THESIS THE IMPLEMENTATION OF ENGLISH TEACHING AND LEARNING PROCESS TO STUDENTS WITH VISUAL IMPAIRMENT (A Case Study on the Ninth Grade of Junior High School at SMP YKAB Surakarta in the Academic Year of 20122013)

IMPAIRMENT

(A Case Study on the Ninth Grade of Junior High School at SMP YKAB Surakarta in the Academic Year of 2012/2013)

By: AFIFAH LINDA SARI S891108002 ENGLISH EDUCATION DEPARTMENT GRADUATE PROGRAM SEBELAS MARET UNIVERSITY

LEGITIMATION

THE IMPLEMENTATION OF ENGLISH TEACHING AND LEARNING PROCESS TO STUDENTS WITH VISUAL IMPAIRMENT (A Case Study on the Ninth Grade of Junior High School at SMP YKAB Surakarta in the Academic Year of 2012/2013)

By: AFIFAH LINDA SARI

S891108002

This thesis has been examined by the board of English Language Education Department, Graduate Program of Sebelas Maret University on January 28 th ,

Afifah Linda Sari. S891108002. 2013. The Implementation of English Teaching and Learning Process to Students with Visual Impairment (A Case Study on the Third Grade of Junior High School at SMP YKAB Surakarta in the Academic Year of 2011/2012). Thesis. Advisor: Prof. Dr. Sri Samiati Tarjana, Co-Advisor: Dra. Dewi Rochsantiningsih, M.Ed., Ph.D. English Education Department. Graduate School of Sebelas Maret University Surakarta. 2013.

This research aims at (1) describing the implementation of English teaching and learning process to students with visual impairment; (2) finding the problems encountered by the English teacher during the teaching and learning process; (3) finding proposed solution given by the English teacher to overcome the problems during the teaching and learning process; (4) investigating students‟ achievement in the implementation of the method used by the English teacher in teaching and learning process.

The research was conducted at SMP YKAB Surakarta, Central Java, from September to December 2012. It was a qualitative research in the form of case study. The subjects of the research were the teaching and learning English at SMP YKAB Surakarta. The data of this thesis were taken from several techniques including non-participant observation, in-depth interviewing, and document analysis. In analyzing the qualitative data, the researcher conducted three things namely: data reduction, data presentation, and drawing conclusion/verification.

The result of the research revealed four major findings which consist of: (1) the curriculum, syllabus, and lesson plan applied in English teaching and learning process to students with visual impairment are equal with regular school; (2) the difficulties found out from students perspective are the lack of textbooks in Braille, time limitation for students to do examination test and the long sentence of question text. Then, the difficulties viewed from teacher‟s perspective are the

lack of teaching media and classroom management; (3) proposed solutions by the teacher to overcome the difficulties are printing the material in Braille, providing English course to prepare students in national examination, providing alternative teaching media, and arranging classroom management; and (4) the level of IQ was more beneficial to students‟ achievement rather than visual acuity.

In conclusion, the research finding of this study indicates that the implementation of English teaching and learning process to students with visual impairment gives some contribution to English education for special needs. Therefore, the suggestion made from the research findings: (1) it is suggested to the teacher to prepare and organize every detail of activities in the classroom based on the students‟ needs and curriculum requirements; (2) it is suggested to the students to be confident and aware with their study even though they have physical disabilities, and (3) It is suggested to school principal to provide the material, guidance book, and examination text in Braille‟s print to make the

students more independent to study without helping from private reader.

“Be of good cheer. Do not think of today's failures, but of the success that may come tomorrow. You have set yourselves a difficult task, but you will succeed if you persevere; and you will find a joy in overcoming obstacles. Remember, no effort that we make to atta in something beautiful is ever lost.” -Helen Keller-

This thesis is a tribute to: My parents, Bapak Djoko Santoso and Ibu Asih Tri Astuti, who have fought for my education up to master degree, thank for your praying; for loving me on and on; and for the affection given. I wish I could repay one day. Brother of mine, M. Rozi Septian, you are the one that I always count on, this thesis is a portrait that you should be able to do more than this.

Alhamdulillahi rabbil „alamin, praise and gratitude be to Allah SWT, who

has given the merciful and blessing, so I can accomplish this thesis punctually.

It is my pleasure of conveying my deepest thank for many people who give me motivation, support, and even help from arranging up to finishing this thesis. The wise one, Prof. Dr. Sri Samiati Tarjana as my advisor, thank a bunch for the priceless advice and encouragement in finishing this thesis. Then, my second advisor who motivated me to always do my best, Dewi Rochsatiningsih, M.Ed., Ph.D., thank you very much for invaluable guidance, understanding, critical idea making this thesis improved both technical appearance and content, and for hundreds of corrections in writing this thesis.

I present my sincere appreciation to Dr. Abdul Asib, M.Pd. as the head of

English Language Education Department of Graduate Program and all the lectures who guide me during my study, thanks for the valuable knowledge transferred and for every single tutorial given.

I do really appreciate to all my friends in English Language Education

Department of Graduate Program, especially to: Fibriani Endah, Ernadewi, Puput Arianto, and Roihatul Millah for being my critical friend and accompanying me when I almost gave up doing this thesis, and friends of mine: Dika Pranadwipa, Yuyun W., and Endang S., thank a million for helping me so much.

The outmost gratefulness express to Sigit Wahyudi, S. Pd, the English teacher of SMP YKAB Surakarta for being so kind helped me done the research, and my deepest gratitude goes to the exceptional students of mine, you are just amazing. You always tried to send me a message in English, though sometimes there had been some mistakes in the word texted, in fact, you made me feel appreciated and delightfully welcomed. Again, thank you very much for the worth time we have spent; for the wonderful experience we have shared with; for the valuable life lessons; and for everything. Wish, I can bring the flickering light to your live.

BNSP

: Badan Nasional Standard Pendidikan

JAWS

: Job Access with Speech

KD

: Kompetensi Dasar

KKM

: Kriteria Ketuntasan Minimal

KTSP

: Kurikulum Tingkat Satuan Pendidikan

MBC

: Mitra Netra Braille Converter

MGMP

: Musyawarah Guru Mata Pelajaran

RPP

: Rencana Pelaksanaan Pembelajaran

SK

: Standar Kompetensi

YKAB

: Yayasan Kesejahteraan Anak Buta

Teacher SW : The English teacher of class IX SMP YKAB

Table 3.1 Details of Students ......................................................................... 40 Table 3.2 Procedure Commonly Used in Case Study ..................................... 49 Table 4.1 Issues Arising from the Research Questions .................................. 49 Table 4.2 The Implementation of Curriculum .................................................. 53 Table 4.3 The Indicators of English Learning .................................................. 55 Table 4.4 The Implication of Three Main Steps Activity ................................. 61 Table 4.5 Teacher‟s Role .................................................................................. 65

............................................................................................................................. Picture 4.1 Braille Print ..................................................................................... 77 Picture 4.2 Slate and stylus ............................................................................... 77 Picture 4.3 Braille Alphabet .............................................................................. 79 Picture 4.4 Computer ........................................................................................ 80 Picture 4.5 Talks Program ................................................................................. 80

Graphic 4.1 Listening Score .............................................................................. 95 Graphic 4.2 Speaking Score .............................................................................. 95 Graphic 4.3 Reading Score ............................................................................... 97 Graphic 4.4 Writing Score ................................................................................ 98 Graphic 4.5 Final Score of First Semester ........................................................ 99

INTRODUCTION

This chapter covers the introductory part of the study involving: (a) the background of the study; (b) problem of the study; (c) limitation of the study; (d) objectives of the study; and (e) benefits of the study.

A. Background of the Study

Children with special needs, including persons with disabilities are some of the human resources in Indonesia which should be improved in quality to contribute themselves as the objects even the subjects of development. Social Ministry of Indonesia in 2006 noted that there was 295.763 children with disabilities, involved 17 % of visual impairments. These numbers increase from year to year up to 1.749.981 persons who have visual impairments in 2011 (Direktorat Jendral Rehabilitasi Sosial) . The data showed the amount numbers of disabilities need to be recognized and identified because they require a special education and a specific exercise.

According to the constitutions, Pasal 31 ayat 1 UUD 1945, everyone has the same right to get education. This obligation means that all children have the same right to learn at all stages of their development that are appropriate and easily accessible to them. In this case, all the subjects should be taught whether the students are physically normal or handicapped. However, one different thing According to the constitutions, Pasal 31 ayat 1 UUD 1945, everyone has the same right to get education. This obligation means that all children have the same right to learn at all stages of their development that are appropriate and easily accessible to them. In this case, all the subjects should be taught whether the students are physically normal or handicapped. However, one different thing

Dalam pelaksanaan Ujian Nasional (UN) tahun ini, siswa berkebutuhan khusus di sekolah inklusi tidak mendapat naskah soal dengan huruf braille. Padahal, sesuai kriterianya, para siswa tersebut seharusnya mendapat pelayanan khusus dalam bentuk naskah soal braille.

The government adopted a policy of eliminating Braille script for inclusion school. Even so, the government should pay attention to their rights of blind students that provide Braille script in national examination. Therefore, they can be more independent in doing the exam.

Visual impairment is defined as a visual disorder that interfere the learning process and the optimal learning achievement, thus, special methods of teaching, learning, adjustment of learning materials and learning environment are necessary (Sunaryo and Surtikanti, 2011: 20). In this case, English is one of the subjects tested in national examination should be accounted in teaching and learning process. The teacher is required to teach English so that the students have capability in developing communicative competence both oral and written form. In addition, English as a foreign language is important to improve the nation's competitiveness in the global community, and the learners understanding of the interrelationships between language and culture.

In term with visual impairment students, English learning cannot be taught

they cannot only just say about the name of the object. It is essential for teachers bringing the object, then, the students touch it to acquire more description about the shape of the object. Due to the visual impairment, students often use sense of touch to recognize the objects around them. They develop their concept about physical object by their tactual experience, while sighted students develop it by visual object. In this case, the teachers hold a big role in engaging themselves to provide manifold of new challenges and encourage them to maximize their efforts in understanding the lesson given.

The common problems appeared in teaching and learning process are about the difficulty in catching verbalistic lessons, using books and selecting appropriate teaching and learning methods (Shea & Bauer, 1996:255; Sunaryo & Surtikanti, 2011:18) . They also get the reading and writing difficulties. They need more time than sighted person for doing that kind of activities (Associate Professor Saowalak Rattanavich, 2007: 129). Besides, they have a limited ability in touching, hearing and memorizing. Therefore, both the teacher and the parents of the students should give more attention and burn the spirit of them to overcome the problem.

There are no different objectives in teaching English for the students with visual impairment and sighted students. It is because the curriculum used is similar to the regular school. The objectives are divided into general and specific objectives of teaching English. It is discussed in Patel & Jain (2008: 48) that the general objectives are to enable the students to speak correctly, to understand There are no different objectives in teaching English for the students with visual impairment and sighted students. It is because the curriculum used is similar to the regular school. The objectives are divided into general and specific objectives of teaching English. It is discussed in Patel & Jain (2008: 48) that the general objectives are to enable the students to speak correctly, to understand

According to BNSP (2006: 278), the competence standard and basic competence of English subject to SMP/MTS is targeted to reach the level of functional that is able to communicate both oral and written in daily life. In other words, the graduate are expected to use the language to fulfill the needs in daily life such as reading newspapers, manuals or instructions. Accessing the program of studies is often challenging for students with visual impairment or blindness. It is because the students who are visually impaired or blind have major problems in gaining educational or learning opportunities.

In order to participate fully within the educational environment, the students require instruction from a trained professional in such disability-specific skills as Braille literacy and numeracy, assistive technology skills, use of low- vision devices, career and life management skills, social interaction skills, independent living and personal management skills, orientation and mobility skills. Therefore, the students need special education to help them surviving themselves and to be more independent as mentioned in pasal 32 undang-undang no. 20 tahun 2003 :

Special education is an education for students who have difficulty in learning process due to physical, emotional, mental, social, and/or have potential of intelligence and special talents (gifted).

exceptional education or known as special education or Ortopedogik. The word Ortopedogik is derived from Greek in which Ortos means straight, good, normal; Paedos means children; and Agogos means education or guidance. Thus, exceptional education means the education of straightening, repairing, and normalizing (Nong, 2012). Nowadays, there are two kinds of educational system for the students with special needs, exceptional school and regular school with inclusive educational system. Exceptional school is a special school for students who have certain disorders, such as exceptional school-A which is built for children having disorders in sight. In this way the system is called by regression. It means that they learn separately from children who attend public school (regular). Besides, regular school with inclusive educational system is an educational system for the students with special needs in regular school with certain adaptation (Sunaryo & Surtikanti, 2011: 6).

According to Balai Pengembangan Pendidikan Khusus (BP-Diskus) of Central Java, there are 20 Exceptional Schools in Surakarta. One of them focused on education to visual impairments‟ is SLB-A YKAB Surakarta. This school

provides the education from elementary up to senior high school. The curriculum of teaching and learning process is divided into curriculum for exceptional students with or without learning disable. Therefore, the students are expected to achieve an optimal development that is appropriate with the level and type of specificity.

learning to students with visual impairment. Most of them concerned with a treatment in teaching and learning process, even only described about the activities occurred on the students with visual impairment. Indeed, to the best of my knowledge no research has drawn attention to all aspects of English teaching and learning which is engaged the English skills did not explain yet. Based on the description, I conducted this research on the implementation of English teaching and learning process at SMP YKAB Surakarta as the one of exceptional school for children with special needs that takes English as one of the lesson material. Further, this research only focused on the students of the ninth grade Junior High School.

B. Problem Statement

Based on the background of the study having been depicted in the previous passages, the main problems to study in this term are stated as follows:

1. How is the implementation of English teaching and learning to students with visual impairment on the ninth grade of Junior High School at SMP YKAB Surakarta? This question will be specified in the following sub-questions:

a. How is the documentation of the curriculum, syllabus, and lesson plans applied on the ninth grade of Junior High School at SMP YKAB Surakarta? a. How is the documentation of the curriculum, syllabus, and lesson plans applied on the ninth grade of Junior High School at SMP YKAB Surakarta?

2. What are the difficulties found during the teaching and learning process?

3. What are proposed solutions by the teacher to overcome the problem in teaching and learning process?

4. How is students‟ achievement in the implementation of English teaching and learning process?

C. Limitation of the Study

In this research, the writer has limited the scope of her study on the following account.

1. The description of this study is limited to explain the process of English teaching and learning to the students on the ninth grade of Junior High School at SLB-A YKAB Surakarta with the proposed solutions given to encounter the

problem and students‟ achievement in the implementation of the method used by the English teacher in teaching and learning process.

2. The subject of this study is the students on the ninth grade of SMP YKAB Surakarta in the academic year of 2012/2013.

D. Objectives of the Study

The objectives of this study are stated as follows:

1. To describe the implementation of English teaching and learning process to students with visual impairment included teaching and learning documents, 1. To describe the implementation of English teaching and learning process to students with visual impairment included teaching and learning documents,

2. To discover the other supporting things of the English teaching implementation.

3. To find out the problems encountered by the English teacher during the teaching and learning process.

4. To find out proposed solution given by the English teacher to overcome the problems.

5. To investigate students‟ achievement in the implementation of the method used by the English teacher in teaching and learning process.

E. Benefits of the Study

Through a case study which is one of descriptive research type in qualitative approach, there are some expected benefits that could be taken from this research. They are portrayed in the following detail.

1. Practical

a. Government The result of this study becomes a reference for the government about the phenomena of teaching and learning English for students with special needs especially visual impairment. Moreover, the government can give more attention and provide special facilities that support the teaching and learning process for the students with visual impairment. Therefore, both sighted and visual impairment student have the same right to get education.

Having finished the study, the writer expects to get additional information to the teacher that deals with the strengths and the weaknesses of the method used in teaching and learning process. Furthermore, by knowing the result of the study, the teachers may maximize the strengths for teaching improvement and minimize the weaknesses for better teaching.

c. Student It is hoped that the students can develop their achievement by using appropriate method and they can be more active in improving their skill in English. Likewise, the student can reach the goal of the study easily.

2. Theoretical The writer expects this study can give contribution to the development of English teaching and learning process for the student with visual impairment. Besides, it also hopes that this research can be used by other researchers to conduct the other analysis related to the research on English teaching and learning process for students with visual impairment.

LITERATURE REVIEW

In this section, the writer presents theories underlying the research. The theory consists of English Language Teaching and Visual Impairment.

A. The Nature of English Language Teaching

1. Language Learning

Learning can be simply defined as acquiring or getting of knowledge of a subject or a skill by study, experience, or instruction. It involves active, conscious focus on and acting upon events outside or inside organism (Brown, 1994: 7).

Besides, Hamilton and Ghatala (1994: 8) say that learning could be regarded as a relatively permanent change in an individual‟s knowledge or behavior that results from previous experience. Then, Johnson (2007: 18) supports that definition by stating that learning is a relatively permanent change in response which can be retained occurring as a result or reinforced practice.

Furthermore, Richard and Rogers (1998: 19) state that traditionally, language learning focuses on language structure and elements such as pronunciation, sentence and so on. Now, some methods in language learning have focus more on general communication skill and give bigger priority to the ability to express oneself meaningfully and to make oneself understood than to grammatical accuracy or perfect pronunciation. To reach the main goal of language learning, it is very important to have language skills, both productive

reading. Based on the definitions above, it can be concluded that language learning covers a conscious active process of acquiring a new knowledge or behavior in an individual as the output brought by practice and experience focusing on language skills in order to be able to use the language for communicating in real situation. It covers the idea that language learning focuses on language skills that are used in real communication in the real setting where learners are regarded as the member of society.

2. Language Teaching

The term of teaching is closely related to learning. Teaching could be defined as a set of activities involving guiding and facilitating learning, enabling learners to learn and also setting the conditions for learning (Brown, 1994: 7). Then, Stern (1996: 21) defines language teaching as the activities that are intended to bring about language learning. In other words, the concept of teaching is understood as the process that inseparably and intrinsically bound up with learning.

The teaching of language is basically conditioned by the nature of the subject. Language is the manipulation of experience by the use of symbols. The concept of language as a learning task is a complex of interrelated and interdependent experiences and elements, in which growth proceeds simultaneously but in varying degrees, dependent on points or emphasis and interest (Patel & Jain, 2008: 29).

developing learners‟ communicative competence since the purpose of language teaching has big deals with the learners‟ learning in which they learn language to have language skills in order that they are able to communicate using the language.

Based on the definition of language teaching, it can be defined that language teaching is a set of activities that bound up with learning and focus on developing learners‟ communicative competence in order to make the learners can use the language in real situation.

3. The Objectives of Teaching English

A major goal of all English language teaching should be to enable learners

to use English effectively, and as far as possible accurately, in communication. Davies (2002: 4) states that obviously, the goals of English courses vary according to the contexts in which they are taught. The goal of different courses may be, or at least may appear to be, any of the following: (1) to enable the learners to communicate in real English, both spoken and written; (2) to enable the learners to read technical publications in real English; (3) to get the learners to memorize English grammar rules and vocabulary.

It is supported by Patel & Jain (2008: 48) that there are general and specific objectives of teaching English. The general objectives are: (a) to enable the students to speak English correctly; (b) to enable to understand topic correctly; (c) to enable student to read English ease; (d) to enable student to listen English ease; (e) to enable student to write English ease.

what to achieve at the end of the unit. Specific objectives are based on the above sub skills or general objectives, such as:

a) To enable the students to understand spoken language. The specific objective,

then, to enable student to: (1) differentiate sounds of English words and sounds of words of mother tongue; (2) Recognize the sounds of English; (3) carry out oral instruction; (4) follow the meaning of words, phrases and structure in their context; (5) establishment of chronological order of statement narration, maintaining a continuity of thoughts, (6) get main idea of the narration, talk and discussion, (7) point out the missing point in oral presentation; (8) understand the purpose of the speaker by noting his stresses and intonation pattern, and (9) follow the typical usage of the spoken form of language.

b) To enable the students to speak simple language. The specific objective, then,

to enable student to: (1) pronounce the sounds of English letters and words correctly; (2) speak sentence with proper stresses, pauses and intonation pattern; (3) Use appropriate words and sentence pattern; (4) answer the questions; (5) speak without any reversion; (6) speak without using any meaningless and unnecessary words; (7) put ideas in proper sequence; (8) speak with confidence; (9) acquiring skill of effective communication and active vocabulary.

c) To enable the student to write simple language. The specific objective, then, to

enable student to: (1) write the letter correctly; (2) shape the letter correctly; enable student to: (1) write the letter correctly; (2) shape the letter correctly;

d) To enable the student to read simple language. The specific objective, then, to

enable student to: (1) recognize English words; (2) follow the meaning of words, phrases and structure in their context; (3) recognize different shades and meaning of words; (4 ) note and keep in view the punctuation mark while reading; (5) associate ideas of reading material with a picture or a chart; (6) read with the correct pronunciation and clear expression; (7) find out appropriate answer to question based on reading material; (8) locate key word, phrases and sentence; (9) give the list of content material read; (10) locate the sequence of ideas and facts; (11) read with ease and appropriate speed.

4. Teaching and Learning Process

Teaching and Learning Process consist of three main steps, they are planning, main activity or acting, and evaluating. The descriptions of those steps are as follow:

a. Preparation or Planning Lesson All good teachers have some type of plan when they walk into their classrooms. A lesson plan is an extremely useful tool that serves as a combination guide, resource, and historical document reflecting the teaching philosophy, student population, textbooks, and most importantly, the goal for the students. It

But regardless of the analogy, a lesson plan is essential for novice teachers and convenient for experienced teachers (Murcia, 2001: 403).

Richards (2001: 262) indicates that preparing effective teaching materials is similar to the processes involved in planning and teaching a lesson. It is important for preservice teachers because they may feel more of a need to be in control before the lesson begins. Further, Mulyasa (2009: 156) states that standard materials which developed and used as study material by learners should be adjusted to the needs and abilities, containing the value of the functional, practical, and adapted to the conditions and needs of environment, school, and region.

b. Action or the Lesson Activity The real success of language teaching and learning is when learners can actually communicate in English inside and outside the classroom. Successful teachers and institutions differ in many ways, but tend to have certain things in common. Among these are routine communication in English in class, an emphasis on practice rather than explanation, and cooperation among teachers (Davies, 2002: 15).

Richards and Lockhart (1994: 114) state that lessons are organized into sequences and how the momentum of lesson is achieved. This is referred to as structuring . The focus will be on four dimensions of structuring: Opening. How a lesson begins. Sequencing How a lesson is divided into segments and how the segments relate each other: Pacing. How a sense of movement is achieved within

1) Opening The opening of a lesson consists of the procedures the teacher uses to

focus the students‟ attention on the learning aims of the lesson. Research on teaching suggests that the opening is to focus the students‟ attention in teaching and learning aims. Opening or “entry” generally occupies the first five minutes and can have an important influence on how much students learn a lesson (Kindsvatter Willen and Ishler in Richards and Lockhart, 1994: 114).

2) Sequencing Sequencing is the teacher analyzes the overall goals of a lesson and the content to be taught and then plans a sequence of activities to attain those goals (Richards and Lockhart, 1994: 118). Experienced teachers often have a mental format in mind when they think particular kinds of activities. In second or foreign language teaching, a number of principles have emerged for determining the internal structure of lessons. These principles are based on different views of the skills and processes underlying of different aspects of second language learning and how learning can be accomplished most effectively.

3) Pacing Pacing is the extent to which a lesson maintains its momentum and communicates a sense of development (Richards and Lockhart, 1994: 122). How much time is allocated to each part of a lesson is thus an important decision, which teachers must make while planning or teaching a lesson.

Another important dimension of structuring a lesson is making closure effectively. Closure refers to those concluding parts of a lesson, which serve to: (a) reinforce what has been learned in a lesson, (b) integrate and review the content of a lesson, and (c) prepare the students for further learning. Typically, the closure sequence of a lecture served to reinforce what has been presented with a review of key points covered in the lesson. This may include questioning by the teacher to determine how much the students have understood. (Richards and Lockhart, 1994: 124).

c) Evaluating Evaluation is the process of examining a subject and rating it based on its important features. Process of evaluations describe and assess program materials and activities. Examination of materials is likely to occur while programs are being developed, as a check on the appropriateness of the approach and procedures that will be used in the program. Evaluation in teaching English should

be much more than giving tests to learners. Achieving improvement in teaching English is a matter of evaluating and developing syllabuses, materials, and teaching as well as testing (Davies, 2000: 181). Additionally, he divided evaluation into three parts: (1) evaluating learning; (2) evaluating teaching; and (3) evaluating courses.

Tests are only one way of evaluating learning. That concept used to measure how effectively the learners communicate in free conversation and group work, how well they use the language in homework compositions, and even ask Tests are only one way of evaluating learning. That concept used to measure how effectively the learners communicate in free conversation and group work, how well they use the language in homework compositions, and even ask

by using learner‟s test results, questionnaires given to learners and teachers, and class observation (Davies, 2000: 183). In conclusion, teaching, teaching materials

and courses should be evaluated as well as learning.

5. The Components of Teaching and Learning Process

The process of teaching and learning involves not only one component to master the objectives of teaching and learning but also needs the others. Ramelan (1992: 4) states that factors like teacher, students, time allotment, the use of visual aids, methodology, teaching material, and other facilities work together in affecting the final result of teaching.

a. Teacher According to Richards (2005: 99) teachers are the key factor in the successful implementation of curriculum changes. Successful teachers are those people who can identify with the hopes, aspirations and difficulties of their students while they are teaching them. In many situations teachers should be qualified according to some dimensions: (1) language proficiency; (2) teaching Experience; (3) teaching experience; (4) skill and expertise; (5) training and qualification, (6) morale and motivation; and (7) teaching Style.

Moreover, Harmer (2003: 58) categorized the roles of the teacher involved: (1) controller; (2) organizer; (3) assessor; (4) prompter; (5) participant; (6) resource; (7) tutor; and (8) observer. Harmer observes that the role of teachers Moreover, Harmer (2003: 58) categorized the roles of the teacher involved: (1) controller; (2) organizer; (3) assessor; (4) prompter; (5) participant; (6) resource; (7) tutor; and (8) observer. Harmer observes that the role of teachers

Davies (2000: 2) states that successful teachers tend to have certain things in common. They usually:

1) Have a practical command of English, not just knowledge of grammar rules.

2) Use English most of the time in every class, including beginners‟ classes.

3) Think mostly in terms of learner practice, not teacher explanation.

4) Find time for really communicative activities, not just practice of language

forms.

5) Focus their teaching on learners‟ needs, not just on „finishing‟ the syllabus or

course book.

b. Students The student age, educational level, capacity, handicaps, level of proficiency, goals, and linguistic and cultural background are significant variables with regard to student. Besides, students or learners are the key participants in curriculum development projects and it is essential to collect as much information as possible about them before the project begins (Richards, 2005: 101). The teachers should know their students‟ differences and similarities characteristics, personalities, and temperaments.

Students start to learn language by listening and from listening they learn Students start to learn language by listening and from listening they learn

Hallahan &Kaufman (1994: 348) points out that many studies shows that students who are visually impaired do not differ from sighted students on verbal intelligence test. They cannot use the phonemic alphabet. They may, on the other hand, have greater acuity in listening and a longer memory span for speech than those who depend on their sight for much their learning. This theory is supported by Shea & Bauer (1996: 255) which states that learners with visual impairments can learn the same concepts that are taught other learners; the only difference is method of learning.

c. Curriculum

A curriculum takes an important role to the education. It influences the

taking of decision of direction, content and an education process. Curriculum concerns with the planning, implementation, evaluation and administration of education program (Nunan, 1997: 9). In addition, Fauziati (2002: 51) say that curriculum refers to all aspects of planning, implementation and evaluation of an educational program, the why and the how together with what of teaching learning process. it means that beside curriculum as a planning arranged to get success in teaching learning process, it can be reason to the teacher to teach the students suitable with the material in teaching learning process.

least influences from three factors: (1) the characteristics of curriculum, (2) the strategy of implementation, and (3) the characteristics of curriculum‟s user. Concerning with special education for students with visual impairments, Shea & Bauer (2000: 258) points out that:

Three sets of needs must be addressed if schools are to provide service for learners with visual impairments. First, needs that can be met by adapting the curriculum; second, needs that require changes in teaching method but not curriculum or objective; third, needs that are the direct result of visual impairments that cause a lack of incidental learning.

d. Method of Teaching and Learning Regarding with Anthony‟s model, method is the level at which theory is put into practice and at which choices are made about the particular skills to be taught, the content to be taught, and the order in which the content will be presented. The objectives of method, whether defined primarily in terms of product or process, are attained through the instructional process, through the organized and directed interaction of teachers, learners, and materials in the classroom (Richards & Rodgers, 2001: 26).

All methods of language teaching involve the use of the target language. All methods thus involve overt or covert decisions concerning the selection of language items (words, sentence patterns, tenses, constructions, functions, topics, etc.). Therefore, in the implementation of teaching, the teacher can choose and determine approaches and methods that are accommodated with his ability,

characteristic of teaching material, facility, and students‟ condition (Richards & Rodgers, 2001: 26). To some extent, Prosser and Trigwell in Westwood (2008: 2) characteristic of teaching material, facility, and students‟ condition (Richards & Rodgers, 2001: 26). To some extent, Prosser and Trigwell in Westwood (2008: 2)

e. Teaching Materials The role of teaching materials is potentially more positive. They can, for example, be a useful form of professional development for teachers, and foster autonomous learning strategies in students (Crawford, 2002). Richard and Rogers (2001: 30) state the role of instructional materials within an individualized instruction system might include the following specifications that are: (1) materials will allow learners to progress at their own rates of learning; (2) materials will allow for different styles of learning; (3) materials will provide opportunities for independent study and use; (4) materials will provide opportunities for self- evaluation and progress in learning.

Materials obviously reflect the writes‟ views of language and learning, and teachers (and students) will respond according to how well these match their own beliefs and expectations. Both teachers and materials writers, of course, walk a tightrope. The teacher‟ challenge is to maintain the balance between providing a

coherent learning experience whish scaffolds learner comprehension and production, and modeling effective strategies without losing responsiveness to the unique situation and needs of each learner (Crawford, 2002).

1. Definition of Visual Impairment

Hallahan and Kauffman (1994: 344) state that there are two definitions of visual impairment; those are based on legal and educational. Legal definitions depend on the measurement of visual acuity and field of vision. A person who is legally blind has visual acuity of 20/200 or less in better eye, even with correction, or has very narrow (less than 20 degrees) field of vision. Figure 2.1 describes the different between Normal, Nearsighted, and Farsighted Eyes.

Figure 2.1 Normal, Nearsighted, and Farsighted Eyes

Besides, Vaughn, Bos, and Schumm (2000: 249) define that when glasses or contacts do not correct vision to within normal or near normal limits, students may be considered to have a visual impairment that may require special education services. Moreover, Sunaryo & Sutikanti (2011: 21) support the definition that the blind is defined as a vision defect that interfere with the learning process and optimal learning achievement, so, special methods of teaching, learning, adjustment of learning materials and learning environment are necessary. On the other hand, the educational definition of visual impairment focuses on what Besides, Vaughn, Bos, and Schumm (2000: 249) define that when glasses or contacts do not correct vision to within normal or near normal limits, students may be considered to have a visual impairment that may require special education services. Moreover, Sunaryo & Sutikanti (2011: 21) support the definition that the blind is defined as a vision defect that interfere with the learning process and optimal learning achievement, so, special methods of teaching, learning, adjustment of learning materials and learning environment are necessary. On the other hand, the educational definition of visual impairment focuses on what

From the definition given by the expert, it can be concluded that visual impairment is a person who is legally blind or low vision which cannot correct vision to within normal or near normal limits. Therefore, special methods of teaching, learning, adjustment of learning materials and learning environment are necessary.

2. Types of Visual Impairment

There are degrees of visual impairment. Amstrong (1996: 120) divides this type into two, partially sighted and legally blind. People who are partially sighted usually have a visual acuity between 20/70 and 20/200 after the best possible correction has been obtained. This means that they see at a distance of twenty feet what a person with unimpaired vision sees at a distance of seventy to two hundred feet. While, people who are legally blind have less than 20/200 acuity after correction; however, they can see. They are readily able to distinguish light from dark and may also be able to read large print. People who are totally blind often can distinguish light from dark and see large from.

Vaughn, Bos, and Schumm (2000: 249) give additional information about the types of visual impairment. Beside partially sighted and legally blind, they describe that blind individuals are unable to see, and therefore use tactual (touch) and auditory (hearing) abilities to access the environment. Then, functional vision Vaughn, Bos, and Schumm (2000: 249) give additional information about the types of visual impairment. Beside partially sighted and legally blind, they describe that blind individuals are unable to see, and therefore use tactual (touch) and auditory (hearing) abilities to access the environment. Then, functional vision

Students with visual impairment may have limited visual acuity, visual field, or both. How clearly individual can see a designated object at a distance of

20 feet is called visual activity. How well an individual can see, using peripheral or side vision, is called visual field.

3. Characteristics of Students with Visual Impairment

Even though a student with a visual impairment is more like sighted peers than different from them, a visual impairment has an impact on some aspects of development, such as: language development, cognitive development, social- emotional development and behavior.

a. Language Development Most authorities believe the lack of vision does not alter very significantly the ability to understand and use language. They point to the many studies that show that students who are visually impaired do not differ from sighted students on verbal intelligence tests. The child who is blind is still able to hear language and may even be more motivated than the sighted child to use language because it is the main channel through which he or she communicates with others (Hallahan & Kaufman, 1994: 348). However, some students may have difficulty with language skills; for example, they may engage in echolalia (inappropriately

Bos, & Schumm, 2000: 250). Some learners with visual impairment show an early facility with expressive language, greater even than their true level of comprehension with first words appearing as late as four years age. The learners who are visually impaired have a higher frequency of inappropriate pronoun use than who are partially sighted, and they employ less variation in sentence types. However, there is a greater variation in the level of language maturity among learners with visual impairment than among those who are partially sighted. It suggests that the developmental context of the learners may influence language development (Bauer & Shea, 1996: 246).

Further, Brieland in Effendi (2006: 48) classifies the difference of language competence between blind from sighted children is: (1) have a bit vocal variation; (2) voice modulation is not a quite good; (3) tend to speak louder; (4) visual impairments tend to speak slower; (5) the use of gesture and facial expression is not effective; (6) use a little lip movement in articulating sound.

Overall, there is no serious problems occurred in terms of language development because they are still able to hear language. Even though, some of them have difficulty with language skills, they can make interaction or communication with other people properly.