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CHAPTER V CONCLUSION, IMPLICATION AND SUGGESTION
E. Conclusion
From the research findings and discussion, the researcher draws conclusions of the process of teaching and learning English in eleventh grade students of SLB B
YRTRW Surakarta, their problems in teaching and learning of English also their proficiency in English. The conclusions are as follows:
1. The curriculum used in this school is Struktur Kurikulum Pendidikan Khusus‟ which specialized for students with special needs and different with
curriculum used in regular school. The Standard of Competence and Basic Competence used are adjusted
to the students‟ need. 2. In the process of teaching and learning English, the teachers and students used
oral speaking as their primary means of communication while sign language is used as the supportive means of communication. The resource of the sign
language used in this school is from SIBI Sistem Isyarat Bahasa Indonesia dictionary.
There are three conditions when sign language is used: a. The teacher uses sign language to tell the students about the meaning of
English word in Indonesia. b. The teacher uses sign language when teaching speaking and pronunciation
to the students. The teacher will use sign language to show the vowels or consonants of the words that will be pronounce by the students so the
students will be able to pronounce those words correctly. c. The students also use sign language when answering teacher‟s questions.
They are speaking orally while also doing sign language to support their oral speaking.
3. The main problem of the students with hearing impairment is their hearing and speech impairment which results in their imperfect pronunciation. To
improve students‟ pronunciation, the teacher trained the students to speak by using drilling method. The teacher gave sentences to the students, then the
teacher read it aloud and after that she asked the students to repeat her pronunciation. The teacher emphasized the vowels of the words by using sign
language so the students could pronounce the words correctly. 4. The XI grade students of SLB B YRTRW Surakarta have limited vocabulary
in English and Bahasa Indonesia. Since their hearing is impaired, so the parents and people around them only taught and spoke to them in simple and
limited words. Even though the students have hearing impairment, it is possible to enrich their vocabulary. The way that teacher SS used in
improving students‟ vocabulary is by introducing approximately ten new words to the students in every new chapter. They discussed it together, and
then the students could make a note of it and remembered those words at home. The teacher also gave tasks related to those new words to make the
students familiar with those words and the words were recalled every meeting. 5. The main problem faced by the teacher was that she had too many
responsibilities. Teacher SS was the only English subject teacher in SLB B YRTRW Surakarta. She also taught Bahasa Indonesia and Christian subject.
She is also the one who was in charge to take care of school administration. This duty sometimes made her unable to come to the class on time or made
her should leave the class early. The teacher also lacked in time management. She took too much time in doing apperception and she also ended the class
earlier than the schedule even though there was no urgent matter to handle. 6. Students with hearing impairment are also able to master and understand
English just like any other students. The „master-key‟ is the teacher. As long as the teacher uses various teaching method, materials and media which are
suitable with students‟ condition, then their ability in learning could be optimized.
7. In the process of teaching and learning English, the students were active and they were able to understand the lesson. They were able to mention English
words related with the topic and also answered the questions from the teacher. The students are able to produce short sentences but have difficulty in produce
long sentences due to their confusion of arranging word orders and their limited vocabulary mastery. The students were also able to pronounce English
words with correct vowels and consonant even though it was not as clear as the pronunciation of normal students.
F. Implication
