English vocabulary acquisition by A Young Attention Deficit Hyperactivity Disorder (ADHD) learner in Tumbuh 2 Elementary School: a case study.

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xvi ABSTRACT

Retno Sukesi. 2016. English Vocabulary Acquisition by a Young Attention Deficit Hyperactivity Disorder (ADHD) Learner in Tumbuh 2 Elementary School: A Case study

Yogyakarta: Graduate Program in English Language Studies, Sanata Dharma University.

The background of this study is the stereotype towards students with special needs and the emergence of inclusive schools. The research aims to find the way how a student with ADHD (Attention Deficit Hyperactivity Disorder) acquires new English vocabulary. The process starts with the question: How does a student with ADHD acquires new English vocabulary?

Five theories are used to analyze the data and later to find the way how a student with ADHD acquires new English vocabulary. The theories are 1) first and second language acquisition that shows the process how someone acquires new vocabulary, 2) the nature of vocabulary that elaborates how vocabulary can be taught, 3) inclusive classrooms that tell the principle and value of inclusive programs, 4)learner’s disabilities to show different types of disabilities including the strength, weaknesses, and how to deal with them, and 5) theory of Attention Deficit Hyperactivity Disorder (ADHD) to see the detail information about the participant.

The method of this study is case study in which it is preferred to get deep and detail understanding about a certain issue. The type of the case study is observational case study since the major data gathering technique is participant observation, supplemented with formal and informal interview and review of document and the focus of the study is a particular student. Case study is appropriate because it will concern with rich and vivid description of event that is relevant to the case, it provides a chronological narrative of event, and it focuses on an individual actor.

Observation and interviews were done to collect information about the participant. The instrument for observation is observation note, and the instrument for the interview is interview guideline. The participant is a student with ADHD, the other participants are the teacher, parent, the headmaster, and the coordinator for inclusive program.

The result of the analysis shows that the student with ADHD uses seven ways in acquiring new English vocabulary namely 1) habit formation, 2) interaction, 3) innate, 4) direct vocabulary learning, 5) receptive learning, 6) team teaching technique, and 7) tutoring. The result about behavior, interaction, and innateness are taken from the theory of first and second language acquisition, direct vocabulary learning and receptive learning are

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derived from the theory of the nature of vocabulary, team teaching technique is related to inclusive classroom theory, and tutoring is based on the theory of first and second language acquisition theory.

Key words: English vocabulary acquisition, Attention Deficit Hyperactivity Disorder (ADHD), case study

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xviii

ABSTRAK

Retno Sukesi. 2016. English Vocabulary Acquisition by a Young Attention Deficit Hyperactivity Disorder (ADHD) Learner in Tumbuh 2 Elementary School: A Case study

Yogyakarta: Graduate Program in English Language Studies, Sanata Dharma University.

Latar belakang dari penelitian ini adalah prasangka buruk terhadap anak-anak berkebutuhan khusus dan munculya sekolah- sekolah inklusi. Penelitian ini bertujuan untuk menemukan bagaimana seorang anak dengan ADHD (Attention Deficit Hyperactivity Disorder) memperoleh kosakata baru bahasa Inggris. Proses penelitian dimulai dengan pertanyaan: Bagaimana seorang anak dengan ADHD memperoleh kosakata baru Bahasa Inggris?

Ada lima teori yang digunakan untuk menganalisa data dan selanjutnya digunakan untuk mengetahui bagaimana seorang anak dengan ADHD memperoleh kosakata baru dalam bahasa Inggris. Teori teori yang digunakan yaitu: 1) first and second language acquisition yaitu teori yang menjelaskan tentang bagaimana seseorang memperoleh kosakata baru, 2) the nature of vocabulary menjelaskan tentang bagaimana kosakata diajarkan, 3) inclusive classroom yang menjelaskan tentang prinsip-prinsip dan nilai-nilai tentang program inklusi, 4) learner’s disabilities untuk mengetahui berbagai macam ketidak mampuan termasuk kekuatan dan kelemahannya serta bagaiman menanganinya, 5) teori tentang ADHD yang digunakan untuk mengetahui informasi yang mendalam tentang partisipan utama dalam penelitian ini.

Metode yang digunakan dalam penelitian ini adalah studi kasus dimana penelitian lebih untuk medapatkan pemahaman mendalam tentang suatu kasus. Tipe studi kasus dalam penelitian ini adalah observasi studi kasus dima pengumpulan data dilakukan dengan cara observasi serta didukung dengan wawancara secara formal dan informal, mengulas dokumen, dan penelitian ini fokus pada satu anak. Studi kasus tepat digunakan untuk penelitian ini karena studi kasus berkonsentrasi pada gambaran hidup tentang suatu kejadian. Studi kasus memaparkan kronologi kejadian dan berfokus pada satu orang individu.

Observasi dan wawancara dilakukan untuk mendapatkan informasi tentang partisipan utama. Alat yang digunakan untuk observasi adalah catatan observasi, sedangkan untuk wawancara, peneliti mengunakan panduan wawancara. Partisipan utama dalam penelitian ini adalah seorang anak dengan ADHD, partisipan yang lain adalah guru, kepala sekolah, dan koordinator inklusi.

Hasil dari analisis menunjukkan bahwa anak dengan ADHD menggunakan tujuh cara dalam memperoleh kosakata baru bahasa Inggris yaitu dengan cara: 1) behavior, 2) interaction, 3) innate, 4) direct

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vocabulary learning, 5) receptive learinng, 6) team teaching technique, 7) tutoring. Behavior, interaction, innateness diambil teori dari first and second language, direct vocabulary learning dan receptive learning diambil dari teori tentang nature of vocabulary, team teaching diambil dari teori tentang inclusive classroom, dan tutoring berdasarkan teori tentang first and second language acquisition.

Kata kunci : English vocabulary acquisition, Attention Deficit Hyperactivity Disorder (ADHD), case study

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ENGLISH VOCABULARY ACQUISITION BY A YOUNG ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) LEARNER IN

TUMBUH 2 ELEMENTARY SCHOOL: A CASE STUDY

A THESIS

Presented to The Graduate Program in Language Studies in Partial Fulfillment of the Requirements

for the Degree of Magister Humaniora (M.Hum.) in English Language Studies

by Retno Sukesi

146332023

THE GRADUATE PROGRAM OF ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY

YOGYAKARTA AUGUST 2016

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ENGLISH VOCABULARY ACQUISITION BY A YOUNG ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) LEARNER IN

TUMBUH 2 ELEMENTARY SCHOOL: A CASE STUDY

A THESIS

Presented to The Graduate Program in Language Studies in Partial Fulfillment of the Requirements

for the Degree of Magister Humaniora (M.Hum.) in English Language Studies

by Retno Sukesi

146332023

THE GRADUATE PROGRAM OF ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY

YOGYAKARTA AUGUST 2016

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A TIIESIS

ENGLISH VOCABT]LARY ACQTIISITICIN BY AYOTING ATTENTION DEFICIT EYPERACTIVTTY DISORI}ER (ADIID) LEAR}IER TN TT]MBUH 2

ELEMENTARY SCHOOL:,A CASE

STU.DY

Presented by Retno:sukesi

Chairperson Secretary

Member

18,2Ot6

:: ttt :. l

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STAIEMENT OT WCIru(ts ORIGTNALITY

This is to certiff that all ideas, phrases, and sentences, unless otherwiJe stated, are mine. I undsstand the firll coffi€quences including degree cancellation if I took sorf,rbody ense''$ i6em, ptragw" or,s€Medss without proper rcferences.

Yogyalrarta, August 5, Z016

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LEMBAR PERNYATAAI\ PERSETUJUAIY

PTJBLIKASI KARYA

ILMHII

T]NTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Rebro Sukesi

NIM

: 14 6332023

Demi pengembangan ilmu pengetahuan, memberikan kepada Perpustakaan Universitas Sanata Dharma karya itmiah saya yang berjudul:

English Vocabulary Acquisition by a Young

Attention Deficit Hyperactivity Disorder (ADHD) Leamer in Tumbuh 2 Elementary School: A Case study

beserta perangkat yang diperlukan (bila ada). Dengan demikian, saya memberikan kepada Perputakaan Universitas Sanata Dharma

hak

untuk menyimpan,

mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin maupun memberikan royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal: 5 Agustus 2016 Yang menyatakan

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ACKNOWLEDGEMENTS

It will be a delightful opportunity for me to express my deepest gratitude to all of those who have supported me in accomplishing this thesis. Firstly, my deepest gratitude goes to Allah SWT for showing me the light to have my courage finishing this thesis.

I dedicate my deepest gratitude and appreciation to my advisor F. X Mukarto, Ph.D. for his guidance and patience. He has been a good advisor who has listened and shared opinion regarding the ideas contributing in this thesis.

My best gratitude is also dedicated to my thesis reviewers Paulus Sarwoto, Ph. D. and Dr.E. Sunarto, M. Hum. for their advice and criticism so I can improve my thesis.

I dedicate this thesis to my parents, Bapak Sualman and Ibu Sumarti thank you for the support and every prayer you spell till I achieve this degree. Thank you for my beloved sisters and brothers mba Tuti, mba Susi, mas Danang, mas Silih, mas Dono, Rendra, you guys are so inspiring.

Many thanks are also presented to all people in English Language Studies especially batch 2014, Anita, Kiki, Prast, Dangin, Anggi, Indra, Mba Kristin, Chaca, Vita, Endah, Eli, Fafa, Dita, Titi, Pak Marwan, Ruli, Mike, Sari, and Adit thanks for the lovely friendship, all the staff, and lecturers. I am grateful for getting best friends in this stage of life.

I would also say thanks to SD Tumbuh 2 Yogyakarta for allowing me to do the research and to access the information about the participant. Thank you for Pak Jamil, Bu Mila, Pak Eko, Bu Yaning for being the participants. They gave me

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complete information that became one of the most important keys for my research.

My deepest gratitude goes to Salwa, thank you very much for being cooperative during the research. She knows the schedule for the research so when I came to school, she was ready and she chose the comfortable place to talk. I also want to say thank you very much for Salwaa’s mother for allowing to know much information about Salwa.

Last but not least, I present this thesis to Ryanko for his best support from a far.

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viii

Motto:

When you educate women, you build

generation.

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TABLE OF CONTENT

TITLE PAGE ... i

APPROVAL PAGE…….………ii

THESIS DEFENCE APPROVAL PAGE………..iii

STATEMENT OF WORK’S ORIGINALITY... iv

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS ...v

ACKNOWLEDGEMENTS ... vi

MOTTO………viii

TABLEOF CONTENT………ix

LIST OF TABLES……….………xii

LIST OFFIGURES……….……….xiii

LIST OF APPENDICES………..……….xiv

LIST OF ABBREVIATIONS………...xv

ABSTRACT……….……….xvi

ABSTRAK……….…..……….xviii

CHAPTER 1 ... 1

INTRODUCTION ... 1

1.1 BACKGROUND... 1

1.2 PROBLEM IDENTIFICATION ... 5

1.3 RESEARCH DELIMITATION ... 6

1.4 RESEARCH QUESTION ... 6

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1.6 BENEFITS OF THE STUDY ... 7

CHAPTER 2 ... 8

LITERATURE REVIEW... 8

2.1. THEORETICAL REVIEW... 8

2.1.1 First and Second Language Acquisition Theories ... 8

2.1.2 The Nature of Vocabulary... 13

2.1.3 Inclusive Classroom ... 17

2.1.4 Learners’ Disabilities... 20

2.1.5 Attention Deficit Hyperactivity Disorder (ADHD) ... 22

2.1.5.1 Causal Theories of ADHD ... 25

2.1.5.2 Problems in Children with ADHD ... 26

2.1.5.3 Learning with Students with ADHD... 28

2.2 THEORETICAL FRAMEWORK ... 30

CHAPTER 3 ... 33

METHODOLOGY... 33

3.1 RESEARCH DESIGN ... 33

3.2 RESEARCH SETTING ... 34

3.3 SOURCES AND NATURE OF DATA... 36

3.4 DATA COLLECTING INSTRUMENT... 37

3.5 DATA GATHERING ... 38

3.6 DATA ANALYSIS ... 39

3.7 TRUSTWORTHINESS ... 40

CHAPTER 4 ... 42

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4.1. RESULTS ... 42

4.1.1 The Need to Understand the Learner with ADHD... 42

4.1.2. The Role of inclusive classroom to support learners with ADHD... 44

4.1.3 How a Learner with ADHD Acquires New Vocabulary ... 46

4.2 DISCUSSION ... 54

4.2.1 Behavior ... 54

4.2.2 Interaction ... 56

4.2.3 Innateness ... 58

4.2.4 Direct Vocabulary Learning... 60

4.2.5 Receptive Learning ... 62

4.2.6 Team Teaching... 63

4.2.7 Tutoring... 64

CHAPTER 5 ... 67

CONCLUSION, IMPLICATION, AND SUGGESTION ... 67

5.1 CONCLUSION ... 67

5.2 PEDAGOGICAL IMPLICATION ... 69

5. 3 SUGGESTIONS ... 70

Bibliography... 72

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xii

LIST OF TABLES

TABLE 2.1 CHARACTERISTICS OF STUDENTS WITH ADHD…….₂₇

TABLE 3.1 RESEARCH SCHEDULE...…_..………35

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LIST OF FIGURES

FIGURE 2.1 CONSTRUCT MAP……….…….32

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LIST OF APPENDICES

Appendix 1 Transcript 1 interview with the head master………75 Appendix 2 Transcript 2 interview with the home room teacher /English

teacher……….….77 Appendix 3 Transcript 3 interview with the coordinator of inclusive

program……….…..79 Appendix 4 Transcript 4 interview with Laut’s mother……….….81 Appendix 5 Transcript interview with the coordinator of inclusive program

for data triangulation………..83

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LIST OF ABBREVIATIONS

R researcher

P participant

ITR interaction

INT innateness

RCT Receptive

DLV direct vocabulary learning

TTC team teaching

BHV behavior

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xvi ABSTRACT

Retno Sukesi. 2016. English Vocabulary Acquisition by a Young Attention Deficit Hyperactivity Disorder (ADHD) Learner in Tumbuh 2 Elementary School: A Case study

Yogyakarta: Graduate Program in English Language Studies, Sanata Dharma University.

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xvii

Key words: English vocabulary acquisition, Attention Deficit Hyperactivity Disorder (ADHD), case study

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xviii

ABSTRAK

Retno Sukesi. 2016. English Vocabulary Acquisition by a Young Attention Deficit Hyperactivity Disorder (ADHD) Learner in Tumbuh 2 Elementary School: A Case study

Yogyakarta: Graduate Program in English Language Studies, Sanata Dharma University.

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Kata kunci : English vocabulary acquisition, Attention Deficit Hyperactivity Disorder (ADHD), case study

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1 CHAPTER 1 INTRODUCTION

This chapter elaborates the background of the research, problem identification, research question, delimitation or the scope of the research. The next part will discuss the objective and the research benefits.

1.1 Background

Inclusive classroom system has been applied in Indonesia since 1960s. To support this program, the minister of education released a decree number 002/U/1986 about integrated education system for disabled learners. The response to develop inclusive classroom was quite positive during 2004-2007. In 2005 there were 1200 schools applied to apply inclusive program in their school but only 504 schools were granted (Sukadari, 2006). The number of inclusive classroom kept increasing and in 2007 there were 769 schools.

Inclusive classroom is the development in education system. Each of the students with his or her special need is accommodated and schools that have this program will provide curriculum, facilities, and special teachers to support their students with special need. Heihir, (2007); Swedeen, (2009) say:

“Inclusive classroom is a classroom that accommodates disabled and non-disabled learners. Inclusion seeks to provide all students with collaborative, supportive, and nurturing communities of learners that are based on giving all students the service and accommodation they need to succeed, as well as respecting and learning from each other individual differences”.

In inclusive classroom all learners have the right to be educated in general education classroom. They have full access to the general education curriculum and all instructional and social activities. A full range of services is integrated into

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general education setting. Inclusive classrooms help learners to foster academic, social emotional, behavioral, and physical development of students and to prepare them to be contributing members of society (Salend, 2011).

Inclusive program aims to provide an environment that enables the disabled learners to receive education as much as possible. The environment will also enable them to interact with non-disabled learners. Inclusion program is expected to give positive impact on the disabled students’ social interaction and also the academic achievement. This program allows disabled learners to have the same opportunity to learn and they can get special treatment so they can maximize their ability to receive knowledge.

In 1960s students who face learning difficulties are categorized using the term ‘specific learning difficulties’. In the past they were labeled as lazy, disorganized, and unmotivated. According to Samuel Kirk as cited by Alan Bowd (1986) says:

“Learning disabilities refer to a group of disorders or delays in the development of speech, language, reading, spelling, writing or arithmetic which he believed resulted from possible brain damage and/or emotional or behavioral disturbance, and could not be primarily attributed, to mental retardation, sensory deprivation, or cultural or instructional factors.

Salend (2011) categorizes different types of learners disabilities based on the characteristics of the learners.

One of the disabilities is Attention Deficit Disorder (ADD). ADD refers to a condition where students face difficulties to identify and maintain attention to relevant classroom directions, information, and stimuli, which affect their school performance (Zental, 2006). There are three types of ADD. The first type is attention that is accompanied with hyperactivity called Attention Deficit

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Hyperactivity Disorder (ADHD). The second type is attention deficit without hyperactivity or undifferentiated attention deficit disorder (UADD). The third type is students with combination of hyperactivity and distractibility (ADHD-C). This research focused on the first type of ADD called Attention Deficit Hyperactivity Disorder (ADHD).

ADHD refers to students who suffer ADD and their attention deficit disorder is associated with constant motion. These students are referred to as students whose inattentiveness is accompanied by hyperactivity, impulsivity, distractibility, and disorganization. In the classroom their high level of activity and impulsivity may lead them to engage to such high-activity behaviors as fidgeting with hands and feet and objects, squirming, calling out, being out of seat, talking excessively, and interrupting others, which result in their failing to follow instructions and complete their work (Murline, Parter, & Jenkins, 2008). Similar description is also stated by Allan Bowed in his book “Exceptional Children in Class”. Children with attention and hyperactivity problem are less attentive and easily distracted than their peers. They usually fidget, move about and seem unable to remain seated in class. They are so active and their behavior constantly interferes with learning (Bowd, 1986).

This research aims to find out how students with ADHD acquire EFL vocabulary. This research is different from the previous study in which the purpose of the study is to determine the effect of focus strategies on vocabulary learning of ADHD students at two junior high schools. This research does not focus on certain strategies since the participant is not aware of the strategy in learning vocabulary.

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The research was done in SD Tumbuh Yogyakarta. It has some classes of inclusive classroom with different types of disabilities such as slow learners, students with autism spectrum disorder, hearing impaired, and ADHD.

The latest research on ADHD that the researcher found for the reference was published in January 2015. Mosoud Khalili Sabet conducted a research entitles the effect of focus strategies on ADHD students’ English Vocabulary Learning in Junior High School. The second study was conducted by Magda Bodnar entitled: Teaching English to young learners with ADHD and dyslexia. The study focused on the appropriate vocabulary teaching methods for students with ADHD and dyslexia. The result of the study showed that total physical response and suggestopaedia are the most the most appropriate methods of teaching ADHD young learners. Another research was done by Natalia Turketi in 2010. She conducted a research on students with ADHD and she found three results. The first result was the obstacles for students with ADHD, language input, language output, learning styles and motivation. The second result was on the appropriate teaching methods for students with ADHD, TPR –Total Physical Response, The Silent Way and the Task-Based Language Teaching. The result was the appropriate activities to teach vocabulary and grammar based on those methods.

There have been also some research on the similar topic but they focus on different disabilities. Gracia Sudardo conducted a research in 2009 to find the meaningful teaching strategies for learner with hearing difficulty in regular high school. In the same year another research on hearing impaired was conducted by Antonius Setiawan. He wrote the teacher’s lived experience of teaching

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vocabulary to hearing-impaired students. Far before that, there was a research on visually-impaired students. In 1999, Sakundiningtiasari conducted a research to design a set of English materials for visually-impaired measures at Mardi Wuto social agency.

1.2 Problem Identification

Children with attention and hyperactivity problem have difficulty to control themselves. It results in their ability to absorb the materials and the knowledge that the teacher transfers. As they are in inclusive classroom, the students should be able to adjust themselves with the other learners. They are supposed to absorb the same materials and they are expected to be able to show the same performance as well. It becomes the challenge for the teacher to help the learners catch up the materials. The teacher is supposed to be able to handle the students, and they should apply special learning strategies to help the learners.

In Indonesia English is a foreign language. In some school English is thought since elementary school including SD Tumbuh. It becomes another problem that the teachers who teach inclusive classroom. Besides dealing with their students’ behavior in the classroom, the teachers should help the learners learn new language. The teacher should give special treatment so that their disabled learners can still acquire the new language as well as the other students. Vocabulary as one the most important aspects in learning new language needs special attention. Teacher should have strategies to help the learners acquire sufficient vocabulary as the basic to learn in further level.

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1.3 Research Delimitation

From various types of disabilities, this research focused on one of the types of disabilities called Attention Deficit Hyperactivity Disorder (ADHD). Other disabilities were not included on the research. Since English had a lot of aspects to learn, the research is delimited on vocabulary aspect. The research aimed to find out how a student with ADHD acquires ESL vocabulary.

1.4 Research Question

This study focuses on a student with Attention Deficit Hyperactivity Disorder (ADHD) in which the student has problem in controlling emotion and giving attention. This problem raises questions: How an Attention Deficit Hyperactivity Disorder (ADHD) learner acquires English Vocabulary? The answer for this question is expected to reveal the way a student with special need especially ADHD acquires new vocabulary.

1.5 Research Goal

The main goal of this research is to describe how ADHD students acquire EFL vocabulary. Before answering this question, this research also needs to find how the teachers and the people around the student contribute in the learning process. It is important to see how they treat the symptoms and deal with the student’s emotionalproblems and to see how they deliver the materials so that the student can grasp the materials well.

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Another goal of this research is to understand students with special need in general. The theory tells a lot about students with special needs so that later when we deal with students with special need we know how to handle.

1.6 Benefits of the Study

The research is expected to give some benefits for the improvement in education especially in the development of English for special need students. For the researcher, this research is expected to give an opportunity to learn learners’ differences especially learners with special need, in this case learner with ADHD. The researcher doesn’t not only know the theory but also can observe and get deeper information about the strategies that the learner uses to acquire ESL vocabulary.

This research involves special teacher who assists student with ADHD, so the result of the research is expected to help inclusive classroom teachers who have students with ADHD in their class. The teachers can apply the same strategies in the learning process to help their learners acquire ESL vocabulary.

ADHD is only one type of learners’ disabilities. After this research is conducted, the researcher expects that it can give an idea for other researchers to conduct similar studies that focus on other types of disabilities. The results of their studies will be very helpful for students with special needs and they can give more opportunity for disabled learners to learn in general education.

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8 CHAPTER 2 LITERATURE REVIEW

This chapter is divided into two parts, theoretical review and theoretical framework. Theoretical review elaborates the theories underlying the study that consist of the theory of vocabulary acquisition, inclusive classroom, learners’ disabilities, and ADHD. The next part is theoretical framework to describe how the theories are applied in this study.

2.1. Theoretical Review

In this part the researcher is going to elaborate the underlying theories related to the study. There will be five theories applied in this research; the theory of The Nature of Vocabulary, Second Language Learning, Inclusive Classroom, and Attention Deficit Hyperactivity Disorder.

2.1.1 First and Second Language Acquisition Theories

Lightbown & Spada (1993) proposed three different theories about first language acquisition theories; behaviorist, innatist, and interactionist . According to behaviorist theory, language is acquired through stimulus, response, and reinforcement as well, postulating imitation and association as essential process. According to this theory, children will be focused on the meaning of utterances rather than on the grammatical pattern.

The second theory of first language acquisition is innatist theory by Noam Chomsky (1957). In his theory he believes that children’s development of grammar in language acquisition could only be accounted for by an innate,

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biological language acquisition device (LAD) or system. Chomsky claims that children have ability to innate universal grammar to absorb the grammatical rules from the language that they hear. Gradually they will formulate the rules and they will be able to use the rules correctly.

The third theory about first language acquisition is interactionist theory that believes children learn their first language from the interaction with the people around them. In this case mother and caretakers play an important role. Care takers facilitate the development of children vocabulary, develop the ability to use the language in appropriate situations and to get the things done through conversation

The theories of first language acquisition are actually the same with the theories of second language acquisition or foreign language acquisition. The theory of second language acquisition also consists of behaviorist, innatist, and interactionist theory. According to behaviorist theory, the process of second language acquisition includes imitation, repetition, and reinforcement of grammatical structures. If children make error during this process, they need to be corrected immediately in order to avoid forming bad habits that would be difficult to overcome.

The second theory is innatist theory proposed by Dulay and Burt (1974). The theory says:

“Second or foreign language learners creatively construct the rules of the second language in a manner similar to that observed in first language acquisition. Therefore, second language acquisition is similar to first language acquisition.

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In relation with innatist theory, Stephen Krashen (1981) developed hypotheses about second language acquisition (1) the acquisition-learning hypothesis, (2) the monitor hypothesis, (3) the natural order hypothesis, (4) the input hypothesis, and (5) the affective filter hypothesis. According to acquisition-learning hypothesis language is naturally used by the language learners to interact with native speakers. In this process the language learners do not pay special attention on form.

Second, Monitor Hypothesis, this is the internal grammar monitor. In this process children become both the language user and language monitor. It means that when they produce utterances, they will also monitor themselves whether they use the correct language or not. Third, The Natural Order Hypothesis. According to the natural order hypothesis, language learners acquire (rather than learn) the rules of a language in a predictable sequence.

The next hypothesis is input hypothesis. Krashen says that:

“According to the input hypothesis, the acquisition of a second language is the direct result of learners’ understanding the target language in natural communication situations. A key element of the input hypothesis is that the input language must not only be understandable, thus the term comprehensible input, but should contain grammatical structures that are just a bit beyond the acquirer’s current level of second language development (abbreviated as i+ 1, with i standing for input and +1 indicating the challenging level that is a bit beyond the learner’s current level of proficiency).”

The input hypothesis (Krashen 1985, 1994) relates only to acquisition. It makes the four claims: 1) learners’ progress along the the natural order by understanding imput that contains structures a little bit beyond their current level of competence (i+1), 2) although comprehensible input is necessary for acquisition to take place, it is not sufficient, as learners also need to be actively

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disposed to ‘let in’the input they comprehend, 3) input becomes comprehensible as a result of simplification and with the help of contextual and interlinguistic clues, 4) speaking is the result of acquisition, not its cause; learner production does not contribute directly to acquisition.

Krashen’s fifth hypothesis addresses affective or social–emotional variables related to second language acquisition. Citing a variety of studies, Krashen concludes that

“The most important affective variables favoring second language acquisition are a low-anxiety learning environment, student motivation to learn the language, self-confidence, and self-esteem.”

According to Krashen, the main point in acquiring second language is comprehensible input. It means that listening and understanding is very essential in second language acquisition. In this process the teacher should allow the students to have silent period to acquire knowledge by listening and understanding rather than requiring the students to be productive.

Krashen’s second language acquisition theories have been influential in promoting language teaching practices that (1) focus on communication, not grammatical form; (2) allow students a silent period, rather than forcing immediate speech production; and (3) create a low-anxiety environment.

The third theory of second language acquisition is interactionist theory proposed by Long & Porter (1985). According to this theory children acquire the second language through natural conversation. They said that:

“Communication gives and takes of natural conversations between native and non-native speakers as the crucial element of the language acquisition process. Their focus is on the ways in which native speakers modify their speech to try to make themselves understood by English-learning conversational partners. Interactionists are also interested in how

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non-native speakers use their budding knowledge of the new language to get their ideas across and to achieve their communicative goals.”

A second language can be acquired in a variety of ways, at any age, for different purposes, and to varying degrees. Second language acquisition can be categorized in two, tutored (guided) and untutored (spontaneous) (Klein, 1986). Spontaneous learning occurs where the learning process through daily communication, in a natural fashion, and free from systematic guidance. Whereas guided learning refers to a learning process that is open to systematic and intentional influence. This learning process usually takes place in school. Krashen (1981) proposes similar process of second language acquisition using the term learning and acquisition. The former refers to tutored, the latter refers to untutored.

In learning a new language we have to consider the position of the target language, whether the new language is a second language or as a foreign language. Foreign language is used to denote a language acquired in a milieu where it is normally not in use and in which, when acquired, is not used by the learner in routines situation. A second language, on the other hand, is one that become another tool of communication alongside the first language; it is typically acquired in a social environment in which it is actually spoken (Richard, 1978).

In the process of acquiring a new language, in this case acquiring English, children are influenced by the speech from their surroundings and children typically adjust their speech in a number of ways. The register resulted from this process are called care taker talk, foreigner talk, and interlanguage talk.

Caretaker talk is an input that the children receive from their caretaker Miller and Chomsky, 1963) care takers adjust their speech formally so that the

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input that the children receive is both clearer and systematically simpler than the speech they address for adults. Caretakers’ speech is categorized by interactional modification which means the language is modified in order to be understood by their children. It can be done through checking the comprehension and repeating the utterances.

According to Ferguson (1977) caretaker talk has three purposes 1) to aid communication, 2) to teach language, 3) to socialize the child. While Brown (1977:26) stated that the primary motivation is to communicate, to understand and to be understood, and to keep two minds focused on the same topic. When the children make mistakes during this process the feedback can be done explicitly or implicitly. The explicit correction is given by showing the children that they make errors, while implicit correction is given by giving the correct prompt. Some care takers sometimes pay little attention of the grammatical errors.

The second input is foreigner talk which means a talk used by native speakers when communicating with non-natives speakers. Foreigner talk has three functions: 1) it promotes communication, 2) it signals, explicitly or implicitly, speakers’ attitude toward their interlocutor, and 3) it teaches the target language implicitly. The third input is interlanguage talk. It is the language that the learners receive as input when addressed by other learners.

2.1.2 The Nature of Vocabulary

Vocabulary is central to language and of critical importance to the typical language learner. Teaching and learning vocabulary are presented through several methods such as grammar translation method, direct method, reading method or situational language teaching, audio-lingual method, communicative language

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teaching, and natural approach. In grammar translation method, the learners were exposed to wide literary vocabulary (Rivers, 1981) that was selected according to its ability to illustrate grammatical rules, and direct vocabulary instruction was included only when a word illustrate grammatical rule (Kelly, 1969). The next method is direct method. In this method, concrete vocabulary was introduced with labeled pictures and demonstration, while abstract vocabulary was taught through associating of ideas (Rivers, 1983, Richard & Rodgers, 1986).Another method in teaching and learning vocabulary is reading method. At first this method was aimed at the development of reading skill then it was used to improve vocabulary. The primary thing in learning a language is the acquisition of a vocabulary and practice using it (which is the same as acquiring (West, 1934, p. 154). The idea was that the learners need to have basic vocabulary before understanding text. After the students get sufficient vocabulary then they need to use that in a real context. The next method, audio-lingual method, believes that learning is a process of habit formation. It paid systematic attention on pronunciation and intensive oral drilling of basic sentence pattern.

The next method is communicative language teaching. The goal of this method is to bring the language learner into closer contact with the target language (Stern, 1981). It is in line with River’s theory that skill-getting such in audio lingual-method is insufficient. Learners should have skill-using that is the ability to use the language in a real communication.

Another method in learning vocabulary is natural approach. Natural approach is based on the theory of input hypothesis and affective filter. According to the theory of input hypothesis, the learner will learn better if the materials as

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the input are not too difficult meaning it is only slightly above the learners’ current level of competence, and the interesting and relevant. While in affective filter hypothesis, the learner will learn better if the materials are interesting and relevant with their everyday life.

Vocabulary can be promoted since the very first day of children’s life under natural learning condition. Parents, siblings, peers or anyone can involve during the process. Other resources like book, magazine, and television can also support the process of learning new words and word meanings. The factors that affect the learning of word meanings are frequency, variety of the situation, and standard of performance that are set.

In helping the children to provide variety of situation and frequency, it takes dedicated parents and teachers. They can help to use new words frequently in various conditions so that children can use the word appropriately. When the children frequently meet and use a certain word they will remember the word. Remembering is one of the ways to develop mnemonic strategy. Mnemonic refers to systematic procedures specifically designed to improve one’s memory (Belezza, 1983).

Vocabulary can be taught through two different methods, direct and indirect. Direct method means that the students get the translation of the new word in their language. It is beneficial for those who have lower ability. Different from direct method, in indirect method the students get the meaning of a word by guessing the meaning from the context from reading.

Researchers propose different result from the implementation of the two methods. The first result related to indirect method shows that the more natural

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and the more open the procedure, the more they lead to cognitive development and to greater satisfaction with school than the more direct and structured approach (McKweon & Curtis, 1987). Another result shows that direct programs teach more, give children independence earlier, the children seem to have better self-concepts (Chall, 1983a, p.41). Curtis and McKwoen elaborate their ideas on the different results on the effectiveness of the two methods. Carol Chomsky (1972) studied the effect of reading to, and the independent reading of, elementary school children on language and reading development. She found that the students who were read to most and who read more for their own pleasure were highest on reading achievement test (vocabulary and reading comprehension) and on language development (syntax).

Vocabulary learning is divided in two types, receptive and productive. These types are categorized based on the needs of the learners. According to Nation (1990) receptive knowledge is being able to recognize a word when it is heard or when it is seen. Receptive knowledge also involves having an expectation what grammatical pattern the word will occur in. While productive knowledge is being able to pronounce the word, to write and to spell it, and to use it in correct grammar along with other words it usually collates with.

There are some reasons why vocabulary needs to be taught systematically. First, the information about what to do about vocabulary, and what vocabulary to focus on. Second, a wide variety of ways for dealing with vocabulary in foreign or second language learning. Third, both learners and researchers see vocabulary as being a very important, if not the most important, element in language learning. Finally, giving attention to vocabulary is unavoidable even the most formal or

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communication-directed approaches to language teaching must deal with needed vocabulary in one way or other (Nation, 1990).

Vocabulary is divided into three groups, high-frequency words, low-frequency words, and specialized vocabulary. In the learning process, it is important for the teacher to decide which group that the learners need to learn. Some consideration should be taken such as whether the words are very frequent and important for the learners, whether the words cause particular difficulty, whether the words are needed for another activity, and last, the teacher should consider whether the words contain feature or regular patterns.

Vocabulary learning process results different vocabulary size between native speakers and second language learners. A study by Yoshida (1978) showed that native speakers acquires 1000 words in a year, while second language learners like in Indonesia acquire 1000-2000 words after five years (Barnard, 1961; Quinn, 1968). One of the reasons of this result is because native speakers have two or three hours contact with English per day, while second language learners have four or five classes a week.

2.1.3 Inclusive Classroom

The inclusion method is a basic model where both disabled and non-disabled students are educated within the same classroom. Educational inclusion, then, offers education geared to include all students, even those with disabilities in the same learning environment. This may include special needs children who have emotional and/or behavioral problems. Teachers may encounter a variety of situations in the classroom, including those with learning disorders, emotional disabilities, and mental retardation.

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Special needs students are placed in the regular education classroom and are involved in instructional settings that may have the general education teacher, the special education teacher, the teacher assistant and possibly parental or community volunteers (Wiebe & Kim, 2008). The most popular inclusion method seems to be a co-teaching model.

“Co-teaching may be defined as the partnership of a general education teacher and a special education teacher or another specialist for the purpose of jointly delivering instruction to a diverse group of students, including those with disabilities or other special needs, in a general education setting, and in a way that flexibly and deliberately meets their learning needs” (Friend, Cook,

Chamberlain & Shamberger, 2010, p. 241).

Inclusion of all children within the classroom has brought about a new challenge for teachers. A typical class may consist of gifted children, slow learners, mentally retarded, children, hyperactive children, emotionally challenged children, and low socioeconomically status children.

Inclusion is a philosophy that brings diverse students, families, educators, and community members together to create schools or other social institution based on acceptance, belonging, and community (Rose, 2008). Inclusion recognizes that all students are capable learners who benefit from a meaningful, challenging, and appropriate curriculum delivered within the general education classroom, and from differentiated instruction techniques that address their diverse and unique strengths, challenges, and experiences (Forlin, 2008; Giangreco, 2007; Tomlinson, Brimijoin & Narvaez, 2008). Inclusion seeks to provide all students with collaborative, supportive, and nurturing communities of learners that are based on giving all students the service and accommodation they

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need to succeed, as well as respecting and learning from each other individual differences (Heihir, 2007; Swedeen, 2009).

Based on the definition above, inclusive classroom has some principles. The first principle is that all learners are equal access. It is stated by Frattura and Chapper, (2006), Heihir, (2007) and Rose (2008).

Effective inclusion improves the educational system for all learners by placing them together in general education classrooms- regardless of their learning ability, race, linguistic ability, economic status, gender, learning style, ethnicity, cultural, and religious background, family structure, and sexual orientation. Inclusion program also provide all students with equal access to a challenging, engaging, and flexible general education curriculum and the appropriate services that help them to be successful in society.”

The second principle is that inclusive classroom respects individual strengths and challenges and diversity. It is stated by Taylor and Whittaker (2009) that says

Effective inclusion involves sensitivity and acceptance of individual strengths, challenges, and diversity. Educators cannot teach students without taking into account the diverse factors that shape their students and make them unique.

In inclusive classrooms, all students are valued as individuals capable of learning and contributing to society. They are taught to appreciate diversity and to value and learn from each other’s similarities and differences (Black Hawkins, Florian, &Rouse, 2007; Swedeen, 2009).

The third principle is that inclusive classroom pays attention on reflective practices and differentiated instruction. Teachers and other parties that involve in inclusive program realize that the students have strength and challenges. They will make sure that the learning process run well and students with special need

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understand the lesson as well as the other students. Cushing (2009) and Sapon Shevin (2008) say that:

Effective inclusion requires reflective education to examine their attitudes and differentiate their assessment, teaching and classroom management practices to accommodate individual’s strength with meaningful access to and progress in the general education curriculum. In inclusive classroom, teachers are reflective practitioners who are flexible, responsive, and aware of, and accommodate student’s strength and challenges.

The last principle is community and collaboration. In order to achieve the goal of inclusive philosophy, to provide the same environment in general education for both disabled and no-disabled learners, it need collaboration from all parties that are involved in the system. Giangreco (2007) and Sapon Shevin (2008) say that:

Effective inclusion is a group effort, it involves establishing community based on collaboration among educators, other professionals, students, families and community agencies. Inclusion seeks to establish a nurturing community of learners that is based on acceptance and belonging and the delivery of support and service that students need in the general education classroom.

2.1.4Learners’ Disabilities

Disabled learners or exceptional learners are those with special needs. Learners who belong to disabled learners are different from the average because of developmental disorders or irregularities. The criteria to distinguish the disabled and non-disabled learners are 1) disability is multidimensional. Rather than using a single criterion, it is necessary to examine the child’s behavior in a variety of situation and in response to different kinds of problems and challenges. 2) Disability is continuous and 3) disability is culturally relative.

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According to Allan Bowed (1990) there are eight categories of disability namely intellectual impairment, behavior disorder, specific learning disabilities, visual impairment, hearing impairment, communication disorder, physical impairment, and giftedness. Each of the disabilities is described as follows:

1. Intellectual impairment: most often this category is further subdivided according to rough levels of assumed overall competence: mild, moderate, and severe. This division is based on the person’s assumed competence for learning and degree of dependence of others.

2. Behavior disorders: it is divided into two sub-categories 1) mild disorders and 2) severe disturbance. Mild disorder children show a variety of mildly to moderately maladaptive social and emotional characteristics, e.g. withdrawn behavior, acting out, and anti-social aggression. While children’s behavior with severe disturbance is extremely maladaptive, for example childhood psychosis, and autism.

3. Specific learning disabilities. They refer to learning difficulties which are of a particular kind (e.g. reading disability) rather than general disability. 4. Visual impairment: it is divided into two sub-categories 1) partially seeing

that refers to children with mild to moderately impaired vision, 2) blind that refers to children with severely impaired vision.

5. Hearing impairment: it is divided into two sub-categories 1) hard of hearing that is used to individual who have partial or substantial hearing loss, 2) deaf usually refers to the child who has little or no hearing and has suffered the loss at birth or before the acquisition of speech.

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6. Communication disorders: Difficulties in communicating with other people. It is divided into two sub-categories 1) speech disorders that refer to difficulties in the mechanics of speech, 2) language disorders that involve problems in understanding of meaning or the expression of meaning.

7. Physical impairment and special health conditions: this term brings together a wide variety of condition which relate to physical ability.

8. Giftedness: children of exceptionally high general intelligence or of special aptitude.

2.1.5 Attention Deficit Hyperactivity Disorder (ADHD)

Salend (2011) differentiates the types of learners disabilities based on the characteristics of the learners. One of the disabilities is Attention Deficit Disorder (ADD). ADD refers to condition where students face difficulties to identify and maintain attention to relevant classroom directions, information, and stimuli, which affect their school performance (Zental, 2006). There are three types of ADD and in this research the researcher is going to focus on one type called Attention Deficit Hyperactivity Disorder (ADHD). ADHD refers to students who suffer ADD and their attention deficit disorder is associated with constant motion. These students are referred to as students whose inattentiveness is accompanied by hyperactivity, impulsivity, distractibility, and disorganization. In the classroom their high level of activity and impulsivity may lead them to engage to such high-activity behaviors as fidgeting with hands and feet and objects, squirming, calling out, being out of seat, talking excessively, and interrupting others, which result in

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their failing to follow instructions and complete their work (Murline, Parter, & Jenkins, 2008).

ADHD is considered to be a cognitive disorder intrinsic to the individual. It can include difficulty gaining and/ or sustaining attention; it may additionally or alternatively include difficulty regulating one’s own behavior which appears as hyperactivity and impulsivity (Scanlon & Boyle, 2010). According to Diagnostic and Statistical Manual (DSM) definition, ADHD critically impacts functioning, occurs in two or more setting and has its onset before the age of seven (American Psychiatric Association [APA] 1994;2000).

Authorities agree that there are four important components to assessing whether a student has ADHD or not. The first one is through medical examination to see medical condition such as brain tumors, thyroid problems, or seizure disorder, as the cause of the inattention and/or hyperactivity (Barkley & Edwards, 2006). The second one is a clinical interview of the parents and the child provides information about the child’s physical and psychological characteristics, as well as family dynamics and interaction with peers. Teacher and parent rating scale is another important component. It consists of the list of the items that the teacher or the parents should fill. The last component is behavioral observation.

ADHD has three types 1) ADHD, predominantly inattentive, 2) ADHD predominantly hyperactive impulsive type; and 3) ADHD combined type. The following are the diagnostic criteria for ADHD :

1. Inattention:

a. Often fails to give close attention to details or make careless mistakes in schoolwork, works, or other activities.

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b. Often has difficulties sustain attention in tasks or play activities c. Often doesn’t seem to listen when spoken to directly

d. Often does not follow through on instruction and fails to finish schoolwork, chorus, and duties in the workplace

e. Often has difficulty organizing tasks and activities

f. Often avoids, dislikes, and is reluctant to engage in tasks that require sustained mental effort

g. Often loses things necessary for tasks or activities h. Is often easily distracted by extraneous stimuli i. Is often forgetful in daily activities

2. Hyperactivity

a. Often fidget with hands or feet or squirms in seat

b. Often leaves seat in classroom or in other situation in which remaining seated is expected

c. Often runs or climbs excessively in situation in which it is inappropriate.

d. Often has difficulty in playing or engaging in leisure activities quietly

e. Is often “on the go” or often acts as if “driven by a motor” f. Often talks excessively

3. Impulsively

a. Often blurts out answers before the questions have been completed. b. Often has difficulty awaiting turn

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ADHD occurs in boys than in girls with estimates being about 3 to 1 in community-based samples (Barkley, 2006d). Some have speculated that boys are identified more often than girls because boys tend to exhibit the highly noticeable hyperactive or impulsive type of ADHD, while girls tend to be inattentive type. 2.1.5.1 Causal Theories of ADHD

ADHD can be caused by several factors. The first factor is neurotransmitter. Neurotransmitters are chemicals that help in the sending of messages between neurons in the brain. Researchers have found that abnormal levels of two neurotransmitters dopamine and norepinephrine appear to be involved in ADHD (Barkley, 2006b; Solonto, 2002; Volkowal et al., 2007). Second, ADHD is heredity factors. ADHD can be inherited genetically. The first study, family studies, indicates that if a child has ADHD the chance of his or her siblings have ADHD is about 32 % (Barkley, 2006b). Children of adults with ADHD run 57 % risk of having ADHD (Biederman et al., 1995). Parents of children with ADHD are two to eight more likely to also be ADHD than parents of non- ADHD children (Faraone & Doyle, 2001). The second study, twin study, shows that if an identical twin and fraternal twin each have ADHD, the second identical twin is much more likely to have ADHD than is the second fraternal twin (Levy & Hey, 2001, Nigg, 2006). The third study, molecular genetic study, believes that genes that are involved in regulating dopamine have been implicated in persons with ADHD (Barkley, 2006b Nigg,2006).

Toxins and medical factors can also cause ADHD. Toxins can cause malformations in the developing fetus of pregnant woman. Pregnant woman who exposure to lead and the abuse of tobacco and alcohol place the unborn child at

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increased risk of developing ADHD ( Faraone Doyle, 2001). Other medical condition can also put children at risk for having ADHD. Complication at birth and low birth weight are associated with ADHD (Levy, Barr, & Sunnohara, 1998, Millberger, Biederman, Farone, Guite, & Tsuang 1997).

2.1.5.2 Problems in Children with ADHD

In Barley’s model, children with ADHD have four problems related to executive function. The first deals with working memory (WM). WM refers to a person’s ability to keep information in mind that can be used to guide one’s action either now or in the near future (Barkley & Murphy, 1998, p.2). In children with ADHD the deficiencies in WM can result in forgetfulness, a lack of hindsight and forethought, and problem with time management. The second one is they have delayed inner speech. Inner speech is the inner voice that allows people to talk to themselves. This inner voice helps to guide their behavior. The third problem is that children and adults with ADHD have problems controlling their emotions and their arousal levels. They often overreact to both negative and positive experiences. The last problem, children and adults with ADHD have difficulty analyzing problems and communicating solution with others. They often respond impulsively.

In the social interaction, children with ADHD have problems in working with pairs. They are rejected more often by their peers, have fewer close friends, and are disliked by students who enjoy high social status (Hoza, 2007). Unfortunately, this problem is difficult to overcome and is usually long lasting.

Children with ADHD typically have characteristics of being easily distracted, day dreaming during the class, feeling the urge to get up and walk

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around, or becoming interested in another student’s work. Some behaviors from the children with ADHD like distractibility and inattentiveness are some difficult to notice. Distractibility means the children can easily divert their attention from the important tasks. Inattentiveness usually occurs when they stop paying attention to the other even on one-on-one conversation. The behaviors of the children with ADHD are different at age levels. The table below shows common behavior of students with ADHD.

Table 2.1 Characteristic of children with ADHD Preschool

Accidents due to acting independently

Non-compliance

Resist routines Aggressive in play

Excessive talk Easily upset

Elementary/Middle school Fidgeting

Out of seat

Interrupting

Inconsistent productivity

Dependence on adults Poor social skill Middle/ Senior High

Restless Substance use

Low-self concept Procrastination

Impulsive

Difficulty follow direction

Children with ADHD deal with cognitive processing difficulties in which they do not self-regulate their thought processes. Barkley (2000) suggested that children with ADHD are uninhibited in the areas of time awareness and time management. They do not organize task based upon priority or take into account the proportion of time and effort to complete a task efficiently (Scanlon & Boyle, 2010). Children with ADHD also face Academic skill difficulties as the secondary effect as the consequence of being easily distracted and inattentive. The

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result is they miss important information that lead to poor quality work. They usually rush when doing the assignment and they do not want to check again after they finish. Another difficulties faced by children with ADHD is social skill difficulty. Having distractibility behaviors can disturb other members of the class. Classmates do not have idea about what happen to their friend. They see their friend with ADHD as a miss behaving student because he/she is usually out off seat and off task.

2.1.5.3 Learning with Students with ADHD

Some research shows that learning with students with ADHD and without ADHD is different. Teachers who deal with students with ADHD are supposed to understand the characteristics and the differences between students with ADHD and without ADHD. When teachers give instruction, they should give time between asking a student to do or say something and expecting the response. Teacher should avoid overloading student’s working memory. When teacher asking a question, it is better to provide the type of the expected answer.

In conducting lessons with students with ADHD can be challenging. In the previous section it has been discussed the problems faced by students with ADHD so teachers should be able to able to handle the situation. U.S Department of Education, office of special Education and rehabilitative services, Office of Special education Programs (2004) suggest some steps in conducting the lessons. The lesson is divided in three phases introducing, conducting, and concluding lessons.

In introducing the lessons, the teacher can start with providing an advance organizer to summarize the activities in that day. Before starting the lesson the

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teacher can review the previous lesson. In this section the teacher also needs to explain the materials that students need during the lesson. Teachers should make sure that they use simple language in their instruction.

The second step is conducting lessons. In this step the teacher plays a big role in helping the students in the learning process whether the students can participate well or not, whether the students can grasp the material or not. In conducting the materials the teacher should be predictable because structure and consistency are very important for children with ADHD. The teacher should check the students’ understanding by asking question. It will help the teacher to figure out which student who needs more assistance. Another challenge in this step is the teacher should maintain the students’ attention. It can be done by encouraging the students to participate in the classroom activities. The third step, concluding lesson, teacher can review the lessons they have learned and preview the next lesson.

In inclusive classroom where children with ADHD learn in general education classroom, the teacher can modify their instructional routines that can serve both the students with ADHD and without ADHD. Research has shown the technique that can be applied in teaching inclusive classroom. Stage one, pre-planning, simplify the instruction in to meaningful chunks or step (Resenshine, 1995). It helps the students with ADHD to stay focus in shorter period of time.

Stage two, introduction, the teacher explains the rationale for the lesson, present a model of what the end result of the lesson will be, and inform the sequence of instructional activities (Allsopp, 1999).

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Stage three, instruction and modeling, the teacher demonstrates a procedure or phenomenon, presents student with a problem to be solved, and engage the students in the activities. Giving a model is important because a student with ADHD might have difficulty in making connection between the instruction and the activity.

Stage four, giving practice, is divided into two types of activity; guided and independent practice. Guided practice is like a bridge for the learner since it is the transformation between receiving and producing phase. In this step the teacher assists the learner doing the exercise and makes sure that the student understand the material well or not so that the teacher know whether they can go to independent practice or not. The last step is closure and review. The teacher can recap the lesson and review vocabulary that the students have learned.

According to Rief (2005) one of the strategies that can be used to help students with ADD/ADHD develop their vocabulary is directly teaching words. In this strategy a new word is defined using simple explanations or synonyms and if possible using antonyms. It is in line with Hubbard (1983:50) that claims, vocabulary should be presented in a memorable way in order to foster the long memory retention. It can be done by using realia, body language, flash card, examples, definitions, and concept forming.

2.2 Theoretical Framework

In order to understand and be able to interpret the data, some theories are used. As elaborated in the previous part, this research uses five theories. The first theory is about the first and the second language acquisition, the second theory is

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about the nature of vocabulary, the third theory is about inclusive classroom, the fourth theory is about learners’ difficulties, and the last theory is about ADHD.

The first and the second language acquisition consist of some theory about how a student acquires a new language. By elaborating this theory, it will be easy to relate the data with the theory. The theory of the nature of vocabulary will be used to see whether the student acquires new vocabulary learning through direct learning or indirect learning. The next theory, the theory of inclusive classroom, is used to see some principles applied to the students and to see how it supports the student in the learning process. Basically these three theories have been able to answer the question, but it is very important to understand students with special needs. That is why this research also includes the theory about learners’ disabilities that describes the types of learning difficulties. The last theory elaborates one type of learning difficulty, ADHD, because this research focuses on a student with ADHD.

According to the theories that I have reviewed, there will be some meaningful ways of how a student with ADHD acquires new vocabulary. From the characteristic that the student has problem in controlling emotion and processing complicated information, the students will use direct learning in which it needs short process. The student does not need to guess the meaning from the context. In this learning process the student can learn new vocabulary using pictures, gesture, or real objects.

The next important factor that helps the student to learn new vocabulary is the topic of learning. When the topic is interesting and related to her daily life, the process of learning will be faster. The support from the people around her will

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also play important role in the learning process. The feeling of acceptance can make the student feels secure and it can also support the learning process.

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33 CHAPTER 3 METHODOLOGY

This section is going to elaborate the steps to gather data. It includes the research design, research setting, nature of data, data collecting instrument, data collecting technique, data analysis, and trustworthiness.

3.1 Research Design

The study in this research explored and developed a detailed understanding of a central phenomenon. The role of literature review yield little information, to justify the problem. The data were gathered from participants through exploration and the participants were only few people. These are the characteristics of the study and based on Creswell (2012) who differentiates the characteristics of a research based on the steps, the question, and the literature review, this research is a qualitative research.

This study aims to find how a child with attention deficit hyperactivity disorder acquires ESL vocabulary. In order to get the answer of this phenomenon, the researcher needs to interact with the participants to gather complete information. The data from the participant(s) can be used to generate a new theory related to the phenomenon. The existing theory will be used as the guideline to see whether the result of the current study supports or opposes the existing theory.

This study deals with a student with ADHD acquires ESL vocabulary. Case study is preferred to get deep and detailed understanding about a certain issue. Case study is a detailed examination of one setting, or a single subject, a single depository of document, or one particular event (Merriem, 1988). The type

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of case study is observational case study since the major data gathering technique is participant observation (supplemented with formal and informal interview and review of document and the focus of the study is a particular student). Case study is appropriate because it concerns with rich and vivid description of event that relevant to the case, it provides a chronological narrative of event, and it focuses on individual actors.

3.2 Research Setting 3.2. 1 Place

The research was conducted in Tumbuh 2 elementary school Yogyakarta. The first reason of choosing this school was due to the accessibility. When the school held an English training for the teachers and staffs I became the trainer and built good relationship with them including with the headmaster. The idea of the topic for this research also came when I saw the phenomenon about disabled learners study with non-disabled learners in the same classroom. That was the first time I got the idea about inclusive program. The interesting thing about inclusive classroom is that in inclusive classroom program students with disabilities can learn in the same school environment. Students with disabilities get the same opportunity to learn as well as non-disabled learners. The disability is not ignored so the school provides teacher with special skill to accompany the students with special need and also facilities to support the learning process. Since then I was interested in learning more about the program and I was curious how the program runs.

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The observation took place in the classroom, the interview with the headmaster, the teacher, and the mother took place in the head master’soffice, the interview with the coordinator in inclusive program was done in his office, while the interaction with theparticipant took place in the school’s library.

3.2.2 Time

The research was done in May 2016. During this period I conducted observation and interviews. The following table is the research schedule:

Table 3.1 research schedule

No Day, date Activity

1 Wednesday, April 27th 2016

Meeting with the research coordinator, to discuss the research schedule 2 Monday, May 2nd 2016 Interview with the head master 3 Wednesday, May 4th 2016 Classroom observation

4 Monday, May 9th 2016 Interview with Laut’s mother 5 Wednesday, May 11th

2016

Interview with the homeroom teacher

6 Thursday,May 19 2016 Data triangulation (interaction with Laut, the participant)

7 Friday, May 20th 2016 Interview with the coordinator of Inclusive program

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3.3 Source and Nature of Data

This research uses purposeful sampling to gather the data. In purposeful sampling, researchers intentionally select individuals and sit to learn and understand the central phenomenon. The standard used in choosing participants and sites is whether they are “information rich” (Patton, 1990, p.169). The purposeful sampling in this research referred to the participants that consisted of one participant and four other participants who were expected to give more information about the participant.

The participant was one female student with ADHD. When the research was conducted she was nine years old and she was in grade four. This student was first recognized having problem in speaking in her first language when she was two years old. When she was 4,5 years old her teacher in kindergarten found behavioral problem. She was brought to an authorized institution to get psychological test and the result showed that she had Attention Deficit Hyperactivity Disorder (ADHD) and since then she got a therapy.

The data collecting from the participant was done through interaction. The participant was asked to do finish some activities. It aimed to find the information of how she acquired new vocabulary. During the interaction I also asked some question as supporting data. It was actually an informal interview but the situation was casual to make the participant comfortable.

The other participants were the headmaster, the homeroom teacher, the English teacher, the coordinator for inclusive program, and the parent. Considering the problem with the participant, it was very important to interview

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them. They were considered as “information rich” so they can contribute to this research.

The interview with the headmaster aimed to get the information about inclusive program in relation with the support to disabled learners in general and especially for ADHD students and to see how the school provides friendly environment for disabled learners.

The next interviewee was the homeroom teacher. The information from the homeroom teacher was important to see the student’s daily performance and behavior during the class. The result was related to the participant’s performance in English subject. Fortunately the homeroom teacher was also the teacher for English Subject. So the interview also aimed to see how the student learns English in general and in more specifically how she acquires new English vocabulary. 3.4 Data Collecting Instrument

Data collection instrument is any instrument used by the researcher to gather information in a form of data. Since there were three types of data collecting techniques, there were also three different types of instrument. For the observation technique, the instrument was field notes. It was used to record what happened during the observation. For the second technique, interview, the instrument guideline. The guideline was about the topics to dig out information about the participant. The coordinator of inclusive program was an important participant. He had all the information and the background of all inclusive students. The questions to the coordinator were about the background of the participant and what happened to her during and after therapy and also what to do to help the participant to maximize the learning process.

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The questions to other participants, the head master, the homeroom teacher, the mother, were mainly about the participants and also questions that support the existing theories. The supporting questions were based on the participant’s position.

The questions with the headmaster were related to the background of inclusive program, the principles of inclusive pragmas, the different types of disabilities in the school, the teachers who deal with disabled learners, the specific program, and the facilities for disabled learners. The questions to the mother were about the student’s background, what happened to the student, and what treatment that the student had. The questions to the homeroom teacher were about the student’s behavior during the learning process and its impact in the learning process. The questions for the English teacher aimed to find the answer the research question about how the participant acquired new English vocabulary.

The third instrument was learning media in a form of handout, cards, and pictures. The media were used during the interaction for data triangulation. It was used to see whether the participant learned new vocabulary from the use of pictures as the example of direct learning vocabulary.

3.5 Data Gathering

The data were gathered through interview to the student. When conducting interview to the participant the interview was done in a semi structured interview, so the questions were prepared but after the student answered the question and spontaneous questions could be given in order to get in-depth information. The interview was conducted in informal and friendly situation. To make the student felt comfortable the special teacher was also involved.

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Appendix 6 Observation notes (The class runs for 70 minutes)

Time Activities Notes

9.30 The teacher greets the student 9.35 The teacher and the students sing

songs

The students looked enthusisastc. The teacher played three different songs

9. 45 The teacher started the lesson and introduced the material

9. 50 The teacher asked the students to read the dialogue in pairs. The students took turn to read the dialogue with their partner

There was one student who did not want to read the dialogue and later I knew that this student has selective mutism

10. 10 The teacher did presentation about the material

The students were attentive. Laut also listened attentively 10.20 The teacher asked the students to do

the exercise

The teacher monitored while the students were doing the task

10. 35 The teacher discussed the assignment 10.40 The teacher ended the class

(3)

Additional notes:

During theobservation I did not see any specific events that can describe Laut’s attitude. Everything ran smoothly and the interaction between laut and the teacher was limited since the teacher should monitor the whole class. Considering this I decided not to do another class observation because I thought that classroom observation only gave little information. Instead, I decided to have one on one interaction with Laut.

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English vocabulary acquisition by A Young Attention Deficit Hyperactivity Disorder (ADHD) learner in Tumbuh 2 Elementary School: a case study.

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