Proposed Solutions by the Teacher to Overcome the Problem in English Teaching and Learning Process

C. Proposed Solutions by the Teacher to Overcome the Problem in English Teaching and Learning Process

The teacher had the strategy to overcome the problem in English teaching and learning process. The proposed solutions related with the difficulties of students‟ perspective, such as: printing the material in Braille, providing English course to prepare students in national examination. Then, the solution given to overcome the difficulties of teacher‟s perspective, such as: providing alternative

teaching media, and arranging classroom management. To overcome the problem related with the lack of textbooks printed in Braille form, the teacher gave the treatment as quoted from Teacher SW:

Untuk reading kita berikan bacaan-bacaan yang kita brailekan terus nanti membaca bersama-sama. Anak kita bacakan dulu kemudian anak menirukan setelah itu kita terjemahkan bersama-sama. Anak mencatat kata-kata yang sulit, setelah itu nanti biasanya ketika pulang anak disuruh untuk menterjemahkan isi bacaan tersebut setelah kita bacakan ulang.

In reading skill, the teacher printed a text in Braille form. He read it, then, the students followed the teacher and translate the text together to acquire the meaning of the word and to understand the content of the text. After that, the students were given the assignment from the teacher to make summary based on the text. This homework used to measure the level of students understanding of reading activity before. Then, for the next day, the students report their assignment by reading the summary of the text and speak up based on their In reading skill, the teacher printed a text in Braille form. He read it, then, the students followed the teacher and translate the text together to acquire the meaning of the word and to understand the content of the text. After that, the students were given the assignment from the teacher to make summary based on the text. This homework used to measure the level of students understanding of reading activity before. Then, for the next day, the students report their assignment by reading the summary of the text and speak up based on their

In term of national examination preparation, the teacher provided additional time for learning English in order to prepare students in national examination. The teacher gave additional lesson to discuss the questions from the last examination or from the compilation of national examination book. Additional time for English was given by teacher SW on Tuesday at 06.30-07.15 am. Then, the students also had additional time given by another teacher from inside or outside YKAB Surakarta, teacher W from YKAB Surakarta and teacher MH from SMA 8 Surakarta. Teacher W was a new teacher in YKAB Surakarta. His background was English but he already active to teach English on second semester. He gave additional time for English on Tuesday at 02.00-03.00 pm. Besides, teacher MH was a teacher from SMA 8 Surakarta that asked by the students to give an English course for preparing national examination. He teaches the students every Thursday at 07.00-10.00 pm.

Discussing the proposed solution given by the teacher, the teacher should practice more scaffolding techniques in helping blind students in the interactive process of learning in order to help them to be more courageous and successful in communicating with friends and teachers especially the practice of listening and reading. The teacher could make collaborative strategies as written by Vaughn, Bos, and Schumm (2000: 384) to solve the difficulties of students. The teacher helps the students to divide the class into two groups consisting blind and visual

Latin text for low vision. After that, the students preview a context-area reading assignment.

Dealing with story retelling, Vaughn, Bos, and Schumm (2000: 388) state that this strategy involves the students in the reconstruction of stories they have read or heard. Retelling stories not only enhances comprehension but also has the following benefits: (1) students acquire a sense of story structure; (2) recall of details is enhanced; (3) oral language is improved; (4) vocabulary is improved; (5) peer interaction and student involvement are promoted.