Writing Skills

d. Writing Skills

In writing skill, students seemed a little bit slower in writing words in English. Besides, they had already recognized English first at junior high school, they also rarely use English in communication outside English class. When the teacher read about new word the students ask the teacher to read more than once with its spelling. For that reason, the teacher often gives the assignment in the form of writing summary of the text with the translation of summary discuss as their homework. It was because the students need more time to do this kind of activity.

They tend to be slower in writing a vocabulary that already heard. The teacher has to repeat and spell the word more than once in order to make the students easy to write and understand the meaning of the word. As well as in reading skill, if the source of reading was the result of their own writing, they would be easily to read. However, if the writing was in Braille form and that was

a new source given to them, they would tend to be slower in reading. Supposedly, in providing new words, teachers taught how to pronoun it, but this was rarely applied by Teacher SW. Therefore, when the teacher dictated the students to write in English they tend to be slower and ask many times how to write correctly.

Related to the theory, indirectly, visual impairment affects on four language skills: listening, speaking, reading and writing skills. Listening skills are becoming more important than ever because of the increasing accessibility of Related to the theory, indirectly, visual impairment affects on four language skills: listening, speaking, reading and writing skills. Listening skills are becoming more important than ever because of the increasing accessibility of

Listening as the main important skill for visual impairment students influenced another skills. Through listening the students learnt how to speak. Students who are blind need effective communication and listening skills so they can be successful and independent. In learning process, the students tend to think in a long time to express something directly without any preparation before or something new that was listened by them. In line with this condition, Polloway, Patton, & Serna (2001: 209) state that A difficult task for many students with special needs is learning and retaining the meaning of new vocabulary words presented in content areas. The lack of vocabulary of the students with visual impairment was caused because basically they could not make sense of a visual object.

In learning process, teacher SW was seldom to ask the students to read the text. He often read the text and the students listened carefully. Thus, it affected to the students that tend to read slower when the text was not written by them, yet it was easier if they read the text which was written by them. Polloway, Patton, & Serna (2001: 287) state that many students with disabilities have difficulty in this area. They have difficulty understanding teachers and reading subject matter in a In learning process, teacher SW was seldom to ask the students to read the text. He often read the text and the students listened carefully. Thus, it affected to the students that tend to read slower when the text was not written by them, yet it was easier if they read the text which was written by them. Polloway, Patton, & Serna (2001: 287) state that many students with disabilities have difficulty in this area. They have difficulty understanding teachers and reading subject matter in a

It was quite different with sighted students, the research from Associate Professor Saowalak Rattanavich state that the traditional way of teaching Braille starting with writing before reading, contrast with literacy learning by normal students, in which reading precedes writing. Polloway, Patton, & Serna (2001: 293) supported this statement due to writing combine fine motor skills, sequencing, language, memory, attention, thinking, skills, and visual-spatial abilities; it may be quite difficult especially for those students with learning disabilities. The students tend to be slower in writing a vocabulary that already heard. As well as in reading skill, if the source of reading is the result of their own writing, they will be easily to read.