ACTIVITIES IN TEACHING THE SPEAKING SKILL TO THE STUDENTS WITH VISION IMPAIRMENT.

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Asri Safitri, 2013

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ACTIVITIES IN TEACHING THE SPEAKING SKILL TO

STUDENTS WITH VISION IMPAIRMENT

(A Case Study at a Second-grade of Senior High School Level of Visually-impaired Students in Bandung)

A Research Paper

Submitted to English Education Department as a partial fulfillment for the requirement of Sarjana Pendidikan degree

Asri Safitri

0809329

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND ARTS EDUCATION INDONESIA UNIVERSITY OF EDUCATION

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ACTIVITIES IN TEACHING THE SPEAKING SKILL TO STUDENTS WITH VISION IMPAIRMENT

(A Case Study at a Second-grade of Senior High School Level of Visually-impaired Students in Bandung)

Oleh Asri Safitri

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana Pendidikan pada Fakultas Pendidikan Bahasa dan Seni

Universitas Pendidikan Indonesia Oktober 2013

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.

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PAGE OF APPROVAL

ACTIVITIES IN TEACHING THE SPEAKING SKILL TO STUDENTS WITH VISION IMPAIRMENT

(A Case Study at a Second-Grade of Senior High School Level of Visually-Impaired Students in Bandung)

A Research Paper

By Asri Safitri

0809329

Approved by: Main Supervisor,

Prof. Fuad Abdul Hamied, M.A., Ph.D. NIP. 195008211974121001

Co-Supervisor,

Rojab Siti Rodliyah, S.Pd., M.Ed. NIP. 197308062002122001

Head of English Education Department Faculty of Language and Arts Education

Indonesia University of Education

Prof. Dr. Didi Suherdi, M.Ed. NIP. 196211011987121001

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ABSTRACT

This study entitled “Activities in Teaching the Speaking Skill to the Students with Vision Impairment” is aimed at investigating the variety of speaking activities conducted by the teacher and students’ responses to the implementation of those activities. This study employed a qualitative research design and a case study approach. The data were collected through observations, interview and questionnaires where the participants were an English teacher and students with vision impairment. To analyze the data, Thornburry’s (2005) categories of classroom speaking activities were used. The findings reveal that there were five kinds of speaking activities conducted by the teacher within four weeks; drilling, dictation, conversation and chat, guessing games, and word-cued task. Regarding the students’ responses, there were positive responses of the students toward English, speaking skill and the activities conducted by the teacher. This study, therefore, suggests that future researcher should conduct similar research involving more participants in higher and lower grade as well as more time to gain more details of activities in teaching speaking.

Keywords: students with vision impairment, speaking activities, students’ responses.

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TABLE OF CONTENT

STATEMENT OF AUTHORIZATION ... i

PREFACE ... ii

ACKNOWLEDGEMENT ... iii

ABSTRACT ... v

TABLE OF CONTENT ... vi

LIST OF TABLES ... ix

LIST OF FIGURES ... x

LIST OF APPENDICES ... xi

CHAPTER I INTRODUCTION 1.1 Background ... 1

1.2 Statement of Problems ... 3

1.3 Aims of the Study ... 3

1.4 Scope of the Study ... 4

1.5 Significance of the Study ... 4

1.6 Clarification of Terms ... 4

1.7 Organization of Paper ... 5

CHAPTER II THEORETICAL FOUNDATION 2.1 Visually-Impaired Students ... 8

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2.3 Activities in Teaching the Speaking Skill to Students withVision

Impairment... 13

CHAPTER III RESEARCH METHODOLOGY 3.1 Formulation of Problem... 20

3.2 Research Design ... 20

3.3 Research Site and Participants ... 22

3.4 Data Collection ... 23

3.4.1 Classroom Observation ... 23

3.4.2 Interview ... 25

3.4.3 Questionnaire ... 26

3.5 Data Collecting Procedures ... 27

3.6 Data Analysis ... 27

CHAPTER IV FINDINGS AND DISCUSSIONS 4.1 Activities in Teaching Speaking ... 31

4.1.1 Drilling ... 33

4.1.2 Dictation ... 37

4.1.3 Conversation and Chat ... 39

4.1.4 Guessing Game ... 42

4.1.5 Word-Cued Task ... 43

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CHAPTER V CONCLUSION AND SUGGESTIONS

5.1 Conclusion ... 55 5.2 Suggestions ... 56

REFERENCES APPENDICES

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LIST OF TABLES

3.1 Observation Schedule ... 24

3.2 Interview Guideline ... 25

3.3 Categorization of the Questionnaire ... 26

4.1 Speaking Activities Proposed by Thornburry (2005) ... 31

4.2 Speaking Activities Conducted by the Teacher ... 32 4.3 Students’ Most and Least Favourite Activities ... 53-54

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LIST OF FIGURES

4.1 Students’ Attitude toward English ... 46

4.2 Students’ Attitude toward English ... 47

4.3 Students’ Attitude toward Speaking Skill ... 48

4.4 Students’ Response to the Activities Conducted by the Teacher ... 50

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LIST OF APPENDICES

APPENDIX A Research Instruments APPENDIX B Observation Results APPENDIX C Video Transcripts APPENDIX D Interview Transcript APPENDIX E Letters

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CHAPTER I INTRODUCTION

This first chapter presents the introduction of the research paper. It is devoted to several parts namely background, statement of problems, aims of the study, the scope of the study, the significance of the study, clarification of terms, and organization of paper.

1.1. Background

English is an important foreign language that plays a significant role in the context of education. The importance of English leads people to study English for different needs and purposes. Those differences directly are accommodated through the variety of teaching activities used by the teacher in delivering the materials in language learning. Pinter (2006) states that teachers need to develop successful activities based on students’ needs in language learning. In line with that statement, Harmer (2007:102) argues that teachers need to try to match the activities they take into lesson with the students they are teaching. Thus, the statements above suggest that it is important for the teacher to consider the students’ need in selecting activities to deliver the materials.

In fact, every student has different needs which need to be taken care of. Interestingly, there are some students with difficulties, disorders or disabilities. There are many types of disability or special needs disorders could be faced in the classroom. One of the disorders is vision impairment. Joy (2010) states that vision

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impairment is a generic term that covers a range of difficulties with vision and includes the following categories: blind, legally blind, partially sighted, low vision, and cortically visually impaired. Moreover, she adds that vision impairment can be caused by diseases, trauma, or an inborn or degenerative condition that cannot be corrected by conventional way. The students with vision impairment have limited skills for learning, in this case learning English. Thus, education can be a difficult process for the people who have a significant limitation of visual capability (Joy, 2010). Furthermore, Newman (2004:12) emphasizes that students with special needs often need more help, stimulation, and encouragement to develop skills than other students. It can be concluded that teaching English to disabled students are different from teaching the normal one since they have diverse abilities and learning needs. These differences could be on the teaching activities developed by the teacher.

Because of the limitation in their vision, students with vision impairment are better to learn through audio and oral way. Therefore, one of the English language skills which is considered to be the most required in teaching to visually-impaired students is speaking. However, there are some problems in teaching speaking in the class because the ability to speak English is a very complex task considering the nature of what is involved in speaking (Widiati and Cahyono, 2006:278). Along with the ideas above, Kayi (2006) as cited in Wulandari (2011) proposes:

Teaching speaking is teaching students to produce the English seech sounds and sound patterns; use word and sentence stress; intonation patterns and the rhythm of the language; select appropriate words and

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sentences according to the proper social setting, audience, situation, and subject matter; organize thoughts in a meaningful and logical sequence; use language as a means of expressing values and judgments; use the language quickly and confidently with few unnatural pauses, which is called as fluency.

By considering those complexities, one aspect in teaching speaking which is important for teacher to be taken care of is the development of activities.

To conclude, this study is concerned with the teaching speaking activities which were conducted by the teacher in a special needs class with visually-impaired students and investigate visually-visually-impaired students' responses to the implementation of teaching speaking activities conducted by the teacher.

1.2. Statement of Problems

This research was conducted to find the answers to the following questions:

1. What are the activities used by the teacher in teaching the speaking skill in a special needs class with visually-impaired students?

2. What are the students' responses to the implementation of teaching activities conducted by the teachers in a special needs class with visually-impaired students?

1.3. Aims of the Study

This study was conducted to obtain information related to the research questions. This study is aimed at (1) investigating the activities used by the teacher in the teaching speaking skill in a special needs class with

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impaired students; (2) discovering how the students' responses to the implementation of teaching activities conducted by the teachers in a special needs class with visually-impaired students.

1.4. Scope of the Study

The main focus of the research is the activities conducted by the teacher in teaching the speaking skill to student with vision impairment in a special needs class. In order to limit the focus of the research, it only focused on an English teacher in a second-grade of senior high school level of visually-impaired students in Bandung.

This study also investigated the students’ responses to the implementation of teaching activities conducted by the teachers in a special needs class with visually-impaired students.

1.5. Significance of the Study

The results of the study are expected to provide a comprehensive description about the activities used by the teacher in teaching speaking skill to students with vision impairment. By doing so, it is also expected to make valuable contributions to the improvement of teaching English to students with vision impairment. In addition, this study is expected to be beneficial for others who will do the study in the same field.

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To avoid misconception, in this study several terms are clarified as follow. 1. Teaching activities are a unified set of action or something to do in the

classroom as the learning process of students provided by the teacher. (Cameron, 2001:22). However, in this study teaching activities include any activities which are conducted by the teachers in teaching speaking skill in the classroom with visually-impaired students.

2. Speaking skill means productive skill in the oral mode. In this study speaking skills are learned by vision impaired students through any activities conducting by the teachers.

3. Speaking activities refer to what Harmer (2001:87) said that students are using any and all the language at their command to perform some kind of oral task. In this study, it means that all tasks which should be completed by the students, such as language games, conversation and discussion.

4. Visually-impaired students refer to students who medically verified visual impairment accompanied by limitations in sight that interfere with acquiring information or interaction with the environment to the extent that special education instruction and related services may be needed.

1.7. Organization of Paper

The paper is organized in order to make the paper arranged systematically. This paper is organized into five chapters as follows.

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Asri Safitri, 2013

Activities in Teaching the Speaking Skill to the Students with Vision Impairment Universitas Pendidikan Indonesia | repository.upi.edu| perpustakaan.upi.edu 1. Chapter I

The first chapter is an introduction of the study that consists of background, statement of problems, aims of the study, the scope of the research, the significance of the study, clarification of terms, and research paper organization. This chapter functions to connect an empty space between the readers and the writer at the beginning (Moriati, 1997:84 cited in Emilia, 2009:140)

2. Chapter II

This second chapter deals with review of related literature. It covers the theories that are relevant to the present study, which are (1) visually impairment students, which starts from the definitions of vision impairment and the learning characteristics of students with vision impairment; (2) teaching English to visually-impaired students the activities in teaching speaking to students with vision impairment.

3. Chapter III

Chapter III is research methodology. This chapter functions to give a comprehensive description about research procedure and how to analyze the data (Calabrese, 2006 cited in Emilia, 2009:188). It deals with research method which covers formulation of problem; research design; research site and participant; data collection techniques such as classroom observation, interview and questionnaires; data collecting procedures; and data analysis.

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Activities in Teaching the Speaking Skill to the Students with Vision Impairment Universitas Pendidikan Indonesia | repository.upi.edu| perpustakaan.upi.edu 4. Chapter IV

This chapter discusses the research findings and discussion. The research finding elaborates the activities used by the teacher in teaching the speaking skill in a special needs class with vision impairment students and the students' responses to the implementation of teaching activities conducted by the teachers in a special needs class with vision impairment students.

5. Chapter V

Finally, the last chapter presents the conclusion of the study and the suggestion for further research in this area.

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CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses things related to the way this research was conducted, which consist of six sections. The first section presents the formulation of problem. In section two, the design of the present research is explained. Then, the third section explains where data were collected and who the participants were. The fourth section explains how data were collected. The fifth section describes the data collection procedures. Furthermore, the last section presents the data analysis.

3.1. Formulation of Problem

This study was conducted to describe the activities used by the teachers in teaching the speaking skill. The present study mainly was aimed to:

1. investigate the activities used by the teacher in teaching the speaking skill in a special need class with visually-impaired students;

2. discover how the visually-impaired students respond to the implementation of teaching activities conducted by the teacher.

3.2. Research Design

A research design is the logic that links the data to be collected and the conclusions to be drawn to the initial question of study (Yin, 2003:19). In this study, the data were carried out by using a qualitative case study design.

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Qualitative method was considered relevant in this study because of two main reasons: (1) the researcher only explored speaking activities which are developed in the classroom by the teacher and did not attempt to develop those activities, and (2) the researcher was not the participant who observed a phenomenon found in teaching English to visually-impaired students in terms of classroom activities.

With regard to those reasons, Alwasilah (2002) states that the researchers on qualitative studies focus on phenomena with internal validity and contextual understanding. It is in line with Fraenkel and Wallen (1990) who argue that qualitative research focuses on description of the situation or events that happen in detail.

This study used a case study as a research method which is common in social science. Nunan (1992:79) defines that a case study is the investigation of a single instance of a class of objects or entities in the context in which they occur. Along with the ideas above, Gerring (2007:20) states that a case study may be understood as the intensive study of a single case where the purpose of that study is to shed light on a larger class of cases (a population). Based on clasification of a case study from Merriam (1988), this study can be categorized as descriptive case study, because it presents a detailed account of the phenomenon under study. As cited in Nunan (1992:78), Adelman et al. (1976) suggest that there are several advantages of adapting a case study as a method research; firstly, a case study is strong in reality; a second strength, it can represent a multiplicity of viewpoints and can offer support to alternative interpretations; thirdly, it also provides a database of materials which may be reinterpreted by future researchers; finally,

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case study data are usually more accessible than conventional research reports and therefore capable of serving multiple audiences.

According to Gerring (2007:33), a case study may employ a great variety of techniques for the gathering and analysis of evidence. There are six sources of evidence that are most commonly used in doing case studies; documentation, archival records, interviews, questionnaires, direct-observations, participant-observation, and physical artifacts (Yin 2003:85).

As the use of various sources is highly complementary, the data in this study were gained through multiple source of evidence (Yin, 2003: 83; Lodico, 2006:264; Gerring, 2007:17) that were classroom observation, interview, and questionnaires. The multiple data collection were conducted by the researcher since Yin (2003:85) emphasizes that the various source are highly recommended, and a good case study will therefore want to use as many sources as possible. Thus, the weakness of one data collection method can be covered with the strength of another data collection method.

3.3. Research Site and Participants

This study was conducted in a second-grade of senior high school level of visually-impaired students in Bandung. The participants in this study were an English teacher and all students with vision impairment in one classroom. There were four students; one student with low vision, one student with functionally blindness and two students with blindness (Carney et al., 2003:3). Meanwhile, in order to investigate the activities which were conducted in teaching the speaking

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skill, the teacher would be the main participant of the research. Besides, students would be the participants to find out their responses to the implementation of the activities conducted by the teacher.

The selection of participants in this school was based on the accessibility of the researcher to this school, the willingness of the teachers to be observed, and all the students which are taught by the teacher.

3.4. Data Collection

Qualitative data are often gathered in the form of words, pictures, or both (Lodico et al. 2006:116). To be scientific and to prevent bias, Lodico et al. (2006:11) assert that the data collection process must be systematic and the data recorded with accuracy. Qualitative researchers use a variety of research tools, but they often prefer to conduct classroom observations, carry out interviews, and distribute questionnaires.

3.4.1. Classroom Observation

Although observation is a large part of how we learn (Bandura, Grusec, & Menlove, 1966 as cited in Lodico et al., 2006:117), observation as a tool of research requires systematic and careful examination of the phenomena being studied. Specifically, researchers who choose to use observation must conduct their observations in a way that results in accurate, unbiased, and richly detailed information. Moreover, as the data gathering device, classroom observation may make an important contribution to descriptive research (Best, 1981). It is because

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certain types of information can best be obtained using direct examination by the researcher. Along with the ideas above, Yin (2003:93) suggests that observational evidence is often useful in providing additional information about the topic being studied.

In answering the first question related to the activities conducted by the teacher in teaching the speaking skill to students with vision impairment, this study administered classroom observations in four meetings. The following table presented the schedule of the observations.

Table 3.1

Observations Schedule

No. Date Class Topic

1. Tuesday, July 30, 2013 XI Bahasa Hotel Receptionist 2. Tuesday, August 20, 2013 XI Bahasa Global Workers 3. Tuesday, August 27, 2013 XI Bahasa Job

4. Tuesday, September 3, 2013 XI Bahasa School and Hobbies

To conduct the observations, videotaping was used in order to gather the data. Fraenkel and Wallen (1990) claim that by using videotape, the researcher will get benefit such as the videotaping can be replayed for several times in order to check and correct the data. In addition, observation checklist and note taking were also conducted during the videotaping (see appendix A for the instrument). Observation checklist was administered to identify the teaching activities conducted by the teacher and field note was used to describe everything happen in the observation.

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One of the most important and essential sources of a case study information is the interview (Yin, 2003:89). Interview is a technique of verbal communication to gather the information. Best (1981) states that through interview technique, the researcher may stimulate the subject to gather insight into the researcher own experience. In addition, several reasons of using an interview as a source of evidence are proposed by Alwasilah (2002) who says that in using an interview the researcher can explain or paraphrase the questions when it cannot be understood by respondents; the researcher can ask follow-up questions; and the last the respondents can tell something that happened in the past or will happen in the future.

The interview in this study was addressed to English teacher to get additional information about the activities used in teaching speaking which was conducted on Monday, September 19, 2013. To conduct the interview, audio-tapping was used in recording the interview. These interviews consist of nine questions which were organized in the following guideline.

Table 3.2 Interview Guideline No. Question

Number Objectives

1. 1 To know the teacher’s experience in teaching English

2. 2-4 To identify teacher’s preparation in teaching speaking

3. 5 To find out the activities used by the teacher in teaching speaking

4. 6-7 To reveal the reasons and considerations in conducting the activities.

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Activities in Teaching the Speaking Skill to the Students with Vision Impairment Universitas Pendidikan Indonesia | repository.upi.edu| perpustakaan.upi.edu 3.4.3. Questionnaires

Questionnaires relevant to this study, along with observation and interview, were also gathered to obtain the data. Questionnaires were administrated to the students to gain the data about their response towards the implementation of teaching speaking activities that was employed by the teacher. The questionnaires were divided into 2 parts, the first one is closed questionnaires which consist of 20 close-ended statements; and the second part is open questionnaires which consist of four questions. The statements and questions were given in Bahasa Indonesia in order to help the student easily express their thoughts. Moreover, the questionnaires could be categorized to the four general classifications; students’ attitude toward English, students’ attitude toward

speaking skill, students’ response to the activities conducted by the teacher, and

students’ response to the most and the least liked activities. The following table

revealed those categorizations.

Table 3.3

Categorization of the Questionnaires No. Statement/Question

Number Categories

1. 1-4 (positive)

5-8 (negative) students’ attitude toward English 2. 9-12 students’ attitude toward speaking skill

3. 13-20 students’ response to the activities conducted by the teacher

4. 21-24 students’ response to the most and the least liked activities

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Activities in Teaching the Speaking Skill to the Students with Vision Impairment Universitas Pendidikan Indonesia | repository.upi.edu| perpustakaan.upi.edu 3.5. Data Collecting Procedures

In conducting the study, there are several steps that have been employed as follows:

1. Conducting classroom observations.

2. Videotaping and note taking of teaching speaking activities.

3. Interviewing the teacher in order to get additional information of the speaking activities.

4. Carrying out the questionnaires to the students in order to get the data related to the implementation of speaking activities conducted by the teacher.

5. Transcribing the recording of the observations and interview.

6. Analyzing the transcription and observation sheet to examine speaking activities used by the teacher in the classroom.

7. Analyzing the data from the questionnaires to find students responses toward the implementation of those activities.

8. Presenting the result of the study

3.6. Data Analysis

The data in this study are qualitative data which were obtained through classroom observations, interview and questionnaires. The data collected were analyzed based on the research questions, which are the teaching speaking activities used by the teacher for students with visual impairment and the visually-impaired students' responses toward the implementation of teaching activities conducted by the teacher.

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According to Gall et al. (1996) who outlined three approaches to case data analysis, the data analysis of this study are structural analysis which investigated patterns which may be found in conversations, text, activities, etc., with little or no explication as to pattern meaning. Furthermore, Yin (2011:177) draws that there are five-phased cycle of analyzing qualitative data; compiling, disassembling, reassembling (and arraying), interpreting, and concluding.

1. Compiling

The analysis is begun with compiling and sorting the field notes and other data collection which are conducted through classroom observations and interview in order to examine the teaching speaking activities used by the teacher for students with visual impairment. In this cycle, the researcher reviewed the video recording, re-listened the audio recording, and reread the field notes, then transcribed it into a written form. Moreover, all of the exact words of participants are recorded such as pauses, laughter, interruption, and places where the tape is inaudible or not understandable.

Moreover, in order to examine the visually-impaired students' responses toward the implementation of teaching activities conducted by the teacher, the analysis begins with compiling and sorting the answer from the students, field notes and other data collection which are conducted through questionnaires. In this cycle, the researcher re-listened the audio recording and reread the data collected from the questionnaires.

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In this cycle, the researcher reviewed and explored the data by assigning new labels or codes to selected words, phrases, or other chunks of data (Lodico, 2006:304; Yin, 2011:186). According to Lodico (2006:304), this cycle began with examined all of the different sources of data together to understand the scope of their data before divided them into more manageable chunks organized through codes.

3. Reassembling (and arraying)

Then, the researcher used coding and categorization to see the pattern from data collection to get the aim of the study and descriptive analysis to describe and clarify the data. Coding is the process of identifying different segments of the data that describe related phenomena and labeling the parts using broad category names (Lodico, 2006:305). This cycle started from the coding process and then the process of organizing the data into piles. Moreover, Yin (2011:191) adds that in this cycle the researcher revised the relevant data arrays.

4. Interpreting

In this cycle, after the data have been coded, the researcher interpreted the findings and presented it into detailed descriptions. According to Lodico (2006:307) the goal of this step is to provide rich, in-depth descriptions, and often referred to as thick descriptions of the data.

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Finally, in this cycle, the researcher drew the conclusion by reporting it in a narrative manner.

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This final chapter presents conclusions and suggestions from the research. The conclusions are formulated from the findings and discussions of the research. Furthermore, the suggestions will be presented for further researcher that will study in the same field, teaching English to students with vision impairment.

5.1. Conclusions

This present study was aimed at investigating the activities conducted by the teacher in teaching the speaking skill to students with vision impairment. It was also conducted to find out the visually-impaired students’ responses to the implementation of teaching speaking activities conducted by the teacher in the classroom. Based on the data analysis, some conclusion can be drawn as the following.

Regarding the activities in teaching the speaking skill which were gathered through observation and interview, it was found that the teacher conducted five kinds of speaking activities as proposed by Thornburry (2005), which were drilling, dictation, discussion, guessing games, and word-cued task. According to her classification of speaking activities, those activities can be categorized to appropriation activities and autonomy activities.

Moreover, concerning the students’ responses, it was found that the students showed a positive attitude toward English, speaking skill and the

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activities conducted by the teacher in teaching the speaking skill. It can be seen from the analysis of the questionnaires result in the previous chapter. In addition, the students stated that conversation was the activities they like the most since in that activity they could practice speaking more.

5.2. Suggestions

Based on the research findings, discussions and conclusions of this research, the researcher proposes several suggestions for both English teachers and future researcher.

Firstly, this paper only provides a holistic description of how speaking activities were conducted in the classroom. Therefore, the observer may be undertaken to investigate the media or learning aids used by the teacher as well as the processes of the activity.

Secondly, the writer only carried out the observation for four weeks, thus this research might only capture the activities conducting by the teacher in limited period. The suggestion is that the observation should be conducted in a longer period. Therefore, the observer can gather more data and have enough time to analyze the data.

Third, the total number of students with vision impairment is not as large as non-disabled students. In this research there were only four students in one classroom. Therefore, the next observer may gather the data from different classroom or different grade.

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Asri Safitri, 2013

Activities in Teaching the Speaking Skill to the Students with Vision Impairment Universitas Pendidikan Indonesia | repository.upi.edu| perpustakaan.upi.edu

Last, the activities conducted by the teacher in teaching the speaking skill to students with vision impairment were mostly passive activities. Therefore, the teacher may conduct the activities which require students to speak actively such as storytelling and role play.

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Asri Safitri, 2013

Activities in Teaching the Speaking Skill to the Students with Vision Impairment Universitas Pendidikan Indonesia | repository.upi.edu| perpustakaan.upi.edu

REFERENCES

Agnyoto, Panji. (2012). Classroom Speaking Activities in a Conversation Class: A Case Study of One Junior High School in Bandung. UPI: Unpublished.

Alwasilah, A. Chaedar. (2011). Pokoknya Kualitatif: Dasar-dasar Merancang dan Melakukan Penelitian Kualitatif. Jakarta: Pustaka Jaya.

Bailey, Kathleen M. (2005). Practical English Language Teaching: Speaking. New York: The McGraw-Hill Companies.

Best, J. W. (1981). Research in Education. Englewood Cliffs, New Jersey: Prentice-Hall, Inc.

Brown, H. Douglas. (2001). Teaching by Principles: An Alternative Approach to Language Pedagogy (2nd Edition). New York: Longman.

Brown, H. Douglas. (2004). Language Assessment: Principles and Classroom Practices. New York: Pearson Longman.

Cameron, Lynn. (2001). Teaching Language to Young Learners. Cambridge: Cambridge University Press.

Capraro, Ernest. (2011). Tips for Classroom Teachers with a Visually-Impaired Students [Online]. Available at http://helium.com/items/2063030-tips-for-classroom-teachers-with-a-visually-impaired-students. Accessed on July 10th, 2013.

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Asri Safitri, 2013

Activities in Teaching the Speaking Skill to the Students with Vision Impairment Universitas Pendidikan Indonesia | repository.upi.edu| perpustakaan.upi.edu

Carney, S., Engbretson, C., Scammell, K. & Sheppard, V. (2003). Teaching Students with Visual Impairments: A Guide for the Support Team [Online].

Available at http://www.sasked.gov.sk.ca/k/pecs/se/publications.html. Accessed on January 3rd, 2013.

Chism, N.V.N. (1999). Peer Review of Teaching: A Sourcebook. Bolton, MA: Anker Publishing.

Cox, Penny R. & Dykes, Mary K. (2001). Effective Classroom Adaptations for Students with Visual Impairments. Journal presented at 18th International Seating Symposium, Canada.

Emilia, Emi. (2009). Menulis Tesis dan Disertasi. Bandung: Sekolah Pascasarjana UPI & CV. Alfabeta.

Fraenkel, J. R., & Wallen, E. N. (1990). How to Design and Evaluate Research Education. New York: McGraw-Hill Companies.

Gerring, John. (2007). Case Study Research: Principles and Practices. New York, USA: Cambridge University Press.

Hadfield, J. & Hadfield, C. (2003). Simple Speaking Activities. New York: Oxford University Press.

Harmer, Jeremy. (2004). How to Teach English: An Introduction to the Practice of English Language Teaching. Malaysia: Pearson Education Limited.

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Activities in Teaching the Speaking Skill to the Students with Vision Impairment Universitas Pendidikan Indonesia | repository.upi.edu| perpustakaan.upi.edu

Harmer, Jeremy. (2007). The Practice of Language Teaching: Fourth Edition.

Edinburg: Pearson Education Limited.

Joy, Tracie. (2010). Teaching Children with Visual Impairments [Online]. Available at http://helium.com/items/778054-teaching-children-with-visual-impairments. Accessed on November 20th, 2012.

Lodico, M. G., Spaulding, D. T., & Voegtle, K. H. (2006). Methods in Educational Research: From Theory to Practice. San Francisco, USA: Jossey-Bass.

Merriam, S. B. (1988). Case Study Research in Education: A Qualitative Approach. San Francisco, CA: Jossey-Bass.

Nunan, David. (1992). Research Methods in Language Learning. New York, USA: Cambridge University Press.

Newman, Sarah. (2004). Stepping Out: Using Games and Activities to Help Your Child with Special Needs. New York: Jessica Kingsley Publishers.

Phipps, Vicki. (2012). Mainstreaming in Early Childhood Education: How to

Help the Low Vision Child [Online]. Available at

http://www.helium.com/items/886238-mainstreaming-in-early-childhood-education-how-to-help-the-low-vision-child. Accessed on July 10th, 2013.

Pinter, Annamaria. (2006). Teaching Young Language Learners. Oxford: Oxford University Press.

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Activities in Teaching the Speaking Skill to the Students with Vision Impairment Universitas Pendidikan Indonesia | repository.upi.edu| perpustakaan.upi.edu

Richard, Jack. (2008). Teaching Listening and Speaking: From Theory to Practice. New York: Cambridge University Press.

Thornbury, Scott. (2005). How to Teach Speaking. Malaysia: Pearson Education Limited.

Traylor, Dean. (2011). Effective Classroom Accommodations for

Visually-Impaired Students [Online]. Available at

http://www.helium.com/items/2071609-effective-classroom-accomodations-for-visually-impaired-students. Accessed on July 10th, 2013.

Widiati, Utami & Cahyono, Bambang Yudi. (2006). The Teaching of EFL Speaking in The Indonesian Context: The State of The Art. Paper Presented at TEFLIN International Conference.

World Health Organization (1992): Management of Low Vision in Children. P. 7

Wulandari, Euis. (2011). Developing Class Activities For Young Learners With Visual Impairment. UPI: Unpublished.

Yin, Robert K. 2003. Case Study Research: Design and Methods Third Edition.

California, USA: Sage Publications, Inc.

Yin, Robert K. 2011. Qualitative Research from Start to Finish. New York: The Guilford Press.

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5.2. Suggestions

Based on the research findings, discussions and conclusions of this research, the researcher proposes several suggestions for both English teachers and future researcher.

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REFERENCES

Agnyoto, Panji. (2012). Classroom Speaking Activities in a Conversation Class: A Case Study of One Junior High School in Bandung. UPI: Unpublished.

Alwasilah, A. Chaedar. (2011). Pokoknya Kualitatif: Dasar-dasar Merancang dan Melakukan Penelitian Kualitatif. Jakarta: Pustaka Jaya.

Bailey, Kathleen M. (2005). Practical English Language Teaching: Speaking. New York: The McGraw-Hill Companies.

Best, J. W. (1981). Research in Education. Englewood Cliffs, New Jersey: Prentice-Hall, Inc.

Brown, H. Douglas. (2001). Teaching by Principles: An Alternative Approach to Language Pedagogy (2nd Edition). New York: Longman.

Brown, H. Douglas. (2004). Language Assessment: Principles and Classroom Practices. New York: Pearson Longman.

Cameron, Lynn. (2001). Teaching Language to Young Learners. Cambridge: Cambridge University Press.

Capraro, Ernest. (2011). Tips for Classroom Teachers with a Visually-Impaired Students [Online]. Available at

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http://helium.com/items/2063030-tips-for-Carney, S., Engbretson, C., Scammell, K. & Sheppard, V. (2003). Teaching Students with Visual Impairments: A Guide for the Support Team [Online].