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Topic: Unit and Title
Parts Instructions
C. Using Expressions
Using the vocabulary to make short conversations with friend orally
C. Learners’ Needs and Characteristics and Learning Context
This part was the result of the third step of Dick and Carey Systems Approach Model, analyzing learners and context.
In learners‟ analysis, there were two things analyzed from the learners, lea
rners‟ needs and characteristics. The learners‟ needs were analyzed through interviews with the English teacher and the
seventh grade hearing impaired students of SLB Wiyata Dharma I. This analysis was used to find out what the learners mostly needed to help list the objectives.
The learners‟ needs analysis results which were gained from the interview were elaborated into seven points. The points were the desired speaking ability, the
desired motivation, the desired participation, the expectation of the design materials, the learners‟ interest in topics, the desired learning activities, and the
learning difficulties of the seventh grade hearing impaired students of SLB Wiyata Dharma I and their English teacher.
From the interview result, it was found out that the teacher wanted the students to be able to speak English utterances which other people could
comprehend. By having this ability, the students could communicate with the people and give proper responses. The students also had the same want. They
wanted to recognize a little knowledge of English which most people knew generally and to speak the English knowledge fluently.
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Based on the interview result, it was figured out that the teacher wanted the students to be motivated in speaking in English through repetitive drills using
realia, such as pictures and flashcards. With such motivation, the students would be able to memorize the given materials more easily. The students also wanted to
experience easy as well as slow English learning so that they could retain the knowledge longer and be more encouraged to study.
In the interview, the teacher implied that she wanted the students not to always wait for her offering them chance previously in order to participate in the
classroom activities. This needed a great self encouragement which could be built through articulation class. With this class, the students could learn how to speak
correct pronunciation more confidently. Their confidence could encourage self participation. The students also wanted to achieve the same participation. They
wanted to be able to write and read English utterances themselves without any order or help from the teacher although the utterances were not much.
In the interview, the teacher mentioned her expectation that the instructional materials would have pictures which could represent the materials.
She also hoped that the materials could be accepted by the students in terms of the language knowledge comprehension. If possible, each English vocabulary
introduced in the materials was presented in the form of syllabification. In her opinion, it was easier for the students to pronounce the vocabulary when they
exactly knew the amount of the syllables which constructed it since the pronunciation of English vocabulary was often different from what it was actually
written. The students also had the same opinion of the picture existence in the
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materials. Yet, they wanted the colourful one because it looked good. The existence of the picture was admitted able to improve the students‟ vocabulary
memorization. A student added that it would better if in the materials there was any writing exercise for them to learn.
Based on the interview result, it was revealed that the students liked to learn any topic which they usually met in their daily life like shopping in market
or store or going on vacation. Moreover, the teacher never found students who asked to be taught certain topic every time she gave English lesson in the
classroom. Besides all the materials which the students had learned, such as English terms for some items as well as greeting expressions, they did not
mention any specific topics which they wished to learn except introduction. The point was that they wanted to learn more things about English from their teacher
because they had the feeling that till now they only knew few things in English. According to the interview result, it was found out that the teacher
preferred individual learning activities for the students because they were not good to work in group. She also conveyed that besides motivation
encouragement, activities which could make the students participate more actively based on their initiative were also needed in order to focus their mind to learn.
The teacher added that no matter how the activities were done, as long as they could make the teacher active, the students would be active as well. Meanwhile,
the students wanted kinds of activities which were taught slowly so that they could bear the materials in their mind longer although they were only in a small
amount. Moreover, the students preferred activities which involved games.
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In the interview, the teacher stated that the main factor which made the English learning difficult for the students were their profound hearing impairment.
Then the next factor was the inexistence of English articulation class as a medium to drill the students to speak correctly in English. The teacher told that the class
had not existed because there should be a special teacher who could teach English articulation to the students first. She also added that she had no time anymore to
teach the articulation herself because she had to teach English to all class. In her opinion, even though there was an English graduate who could teach English
articulation, he or she needed to know the methods of teaching hearing impaired students. No matter how fluent the graduate spoke in English, it could not
guarantee that he or she could teach English articulation to the hearing impaired students.
Besides, the fact that the teacher was not an English graduate became an obstacle in teaching English to the students. She stated that when teaching the
subject, she only did it her way. She also added that compared to her, the previous teacher who was not an English graduate as well was more knowledgeable
because he often went abroad. Moreover, in the interview, she conveyed that after the students learned English at school, there was no one who was able to help
them review the given materials at home or at the dormitory. As a result, the materials that they had learned were no longer used outside the classroom. At
home, parents were busy doing their activities while in the dormitory, there were too many students whom the caretakers should take care of so that they would not
have enough time to help the students study the given materials again. They were
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only ordinary people not coming from any area of education. Meanwhile, the matron was a Special Education graduate like the English teacher. The teacher
mentioned that the students‟ low intelligence and learning motivation were also other factor which made English learning difficult. This condition was worsened
by the students‟ laziness. They once used a hearing aid to help them hear more clearly. However, because the aid was not comfortable to use, they no longer used
it. T hen, the teacher also stated that hearing impaired students‟ attention was
easily distracted. The existence of television at their home or dormitory made them not concentrate in their self-learning. So, it was important for the teacher to
always focus the students‟ attention to the lesson when they were in the
classroom. Of all the teacher‟s statements, the students also had the same opinion
that their hearing impairment made their English learning not easy. In addition, what made them more difficult to learn English was their low memory in
remembering English utterances which they had not been familiar with yet. Moreover, the students stated that their being unfamiliar with such utterances was
not fully supported with the existence of pictures which they assumed helping them to know what the utterances exactly referred to. They also admitted that they
had been taught using the media even though it was rarely done. These were the main reasons why they should review the learned materials after school.
Table 4.3 summarized the results of the learners‟ needs analysis
elaborated previously.
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Table 4.3. The Needs of the Seventh Grade Hearing Impaired Students of SLB Wiyata Dharma I
Learners’ Needs Interview Results
Desired speaking ability • The students were able to speak English utterances which
other people could comprehend in purpose of communicating with the people and giving proper responses.
• The students were able to recognize a little knowledge of English which most people knew generally and to speak the
English knowledge fluently. Desired motivation
• The students were motivated in speaking in English through repetitive drills using realia, such as pictures and flashcards in
order to memorize the given materials more easily. • The students were motivated through an experience of easy as
well as slow English learning in order to retain the knowledge longer and be more encouraged to study.
Desired participation • The students did not wait for the teacher to offer chance
previously in order to participate in the classroom activities. • The students wrote and read English utterances themselves
without any order or help from the teacher although the utterances were not much.
Expectation of the designed instructional materials
• The materials had representative pictures to improve the students‟ vocabulary memorization.
• The materials were accepted by the students in terms of the language knowledge comprehension.
• Each English vocabulary introduced in the materials was presented in the form of syllabification if possible.
• The materials were colourful. • The materials provided any writing exercise for the students to
learn. Learners‟ interest in topics
• Any topic which the students usually met in their daily life like shopping in market or store or going on vacation was
more preferable. • Any more things about English would be learned for the
students‟ English knowledge improvement. Desired learning activities
• Individual learning activities for the students were more preferable.
• Activities which could encourage active participation of both the teacher and the students were needed.
• Kinds of activities which were taught slowly were wanted. • Activities which involved games were more preferable.
Learning difficulties • The English learning was difficult for the students mainly due
to their profound hearing impairment. • The inexistence of English articulation class as a medium to
drill the students to speak correctly in English and its teacher was the next obstacle for the students to learn English.
• The fact that the teacher was not an English graduate became an obstacle in teaching English to the students. After the
students learned English at school, there was no one who was
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Learners’ Needs Interview Results
able to help them review the given materials at home or at the dormitory.
• The students‟ low intelligence and learning motivation were also other factor which made English learning difficult. This
condition was worsened by the students‟ laziness. • The hearing impaired students‟ attention was easily distracted.
• What made English more difficult to learn was their low memory in remembering English utterances which they had
not been familiar with yet. • The students‟ being unfamiliar with such utterances was not
fully supported with the existence of pictures which they assumed helping them to know what the utterances exactly
referred to.
Different from the learners‟ needs, the learners‟ characteristics were analyzed not only through interviews with the seventh grade hearing impaired
students of SLB Wiyata Dharma I and their English teacher but also classroom observations.
This analysis was done to find out the learners‟ current skills and attitudes.
The learners‟ characteristics analysis results were elaborated into twelve points. The points were related to their academic background, their cultural
background, their learning style, their current speaking ability, their current motivation, their current participation, their responsibility, their attention span,
their persistence in a task, their preference for individual or group work, their special talents, and their relation among students.
In the interview, the teacher stated that the students had unstable academic achievement. In the seventh grade, it was student A whose achievement
was the most stable. She conveyed that previously student C was the cleverest student. However, after his mother‟s death, his academic achievement lowered
down. Meanwhile, of all the students, it was student B who had the lowest achievement. The teacher also stated that what mostly affected the stude
nts‟
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academic achievement was the introductory language. In her opinion, to be able to learn English easily, the students were supposed to master Bahasa Indonesia first.
However, it is still unlikely for the hearing impaired students in SLB Wiyata Dharma I to fully master both concrete and abstract vocabulary in Bahasa
Indonesia even though they reached senior high school level later on. Based on the interview result, it was found out that all of the students
were Javanese. Students A and B were from Central Java while student C was from Yogyakarta. Their parents were also from the same area. Since the students
were from the same cultural background, they had the same way of communication. The teacher said that among the students, it was only student C
who commuted to school. Meanwhile, students A and B started living in the dormitory since 2006 and 2001.
In the interview, the teacher mentioned that the students‟ learning style was the visual one. Because of their hearing impairment, their eyes became the
main media for them to learn. In learning speaking in English, firstly, the students wrote the learned English utterances. After that, to enable the students to articulate
the utterances, the teacher pronounced them. Then, the students lip read the utterances pronunciation and imitate it. The teacher said that the pronunciation
practice of each utterance had to be repeated. If the learned utterances were not reviewed anymore, the students would forget them. The teacher also conveyed
that she never tried to teach English to the students using different technique from pronunciation practice, such as using movement, because she thought that it
would be hard for the students to accept the technique. In the interview, the
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students also said the same thing. They only added that writing the learned English utterances on their notes was a chance for them to memorize the
utterances slightly. In the observation, the fact that eyes became the main learning media for the students was true. Because of their eyes, they could watch how their
lips should be in order to correctly pronounce certain English utterances. After the students watched the pronunciation model, they could practice forming their lips
to produce correct sounds of learned English utterances. From the intervie
w result, it was found out that the students‟ current speaking ability was still far from the teacher‟s expectation. According to the
teacher, the most difficult thing to do in teaching English to the students was to teach them the English articulation because in English, how the utterances were
written was different from how they were pronounced. This made the students hard to remember the learned utterances. The condition was even harder knowing
the fact that it was still difficult for the students to articulate and to remember utterances in Bahasa Indonesia whose pronunciation was the same as how they
were written. The teacher added that different from normal students who could articulate utterances by the time they read the utterances, before the hearing
impaired students were able to articulate English utterances, they had to remember how the utterances were written and pronounced. In the interview, the students
mentioned that the last English materials which they learned to speak up were mostly related to body parts, such as hair length and styles and body height, as
well as colours. However, the students could not tell more about other learned materials because they did not remember them again. During the observation, it
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was shown that the students were mostly introduced to English utterances and their meaning as well as their pronunciation. However, the teacher had not given
them enough simulation exercises to make them know when to apply the utterances in daily life.
Based on the interview result, it w as revealed that the students‟ current
motivation in learning speaking in English was various depending on the students‟ will. According to the teacher‟s opinion, of all the students, it was student A who
had the highest learning motivation. It was supported by her ability to imitate the teacher‟s utterances. Meanwhile, student C had a will to learn speaking in English
but his will was obstructed by his inability to produce clear utterances. Student B also had the same inability. So, for the teacher, it was quite easier to teach student
A than to teach other students. From the interview result, it was also found out that even though English was difficult to learn according to the students due to
their hearing impairment, they were still motivated in learning anything of it. In the interview, the teacher mentioned that although they had the
motivation to learn speaking in English, the students were still lack of participation. According to the teacher, it was because English was difficult to
comprehend by the students. There were few students who could comprehend the given English lesson quickly. Sometimes whenever there was any student who
had not understood the lesson, the others were willing to give help. Yet, the students‟ sensitivity in helping their friends still depended on their personality.
The teacher admitted that there were even more obstacles which she had to face in teaching the hearing impaired students. In addition, the students added more
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details of what they usually did in English class. They mentioned that they were often asked by the teacher to come in front of the class and to write utterances on
the blackboard. Sometimes they did this because of their own initiative. Then, they were taught to read the utterances. After that, they copied the learned
utterances on their notes. One of the students stated that in fact, the English utterances were rarely used in speaking in the classroom. During the observation,
the students showed that they fully participated in the classroom activities but their
participation mostly still depended on the teacher‟s order. It was seldom found that the students were active because of their own initiative.
According to the interview result, it was found out that compared to the younger students, the seventh grade hearing impaired students more frequently did
the homework which was often given by the teacher. It represented their responsibility academically. In the observation, the students‟ non-academic
responsibility was seen from their awareness of keeping the classroom cleanliness by sweeping its floor regularly.
From the interview result, it was figured out that it was not easy for the teacher to make the students fully concentrate during the English teaching
learning activities while there were 4 basic skills which became their focus. In the teacher‟s opinion, it was already good if the students paid attention to the English
lesson only in a half time allocation. The teacher added that the students‟ attention could be more distracted if the lesson conducted was approaching the afternoon
and if their friends went home first. On the other hand, the students admitted that they were never bored of learning English. They were just tired if the lesson was
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conducted too long. According to the teacher, to overcome the stude nts‟ attention
problem in learning speaking in English, the existence of realia, such as flashcards, might be helpful. In the observation, it was seen that the students could
follow the lesson even though sometimes they started to show their boredom only when it was near to the end of the class.
Based on the interview result, it was revealed that the teacher often gave the students homework. The teacher also mentioned that most of the given
homework was often done. In the interview, the students told that they never forgot doing their homework. One of them stated that the homework was to
rewrite the learned materials. In order not to forget finishing the homework, the students did it every time they studied in the evening.
In the interview, the teacher told that the students usually learned individually. When it came the time for the students to do exercises, they started
asking each other. The teacher said that the students‟ tendency in individual learning might be due to their difficulty in communication which became the main
characteristic of group work. Therefore, in the designed instructional materials, the teacher conveyed a recommendation of not improving many learning activities
which involved working in group. The students also stated that they preferred individual learning. However, they did not deny that they sometimes asked for a
help from their friends whenever they faced difficulty in learning. During the observation, the students showed that they truly learned English individually.
They often did the exercises which the teacher gave alone. When it was difficult
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for the students to do the exercises, they sometimes asked for a clue from the teacher or their friends.
According to the interview result, it was found out that student A was good in speaking in English but student B was not that good. Meanwhile, student
C was good in Mathematics. Besides having academic achievement, the students also had non-academic achievement. Student A got her talent and interest in
sewing. She added that she liked drawing. Meanwhile, student B was fond of both drawing and painting and student C was keen on auto repairs and computer for
photos and pictures. Based on the interview result, it was figured out that the relationship of
one student to another was good. The teacher mentioned that there was often a little misunderstanding happening among the students but this problem only
brought them into a small quarrel, not a great fight. In the observation, the students‟ good relationship was proven by their being cooperative in giving help
when any of them faced difficulties in doing exercises. Besides helping one another during the lesson, they also helped each other in keeping the classroom
clean. Table 4.4
summarized the results of the learners‟ characteristics analysis elaborated previously.
Table 4.4. The Characteristics of the Seventh Grade Hearing Impaired Students of SLB Wiyata Dharma I
Learners’ Characteristics Interview and Observation Results
Academic background The students had unstable academic achievement. It could be
due to various factors, such as parent‟s death. Of all factors, what mostly affected the students‟ academic achievement was
the introductory language.
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Learners’ Characteristics Interview and Observation Results
Cultural background All of the students were Javanese, so were their parents. Being
from the same cultural background, the students had the same way of communication.
Learning style • The students‟ learning style was the visual one. Because of
their hearing impairment, their eyes became the main media for them to learn. The sequence of the students‟ learning
speaking in English is writing the learned English utterances, lip reading the utterances pronunciation which was modelled
by the teacher, and imitating it repetitively.
• The teacher never tried to teach English to the students using different technique from pronunciation practice because in her
opinion, it would be hard for the students to accept the technique.
Current speaking ability • The students‟ current speaking ability was still far from the
teacher‟s expectation. The most difficult thing to do in teaching English to the students was to teach them the English
articulation because in English, how the utterances were written was different from how they were pronounced. The
conditi
on was even harder due to the students‟ difficulty in articulating and in remembering utterances in Bahasa
Indonesia whose pronunciation was the same as how they were written.
• The last English materials which they learned to speak up were mostly related to body parts as well as colours.
Moreover, the students were mostly introduced to English utterances and their meaning as well as their pronunciation but
not given enough simulation exercises to make them know when to apply the utterances in daily life.
Current motivation The students‟ current motivation in learning speaking in English
was various depending on the students‟ will. Their learning motivation could also be stimulated by their ability to imitate the
teacher‟s utterances. Even though English was difficult to learn due to their hearing impairment, they were still motivated in
learning anything of it.
Current participation • Although they had the motivation to learn speaking in
English, the students were still lack of participation because English was difficult to comprehend by the students.
Sometimes whenever there was any student who had not understood the lesson, the others were willing to give help but
the students‟ sensitivity in helping their friends still depended on their personality.
• The students showed that they fully participated in the classroom activities but their participation mostly still
depended on the teacher‟s order. The students were often asked by the teacher to come in front of the class and to write
utterances on the blackboard. Then, they were taught to read the utterances. After that, they copied the learned utterances
on their notes. However, the English utterances were rarely used in speaking in the classroom.
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Learners’ Characteristics Interview and Observation Results
Responsibility • The students‟ academic responsibility was represented in their
more frequently doing the homework which was often given by the teacher than the younger students‟.
• The students‟ non-academic responsibility was seen from their awareness of keeping the classroom cleanliness by sweeping
its floor regularly. Attention span
• It was already good if the students paid attention to the English lesson only in a half time allocation because to make
the students fully concentrate during the English teaching learning activities while there were 4 basic skills which
became their focus was not easy.
• The students‟ attention could be distracted if the lesson conducted was approaching the afternoon and if their friends
went home first. Moreover, the long lesson could make the students tired. In fact, the students could follow the lesson but
sometimes they started to show their boredom when it was near to the end of the class.
• To overcome the students‟ attention problem in learning speaking in English, the existence of realia, such as flashcards,
might be helpful. Persistence in a task
The teacher often gave the students homework. Most of the given homework was often done. The students never forgot
doing their homework since they did it every time they studied in the evening. The homework was to rewrite the learned
materials.
Preference for individual or group work
The students learned English individually. They often did the exercises which the teacher gave alone. When it was difficult for
the students to do the exercises, they sometimes asked for a clue from the teacher or their friends. The students‟ tendency in
individual learning might be due to their difficulty in communication which became the main characteristic of group
work.
Special talents • Academically, student A was good in speaking in English but
student B was not that good. Meanwhile, student C was good in Mathematics.
• Non-academically, student A got her talent and interest in sewing. She also liked drawing. Meanwhile, student B was
fond of both drawing and painting and student C was keen on auto repairs and computer for photos and pictures.
Relation among students • The relationship of one student to another was good. There
was often a little misunderstanding but it only brought the students into a small quarrel.
• The students‟ good relationship was proven by their being cooperative in giving help when any of them faced difficulties
in doing exercises and in helping each other in keeping the classroom clean.
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Meanwhile, the context analysis was only done through classroom observations. This analysis was used to identify the learning context. The learning
context analysis results were elaborated into seven points. The points dealt with the physical environment of the classroom, the teaching methods and techniques
applied as well as the learning resources used in the English teaching learning activities.
Based on the observation result, the seventh grade classroom was in the same building as the eighth and ninth grades classrooms. These three classrooms
were separated by triplex. The location of one classroom to another was too close. However, this close location did not give any noise disturbance to the students
knowing that all of them had hearing impairment. Different from the students who had no problem of noise, the teacher should put more effort so that she could
speak loudly to help the students understand the given English lesson. This might annoy the teachers who taught in other classrooms. In addition, the size of the
seventh grade classroom itself was 24 m
2
. This classroom size was smaller than that in general. However, it could accommodate all of the seventh grade students
that only consisted of three people. The classroom was painted in white and blue, which improved its adequate light. The temperature was also cool. Inside, there
were a blackboard, a box of chalk, an eraser, a cupboard, a clock, two chairs, a table, a teacher desk, and three student desks. The box of chalk and the eraser
were on the cupboard. The cupboard was on one corner of the classroom. The teacher desk was right next to it. The clock was on the wall above the blackboard.
The student desks were facing the blackboard. The chairs and the table were put
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on one side of the classroom next to the classroom door. Besides such classroom, there was a work shop where the students learned specific skills. An articulation
classroom for Bahasa Indonesia was also available. According to the observation result, it was found out that in teaching the
seventh grade hearing impaired students, the teacher usually used Audiolingual Method and Grammar Translation Method. The use of the first method was seen
from the teacher‟s use of repetition using lip reading as one of the applied teaching techniques. In the classroom, the teacher often asked the students to
imitate the pronunciation of English utterances which she mentioned first. The imitation was done repetitively from one student to another until all of the
students were able to produce nearly correct pronunciation of English utterances. Th
en, the use of the second method was seen from the teacher‟s use of translation as the other applied teaching technique. In the teaching learning activities, the
teacher usually ordered the students one by one to translate the learned English utterances into Bahasa Indonesia. The translation was conducted over and over
again through some exercises so that the students could gradually remember the meaning of the English utterances in Bahasa Indonesia.
From the observation result, it was revealed that to teach the seventh grade hearing impaired students, the teacher took English materials from “Let‟s
Go with English 4” which was actually aimed for the fourth grade normal students. It was only her who owned the book. In the interview, she stated that the
use of the book was based on her want. To be able to reach the competence demand of the current curriculum towards the seventh grade hearing impaired
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students, she chose the simplest materials from the book which could be accepted by the students. Her giving such materials aimed to enable the students to
communicate with other people through writing and speaking. Although the students could not speak in English perfectly, at least people could understand
what they said. Furthermore, the teacher mentioned the background of the fourth grade
book use. Previously, English was taught from the seventh grade. After the teacher was in charge of teaching English, she started giving the lesson from the
fourth grade. In the following semester, she began teaching English from the first grade. It was all done because of her opinion only. In teaching the first grade
hearing impaired students, the teacher introduced vocabulary of things in the surroundings, such as in the classroom, in the kitchen, or in the living room,
which was taken from the available books in the market. When the hearing impaired students were in the fourth, five, and six grades, the teacher began using
the first, second, and third grade English books for normal students. Therefore, when the students were in the seventh grade, she used the four grade English
books for normal students. Meanwhile, in teaching the hearing impaired students who had reached the senior high school level, the teacher did not use English
books for junior high school level because it was difficult for her. She only predicted the materials by seeing what was often tested in National Examination.
Then, she took any existing book which presented such materials as a reference. In delivering the materials, the teacher still adjusted them to
the students‟ ability. When the students were going to face National Examination, the teacher started
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giving the students National Examination exercises from the previous years. In her opinion, hearing impaired students could not be forced to fully fulfil the
demand of the current curriculum because there was even no book which could support their English learning. What they could do was only to have drills in
writing, speaking, and answering National Examination questions. This was done to get the students accustomed to giving the right answers for items in reading and
writing sections in National Examination because it was still difficult for them to do so. According to the teacher, having many drills could not even guarantee that
the students would not forget the learned English materials. The teacher gave the lesson because she wanted the students not to miss English which had become an
international language and an obligatory subject in National Examination for junior and senior high school levels.
Table 4.5 summarized the results of the learning context analysis which elaborated previously.
Table 4.5. The Learning Context of the Seventh Grade Hearing Impaired Students of SLB Wiyata Dharma I
Learning Context Observation Results
Physical environment • The close location of one classroom to another did not give
any noise disturbance to the students because of their hearing impairment.
However, the teacher should put more effort so that she could speak loudly to help the students understand the
given English lesson, which might annoy the teachers who taught in other classrooms.
• Even though the classroom was smaller than the general ones, it could accommodate the three seventh grade students.
Moreover, it has adequate light and cool temperature. • The classroom was equipped with a blackboard, a box of
chalk, an eraser, a cupboard, a clock, two chairs, a table, a teacher desk, and three student desks. Besides, there was a
work shop where the students learned specific skills. An articulation classroom for Bahasa Indonesia was also
available.
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Learning Context Observation Results
Teaching methods and techniques applied
In teaching the seventh grade hearing impaired students, the teacher usually used Audiolingual Method and Grammar
Translation Method. The use of the first method was seen from the teacher‟s use of repetition using lip reading as one of the
applied teaching techniques. Then, the use of the second method was seen from the teacher‟s use of translation as the other
applied teaching technique. Learning resources used
To teach the seventh grade hearing impaired students, the teacher took English materials from “Let‟s Go with English 4” It
was only her who owned the book. The use of the book was based on her want. To be able to reach the competence demand
of the current curriculum towards the seventh grade hearing impaired students, she chose the simplest materials from the
book which could be accepted by the students. Her giving such materials aimed to enable the students to communicate with
other people through writing and speaking. Although the students could not speak in English perfectly, at least people
could understand what they said. In delivering the materials, the
teacher still adjusted them to the students‟ ability. When the students were going to face National Examination, the teacher
started giving the students National Examination exercises from the previous years.
D. Objectives
