the
text, they are instructed to answer questions related to the text.
Unfortunately reading skills is only goal-oriented rather than process. The
ability of reading skills is measured by the extent to which learners are able to
answer such questions. Supposedly reading material is also able to provide insight
in accordance with the needs of the disabled student, because in the process of
reading, disabled student use their background knowledge and integrate it with
new knowledge through text they read.
Research findings found by Sari, Tarjana, Rochsantiningsih (2013) stated
that standard curriculum for SMPLB YKAB Surakarta is equal as those applied in
regular school. That is why special schools nowadays use the same textbooks
which are used in regular schools too, which means disabled students learn the
same materials with regular student. This also happens at SMPLB Melati A/B/C
Medan. The textbook they use is ‘Interactive English for Junior High School’
written by Emalia Iragiliati, Iswahyuni, Farida Ulfa, Maria Anunsiata, and Fitri
Hariana based on KTSP 2006. This textbook is general textbook for Junior High
School Level which is also used by regular school in Indonesia. There is no
difference between text for regular student and disabled student at all. Whereas
according to Muna (2014) the English teacher should provide or adapt reading
materials at appropriate reading level. So, it is a necessity for teachers of special
schools to prepare and teach reading materials that are suitable with the ability as
well as disability of disabled student.
4
Moreover, here are some procedural texts which are learned by disabled
students in the textbook:
Text 1
A facsimile (fax) machine can transmit text and photographs by
telephone to a receiving machine for a few second later.
The first fax machine appeared in 1843. It consisted of a pendulum
which scanned raised lettering and sent out electrical pulses. The first
fax service was set up in 1926. From that time on, fax machines are
still used regularly at the bank, post office etc......
Text 2
Traveling is a nice experience that you want yout family or friends to
know about it. You can sent letters through the post office.
In Paris, large post offices (PTT) are normally open from Monday to
Friday 8 am to 7 pm and Saturday from 8 am to noon. The other small
posts offices have shorter work hours. Here is how you should do if
you want to sent your loved ones....
Activity that students do after reading the texts above is finding the goal,
requirements, steps, and evaluation and aswer questions. Students can find the
goal, requirements, steps, and evaluation but they can’t answer the question
correctly. There are seven question from the two texts above, but they just can
answer 3 question correctly. While the students are expected to comprehend the
text, activate their minds and motivate their engagements with the text. Moreover,
after interviewing the English teacher, she said that the reading text is too difficult
for her students.
Because of the condition above, it is needed to develop a good reading
material that suitable for disabled students based on their need analysis. This is
supported by Muna (2014) states that the teacher of English should provide or
adapt reading materials at appropriate reading level. So, it is a necessity for
5
teachers of special schools to prepare and teach reading materials that are suitable
with the ability as well as disability of disabled student.
B.
The Problems of Study
Based on the identifications of problem below, the problems of study were:
1.
what kind of English reading materials are needed by disabled
students clas B ( hearing impairments class )of SLB Melati A/B/C?
2.
how should English reading materials be developed for disabled
students clas B ( hearing impairments class )of SLB Melati A/B/C?
C.
The Objectives of Study
The objectives of study were:
1.
to analyze English reading materials needed by disabled students clas
B ( hearing impairments class )of SLB Melati A/B/C.
2.
to develop English reading materials for disabled students clas B (
hearing impairments class )of SLB Melati A/B/C.
D.
The Scope of Study
The scope of this study was to develop reading materials based on disabled
students’ needs. Those will be applied to the grade IX class B (hearing
impairments) of SLB Melati A/B/C. The skill that will be concerned on is reading
comprehension, especially in procedure text.
6
E.
The Significance of the Study
The finding of this research could be useful to teachers theoretically and
practically in providing information about developing teaching materials.
Theoretically, this study can provide information and theories about
developing English reading materials to the teachers. Meanwhile, practically it
can be reference to teacher especially in Special School in attempt to develop
teaching materials. Teacher could see the importance of having teacher-developed
materials for disabled student in learning process.
Moreover the disabled students can get more motivation to learn English. It
would increase disabled students’ achievement in English. In addition, this study
can be a reference to the next researchers who want to conduct a research about
developing teaching materials for disabled student.
39
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
The students of SLB Melati A/B/C needed reading materials which could
support their learning activity and environment. After analyzing the data from
syllabus, lesson plan and textbook, the writer found that the existing materials
were not necessary for disabled student (hearing impairments students). The
solution for them is by developing new reading materials.
The English reading materials should be developed through 6 steps, they
were; 1) Gathering information and data, 2) Need Analysis, 3) Designing
materials, 4) Validating by experts, 5) Revising materials based on experts’
suggestion, 6) Revised-developing reading materials (final product).
These developed materials are based on their English proficiency which is for
Junior High School disabled students in grade IX class B (Hearing Impairments
Class).
B. Suggestion
In relation to the conclusion above, the writer suggested the institution,
English teachers and other researchers.
For the institution, they should find the books which proper to the students’
proficiency. The number of references of English reading materials had to be
39
40
increased to ease the students learning English. Institution also should consider
the syllabus when choosing textbook for school. Institution should choose
textbook which agree with the syllabus from government.
For teacher, he or she should regularly analyze the students' needs and
proficiency to choose the most appropriate and best materials for students. The
learning process can be successful if the reading materials were useful for the
students' daily life and learning environment. And appropriate materials can
motivate students to gain their achievements.
Last is for other researcher, those should find many references to support in
developing reading materials. The open questions of questionnaire should be
considered to give the students’ chance to express their wants in new reading.
41
REFERENCES
Blagojević, S 2013. Original Texts As Authentic ESP Teaching Material–The
Case Of Philosophy. Journal of English for Specific Purposes at Tertiary
Level Vol.1 No.1.
Borg & Gall. 1983. Education Research. New York: Longman.
Bowman, C A.and Jaeger, P T. 2004. A Guide to High School Success for
Students with Disabilities. America: Greenwood Press
Cakraningrat, B and Fakhrukddiana, F. Kesiapan Belajar Siswa Tuna Rungu Yang
Menempuh Pendidikan Inklusi. Yogyakatra : Humanitas 12(2) 73 – 81
CDC (Centers for Disease Control and Prevention). 2010. Simply Put a Guide for
Creating Easy to Understand Materials (Third Edition).
Dick, W., Carey, L., and Carey, J. O. 2005. The Systematic Design of Instruction
Sixth Edition. Boston: Pearson.
Emzir. 2014. Metodologi Penelitian Pendidikan. Jakarta : Raja Grafindo Persada
Essossomo, S M. (2013). The English language teaching enterprise in the
Postcolonial Cameroon: A focus on the framework of needs analysis.
Basic Research Journal of Education Research and Review ISSN 23156872 Vol. 2(9) pp. 124-133.
Haenudin. (2013). Pendidikan anak berkebutuhan khusus tunarungu. Jakarta:
Luxima
Harsono, Y.M.2007. Developing Learning
Purposes.TEFLIN Journal, Vol. 18.
Materials
for
Specific
Hernawati, Tati. 2007. Pengembangan Kemampuan Berbahasa Dan Berbicara
Anak Tuna Rungu. Bandung : JASSI_anakku 7(1)
Houston, D and Torgesen, J. 2004. Teaching Student with Moderate Disabilities
to Read: Insights from Research. State of Florida: Florida Department of
Education.
Ichsanda, B. 2013. Developing English Reading Materials for Student of SMAN 1
Kabanjahe. Undergraduate Thesis. Medan :State University of Medan
41
42
Jenkinson, J C. 2002. Mainstream or Special?Educating Students with
Disabilities. London and New York: Rouledge
Kulowani, W. 2015. Developing English Reading Materials for Student of Islamic
Boarding School. Undergraduate Thesis. Medan :State University of
Medan
Muna, M. 2014. English Language Teaching for Deaf Students
Nida, F L K. 2013. Komunikasi Bagi Anak Berkebutuhan Khusus. At Tabsyir :
Komunikasi Penyiaran Islam.163-189
Pujaningsih. 2010. Perkembangan Bahasa dan Gangguan Bahasa pada Anak
Berkebutuhan Khusus. Yogyakarta : Jurnal Pendidikan Khusus. 6 (1) 4253
Putrawan, I W. 2013. Developing English Materials for the Eleventh Grade
Students of SmkTriatma Jaya Singaraja with the Insertion of the Values of
Nation Character. Singaraja: Universitas Pendidikan Ganesha(Vol.1)
Rahmawati, F. 2010. Using Picture-Stories to Improve the Students’ Reading
Comprehension ( A Classroom Action Research Conducted at the Eighth
Grade of SMP N 1 Tasikmadu Karanganyar in the 2009/2010 Academic
Year)
Sarapli, O. 2011. The Use of Authentic Materials in the Second Language
Classrooms: Advantages and Disadvantages. Ankara University TÖMER
Language Journal, 4(15).
Sari, A L., tarjana, S S., dan Rochsantiningsih, D. 2013. The Implementation of
English Teaching and Learning Process to Students with Visual
Impairment. (Pp. 1-11)
Septiani, F. 2014. Developing Reading Text Materials for Vocational School.
Undergraduate Thesis. Medan :State University of Medan
Sulastri. 2013. Improving Communication Skills Through Methods Total In
Children Deaf Communication Medium Class II Kartini SLB Batam.
Padang : Universitas Negeri Padang – Jurnal Ilmiah Pendidikan Khusus.
1(2)
Tankersley, K. 2003. Threads of Reading: Strategies for Literacy Development.
United State of America: Association for Supervision and Curriculum
Development
Tomlinson, B. 2011. Material Development in Language Teaching (Second
Edition). United Kingdom: Cambridge University Press
43
Westwood, P S. 2009. What Teachers Need to Know about Student with
Disabilities. Australia: ACER Press
Widyaiswara, R. 2015. Pengembangan Bahasa Bagi Anak Tuna Rungu – Wicara
Tingkat TKLB di SLB – B (Tuna Rungu). Artikel E‐Buletin LPMP SulSel
Winarsih, M. 2010. Pembelajaran Bahasa Bagi Anak Tuna Rungu. Jakarta:
Universitas Negeri jakarta, Perspetive Ilmu Pendidikan 22. 103-113
Wyatt, M. 2011. Becoming a Do-it-yourself Designer of English Language
Teaching Materials. Forum: Qualitative Social Research. Institute for
Qualitative Research and the Center for Digital Systems, Freie Universität
Berlin. 12(1)