Teachers’ Perception: The Use of Flashcard and Its Effects on the Vocabulary Mastery of Hearing Impaired Students in SMPLB N 1 Bantul Yogyakarta
Teachers’ Perception: The Use of Flashcard and Its Effects on the Vocabulary
Mastery of Hearing Impaired Students in
SMPLB N 1 Bantul Yogyakarta
A Skripsi
Submitted to the Faculty of Language Education
In a Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
Yuliani Puspita Dewi
2012 054 0004
English Education Department
Faculty of Language Education
Universitas Muhammadiyah Yogyakarta
2016
Statement of the Authenticity
I am a student with the following identity:
Name
: Yuliani Puspita Dewi
NIM
: 20120540004
Program Study
: English Education Department
Faculty
: Faculty of Language Education
University
: Universitas Muhammadiyah Yogyakarta
Certify that this thesis with the title of “Teachers’ Perception: The Use of Flashcard
and Its Effects on the Vocabulary Mastery of Hearing Impaired Students in SMPLB N
1 Bantul Yogyakarta” is definitely my own work. I am completely responsible for the
content of this thesis. Others’ opinion or findings included in this thesis are quoted in
accordance with ethical standards.
Yogyakarta, August 1st 2016
Yuliani Puspita Dewi
NIM. 20120540004
iii
Acknowledgement
First and foremost, all praise be to Allah Subhanahu Wa Ta’ala who gives
health and capability to finish this undergraduate thesis. Secondly, I would like to
express my gratitude to my advisor, Ms. Indah Puspawati S.Pd., M.A for her help,
support, and patience at throughout my undergraduate studies. One of many things
that makes me grateful is Ms. Indah very patience at teach me writing my
undergraduate thesis with correctly. She always spends her time to answer my
questions. Then, I also belief that she have good passion to teach how to writhe
qualitative research.
Besides my advisor, I would like to say thanks for the skripsi examiners: Ms.
Sri Sudarsi., S.S., M.InT. and Ms. Noor Qomaria A, S.Pd.,M.Hum Thanks for your
comments and encouragement, even for hard question which incented me to widen
my research for various perspectives.
Besides that, I cannot finished my undergraduate thesis without support from
my family. I want to say thanks for my father ‘Sulasmono’ because always gave me
support and prayed. Then, thanks for my mother ‘Sumarni’. She also always supports
me and being someone who listen my problem. I also want to say thanks for my little
sister ‘Febriyani Puspita Pratiwi’ because she gave me idea to make a research that
has relationship with hearing impaired students and thanks for your support and
prayer.
Then, for ‘Hardiansyah Rizky Mahendra’ thanks always support me from first
semester until I wrote my undergraduate thesis. Thanks for guidance that you gave for
me, for help me in learning process. His patience is something that makes me grateful.
iv
For my best friends,‘Kawaii’ (Nur, Tivani, Erlin, Lia, Anisa, Erni, Reni and
Lina). Thanks to spending your time to playing, sharing, traveling and learning
together with me. Thanks always support me and always beside me .
The last is for my friends in KKN 39 UMY 2015 (Lia, Zelin, Devy, Pepi, Niki,
Siska, Aviq, Edy, Rangga, Gigih, Ripul, Ijul, Hario and Taufiq). Thanks gave me
good memories in university. I am very happy can work for society with them.
Yuliani Puspita Dewi
v
Abstract
Hearing impaired students are special students because they need special treatment.
Then, in Indonesia teacher of hearing impaired students teach by using curriculum
that the government design for hearing impaired students as a reference. This
curriculum describe that hearing impaired students have to take similar subject with
normal students like science, mathematics, social and English language. In learning
English, hearing impaired students is important to have good vocabulary knowledge
because they can get difficulties when they do not have it. There are many media that
the teachers of hearing impaired used to teach new vocabulary such as flashcard,
picture, realia and logiko. Then, flashcard is one of media that appropriate for hearing
impaired students to learn new vocabulary. This research aimed to know teachers’
perception about the use of flashcard and the effect of using flashcard on the
vocabulary mastery of hearing impaired students in SMPLB N 1 Bantul Yogyakarta.
Descriptive qualitative was used in this research. In this research, the researcher used
interview to get the data. There are two teachers of hearing impaired students as
participants. The first finding showed that there were three important aspects at using
flashcard in the classroom of hearing impaired students such as the times of using
flashcard, function of using flashcard and appropriate activities that teachers use to
teach new vocabulary by using flashcard. Second finding showed that flashcard can
help hearing impaired students in learning new vocabulary and flashcard also can
improve vocabulary mastery of hearing impaired students. Other findings were about
the use of other media such as picture, realia and logiko. The teacher also explained
some challenges at using flashcard.
Keywords: Flashcard, vocabulary mastery, hearing impaired students,
teachers’ perception
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Table of Contents
Cover ...........................................................................................................
i
Approval Sheet ............................................................................................
ii
Statement of Authenticity ...........................................................................
iii
Acknowledgement ......................................................................................
iv
Abstract .......................................................................................................
vi
Table of Contents ........................................................................................
vii
List of Figure ...............................................................................................
ix
List of Appendices ......................................................................................
x
Chapter One (Introduction) ......................................................................
1
Background of the Research ..................................................................
1
Identification and Limitation of the Problem .........................................
5
Formulation of the Problem ...................................................................
6
Purpose of the Study ..............................................................................
7
Significance of the Study .......................................................................
7
Outline of the Research ..........................................................................
8
Chapter Two (Literature Review) ...........................................................
10
English Vocabulary Learning ...............................................................
10
Method for English Vocabulary Learning ............................................
11
Flashcard as Media for English Vocabulary learning ............................
12
English Vocabulary Learning for Hearing Impaired Students ...............
13
Flashcard as Media to Learn English Vocabulary for
Hearing Impaired Students .....................................................................
15
An Overview of SLB N 1 Bantul ..........................................................
18
Review of Previous Studies ...................................................................
19
vii
Conceptual Framework ..........................................................................
20
Chapter Three (Methodology) ..................................................................
23
Research Design .....................................................................................
23
Research Setting .....................................................................................
23
Research Participants .............................................................................
24
Data Collection Method and Instrument ................................................
24
Data Collection Procedure .....................................................................
25
Data Analysis .........................................................................................
26
Chapter Four (Findings and Discussion) .................................................
28
The Use of Media to teach English Vocabulary .....................................
28
The Use of Flashcard in the Classroom .................................................
30
The Teachers Perception about the Effect of Using Flashcard ..............
36
Kinds of Other Media Used to Teach Vocabulary .................................
41
Challenge of Using Flashcard ................................................................
44
Chapter Five (Conclusion and Recommendation) ..................................
47
References ...................................................................................................
50
Appendix .....................................................................................................
54
viii
List of Figure
2.3 Conceptual Framework .........................................................................
22
4.1 Picture of Logiko Media ........................................................................
42
ix
List of Appendix
Interview Protocol .......................................................................................
x
54
1
Chapter One
Introduction
In this research, the researcher discusses teachers’ perception on the use of
flashcard and its effect on the vocabulary mastery of hearing impaired students.
Then, first chapter discusses background of the study, identification and limitation of
the problem, formulation of the problem, purpose of the study, significance of the
study and outline of the study.
Background of the Study
Hearing impaired students are special students who learn in special school for
disabled students. In Indonesia, hearing impaired students can learn in extraordinary
school or Sekolah Luar Biasa (SLB). In SLB, they can get some new knowledge such
as science, language, mathematics and social. The government of Indonesia regulates
about education for disabled students in article 5 point 1, 2 and 4 of the law no. 20 of
2003 about National Education System states:
Paragraph (1) Every citizen has the same right to obtain a quality education;
Paragraph (2) Citizens who have physical, emotional, mental, intellectual, and
/ or social entitled to receive special education; Then, paragraph (4) Citizens
who have the intelligence and special talents are entitled to special education.
In Indonesia, hearing impaired students follow the curriculum that has been
designed by the government that specially designed curriculum for them. Based on
Kurikulum Tingkat Satuan Pendidikan (KTSP) 2006, the curriculum design of hearing
impaired students has some purposes to make them have a good ability in
communication, helps them in globalization era and know the relationship between
language and culture. Then, hearing impaired students learn by following syllabus
2
that their teacher use, which should be appropriate with curriculum for disabled
students in Indonesia.
In learning English language, hearing impaired students have similar subjects
with normal students. They also need to learn four skills in English language such as
speaking, listening, reading and writing. Hearing impaired students need to have those
skills because it is written in syllabus based on Kurikulum Tingkat Satuan Pendidikan
(KTSP) for hearing impaired students. Based on KTSP (2006), there are four points of
the standard competence such as listening, speaking, reading and writing. In learning
four skills in English language, the students need to learn the basic knowledge in
English language.
One of basic knowledge in English language is vocabulary. Learning
vocabulary is an important part for beginners in English language learning. Nam
(2010) argued that vocabulary does not only support four language skills, but also
facilitates between English as Second Language (ESL) students and content-area
classes in which these students often find that lack of vocabulary knowledge is
difficult to learn. Vocabulary knowledge is an important part for beginner English
learners because when the students do not have good vocabulary knowledge, they can
get difficulties in learning English language skills. It is because in learning English
skill hearing impaired students need to have many vocabularies to make them
understand with English language.
There are many methods to learn new English vocabulary such as by using
dictionary, reading book, and using flashcard. Laufer and Hill (2000) as cited in Nam
(2010, p. 128) stated that “in order to learn unknown words while reading a text,
students can access a dictionary with various look-up options such as pictorial and
verbal cues”. First, using dictionary is a famous activity that some students use to
3
learn new English vocabulary because it is a simple way to learn new English
vocabulary. Komachali and Khodareza (2012) argued that “one way to add new
words to one’s vocabularies is by locating words in the dictionary and learning what
they mean” (p. 134).
Second, reading books is one of methods to learn new vocabulary because
from reading book the students can get new English vocabulary. Then, reading story
books is also an easy way to learn new English vocabulary because some story books
have pictures to help students learn new vocabulary. Snow (1983) and Wells (1985)
as cited in Williams (2012, p. 502) explain that “since the early 1980s, research has
indicated that storybook reading offers a potentially rich context for accelerating
young children’s language development that is, their development in all components
of language”. Third, flashcard is one of media that can be used by teacher or students.
Flashcard can be appropriate for learning new vocabulary because flashcard contains
pictures, words or sentences and it can make students interesting to learn new
vocabulary. Komachali and Khodareza defined that “A flashcard is a cardboard
consisting of a word, a sentence, or a simple picture on it” (p. 137).
There are many media for hearing impaired students to learn English
vocabulary but the teacher should know the appropriate media for them. It is because
hearing impaired students need a special treatment in learning. The special treatment
can use by the teachers are choosing appropriate media to learn new vocabulary.
Then, teachers can do an observation to know the appropriate media to teach hearing
impaired students. By doing observation, teachers can know the media or tools that is
appropriate with their ability.
Although teachers can teach new vocabulary by using many media, flashcard
is said to be the appropriate learning media for hearing impaired students. It is
4
because hearing impaired students is visual learner and visual aid can be appropriate
for them. Moores (2010) shared that deaf students are visual learners. The contents in
the flashcard especially pictures can help hearing impaired students know a new word
quickly because as visual learners, they can see the picture and this picture also can
help teacher to share a new word for their students.
The role of the teachers in the classroom also have important part of learning
teaching process for hearing impaired students. Not all of the teachers can teach
hearing impaired students because they need skills to teach the students. Teacher of
hearing impaired students should have characteristic to be a master teacher of hearing
impaired students. Sheetz and Martin (2008) as cited in Smith and Allman (2010)
argued that there are six characteristics of master teachers of the deaf such employing
cognitive strategies, being up-to-date, having a passion for teaching, working
collaboratively, demonstrating strong communication skills and, creating independent
learners. The teacher should not only have characteristic to teach hearing impaired
student, but they also should have ability to choose appropriate media to help hearing
impaired students learn new vocabularies.
Then, every teachers of hearing impaired students have their own perception
about the appropriate media for hearing impaired students in learning new vocabulary.
Based on the researcher’s observation, some teachers of hearing impaired students
used flashcard in the beginning of the semester. It was because the teachers wanted to
introduce material by learning new vocabulary first.
In this research, researcher viewed the teachers’ perception on using flashcard
and its effects on the vocabulary mastery of hearing impaired students in SLB Bantul
Yogyakarta. The object of this research were hearing impaired students in SLB Bantul
Yogyakarta. The reason of choosing this school was because not all of SLB in
5
Yogyakarta had hearing impaired class. Then, the location of the school was near with
the researcher’s university so that it made the researcher easy to collect the data.
Teacher’s perception was important to know about the use of flashcard and its effect
in disabled’s class. By the teacher’s perception, the researcher could know about how
to used flashcard in disabled class because of many teachers did not know how to
used flashcard in disabled class. So this research was important to give knowledge for
the teachers that want to teach hearing impaired students about how to use flashcard
in the classroom of hearing impaired students. Teacher’s perception also can be used
to know the effect of using flashcard because the teachers know about students’
ability.
Identification and Limitation of the Problem
The hearing impaired students in SMPLB N 1 Bantul Yogyakarta were
beginner learners in English language learning while English language is a foreign
language for them. As beginner learner in English language, hearing impaired
students had difficulties in learning English language because English language as a
foreign language was different with their mother tongue. Hearing impaired students
also had difficulties to hear teachers’ explanation in the class, thus, the teacher used
sign language to teach them.
Although they had difficulties in learning process, the hearing impaired
students should learn new vocabulary. Learning vocabulary is important because they
should have good vocabulary knowledge to learn four skills in English language. It is
because hearing impaired students need to have many vocabularies to understand
English language. There are many media for hearing impaired students to learn
English vocabulary. Those media are such as text book, flashcard, and dictionary. The
media that the teachers used were to help students in the process of learning new
6
vocabulary. Although those media might be effective for hearing impaired students,
teachers should understand the effect of every media that they use for their students.
So, the teachers could improve vocabulary knowledge of the students by
understanding the effect of using media and knowing how to use media to help their
students in learning new vocabulary.
Teacher and students could learn new vocabulary by using many tools, but not
all of those media can be appropriate for hearing impaired students. Flashcard could
be appropriate tools for hearing impaired students because they felt difficult to hear
teachers’ explanation. As a beginner, hearing impaired students needed interesting
media to learn new vocabulary and flashcard that contain pictures that can help them
to understand new words and teachers’ explanation in interesting way.
Further, the researcher limited this research with discussed about the use of
flashcard as media to learn new vocabulary by using teachers’ perception in order to
know how to use flashcard in disabled class and to know the effect of using flashcard
on the vocabulary mastery of hearing impaired students. The researcher investigated
the teachers’ perception in SLB N 1 Bantul Yogyakarta because this school has
classes for hearing impaired students.
Formulation of the Problem
The main goals of this research were to find out the teachers’ perception of the
use of flashcard and its effect on the vocabulary mastery of hearing impaired students.
The research questions followed the goal were:
a.
How do the teachers of hearing impaired students use flashcards in the
classroom in SLB N 1 Bantul?
b. What is teacher perception about the effect of using flashcard on hearing
impaired students’ vocabulary mastery?
7
Purpose of the Study
From research questions, this research was intended to find out:
a. The use of flashcard in the classroom in SLB N 1 Bantul Yogyakarta.
b. The teacher perception about the effect of using flashcard on the hearing
impaired students’ English vocabulary.
Significance of the Study
There are five significant points of this study that might give valuable
contribution to hearing impaired students, teachers, researcher, other researcher and
educational institution.
Hearing impaired students. Flashcard is effective to hearing impaired
students, so they can use flashcard as tools to learn new vocabulary at school or at
home.
Teacher. This study can help teachers in disabled class to know the
effectiveness of using flashcard to improve student’s vocabulary. When flashcard is
appropriate to be used, it can be one of media that teacher can use to improve hearing
impaired students’ English vocabulary.
The researcher. This study can give new knowledge for the researcher such
as activities that can appropriate for hearing impaired students at learn new
vocabulary by using flashcard, effect of using flashcard for hearing impaired students
and function of using flashcard.
Other researchers. This study can help next researchers to know the
advantages and disadvantages of using flashcard to improve deafness students’
English vocabulary. Then, researchers can try other media that can help hearing
impaired students to improve their English vocabulary knowledge.
8
Educational institution. Educational institution or school can help to give
teacher many flashcards to help teacher in teaching hearing impaired students, so
teacher can help students to improve their English vocabulary.
Outline of the Research
This undergraduate thesis consists of five chapters, namely introduction,
literature review, methodology, finding and discussion, and conclusion.
Chapter One discusses about research introduction. This chapter consists of
background, problem and limitation of the research, formulation of the problem,
purpose of the research, significance of the research, and outline of the research.
Chapter Two presents a review of related literature. This chapter consists of
three sub-chapters; first, it will present some definitions of the terminology used in
this paper. Then, researcher will discuss the previous study and conceptual framework
used in this paper.
Chapter Three discusses about research methodology. This study employed
qualitative method. The participant of the study was the teacher of hearing impaired
students in SLB N 1 Bantul Yogyakarta. This research was conducted using
descriptive qualitative to collect the data.
Chapter Four reports the finding and presents the discussion. Firstly, the
finding reports the use of media and method to teach hearing impaired students.
Secondly, the use of flashcard in the classroom in SLB N 1 Bantul Yogyakarta. The
next finding is about the teacher’s perception about the effect of using flashcard on
the hearing impaired students’ English vocabulary. The last finding is challenges of
using flashcard in the class and how to overcome the challenges
Chapter Five presents conclusion and recommendation of this research. This
chapter summarizes the research findings and proposes some recommendations
9
emerged from the findings. The researcher also proposed some recommendations for
hearing impaired students, the teacher, other researcher and the educational
institution.
10
Chapter Two
Literature Review
The purpose of this study is to know the teachers’ perception on the use of
flashcard and its effect on the vocabulary mastery of hearing impaired students. This
literature review discusses five important aspects that is related to this study. English
Vocabulary Learning, Methods for English vocabulary learning, Flashcard as a
method for English vocabulary learning, English vocabulary learning for disable
students, Flashcard as method to learn English vocabulary for disable students. Then,
this chapter will explain the theoretical framework of the study.
English Vocabulary Learning
This part will discuss about some points such as definition of English
vocabulary and types of English vocabulary.
English vocabulary. Vocabulary is essential thing in English language
because learning English language without know English vocabulary is impossible.
Especially for beginner learner in second language learning. Komachali and
Khodareza (2012) explained that “Vocabulary learning is an intrinsic part of language
teaching” (p. 134). When students do not learn enough vocabulary at the first time
learning English language, it will be difficult for them during the teaching and
learning process they will be unable to understand some words. Mustapha (2011) said
that learning vocabulary is one of the greatest challenges that learners will looks in the
process of second language learning.
Types of vocabulary. There are two types of vocabulary such as adapted
Dolch words and Bridge phrases. Vacca (2005) explained that Dolch words are list of
words generally found in most basal reader. The list of Dolch word contained 435
symbols divided by grade level from preprimary through third grade. The contents of
11
adapted Dolch list divide in many parts, like mix of words that have either a single
meaning or multiple meaning, content words (nouns, action verbs, adjectives, and
adverbs), function words (e.g., but, the, is). Other type of vocabulary is Bridge
phrases. Dimling (2010) defined bridge phrases as the English phrases that need
translation in American Sign Language (ASL) for theoretical meaning. The Bridge
phrase list contained 423 signed phrases from the pre primer through third-grade
levels (e.g., fall down, clean up). Both two types of vocabulary are important.
However, beginner English learners are better to learn adapted Dolch words first
because content word and function words are important to make a simple sentence.
Methods for English Vocabulary Learning
There are many ways to learn English vocabulary. In this part the researcher
explains several methods or activities that teacher can use in learning new English
vocabulary.
Activities to learn new vocabulary. There are many ways to learn new
vocabularies such as reading, song, newspaper, flashcard, etc. Grillo and Dieker cited
in Jitendra et al. (2013) said that learning vocabulary during independent reading is
very inefficient for students with reading difficulties, vocabulary and word-learning
skills must be taught. Therefore, from this perception, learning vocabulary by reading
is not efficient and teacher is better to look for other method for their students
learning vocabulary. Other way to learn new vocabulary is by searching the meaning
of new word in dictionary. Komachali and Khodareza (2012) explained that looking
for new words in dictionary and learning the meaning of those words are ways to add
new words to one’s vocabularies. However, this activity is slow method to increase
word power in learning new vocabulary in English language. Then, Grillo and Dieker
12
cited in Espin and Deno (2013) found that vocabulary knowledge to be the strongest
predictor of student performance on content-study tasks.
Song is also material that teacher can used to learn new vocabulary. This type
of activity can be enjoyable and useful for language learners. The lyrics of the original
song acting as a ‘structural template’ for their versions makes effective activity into a
latter-day substitution drill (Mishan, 2005). Hearing impaired students can learn new
vocabulary through lyrics in the song. However, the challenge of using song in the
class is that sometimes the pronunciation of the singer is unclear and the hearing
impaired students got difficulties to hear a sound.
Hearing impaired students can also use newspaper to learn new vocabulary
because there are many articles in newspapers. Beginner students especially hearing
impaired students are less appropriate to learn vocabulary using newspaper. Mishan
(2005) shared that the language of newspaper is apparently difficult and the language
in newspapers are often being a problem to learners with lower level. Then, the
appropriate tool or material to deafness or hearing loss in learning English vocabulary
are flashcards. Scrivener (2005) explained that flashcard is very useful teaching aid,
especially at beginner of the semester.
Flashcard as a Media for English Vocabulary Learning
This part will explain the use of flashcard to learn new vocabulary. First, in
this part will explain the definition of flashcard. Then, advantages of using flashcard
will be discussed in this part.
Flashcard. Flashcard is a tool to help teacher in teaching process. Scrivener
(2005) explained that “flashcard is ELT jargon for pictures (diagrams, words, etc.)
that you can show to students, typically something you can hold up when standing in
front of the whole class” (p. 333). Teacher can use flashcard in learning new
13
vocabulary. Komachali and Khodareza (2012) defined that the initial introduction of
new words can used by word list and flashcards but later most students continue to
use them to do a review. According to Grillo and Dieker (2013), flashcard can help
and support students in learning process. Flashcard can help students because picture
and explanation in the cards can help students to remember new vocabulary. Grillo
and Dieker (2013) shared that the students may have an opportunity by The Study
Stack cards to put key vocabulary words into their memory storage with support of a
mnemonic device and practice. Brown cited in Komachali and Khodareza (2012)
explained that one main advantage of flashcards is that they can be taken almost
anywhere and studied when one has a free moment. Flashcard is also able to students
not bored in learning new vocabulary because pictures or words in flashcard are full
of color.
Advantages of using flashcard in learning new vocabulary. As a leaning
aid, flashcard have many advantages. Inayah (2010) shared that in learning new
vocabulary, flashcards are useful and effective method to help students. Flashcards
are easy to carry anywhere, so, we do not need to carry heavy books so much because
it is inconvenient. Aliponga and Johnston (2013) explained that play word card games
where they have to generate a sentence with a randomly chosen word from their
collection. Allow the students to do extensive reading with graded readers at their
level to allow them to encounter some of their high frequency words they are
studying.
English Vocabulary Learning for Hearing Impaired Students
After discussing about vocabulary and flashcard, the researcher will discuss
about learning new vocabulary for hearing impaired students based on expert’s
perception.
14
Hearing impaired students. Hearing impaired students are the ones who
have difficulties in hearing voice/sounds. Then, those students are visual learners
because by learning using visual tools they can easily learn some materials. Moores
(2010) shared that deaf students are visual learners and deaf students’ brain may have
different structured from the hearing brain. Another consistent theme is that a sign
language should be the natural language of a deaf child from birth. However, the
students who have deafness or hearing loss can learn in general school or in special
school since some of the students can use hearing aid. On the other hand, family
should help students who have hearing impaired in language teaching because family
like a teacher for students in home. Sarant, Holt, Dowell, Rickards, and Blamey
(2009) added that children’s intervention programs needs parents’ participation to
predict spoken language abilities for children in this study.
Hearing impaired students in learning new vocabulary. There are many
types of disabled students and one of type of disabled students is deafness hearing
impaired students. Ferndale and Watson (2013) shared that there are large focuses on
the individual and the medicalization about definitions, understanding of ‘disabling’
condition, understanding about hearing impaired students, and about their learning
process. The students who have hearing lost are same with other students that they
need learning vocabulary to help them in learning English language.
There are many ways to learn new vocabulary for hearing impaired students
and one of them is from textbook. Students can get many new vocabularies when they
read text book in the school or read book story with pictures. Snow and Wells cited in
Williams (2012) explain that since the early 1980s, research has indicated that
storybook reading offers a potentially rich context for accelerating young children’s
language development that is, their development in all components of language.
15
Moreover, the hearing impaired students can improve English vocabulary mastery
when the teachers give good instruction using textbook or book with pictures.
Through pictures, hearing impaired students can easy to remember new vocabularies.
Then, other simple way to hearing impaired students in learning new vocabulary is by
using flashcard. Flashcard is also efficient to hearing impaired students because in
flashcard also contained picture, word, and sometime have definition or explanation.
Picture in the flashcard also make students interesting because the picture is colorful.
Flashcard as Media to Learn English Vocabulary for Hearing Impaired Students
In this part, the researcher discusses about flashcard as appropriate media for
hearing impaired students in learning new English vocabulary. Then, the researcher
also discusses the way to teach hearing impaired students using flashcard.
Teaching English vocabulary for hearing impaired students using
flashcard. In teaching hearing impaired students, teachers cannot just explain some
materials without using visual tools because it can be difficult for the students.
Teachers need to know the learning style that is appropriate with the students. Mishan
(2005) examined that to stimulate the second language acquisition process, learning
style is an essential learner variable and one that is strongly relevant to learners’
reactions to authentic texts and tasks. There are many learning styles in learning and
teaching process such as the use of physical senses, dealing with other people,
handling possibilities, approach to tasks, dealing with ideas. The use of physical
senses is to know the learning style that is appropriate to deafness or hearing loss
students. SAS cited in Mishan (2005) explained the meaning of the use of physical
senses are like visual, auditory, and kinesthetic or hand-on. Visual students learn by
stimuli, the written word, films, pictures, etc. Auditory students desire to hear the
language, for examples via audio-tapes, speaking activities, lectures, role-plays,
16
discussion, and conversation. Then, kinesthetic learners choose movement and
activity, including doing projects, active games, etc. From this perception we can
know that deafness students have visual physical sense and they are visual learners.
Hearing impaired students are visual learners so that the learning style that is
to them is the use of physical senses. Moores (2010) explained that hearing impaired
students are visual learners and the process of getting information is different with
hearing learners or auditory/visual learners. Hearing impaired students can learn by
written word and using picture and it is very appropriate for them. From those
learning style, hearing impaired students can use flashcards to learn new vocabulary
because flashcard is appropriate teaching aid for hearing impaired students. Moores
(2010) stated that first, the process information of deaf learners is different from
hearing learners because they are visual learners. Second, the deaf intelligence or
mind is different from the hearing intelligence or mind. Third, natural language such
as American Sign Language (ASL) should be the main means of communication and
instruction. Therefore, from this statements the teachers can know that hearing
impaired students are visual learners and the teacher should give appropriate learning
style for them.
The important thing for hearing impaired students is an early identification of
their deafness from the parent. Early identification may help students in learning
process so that the students and parents can prepare before students with deafness or
hearing loss go to school for first time. “The Taralye program uses an auditory–verbal
communication approach and a play-based learning philosophy where carefully
planned play experiences are used to promote learning and the development of spoken
language, social, and other skills” (Sarant, Holt, Dowell, Rickards, and Blamey, 2009,
17
p. 208). Those preparations can help teacher in teaching process, for example, to
make students can understand with teacher instruction easily.
Understanding the learning style and earlier identifications are important for
hearing impaired students in learning process. However, in learning vocabularies, the
hearing impaired students’ teacher can use flashcard because as a visual learner they
will easily learn using media that use their visual. Teacher can use flashcards with
many activities. Scrivener (2005) explained that there are many teacher activities that
can be used using flashcards. First, to quickly show the meaning of a lexical item, e.g.
to iron. Second, to illustrate presentations of language, for example by giving visual
image to an imaginary character e.g. ‘This is Marilyn. Every day she gets up at six
o’clock…’, etc. Third, to tell story, providing occasional image to give students
something tangible to look at and help their understanding, e.g. ‘…and then a large
green lorry turned around the corner and drove towards them’. Fourth, as prompts to
remind them of a specific grammar point or typical error, e.g. flashcard with the word
past on it to quickly remind students to make verbs in the past form. Fifth, as seeds for
student-based storytelling activities, e.g. handing out a small selection of picture to
groups of students and asking them to invent a story that incorporates all those
images. Sixth, as prompts for guessing games, definition games, description games,
etc. for example one person in a team has a picture of a person, which they describe.
Then the others students are shown a pile of seven pictures (including the original
one) and have to work out which picture was described.
Lund, McLaughlin, and Neyman (2012) added that DI (Direct Instruction)
flashcards can be effective for students in both resource room and self-contained
classrooms. It means that flashcard can be effective to use in the class as a resource
and flashcard also may help hearing impaired students in learning English language
18
learning. Grillo and Dieker (2013) shared that language learning development might
be coupled with mnemonics to be effective. Mnemonics in this perception is flashcard
because flashcard is tool for students to easily remember new vocabularies.
Sekolah Luar Biasa (SLB)
In Indonesia, the disabled students can learn in Sekolah Luar Biasa (SLB).
SLB is special school for disabled students. According to Sunardi (2010), in the first
of 20th century, dr. Westhoff opened an institution that help blind people in training
for looking a job. Folker School is the first SLB in Indonesia, the location of this
school was in Bandung and the first school for hearing impaired students was also
built in Bandung in 1930. Currently, Indonesia has 1312 SLB based on kompas.com
(2013). In Indonesia, not all of SLB has major for disabled students.
Disabled students in Indonesia follow educational system or curriculum that
the government of Indonesia make for them. Until now, the government of Indonesia
change the curriculum in four times (1977, 1984, 1994, KTSP and 2013). KTSP is
curriculum that hearing impaired students in SLB N 1 Bantul use this times. The
meaning of KTSP is competency based. Based on this curriculum, the teacher should
be creative to make material of the subject being interesting for their students. When
using KTSP the teachers should be aware with differences characteristic of the
students because this curriculum use students as the center of learning in the process
teaching and learning.
Further, SLB N 1 Bantul Yogyakarta is one of SLB in Yogyakarta that have
every major of disable students. SLB N 1 Bantul is located at Jalan Wates Km. 3 No.
147 Bantul Yogyakarta. This school has six majors for disabled students such as
Tunanetra (A), Tunarungu (B), Tunagrahita Ringan (C), Tunagrahita Sedang (C1),
Tunadaksa Ringan (D), Autis (M). In the process of teaching and learning hearing
19
impaired in SLB N 1 Bantul, the teacher applied students centered learning. So,
maximum members in the class are 8 students. The teachers use Bahasa and sign
language to communicate with the students.
Review of Previous Studies
This research is supported by several previous studies. (Hariyani, 2011)yani
(2011) conducted a research entitled “The Effect of Using Flashcards on the English
Vocabulary Achievement of the Seventh Grade Students at SMP Negeri 1 Wuluhan in
The 2010/2011 Academic Year”. Based on her research, flashcard could have
significant effect for vocabulary achievement of the students. In this research, the
researcher used flashcard media because flashcard can be help the students memorize
and understand the meaning of new vocabulary and this research conducted in SMP
Negeri 1 Wuluhan. The researcher used experimental research to get the data. Based
on the result of her research, flashcard had significant effect for vocabulary
achievement of the students in SMP Negeri 1 Wuluhan. Then, she also suggested the
English teacher to use flashcards as a teaching media to teach vocabulary and use
various media to teach English subject especially vocabulary.
The similarity of her study and my current study is using flashcard as a media
to learn English vocabulary. However, in my research had some differences with
Hariyani’s research. First, my research wanted to know the effect of using flashcard
from teachers’ perception. Second, my research focused on discussing the effect and
the use of flashcard in hearing impaired class. Third, my research used descriptive
qualitative in the research.
Another study that is in line with this research was conducted by Hertati
(2012) entitled “The Effect of Using Flash Cards on the Seventh Year Students’
Vocabulary Achievement at SMPK Santo Petrus Jember”. The aim of Hertati’s
20
research was to know a significant effect of using flashcards on the vocabulary
achievement. Her research also used experimental research to collect the data and she
also use homogeneity analysis to get homogeneous participants. Then, the result of
her research showed that most of the students had good achievement in vocabulary
using flashcard.
The similarity of Hertanti’s research with my research is the use of flashcard
as a media to learn English vocabulary in junior high school. However, my research
focus to know about teachers’ perception toward the use and the effect of flashcard in
hearing impaired class. The participants of my research were the teachers that teach
hearing impaired students. My research also used descriptive qualitative in data
collection method.
Conceptual Framework
Luckner and Cooke (2010) shared that communicating, reading, thinking, and
learning require vocabularies as an essential thing. There are many ways to learn new
vocabularies, for example, using a song, newspaper, text book, flashcard and others.
Learning new vocabulary by flashcard is more appropriate for hearing impaired
students. Scrivener (2005) explained that flashcard are very useful teaching aid,
especially at beginner of the semester (p. 333). Then, hearing impaired students is a
visual learner because they learn easily by visual object. Mishan (2005) added the
meaning of the use of physical senses are such as visual, auditory, and kinesthetic or
hand-on. Visual students learn by stimuli, the written word, films, pictures, etc.
Hearing impaired students are visual learners and from Mishan’s perception, visual
learner are appropriate to learn with a picture. Flashcard consist of picture, word,
description, etc.
21
Baleghizadeh and Ashoori (2011) explained that flashcard is a card containing
a word, a sentence, or a simple picture on it. Drilling can be effective to deafness or
hearing loss students to learn new vocabularies by flashcards. Harmer (2005)
explained that drilling grammar items, cueing different sentences, and practicing
vocabulary are suitable activities in language learning using flashcards (p. 134).
However, a study about teacher perception: the use and its effect of using flashcard on
hearing impaired students’ English vocabulary was never conducted in English
Education Department of Universitas Muhammadiyah Yogyakarta. Thus, a study
about the use and its effect of flashcard in English vocabulary learning on hearing
impaired students was very important to conduct because this study can help teacher
and students with disabilities know the effect of using flashcard to learn new
vocabulary.
The theories were used to provide a basic investigation of the use and the
effect of flashcard on vocabulary mastery of hearing impaired students based on
teacher perception. Those concerns with how to use flashcard in hearing impaired
class and the effect of using flashcard on hearing impaired students’ English
vocabulary.
22
Figure 2.1 Conceptual Framework
Hearing impaired student’s
difficulties in learn new
vocabulary:
Focus of the study:
Learn vocabulary by flashcard for
hearing impaired students
1. Beginner in learning English
Language.
2. Difficult to hear a sound.
Flashcard
Looking for teacher perception of the use and its effect
of flashcard on vocabulary mastery of hearing
impaired students
2. The way of teacher at teach new vocabulary.
3. The effect of using flashcard in learn new
vocabulary.
Interview with the teacher that
teach hearing impaired students
The participants use
flashcard and others
media such as picture,
realia and logiko to
teach new vocabulary
for hearing impaired
students.
There were three important things
at using flashcard:
2. Frequency at using
flashcard.
3. The functions of flashcard.
4. Activities that can
appropriate to teach new
vocabulary by using
flashcard.
Challenges face by the participants at using
flashcard:
1. Difficult to explain abstract words
2. Flashcard did not practical
3. Did not have complete flashcard
The effect of using
flashcard is can help
hearing impaired
students in learn new
vocabulary and can
improve vocabulary
of hearing impaired
students.
23
Chapter Three
Research Methodology
This chapter presents research design, population and sample of the research,
data collection method and the last part of this chapter will discuss about data analysis
of this research.
Research Design
In this research, the researcher used qualitative research method to collect the
data. Creswell (2012) argued that qualitative research can appropriate to be employed
when it is identify research participants’ opinion, believe, or even perception. Based
on Creswell’s description, qualitative research was stated appropriate for this research
because this research discussed about teachers’ perception toward the use of flashcard
and its effect on the vocabulary mastery of hearing students.
Thus, descriptive qualitative was used to collect the data and answer the
research questions. Descriptive qualitative research is a research to describe
phenomenon which is like hearing impaired students that needs appropriate media to
learn new vocabulary (Sukmadinata, 2006). The reason of using descriptive
qualitative was to describe about teachers’ perception in using flashcard in disabled
class and to know the effect of using flashcard.
Research Setting
The study took place at SLB N 1 Bantul Yogyakarta. Starting from April
2016, the researcher conducted interview to gather the data. There were several
reasons why researcher selected this school. First, this school was one of many
schools in Yogyakarta that had class for hearing impaired students while not all of
SLB in Yogyakarta had it. Second, SLB N 1 Bantul is located at Jln. Wates Km. 3 No.
147 Bantul Yogyakarta, that was reachable.
24
Research Participants
The researcher chose English teachers in SMPLB N 1 Bantul Yogyakarta as
the research participants. There were some criteria of choosing the participants. First,
the English teachers ever teach hearing impaired students using flashcards in the
class. Second, the teachers in have experience in teaching English language to hearing
impaired students.
This research used total sampling to look for the participants. Total sampling
was appropriate approach for this research because the researcher needed deeper
information from the participants that understand with using flashcard in hearing
impaired cla
Mastery of Hearing Impaired Students in
SMPLB N 1 Bantul Yogyakarta
A Skripsi
Submitted to the Faculty of Language Education
In a Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
Yuliani Puspita Dewi
2012 054 0004
English Education Department
Faculty of Language Education
Universitas Muhammadiyah Yogyakarta
2016
Statement of the Authenticity
I am a student with the following identity:
Name
: Yuliani Puspita Dewi
NIM
: 20120540004
Program Study
: English Education Department
Faculty
: Faculty of Language Education
University
: Universitas Muhammadiyah Yogyakarta
Certify that this thesis with the title of “Teachers’ Perception: The Use of Flashcard
and Its Effects on the Vocabulary Mastery of Hearing Impaired Students in SMPLB N
1 Bantul Yogyakarta” is definitely my own work. I am completely responsible for the
content of this thesis. Others’ opinion or findings included in this thesis are quoted in
accordance with ethical standards.
Yogyakarta, August 1st 2016
Yuliani Puspita Dewi
NIM. 20120540004
iii
Acknowledgement
First and foremost, all praise be to Allah Subhanahu Wa Ta’ala who gives
health and capability to finish this undergraduate thesis. Secondly, I would like to
express my gratitude to my advisor, Ms. Indah Puspawati S.Pd., M.A for her help,
support, and patience at throughout my undergraduate studies. One of many things
that makes me grateful is Ms. Indah very patience at teach me writing my
undergraduate thesis with correctly. She always spends her time to answer my
questions. Then, I also belief that she have good passion to teach how to writhe
qualitative research.
Besides my advisor, I would like to say thanks for the skripsi examiners: Ms.
Sri Sudarsi., S.S., M.InT. and Ms. Noor Qomaria A, S.Pd.,M.Hum Thanks for your
comments and encouragement, even for hard question which incented me to widen
my research for various perspectives.
Besides that, I cannot finished my undergraduate thesis without support from
my family. I want to say thanks for my father ‘Sulasmono’ because always gave me
support and prayed. Then, thanks for my mother ‘Sumarni’. She also always supports
me and being someone who listen my problem. I also want to say thanks for my little
sister ‘Febriyani Puspita Pratiwi’ because she gave me idea to make a research that
has relationship with hearing impaired students and thanks for your support and
prayer.
Then, for ‘Hardiansyah Rizky Mahendra’ thanks always support me from first
semester until I wrote my undergraduate thesis. Thanks for guidance that you gave for
me, for help me in learning process. His patience is something that makes me grateful.
iv
For my best friends,‘Kawaii’ (Nur, Tivani, Erlin, Lia, Anisa, Erni, Reni and
Lina). Thanks to spending your time to playing, sharing, traveling and learning
together with me. Thanks always support me and always beside me .
The last is for my friends in KKN 39 UMY 2015 (Lia, Zelin, Devy, Pepi, Niki,
Siska, Aviq, Edy, Rangga, Gigih, Ripul, Ijul, Hario and Taufiq). Thanks gave me
good memories in university. I am very happy can work for society with them.
Yuliani Puspita Dewi
v
Abstract
Hearing impaired students are special students because they need special treatment.
Then, in Indonesia teacher of hearing impaired students teach by using curriculum
that the government design for hearing impaired students as a reference. This
curriculum describe that hearing impaired students have to take similar subject with
normal students like science, mathematics, social and English language. In learning
English, hearing impaired students is important to have good vocabulary knowledge
because they can get difficulties when they do not have it. There are many media that
the teachers of hearing impaired used to teach new vocabulary such as flashcard,
picture, realia and logiko. Then, flashcard is one of media that appropriate for hearing
impaired students to learn new vocabulary. This research aimed to know teachers’
perception about the use of flashcard and the effect of using flashcard on the
vocabulary mastery of hearing impaired students in SMPLB N 1 Bantul Yogyakarta.
Descriptive qualitative was used in this research. In this research, the researcher used
interview to get the data. There are two teachers of hearing impaired students as
participants. The first finding showed that there were three important aspects at using
flashcard in the classroom of hearing impaired students such as the times of using
flashcard, function of using flashcard and appropriate activities that teachers use to
teach new vocabulary by using flashcard. Second finding showed that flashcard can
help hearing impaired students in learning new vocabulary and flashcard also can
improve vocabulary mastery of hearing impaired students. Other findings were about
the use of other media such as picture, realia and logiko. The teacher also explained
some challenges at using flashcard.
Keywords: Flashcard, vocabulary mastery, hearing impaired students,
teachers’ perception
vi
Table of Contents
Cover ...........................................................................................................
i
Approval Sheet ............................................................................................
ii
Statement of Authenticity ...........................................................................
iii
Acknowledgement ......................................................................................
iv
Abstract .......................................................................................................
vi
Table of Contents ........................................................................................
vii
List of Figure ...............................................................................................
ix
List of Appendices ......................................................................................
x
Chapter One (Introduction) ......................................................................
1
Background of the Research ..................................................................
1
Identification and Limitation of the Problem .........................................
5
Formulation of the Problem ...................................................................
6
Purpose of the Study ..............................................................................
7
Significance of the Study .......................................................................
7
Outline of the Research ..........................................................................
8
Chapter Two (Literature Review) ...........................................................
10
English Vocabulary Learning ...............................................................
10
Method for English Vocabulary Learning ............................................
11
Flashcard as Media for English Vocabulary learning ............................
12
English Vocabulary Learning for Hearing Impaired Students ...............
13
Flashcard as Media to Learn English Vocabulary for
Hearing Impaired Students .....................................................................
15
An Overview of SLB N 1 Bantul ..........................................................
18
Review of Previous Studies ...................................................................
19
vii
Conceptual Framework ..........................................................................
20
Chapter Three (Methodology) ..................................................................
23
Research Design .....................................................................................
23
Research Setting .....................................................................................
23
Research Participants .............................................................................
24
Data Collection Method and Instrument ................................................
24
Data Collection Procedure .....................................................................
25
Data Analysis .........................................................................................
26
Chapter Four (Findings and Discussion) .................................................
28
The Use of Media to teach English Vocabulary .....................................
28
The Use of Flashcard in the Classroom .................................................
30
The Teachers Perception about the Effect of Using Flashcard ..............
36
Kinds of Other Media Used to Teach Vocabulary .................................
41
Challenge of Using Flashcard ................................................................
44
Chapter Five (Conclusion and Recommendation) ..................................
47
References ...................................................................................................
50
Appendix .....................................................................................................
54
viii
List of Figure
2.3 Conceptual Framework .........................................................................
22
4.1 Picture of Logiko Media ........................................................................
42
ix
List of Appendix
Interview Protocol .......................................................................................
x
54
1
Chapter One
Introduction
In this research, the researcher discusses teachers’ perception on the use of
flashcard and its effect on the vocabulary mastery of hearing impaired students.
Then, first chapter discusses background of the study, identification and limitation of
the problem, formulation of the problem, purpose of the study, significance of the
study and outline of the study.
Background of the Study
Hearing impaired students are special students who learn in special school for
disabled students. In Indonesia, hearing impaired students can learn in extraordinary
school or Sekolah Luar Biasa (SLB). In SLB, they can get some new knowledge such
as science, language, mathematics and social. The government of Indonesia regulates
about education for disabled students in article 5 point 1, 2 and 4 of the law no. 20 of
2003 about National Education System states:
Paragraph (1) Every citizen has the same right to obtain a quality education;
Paragraph (2) Citizens who have physical, emotional, mental, intellectual, and
/ or social entitled to receive special education; Then, paragraph (4) Citizens
who have the intelligence and special talents are entitled to special education.
In Indonesia, hearing impaired students follow the curriculum that has been
designed by the government that specially designed curriculum for them. Based on
Kurikulum Tingkat Satuan Pendidikan (KTSP) 2006, the curriculum design of hearing
impaired students has some purposes to make them have a good ability in
communication, helps them in globalization era and know the relationship between
language and culture. Then, hearing impaired students learn by following syllabus
2
that their teacher use, which should be appropriate with curriculum for disabled
students in Indonesia.
In learning English language, hearing impaired students have similar subjects
with normal students. They also need to learn four skills in English language such as
speaking, listening, reading and writing. Hearing impaired students need to have those
skills because it is written in syllabus based on Kurikulum Tingkat Satuan Pendidikan
(KTSP) for hearing impaired students. Based on KTSP (2006), there are four points of
the standard competence such as listening, speaking, reading and writing. In learning
four skills in English language, the students need to learn the basic knowledge in
English language.
One of basic knowledge in English language is vocabulary. Learning
vocabulary is an important part for beginners in English language learning. Nam
(2010) argued that vocabulary does not only support four language skills, but also
facilitates between English as Second Language (ESL) students and content-area
classes in which these students often find that lack of vocabulary knowledge is
difficult to learn. Vocabulary knowledge is an important part for beginner English
learners because when the students do not have good vocabulary knowledge, they can
get difficulties in learning English language skills. It is because in learning English
skill hearing impaired students need to have many vocabularies to make them
understand with English language.
There are many methods to learn new English vocabulary such as by using
dictionary, reading book, and using flashcard. Laufer and Hill (2000) as cited in Nam
(2010, p. 128) stated that “in order to learn unknown words while reading a text,
students can access a dictionary with various look-up options such as pictorial and
verbal cues”. First, using dictionary is a famous activity that some students use to
3
learn new English vocabulary because it is a simple way to learn new English
vocabulary. Komachali and Khodareza (2012) argued that “one way to add new
words to one’s vocabularies is by locating words in the dictionary and learning what
they mean” (p. 134).
Second, reading books is one of methods to learn new vocabulary because
from reading book the students can get new English vocabulary. Then, reading story
books is also an easy way to learn new English vocabulary because some story books
have pictures to help students learn new vocabulary. Snow (1983) and Wells (1985)
as cited in Williams (2012, p. 502) explain that “since the early 1980s, research has
indicated that storybook reading offers a potentially rich context for accelerating
young children’s language development that is, their development in all components
of language”. Third, flashcard is one of media that can be used by teacher or students.
Flashcard can be appropriate for learning new vocabulary because flashcard contains
pictures, words or sentences and it can make students interesting to learn new
vocabulary. Komachali and Khodareza defined that “A flashcard is a cardboard
consisting of a word, a sentence, or a simple picture on it” (p. 137).
There are many media for hearing impaired students to learn English
vocabulary but the teacher should know the appropriate media for them. It is because
hearing impaired students need a special treatment in learning. The special treatment
can use by the teachers are choosing appropriate media to learn new vocabulary.
Then, teachers can do an observation to know the appropriate media to teach hearing
impaired students. By doing observation, teachers can know the media or tools that is
appropriate with their ability.
Although teachers can teach new vocabulary by using many media, flashcard
is said to be the appropriate learning media for hearing impaired students. It is
4
because hearing impaired students is visual learner and visual aid can be appropriate
for them. Moores (2010) shared that deaf students are visual learners. The contents in
the flashcard especially pictures can help hearing impaired students know a new word
quickly because as visual learners, they can see the picture and this picture also can
help teacher to share a new word for their students.
The role of the teachers in the classroom also have important part of learning
teaching process for hearing impaired students. Not all of the teachers can teach
hearing impaired students because they need skills to teach the students. Teacher of
hearing impaired students should have characteristic to be a master teacher of hearing
impaired students. Sheetz and Martin (2008) as cited in Smith and Allman (2010)
argued that there are six characteristics of master teachers of the deaf such employing
cognitive strategies, being up-to-date, having a passion for teaching, working
collaboratively, demonstrating strong communication skills and, creating independent
learners. The teacher should not only have characteristic to teach hearing impaired
student, but they also should have ability to choose appropriate media to help hearing
impaired students learn new vocabularies.
Then, every teachers of hearing impaired students have their own perception
about the appropriate media for hearing impaired students in learning new vocabulary.
Based on the researcher’s observation, some teachers of hearing impaired students
used flashcard in the beginning of the semester. It was because the teachers wanted to
introduce material by learning new vocabulary first.
In this research, researcher viewed the teachers’ perception on using flashcard
and its effects on the vocabulary mastery of hearing impaired students in SLB Bantul
Yogyakarta. The object of this research were hearing impaired students in SLB Bantul
Yogyakarta. The reason of choosing this school was because not all of SLB in
5
Yogyakarta had hearing impaired class. Then, the location of the school was near with
the researcher’s university so that it made the researcher easy to collect the data.
Teacher’s perception was important to know about the use of flashcard and its effect
in disabled’s class. By the teacher’s perception, the researcher could know about how
to used flashcard in disabled class because of many teachers did not know how to
used flashcard in disabled class. So this research was important to give knowledge for
the teachers that want to teach hearing impaired students about how to use flashcard
in the classroom of hearing impaired students. Teacher’s perception also can be used
to know the effect of using flashcard because the teachers know about students’
ability.
Identification and Limitation of the Problem
The hearing impaired students in SMPLB N 1 Bantul Yogyakarta were
beginner learners in English language learning while English language is a foreign
language for them. As beginner learner in English language, hearing impaired
students had difficulties in learning English language because English language as a
foreign language was different with their mother tongue. Hearing impaired students
also had difficulties to hear teachers’ explanation in the class, thus, the teacher used
sign language to teach them.
Although they had difficulties in learning process, the hearing impaired
students should learn new vocabulary. Learning vocabulary is important because they
should have good vocabulary knowledge to learn four skills in English language. It is
because hearing impaired students need to have many vocabularies to understand
English language. There are many media for hearing impaired students to learn
English vocabulary. Those media are such as text book, flashcard, and dictionary. The
media that the teachers used were to help students in the process of learning new
6
vocabulary. Although those media might be effective for hearing impaired students,
teachers should understand the effect of every media that they use for their students.
So, the teachers could improve vocabulary knowledge of the students by
understanding the effect of using media and knowing how to use media to help their
students in learning new vocabulary.
Teacher and students could learn new vocabulary by using many tools, but not
all of those media can be appropriate for hearing impaired students. Flashcard could
be appropriate tools for hearing impaired students because they felt difficult to hear
teachers’ explanation. As a beginner, hearing impaired students needed interesting
media to learn new vocabulary and flashcard that contain pictures that can help them
to understand new words and teachers’ explanation in interesting way.
Further, the researcher limited this research with discussed about the use of
flashcard as media to learn new vocabulary by using teachers’ perception in order to
know how to use flashcard in disabled class and to know the effect of using flashcard
on the vocabulary mastery of hearing impaired students. The researcher investigated
the teachers’ perception in SLB N 1 Bantul Yogyakarta because this school has
classes for hearing impaired students.
Formulation of the Problem
The main goals of this research were to find out the teachers’ perception of the
use of flashcard and its effect on the vocabulary mastery of hearing impaired students.
The research questions followed the goal were:
a.
How do the teachers of hearing impaired students use flashcards in the
classroom in SLB N 1 Bantul?
b. What is teacher perception about the effect of using flashcard on hearing
impaired students’ vocabulary mastery?
7
Purpose of the Study
From research questions, this research was intended to find out:
a. The use of flashcard in the classroom in SLB N 1 Bantul Yogyakarta.
b. The teacher perception about the effect of using flashcard on the hearing
impaired students’ English vocabulary.
Significance of the Study
There are five significant points of this study that might give valuable
contribution to hearing impaired students, teachers, researcher, other researcher and
educational institution.
Hearing impaired students. Flashcard is effective to hearing impaired
students, so they can use flashcard as tools to learn new vocabulary at school or at
home.
Teacher. This study can help teachers in disabled class to know the
effectiveness of using flashcard to improve student’s vocabulary. When flashcard is
appropriate to be used, it can be one of media that teacher can use to improve hearing
impaired students’ English vocabulary.
The researcher. This study can give new knowledge for the researcher such
as activities that can appropriate for hearing impaired students at learn new
vocabulary by using flashcard, effect of using flashcard for hearing impaired students
and function of using flashcard.
Other researchers. This study can help next researchers to know the
advantages and disadvantages of using flashcard to improve deafness students’
English vocabulary. Then, researchers can try other media that can help hearing
impaired students to improve their English vocabulary knowledge.
8
Educational institution. Educational institution or school can help to give
teacher many flashcards to help teacher in teaching hearing impaired students, so
teacher can help students to improve their English vocabulary.
Outline of the Research
This undergraduate thesis consists of five chapters, namely introduction,
literature review, methodology, finding and discussion, and conclusion.
Chapter One discusses about research introduction. This chapter consists of
background, problem and limitation of the research, formulation of the problem,
purpose of the research, significance of the research, and outline of the research.
Chapter Two presents a review of related literature. This chapter consists of
three sub-chapters; first, it will present some definitions of the terminology used in
this paper. Then, researcher will discuss the previous study and conceptual framework
used in this paper.
Chapter Three discusses about research methodology. This study employed
qualitative method. The participant of the study was the teacher of hearing impaired
students in SLB N 1 Bantul Yogyakarta. This research was conducted using
descriptive qualitative to collect the data.
Chapter Four reports the finding and presents the discussion. Firstly, the
finding reports the use of media and method to teach hearing impaired students.
Secondly, the use of flashcard in the classroom in SLB N 1 Bantul Yogyakarta. The
next finding is about the teacher’s perception about the effect of using flashcard on
the hearing impaired students’ English vocabulary. The last finding is challenges of
using flashcard in the class and how to overcome the challenges
Chapter Five presents conclusion and recommendation of this research. This
chapter summarizes the research findings and proposes some recommendations
9
emerged from the findings. The researcher also proposed some recommendations for
hearing impaired students, the teacher, other researcher and the educational
institution.
10
Chapter Two
Literature Review
The purpose of this study is to know the teachers’ perception on the use of
flashcard and its effect on the vocabulary mastery of hearing impaired students. This
literature review discusses five important aspects that is related to this study. English
Vocabulary Learning, Methods for English vocabulary learning, Flashcard as a
method for English vocabulary learning, English vocabulary learning for disable
students, Flashcard as method to learn English vocabulary for disable students. Then,
this chapter will explain the theoretical framework of the study.
English Vocabulary Learning
This part will discuss about some points such as definition of English
vocabulary and types of English vocabulary.
English vocabulary. Vocabulary is essential thing in English language
because learning English language without know English vocabulary is impossible.
Especially for beginner learner in second language learning. Komachali and
Khodareza (2012) explained that “Vocabulary learning is an intrinsic part of language
teaching” (p. 134). When students do not learn enough vocabulary at the first time
learning English language, it will be difficult for them during the teaching and
learning process they will be unable to understand some words. Mustapha (2011) said
that learning vocabulary is one of the greatest challenges that learners will looks in the
process of second language learning.
Types of vocabulary. There are two types of vocabulary such as adapted
Dolch words and Bridge phrases. Vacca (2005) explained that Dolch words are list of
words generally found in most basal reader. The list of Dolch word contained 435
symbols divided by grade level from preprimary through third grade. The contents of
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adapted Dolch list divide in many parts, like mix of words that have either a single
meaning or multiple meaning, content words (nouns, action verbs, adjectives, and
adverbs), function words (e.g., but, the, is). Other type of vocabulary is Bridge
phrases. Dimling (2010) defined bridge phrases as the English phrases that need
translation in American Sign Language (ASL) for theoretical meaning. The Bridge
phrase list contained 423 signed phrases from the pre primer through third-grade
levels (e.g., fall down, clean up). Both two types of vocabulary are important.
However, beginner English learners are better to learn adapted Dolch words first
because content word and function words are important to make a simple sentence.
Methods for English Vocabulary Learning
There are many ways to learn English vocabulary. In this part the researcher
explains several methods or activities that teacher can use in learning new English
vocabulary.
Activities to learn new vocabulary. There are many ways to learn new
vocabularies such as reading, song, newspaper, flashcard, etc. Grillo and Dieker cited
in Jitendra et al. (2013) said that learning vocabulary during independent reading is
very inefficient for students with reading difficulties, vocabulary and word-learning
skills must be taught. Therefore, from this perception, learning vocabulary by reading
is not efficient and teacher is better to look for other method for their students
learning vocabulary. Other way to learn new vocabulary is by searching the meaning
of new word in dictionary. Komachali and Khodareza (2012) explained that looking
for new words in dictionary and learning the meaning of those words are ways to add
new words to one’s vocabularies. However, this activity is slow method to increase
word power in learning new vocabulary in English language. Then, Grillo and Dieker
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cited in Espin and Deno (2013) found that vocabulary knowledge to be the strongest
predictor of student performance on content-study tasks.
Song is also material that teacher can used to learn new vocabulary. This type
of activity can be enjoyable and useful for language learners. The lyrics of the original
song acting as a ‘structural template’ for their versions makes effective activity into a
latter-day substitution drill (Mishan, 2005). Hearing impaired students can learn new
vocabulary through lyrics in the song. However, the challenge of using song in the
class is that sometimes the pronunciation of the singer is unclear and the hearing
impaired students got difficulties to hear a sound.
Hearing impaired students can also use newspaper to learn new vocabulary
because there are many articles in newspapers. Beginner students especially hearing
impaired students are less appropriate to learn vocabulary using newspaper. Mishan
(2005) shared that the language of newspaper is apparently difficult and the language
in newspapers are often being a problem to learners with lower level. Then, the
appropriate tool or material to deafness or hearing loss in learning English vocabulary
are flashcards. Scrivener (2005) explained that flashcard is very useful teaching aid,
especially at beginner of the semester.
Flashcard as a Media for English Vocabulary Learning
This part will explain the use of flashcard to learn new vocabulary. First, in
this part will explain the definition of flashcard. Then, advantages of using flashcard
will be discussed in this part.
Flashcard. Flashcard is a tool to help teacher in teaching process. Scrivener
(2005) explained that “flashcard is ELT jargon for pictures (diagrams, words, etc.)
that you can show to students, typically something you can hold up when standing in
front of the whole class” (p. 333). Teacher can use flashcard in learning new
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vocabulary. Komachali and Khodareza (2012) defined that the initial introduction of
new words can used by word list and flashcards but later most students continue to
use them to do a review. According to Grillo and Dieker (2013), flashcard can help
and support students in learning process. Flashcard can help students because picture
and explanation in the cards can help students to remember new vocabulary. Grillo
and Dieker (2013) shared that the students may have an opportunity by The Study
Stack cards to put key vocabulary words into their memory storage with support of a
mnemonic device and practice. Brown cited in Komachali and Khodareza (2012)
explained that one main advantage of flashcards is that they can be taken almost
anywhere and studied when one has a free moment. Flashcard is also able to students
not bored in learning new vocabulary because pictures or words in flashcard are full
of color.
Advantages of using flashcard in learning new vocabulary. As a leaning
aid, flashcard have many advantages. Inayah (2010) shared that in learning new
vocabulary, flashcards are useful and effective method to help students. Flashcards
are easy to carry anywhere, so, we do not need to carry heavy books so much because
it is inconvenient. Aliponga and Johnston (2013) explained that play word card games
where they have to generate a sentence with a randomly chosen word from their
collection. Allow the students to do extensive reading with graded readers at their
level to allow them to encounter some of their high frequency words they are
studying.
English Vocabulary Learning for Hearing Impaired Students
After discussing about vocabulary and flashcard, the researcher will discuss
about learning new vocabulary for hearing impaired students based on expert’s
perception.
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Hearing impaired students. Hearing impaired students are the ones who
have difficulties in hearing voice/sounds. Then, those students are visual learners
because by learning using visual tools they can easily learn some materials. Moores
(2010) shared that deaf students are visual learners and deaf students’ brain may have
different structured from the hearing brain. Another consistent theme is that a sign
language should be the natural language of a deaf child from birth. However, the
students who have deafness or hearing loss can learn in general school or in special
school since some of the students can use hearing aid. On the other hand, family
should help students who have hearing impaired in language teaching because family
like a teacher for students in home. Sarant, Holt, Dowell, Rickards, and Blamey
(2009) added that children’s intervention programs needs parents’ participation to
predict spoken language abilities for children in this study.
Hearing impaired students in learning new vocabulary. There are many
types of disabled students and one of type of disabled students is deafness hearing
impaired students. Ferndale and Watson (2013) shared that there are large focuses on
the individual and the medicalization about definitions, understanding of ‘disabling’
condition, understanding about hearing impaired students, and about their learning
process. The students who have hearing lost are same with other students that they
need learning vocabulary to help them in learning English language.
There are many ways to learn new vocabulary for hearing impaired students
and one of them is from textbook. Students can get many new vocabularies when they
read text book in the school or read book story with pictures. Snow and Wells cited in
Williams (2012) explain that since the early 1980s, research has indicated that
storybook reading offers a potentially rich context for accelerating young children’s
language development that is, their development in all components of language.
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Moreover, the hearing impaired students can improve English vocabulary mastery
when the teachers give good instruction using textbook or book with pictures.
Through pictures, hearing impaired students can easy to remember new vocabularies.
Then, other simple way to hearing impaired students in learning new vocabulary is by
using flashcard. Flashcard is also efficient to hearing impaired students because in
flashcard also contained picture, word, and sometime have definition or explanation.
Picture in the flashcard also make students interesting because the picture is colorful.
Flashcard as Media to Learn English Vocabulary for Hearing Impaired Students
In this part, the researcher discusses about flashcard as appropriate media for
hearing impaired students in learning new English vocabulary. Then, the researcher
also discusses the way to teach hearing impaired students using flashcard.
Teaching English vocabulary for hearing impaired students using
flashcard. In teaching hearing impaired students, teachers cannot just explain some
materials without using visual tools because it can be difficult for the students.
Teachers need to know the learning style that is appropriate with the students. Mishan
(2005) examined that to stimulate the second language acquisition process, learning
style is an essential learner variable and one that is strongly relevant to learners’
reactions to authentic texts and tasks. There are many learning styles in learning and
teaching process such as the use of physical senses, dealing with other people,
handling possibilities, approach to tasks, dealing with ideas. The use of physical
senses is to know the learning style that is appropriate to deafness or hearing loss
students. SAS cited in Mishan (2005) explained the meaning of the use of physical
senses are like visual, auditory, and kinesthetic or hand-on. Visual students learn by
stimuli, the written word, films, pictures, etc. Auditory students desire to hear the
language, for examples via audio-tapes, speaking activities, lectures, role-plays,
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discussion, and conversation. Then, kinesthetic learners choose movement and
activity, including doing projects, active games, etc. From this perception we can
know that deafness students have visual physical sense and they are visual learners.
Hearing impaired students are visual learners so that the learning style that is
to them is the use of physical senses. Moores (2010) explained that hearing impaired
students are visual learners and the process of getting information is different with
hearing learners or auditory/visual learners. Hearing impaired students can learn by
written word and using picture and it is very appropriate for them. From those
learning style, hearing impaired students can use flashcards to learn new vocabulary
because flashcard is appropriate teaching aid for hearing impaired students. Moores
(2010) stated that first, the process information of deaf learners is different from
hearing learners because they are visual learners. Second, the deaf intelligence or
mind is different from the hearing intelligence or mind. Third, natural language such
as American Sign Language (ASL) should be the main means of communication and
instruction. Therefore, from this statements the teachers can know that hearing
impaired students are visual learners and the teacher should give appropriate learning
style for them.
The important thing for hearing impaired students is an early identification of
their deafness from the parent. Early identification may help students in learning
process so that the students and parents can prepare before students with deafness or
hearing loss go to school for first time. “The Taralye program uses an auditory–verbal
communication approach and a play-based learning philosophy where carefully
planned play experiences are used to promote learning and the development of spoken
language, social, and other skills” (Sarant, Holt, Dowell, Rickards, and Blamey, 2009,
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p. 208). Those preparations can help teacher in teaching process, for example, to
make students can understand with teacher instruction easily.
Understanding the learning style and earlier identifications are important for
hearing impaired students in learning process. However, in learning vocabularies, the
hearing impaired students’ teacher can use flashcard because as a visual learner they
will easily learn using media that use their visual. Teacher can use flashcards with
many activities. Scrivener (2005) explained that there are many teacher activities that
can be used using flashcards. First, to quickly show the meaning of a lexical item, e.g.
to iron. Second, to illustrate presentations of language, for example by giving visual
image to an imaginary character e.g. ‘This is Marilyn. Every day she gets up at six
o’clock…’, etc. Third, to tell story, providing occasional image to give students
something tangible to look at and help their understanding, e.g. ‘…and then a large
green lorry turned around the corner and drove towards them’. Fourth, as prompts to
remind them of a specific grammar point or typical error, e.g. flashcard with the word
past on it to quickly remind students to make verbs in the past form. Fifth, as seeds for
student-based storytelling activities, e.g. handing out a small selection of picture to
groups of students and asking them to invent a story that incorporates all those
images. Sixth, as prompts for guessing games, definition games, description games,
etc. for example one person in a team has a picture of a person, which they describe.
Then the others students are shown a pile of seven pictures (including the original
one) and have to work out which picture was described.
Lund, McLaughlin, and Neyman (2012) added that DI (Direct Instruction)
flashcards can be effective for students in both resource room and self-contained
classrooms. It means that flashcard can be effective to use in the class as a resource
and flashcard also may help hearing impaired students in learning English language
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learning. Grillo and Dieker (2013) shared that language learning development might
be coupled with mnemonics to be effective. Mnemonics in this perception is flashcard
because flashcard is tool for students to easily remember new vocabularies.
Sekolah Luar Biasa (SLB)
In Indonesia, the disabled students can learn in Sekolah Luar Biasa (SLB).
SLB is special school for disabled students. According to Sunardi (2010), in the first
of 20th century, dr. Westhoff opened an institution that help blind people in training
for looking a job. Folker School is the first SLB in Indonesia, the location of this
school was in Bandung and the first school for hearing impaired students was also
built in Bandung in 1930. Currently, Indonesia has 1312 SLB based on kompas.com
(2013). In Indonesia, not all of SLB has major for disabled students.
Disabled students in Indonesia follow educational system or curriculum that
the government of Indonesia make for them. Until now, the government of Indonesia
change the curriculum in four times (1977, 1984, 1994, KTSP and 2013). KTSP is
curriculum that hearing impaired students in SLB N 1 Bantul use this times. The
meaning of KTSP is competency based. Based on this curriculum, the teacher should
be creative to make material of the subject being interesting for their students. When
using KTSP the teachers should be aware with differences characteristic of the
students because this curriculum use students as the center of learning in the process
teaching and learning.
Further, SLB N 1 Bantul Yogyakarta is one of SLB in Yogyakarta that have
every major of disable students. SLB N 1 Bantul is located at Jalan Wates Km. 3 No.
147 Bantul Yogyakarta. This school has six majors for disabled students such as
Tunanetra (A), Tunarungu (B), Tunagrahita Ringan (C), Tunagrahita Sedang (C1),
Tunadaksa Ringan (D), Autis (M). In the process of teaching and learning hearing
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impaired in SLB N 1 Bantul, the teacher applied students centered learning. So,
maximum members in the class are 8 students. The teachers use Bahasa and sign
language to communicate with the students.
Review of Previous Studies
This research is supported by several previous studies. (Hariyani, 2011)yani
(2011) conducted a research entitled “The Effect of Using Flashcards on the English
Vocabulary Achievement of the Seventh Grade Students at SMP Negeri 1 Wuluhan in
The 2010/2011 Academic Year”. Based on her research, flashcard could have
significant effect for vocabulary achievement of the students. In this research, the
researcher used flashcard media because flashcard can be help the students memorize
and understand the meaning of new vocabulary and this research conducted in SMP
Negeri 1 Wuluhan. The researcher used experimental research to get the data. Based
on the result of her research, flashcard had significant effect for vocabulary
achievement of the students in SMP Negeri 1 Wuluhan. Then, she also suggested the
English teacher to use flashcards as a teaching media to teach vocabulary and use
various media to teach English subject especially vocabulary.
The similarity of her study and my current study is using flashcard as a media
to learn English vocabulary. However, in my research had some differences with
Hariyani’s research. First, my research wanted to know the effect of using flashcard
from teachers’ perception. Second, my research focused on discussing the effect and
the use of flashcard in hearing impaired class. Third, my research used descriptive
qualitative in the research.
Another study that is in line with this research was conducted by Hertati
(2012) entitled “The Effect of Using Flash Cards on the Seventh Year Students’
Vocabulary Achievement at SMPK Santo Petrus Jember”. The aim of Hertati’s
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research was to know a significant effect of using flashcards on the vocabulary
achievement. Her research also used experimental research to collect the data and she
also use homogeneity analysis to get homogeneous participants. Then, the result of
her research showed that most of the students had good achievement in vocabulary
using flashcard.
The similarity of Hertanti’s research with my research is the use of flashcard
as a media to learn English vocabulary in junior high school. However, my research
focus to know about teachers’ perception toward the use and the effect of flashcard in
hearing impaired class. The participants of my research were the teachers that teach
hearing impaired students. My research also used descriptive qualitative in data
collection method.
Conceptual Framework
Luckner and Cooke (2010) shared that communicating, reading, thinking, and
learning require vocabularies as an essential thing. There are many ways to learn new
vocabularies, for example, using a song, newspaper, text book, flashcard and others.
Learning new vocabulary by flashcard is more appropriate for hearing impaired
students. Scrivener (2005) explained that flashcard are very useful teaching aid,
especially at beginner of the semester (p. 333). Then, hearing impaired students is a
visual learner because they learn easily by visual object. Mishan (2005) added the
meaning of the use of physical senses are such as visual, auditory, and kinesthetic or
hand-on. Visual students learn by stimuli, the written word, films, pictures, etc.
Hearing impaired students are visual learners and from Mishan’s perception, visual
learner are appropriate to learn with a picture. Flashcard consist of picture, word,
description, etc.
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Baleghizadeh and Ashoori (2011) explained that flashcard is a card containing
a word, a sentence, or a simple picture on it. Drilling can be effective to deafness or
hearing loss students to learn new vocabularies by flashcards. Harmer (2005)
explained that drilling grammar items, cueing different sentences, and practicing
vocabulary are suitable activities in language learning using flashcards (p. 134).
However, a study about teacher perception: the use and its effect of using flashcard on
hearing impaired students’ English vocabulary was never conducted in English
Education Department of Universitas Muhammadiyah Yogyakarta. Thus, a study
about the use and its effect of flashcard in English vocabulary learning on hearing
impaired students was very important to conduct because this study can help teacher
and students with disabilities know the effect of using flashcard to learn new
vocabulary.
The theories were used to provide a basic investigation of the use and the
effect of flashcard on vocabulary mastery of hearing impaired students based on
teacher perception. Those concerns with how to use flashcard in hearing impaired
class and the effect of using flashcard on hearing impaired students’ English
vocabulary.
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Figure 2.1 Conceptual Framework
Hearing impaired student’s
difficulties in learn new
vocabulary:
Focus of the study:
Learn vocabulary by flashcard for
hearing impaired students
1. Beginner in learning English
Language.
2. Difficult to hear a sound.
Flashcard
Looking for teacher perception of the use and its effect
of flashcard on vocabulary mastery of hearing
impaired students
2. The way of teacher at teach new vocabulary.
3. The effect of using flashcard in learn new
vocabulary.
Interview with the teacher that
teach hearing impaired students
The participants use
flashcard and others
media such as picture,
realia and logiko to
teach new vocabulary
for hearing impaired
students.
There were three important things
at using flashcard:
2. Frequency at using
flashcard.
3. The functions of flashcard.
4. Activities that can
appropriate to teach new
vocabulary by using
flashcard.
Challenges face by the participants at using
flashcard:
1. Difficult to explain abstract words
2. Flashcard did not practical
3. Did not have complete flashcard
The effect of using
flashcard is can help
hearing impaired
students in learn new
vocabulary and can
improve vocabulary
of hearing impaired
students.
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Chapter Three
Research Methodology
This chapter presents research design, population and sample of the research,
data collection method and the last part of this chapter will discuss about data analysis
of this research.
Research Design
In this research, the researcher used qualitative research method to collect the
data. Creswell (2012) argued that qualitative research can appropriate to be employed
when it is identify research participants’ opinion, believe, or even perception. Based
on Creswell’s description, qualitative research was stated appropriate for this research
because this research discussed about teachers’ perception toward the use of flashcard
and its effect on the vocabulary mastery of hearing students.
Thus, descriptive qualitative was used to collect the data and answer the
research questions. Descriptive qualitative research is a research to describe
phenomenon which is like hearing impaired students that needs appropriate media to
learn new vocabulary (Sukmadinata, 2006). The reason of using descriptive
qualitative was to describe about teachers’ perception in using flashcard in disabled
class and to know the effect of using flashcard.
Research Setting
The study took place at SLB N 1 Bantul Yogyakarta. Starting from April
2016, the researcher conducted interview to gather the data. There were several
reasons why researcher selected this school. First, this school was one of many
schools in Yogyakarta that had class for hearing impaired students while not all of
SLB in Yogyakarta had it. Second, SLB N 1 Bantul is located at Jln. Wates Km. 3 No.
147 Bantul Yogyakarta, that was reachable.
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Research Participants
The researcher chose English teachers in SMPLB N 1 Bantul Yogyakarta as
the research participants. There were some criteria of choosing the participants. First,
the English teachers ever teach hearing impaired students using flashcards in the
class. Second, the teachers in have experience in teaching English language to hearing
impaired students.
This research used total sampling to look for the participants. Total sampling
was appropriate approach for this research because the researcher needed deeper
information from the participants that understand with using flashcard in hearing
impaired cla