THE VISUALLY IMPAIRED STUDENTS’ LEARNING ENGLISH USING INFORMATION TECHNOLOGY IN INCLUSIVE EDUCATION: A CASE STUDY
THE VISUALLY IMPAIRED STUDENTS’ LEARNING ENGLISH
USING INFORMATION TECHNOLOGY IN INCLUSIVE
EDUCATION: A CASE STUDY
THESIS
Presented in Partial Fulfillment of the Requirements
for the Degree of Magister Humaniora (M.Hum)
in English Language Studies
by
Sri Wiyanah
056332040
THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES
SANATA DHARMA UNIVERSITY
2008
STATEMENT OF ORIGINALITY
This is to certify that all the ideas, phrases, and sentences, unless otherwise stated, are
ideas, phrases, and sentences of the thesis writer. The writer understands the
consequences involving the degree cancellation if she took people’ ideas, phrases, or
sentences without proper references.Yogyakarta, 13 December 2007 Sri Wiyanah The Youth who is bright and memorizes a large amount of information is not to be
admired; but he who thinks carefully and searches for truth diligently is to be admired --
Suppose there was no one you could ask, should you stop learning? If you could get rid
of the habit of being dependent on others, you will make your advancement in your study--Chu His (1130-1200)
WORDS THAT MEAN A LOT
You cannot teach a man anything; you can only help him find it within himself --- Galileo Galilei (1564-1642)- Lu Tung-lai (1137-81) If you are in doubt, think out by yourself. Do not depend on others for explanations.
I’m not only the one but still I’m one. I can’t do everything but still can do something. I
will not refuse to do something I can do ---Helen Keller
ACKNOWLEDGEMENTS
This thesis is the biggest product of the writer during more than two years ofstudy in the Graduate Program in English Studies, Sanata Dharma University,
Yogyakarta. I have learnt many things during that precious time from the teachers at
Sanata Dharma University of their greatest knowledge and current perspective in
English language teaching. Their broad experience about the education world inspired
the writer to bring out into view about the marginalized learners, in this case, visually
impaired learners, who still do not get satisfied in their education and learning.
Therefore, inclusive education is one of the better choices for visually impaired students
to learn more and compete with other normal learners and socialization. How the
visually impaired students learning English using information technology in inclusive
education became an interesting topic in this thesis.My first great and eternal gratitude is addressed to God who always blessed and
guide me in every strenuous works and problems in this life. God has helped and
showed me the best way to accomplish this thesis writing. The writer could finish the
thesis with the help of other people around her. Therefore, I would like to express my
deep gratitude and appreciation to those who have helped me.I am profoundly grateful to Dr. B.B. Dwijatmiko, M.A., the Head of the Graduate
Program in English Language English, Sanata Dharma University and also my thesis
supervisor, for the helpful suggestions and guidance given to the writer before, during
and afterI conducted my research project and the writing of my thesis as well. My gratitude is also addressed to Drs. F.X. Mukarto, M.S., Ph.D.,
for his amazing knowledge in education. I was so impressed with his jokes in every
single meeting. Moreover, he has given a better way how to teach children.I am also indebted to Dr. J. Bismoko for his knowledge and view on the current
perspective education that refers to autonomy and empowerment. He has given me an
idea to write this thesis. Next, my debt gratitude is also due to Dr. Novita Dewi, M.S.,
M.A, for her amazing literature analysis. I was impressed with her fascinating style in
speaking. I would like to thank all lectures in English Language Studies. Dr. Fr. B Alip,
M.Pd., M.A., for being the thesis reviewer and examiner, and the other lecturers who I
cannot mention one by one. To all administration staff, Mbak Leli, Mbak Lia and other
staff, I thank them for their help to overcome some technical problems in my study.I would also like to thank all teachers and the headmaster of SMA
Muhammadiyah 4 Yogyakarta, Drs. Slamet Fauzan, who allowed me to conduct
research in his school. My best thanks are also for the visually impaired students who
always willing to be participants of my study, Hen, Fik and Tyas.I would like to dedicate this thesis for my beloved husband, Anto’; who always
loves, supports and understands to everything that I do. My beloved parents who always
pray for me in my whole life; my young brothers, Tri and Wan; and my child in the
heaven, Luqman. Last but not least, I would like to thank all friends in English
Language Studies and all people who helped me doing this thesis but I could not
mention them one by one. Thanks for the friendship and unforgettable moments we
shared together during our studying.Yogyakarta, 13 Desember 2007
TABLE OF CONTENTS
TITLE PAGE ……………………………………………………………... i APPROVAL PAGE……………………………………………………….. ii THESIS DEFENSE APPROVAL PAGE………………………………... iii30
6. Information Technology…………………………………………… a. JAWS (Job Access with Speech)………………………………...
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e. Visually Impaired Development………………………………… f. Visually Impaired Students’ Learning English…………………..
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g. Visually Impaired Students’ Learning Style……………………..
d. Text Type………………………………………………………...
STATEMENT OF ORIGINALITY……………………………………… iv WORDS THAT MEAN A LOT………………………………………….. v ACKNOWLEDGEMENTS………………………………………………. vi TABLE OF CONTENTS…………………………………………………. viii LIST OF FIGURES……………………………………………………….. xi
10
LIST OF TABLES………………………………………………………… xii LIST OF ABBREVIATIONS……………………………………………… xiii ABSTRACT……………………………………………………………….. xiv ABSTRAK…………………………………………………………………………… xvi CHAPTER 1 INTRODUCTION………………………………………….
A. Backgrounds……………………………………………………………...
B. Problem identification……………………………………………………
C. Problem Limitation…………….………………………………………… D. Research Problems……………………………………………………….
E. Research Goals…………………….…………………………………….
F. Research Benefits………………..……………………………………….
1
1
7
8
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11 CHAPTER II THEORETICAL REVIEW……………………………...
b. Learning English………………………………………………… c. Learning English of Senior High School………………………...
A. Theoretical Review………………………………………………………..
1. A Case Study ………………………………………………………...
2. Autonomy …………………………………………………………… 3. Visually impaired students…………………………………………..
a. Students with Special Need (SSN)……………………………….
b. Visually Impaired ………………………………………………..
c. Classification of Visually Impaired……………………………… d. Characteristics of Visually Impaired….. .………………………..
4. An inclusive Education……………………………………………… a. Definition of Inclusive Education………………………………..
b. Purposes and Principles of Inclusive Education………………….
c. Inclusive Education Models……………………………………..
5. Learning ……………………………………………………………...
a. Learning ………………………………………………………….
61
b. MELDICT………………………………………………………..
63 B. Theoretical Framework………………………………………....................
64 CHAPTER III METHODOLOGY………………………………………...
68 A. Research Method…………………………………………………………
68 B. Nature of Data…………………………………………………………....
70 C. Data Setting and Sources…………………………………………………
71 D. Data Gathering Instruments………………………………………………
74 E. Research Procedure and Data Processing………………………………..
75 F. Technique Data Analysis ………………………………………………..
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82 CHAPTER IV ANALYSIS………………………………………………..
A. Data Processing/Analysis…………………………………………………
82 1. Processing Students’ Learning Practices as Observation Data………..
82
2. Processing Observation and Interview data……………………………
84 B. Result……………………………………………………………………...
86
1. The Profile of Visually Impaired Students’ Learning Process…………
87 a. Description of Andy’s Learning Process…………………………..
87 b. Description of Sarah’s Learning Process………………………….
88 c. Description of Iko’s Learning Process…………………………….
89
2. The Profile of Visually Impaired Student’s Learning Experience in Inclusive Education……………………………………………………
90
a. Description of Andy’s Learning Experience………………………
90
b. Description of Sarah’s Learning Experience………………………
92
c. Description of Iko’s Learning Experience…………………………
93 C. Discussion…………………………………………………………………
94 1. Visually Impaired Students’ Learning Process………………………...
96 a. Andy’s Learning Process…………………………………………...
96
b. Sarah’s Learning Process………………………………………….. 113
c. Iko’s Learning Process…………………………………………….. 126
2. Learning Experience in Inclusive Education………………………….. 140
a. Social Interaction…………………………………………………. 142
b. Classroom Practices/Works……………………………………….. 146
3. Support System……………………………………………………….. 153
a. Visually impaired students’ learning result ………………………. 153
b. Visually impaired students’ feeling in learning English using JAWS and MELDICT……………………………………………….. 157 c. Visually impaired students’ feeling in inclusive education ………. 162
CHAPTER V CONCLUSION……………………………………………. 166 A. Conclusion………………………………………………………………. 166 B. Implication………………………………………………………………. 175 C. Recommendation………………………………………………………… 177 BIBLIOGRAPHY………………………………………………………….. 182 APPENDICES……………………………………………………………… 185
Appendix 1: Observation Data………………………………………………. 185 Appendix 2: Interview Questions……………………………………………. 198 Appendix 3: Interview Data (Transcripts of Interview).................................. 203 Appendix 4: Coding Data…………………………………………………… 238 Appendix 5: Data Gathering Schedule……………………………………..... 271 Appendix 6: English Module ……………………………………………….. 272 Appendix 7: JAWS Presentation…………………………………………….. 286 Appendix 8: MELDICT Presentation 1……………………………............... 287 Appendix 9: MELDICT Presentation 2……………………………............... 288
LIST OF FIGURES
Figure 2.1 Defining autonomy: the capacity to take control over learning…20 Figure 2.2 Cognitive Processes are interconnected between one to others…
49 Figure 2.4 Theoretical Framework of the visually impaired learning
English………………………………………………………...
63 Figure 3.1 Building a picture of English learning process of visually impaired students using JAWS and MELDICT in inclusive
education………………………………………………………...
72 Figure 3.2 Research Procedures…………………………………………….
76 Figure 3.3 The model of qualitative analysis……………………………...
77 Picture 4.3.1 Andy’s English learning process ..…..………………………..
93 Picture 4.3.2 Sarah’s English learning process ….….……………………… 112
Picture 4.3.3 Iko’s English learning process …..…………………………… 125
LIST OF TABLES
Table 3.1 Blueprint of observation……………………………………….72
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Table 4.1.1 First observation data of Andy (a sample)……………………..66
Table 4.2.6 Iko’s learning …………………………………………………..Table 4.2.5 Sarah‘s learning………………………………………………..Table 4.2.4 Andy’s learning ………………………………………………..Table 4.2.2 Second observation data of Sarah……………………………… Table 4.2.3 Second observation data of Iko ………………………………..Table 4.2.1 Second observation data of Andy …………………………….Table 4.1.4 The second interview of Andy (sample)………………………..Table 4.1.2 Interview Questions…………………………………………… Table 4.1.3. First observation data of Andy (a sample)……………………..82
LIST OF ABBREVIATIONS
JAWS Job Access with Speech MELDICT Mitra Netra Electronic Dictonary SSN Student with Special Needs
ABSTRACT
Sri Wiyanah, 2007. The visually impaired students’ learning English using
information technology in inclusive education: a case study. Yogyakarta: English
Language Studies, Graduate program, Sanata Dharma University.This thesis aims to respond the current issue about current perspectives in
education which emphasizes on the learners progress from being marginalized to be
autonomous and empowered learners. The study was conducted especially in helping
marginalized students, namely visually impaired students in learning English as
unique phenomenon in education. The study also advocated on visually impaired
students’ inherent rights to receive an education like the other normal students on the
basis of equality of opportunity. Inclusive education was the current model in
education that integrated the normal and visually impaired students to learn in the
same class and curriculum in a regular school. All students could learn and benefit
from education. Individual differences between students were a source of richness
and diversity, not a problem. Teachers who wanted to promote their students'
independence needed to focus less on explaining various aspects of the language
being learned and more on organizing learning activities that enabled students to take
control of their own learning. Therefore, teachers should facilitate them in learning.
Media were used to support their learning. This study applied information technology
that focuses on electronic devices (JAWS and MELDICT) as computer softwares
were suitable to their characteristics in optimizing their sense of hearing. The
researcher chose narrative text to be a module theme because they learned it in all
grades of Senior High Schools’ students. Therefore, the researcher explored the
process and experiences of visually impaired students in learning English using
electronic devices in inclusive education.This study was a qualitative, progressive case-study. As it was a case study
that the main data of which were the participants’ narrative and descriptive of
students’ learning. The study attempted to answer one single research question,
namely how visually impaired students learned English with the use of information
technology in inclusive education. This research question was answered through a
series of naturalistic observations, in-dept interviews, documents and interpretation of
the (result of) data which were confirmed using concurrent triangulation. The
triangulation data from some multiple facets of cases was implemented to validate the
accuracy of findings. These data were accountability analyzed using a model of
qualitative analysis. Coding and categorizing the data into some themes were done in
this study. The extracts from the data were needed as evidence, and the researcher
gave commentary on the data that would support the argument. The research was
conducted at one of Senior High school in Yogyakarta as an inclusive school. There
were three participants who had visual impairment in this study.The outcome of the study showed the following conclusions. The result of the
analysis revealed that the visually impaired students learned English using JAWS and
MELDICT through some processes of learning, namely (1) technical preparation (2)
listening (3) reading (4) cognitive process (5) pronunciation, and (6) writing. All the
activities were done almost by all participants in their learning. They also applied
some learning strategies in their learning such as cognitive strategies and
metacognitive strategies, and socio-affective strategies. The most applicable learning
strategies were cognitive strategies.The other results were the visually impaired students’ learning experiences in
inclusive education that involved three sub-themes such as social interactions,
classroom practices/works and some support systems. In inclusive school, they did
not have obstacles in interacting with other normal students. In classroom practices,
they sometimes could not follow the physical activity. It was replaced by other
activities. Support system described learning result, how their feeling and opinion
about their learning in inclusive education and facilities provided. Those also played a
significant role in the process of learning. They also enjoyed and felt happy learning
English using JAWS and MELDICT. Those part of information technology gave
positive effect and promoted their learning as those aids could encourage their
learning English. Moreover, they could train themselves to operate those media in
order to have ability in it. Thus, they were aware in using and doing both of them. As
a result, they could help and improve themselves as their learning progress in order to
become excellent in their own right. The learning processes were correlated with
some English skills that were learned by students. The continuous learning and
training using the aids improved their ability in learning English. Moreover, they
became autonomous, empowered and self-fulfilling in learning. It also helped them to
understand better and actualize their potentials individually and socially.This study recommended that it shared to other institution and community
programs on visually impaired students’ phenomenon in learning English using
electronic devices and available materials. It encouraged them to provide more
appropriate and expanded ESL services to visually impaired students. To best served
students with visual impairments, we used methods and lessons that are specifically
relevant to their needs. Visually impaired students’ learning process can be optimized
by training them in listening to some dialogues or conversation with more
explanation based on the learning context. It also needed to improve the ability of
their mobility and orientation in order to recognize and know the learning
environment around them. As they need concreteness principle in learning, teacher
should interrelate information in abstract to be something that can be concreted in
their mind in order to make them easier in understanding and interpreting the
information received. Exactly, English lesson with totally visually impaired students
wasn’t going to be just English. Children who were born visually defect have many
gaps in their knowledge of the world. Before we introduce a new English word or a
phrase we must make sure that they understand the very concept of what we are
trying to teach. It shows how much the teacher has to learn about visually impaired
children. Talking to them and listening to the questions they ask are crucial in
teaching and for finding one’s way around and for interpreting what is being said in
their learning process.
ABSTRAK
Sri Wiyanah, 2007. The visually impaired students’ learning English using
information technology in inclusive education: a case study. Yogyakarta: Kajian
Bahasa Inggris, Program Pasca Sarjana, Universitas Sanata Dharma.Thesis ini bertujuan untuk merespon isu masa kini tentang perspektif mutakhir
pendidikan yang menekankan pada kemajuan siswa dari marginal menjadi siswa yang
lebih mandiri dan memiliki otonomi dalam belajar. Studi ini dilakukan terutama
untuk membantu siswa marginal yang tidak bisa melihat dalam belajar sebagai suatu
penomena unik di dunia pendidikan. Studi ini juga mendukung anak yang tidak
melihat yang mempunyai hak yang melekat dalam dirinya untuk mendapatkan
kesempatan yang sama dalam pendidikan seperti halnya anak normal yang lain.
Pendidikan inklusi adalah model pendidikan terkini yang menggabungkan anak
normal dan anak yang tidak bisa melihat untuk belajar di kelas dan kurikulum yang
sama di sekolah reguler. Semua anak dapat belajar dan mendapatkan manfaat dari
pendidikan. Perbedaan individu diantara anak adalah sumber yang kaya dan beragam,
dan bukan suatu masalah. Guru yang akan mengembangkan kebutuhan anak untuk
mandiri harus lebih sedikit menekankan pada menjelaskan beragam aspek bahasa
yang dipelejari dan lebih menekankan pada mengatur kegiatan belajar yang dapat
memungkinan anak untuk mengatur atau mengendalikan diri dalam belajar. Oleh
karena hal tersebut, guru harus memfasilitasi mereka dalam belajar. Media digunakan
untuk mendukung belajar mereka. Studi ini mengaplikasikan teknologi informasi
yang menfokuskan pada peralatan elektronik (JAWS dan MELDICT) sebagai
software computer sesuai dengan karakteristik mereka dalam mengoptimalkan indera
pendengaran mereka. Peneliti memilih narrative sebagai tema module karena mereka
belajar text tersebut di semua anak tingkat SMA. Oleh karena itu, peneliti ingin
menggali proses dan pengalaman belajar pelajar tuna netra dalam belajar bahasa
Inggris menggunakan peralatan elektronik di sekolah inklusi.Penelitian ini adalah penelitian kualitatif dan studi kasus progresif karena data
utama dalam studi kasus ini adalah narasi dan deskripsi dari process belejar peserta.
Studi ini berusaha untuk menjawab satu permasalahan yaitu bagaimana para tuna
netra belajar bahasa Inggris dengan menggunakan teknologi informasi di sekolah
inkllusi? Permasalahan tersebut dijawab melalui serangkaian observasi natural pada
saat belajar, interview mendalam, dokumen dan interprestasi hasil temuan data yang
di konfirmasikan dengan menggunakan triangulasi. Triangulasi data dari beberapa
segi permasalahan di implementasikan untuk mensahkan keakuratan hasil temuan.
Data tersebut dianalisis dengan menggunakan model analisa kualitatif. Pengkodingan
and pengkategorian data sesuai dengan tema juga dilakukan Intisari dari data
digunakan sebagai bukti, dan diberikan komentar untuk mendukung argument.
Penelitian dilaksanakan di salah satu sekolah menengah umum di yogyakarta sebagai
sekolah inklusi. Ada tiga orang siswa tuna netra yang menjadi responden di studi ini.
Hasil dari penelitian menunjukkan bahwa para siswa tunanetra belajar bahasa
Inggris dengan menggunakan JAWS dan MELDICT melalui beberapa proses belajar
yaitu (1) persiapan teknis (2) mendengar (3) membaca (4) proses kognitif (5)
mengucapkan, dan (6) menulis. Semua aktivitas tersebut dilakukan oleh partisipan
dalam belajar. Mereka juga menggunakan berbagai macam strategi dalam belajar
yaitu cognitive strategy and metacognitive strategy, and socio-affective strategy.
Cognitive strategy adalah yang paling sering digunakan.Hasil penelitian yang lain yaitu pengalaman pembelajaran anak tuna netra di
sekolah inklusi yang meliputi tiga sub tema seperti interaksi sosial, kegiatan kelas dan
beberapa system penunjang. Di sekolah inklusi mereka tidak mengalami hambatan
dalam berinetraksi dengan teman normal yang lain. Dalam aktivitas kelas, mereka
kadang tidak bisa mengikuti aktivitas fisik. Oleh karenanya, hal tersebut diganti
dengan kegiatan belajar lain. Sistem pendukung menggambarkan hasil belajar,
bagaimana perasaan dan pemikiran mereka tentang terhadap pembelajaran dan
fasilitas yang tersedia dalam pendidikan inklusi. Hal tersebut memainkan peranan
penting dalam proses belajar. Mereka juga merasa senang dalam belajar
menggunakan JAWS dan MELDICT. Bagian dari teknologi informasi tersebut
memberikan efek positif dan mendukung dalam belajar karena alat tersebut dapat
mendorong mereka dalam belajar bahasa Inggris. Selain itu mereka dapat melatih diri
mereka sendiri untuk menjalankan alat tersebut dan memiliki ketrampilan atasnya.
Alhasil, mereka dapat membantu dan meningkatkan belajar mereka agar menjadi
pembelajar yang lebih baik. Proses belajar berkorelasi dengan ketrampilan bahasa
Inggris yang mereka pelajari. Pembelajaran dan latihan terus menerus dengan
menggunakan alat bantu belajar dapat meningkatkan ketrampilan berbahasa Inggris
pada anak tuna netra. Lebih-lebih lagi mereka menjadi mandiri dan memiliki otonomi
dalam belajar, hal ini akan membantu mereka untuk memahami diri mereka sendiri
dan mengaktualkan potensi mereka baik secara individu maupun social.Studi ini merekomendasikan bahwa penelitian ini merupakan sharing kepada
institusi dan program sekolah terhadap penomena pembelajaran anak tunanetra dalam
belajar bahasa Inggris menggunakan alat elektronik dan materi yang tersedia. Hal ini
akan memotivasi mereka dalam menyediakan pelayanan belajar bahasa Inggris yang
lebih sesuai dan berkembang kepada anak tunanetra. Penggunaan metode dan materi
yang sesuai dengan kebutuhan mereka adalah hal terbaik bagi mereka sebagai
seseorang yang memiliki keterbatasan penglihatan. Proses pembelajaran anak tuna
netra dapat dioptimalkan dengan melatih pendengaran mereka dengan berbagai
dialog atau percakapan dengan memberikan penjelasan lebih lanjut berdasarkan
kontek belajar. Peningkatan ketrampilan mobilitas dan orientasi juga perlu dilakukan
agar meraka dapat mengenal dan mengethaui lingkungan belajar sekitarnya. Karena
mereka membutuhkan prinsip ke konkretan dalam belajar, guru harus
menghubungkan informasi abstrak menjadi sesuatu yang konkret di pemikiran
mereka sehingga mempermudah mereka dalam mengetahui dan menginterprestasikan
informasi yang diterima. Sebenarnya pelajaran bahasa inggris bagi anak tuna netra
tidak semata-mata bahasa inggris. Anak yang lahir dengan cacat penglihatan
mempunyai celah dalam pengetahuan dunia. Sebelum kita mengenalkan kata atau
phrase baru dalam bahasa Inggris, kita harus yakin bahwa mereka mengetahui konsep
yang kita ajarkan. Ini menunjukkan bagaimana guru harus belajar banyak tentang
anak tuna netra. Berbicara dan mendengarkan pertanyaan yang mereka ajukan sangat
penting dalam mengajar untuk mengetahui bagaimana tentang mereka dan untuk
menginterprestasikan apa yang mereka ungkapkan dalam proses belajar.CHAPTER 1 INTRODUCTION This chapter discussed the background why this title was interesting to
study. This introductory chapter contains six major sections, namely (1)
background, (2) problem identification, (3) problem limitation, (4) research
question, (5) research goals and objectives, and (6) research benefits.A. Background
This section has several kinds of major reasons why the research was
conducted. This study was conducted in order to respond some issues in education
that focus on the visually impaired students’ learning English using electronic
devices in inclusive education as a unique phenomenon in educational research.
As it was known that they were not able to see. The current perspective in
education referred to the learner’s autonomy in applying the electronic media or
devices that were going to associate and facilitate the visually impaired students in
their learning. From that new phenomenon in English learning, the researcher
employed the concept of postmodernism in progressivism research. The purpose
context was helping the participant to be more autonomous and empowered in
their learning English. In this area of research, the participants were marginal
learners who needed help in learning to become more emancipated.It had become current perspectives in education that it required learners to
become more autonomous and independent at different levels. Empowerment was
an essential issue in current educational perspectives. Education was to enable
students to construct a perceived view of themselves as learners. It was the
process of based assumption that humans needed to learn because they needed to