Overcoming Difficulty in Teaching English To A Six-Year-Old Boy With Hearing Impairment at Education and Learning Solution.
ABSTRACT
Bahasa Inggris adalah bahasa internasional yang sangat berperan di
Indonesia sekarang ini. Di prasekolah dan taman kanak-kanak, anak-anak
sudah diajarkan Bahasa Inggris. Bahkan di tempat kursus Bahasa Inggris
disediakan tempat bagi anak-anak prasekolah dan taman kanak-kanak.
Ketika saya magang di ELS (Education and Learning Solution), saya
menemukan masalah dalam mengajar Bahasa Inggris kepada seorang
anak yang mengalami gangguan pendengaran. Anak ini bernama Jeffrey
dan berusia enam tahun. Jeffrey tidak sepenuhnya tuli karena ia masih
menggunakan alat bantu dengar.
Dari masalah yang terjadi, ditemukan beberapa penyebab dan dampak
yang ditimbulkan. Penyebab pertama adalah anak yang mengalami
gangguan pendengaran tersebut tidak dapat mendengar secara baik.
Penyebab kedua adalah anak tersebut tidak lancar dalam berbicara.
Penyebab yang terakhir adalah saya belum mempunyai pengalaman
dalam mengajar anak yang cacat. Selain daripada itu, ada tiga dampak
yang ditimbulkan dari permasalahan tersebut. Akibat pertama adalah saya
membutuhkan waktu lebih banyak dalam mengajar anak ini. Kedua, anakanak lain tidak merasa cukup tertantang untuk belajar pelajaran yang
sedang diajarkan. Akibat yang terakhir adalah anak yang mengalami
gangguan pendengaran tersebut tidak dapat bersaing dengan anak-anak
lainnya. Solusi yang digunakan untuk masalah ini adalah dengan
menggunakan alat bantu visual seperti flashcards, gambar, dan replika
barang. Solusi lainnya adalah menggunakan permainan pada saat
pelajaran berlangsung. Dan solusi terakhir adalah dengan gerak-isyarat,
berbicara dengan keras, jelas, dan dengan kalimat yang singkat.
Solusi yang terbaik untuk mengajarkan Bahasa Inggris kepada anak
yang mengalami gangguan pendengaran adalah saya menggunakan
semua solusi potensial karena semua solusi potensial tersebut dapat
membantu saya dalam mengajarkan Bahasa Inggris kepada anak tersebut
dan membantu anak tersebut dalam belajar Bahasa Inggris.
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TABLE OF CONTENTS
ABSTRACT …………………………………………………………………...… i
DECLARATION OF ORIGINALITY ………………………………………….. ii
ACKNOWLEDGEMENTS ……………………………………………………. iii
TABLE OF CONTENTS …………………………………………………...…. iv
CHAPTER I. INTRODUCTION ……………………………………………. 1-6
A. Background of the Study
B. Identification of the Problem
C. Objectives and Benefits of the Study
D. Description of the Institution
E. Method of the Study
F. Limitation of the Study
G. Organization of the Term Paper
CHAPTER II. PROBLEM ANALYSIS ……………………………………. 7-10
CHAPTER III. POTENTIAL SOLUTIONS …………………………...… 11-17
CHAPTER IV. CONCLUSION ………………………………………….. 18-19
BIBLIOGRAPHY
APPENDICES:
A.
B.
C.
D.
FLOWCHART
TRANSCRIPTION OF THE INTERVIEW
TRANSCRIPTION OF THE INTERVIEW
HISTORY OF THE INSTITUTION
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APPENDIX
A. Flowchart
Causes of the problem :
1. The child could not hear
properly although he used a
hearing aid.
2. The child could not speak
properly.
3. I did not have any
experience in teaching
students with disabilities
Problem :
2. The other children were
not challenged enough by
the lesson.
I had difficulties in teaching
English to a six-year-old boy
with hearing impairment in
ELS
Potential Positive Effects :
1. The child can know what I
will explain through the
pictures.
2. The child will be attracted
to the lesson.
3. The child can learn
English easily.
3. The child with the hearing
impairment could not keep
up with the other children.
Potential Negative Effects :
1. The child will only be
attracted to the pictures.
Potential Solution I :
I use visual aids in teaching.
Potential Positive Effects :
1. The child can learn
indirectly through games.
2. The child will remember the
lesson more easily.
3. The child can communicate
in English with the other
children.
Potential Positive Effects :
1. The child will pay attention
to me.
2. The child will understands
what I mean.
Effects of the problem :
1. I needed more time to
explain the material.
Potential Solution II :
I use games to teach English.
Potential Negative Effects :
1. The child is mentally
affected by the games and
just wanted to play.
2. The child will lose his
initiative to answer the
question while playing in
groups.
Potential Solution III :
I speak to the child with the
hearing impairment using
gestures and short sentences
with a loud and clear voice.
Potential Negative Effects :
1. The child is afraid because I
speak loudly.
Chosen Solution :
I will use all of the potential solutions because they support each
another in teaching children with hearing impairment.
Maranatha Christian University
B. Transcription of the Interview
Name of interviewer
: Yenny Christanty
Name of respondent
: Elisa, A. Md
Day / Date
: Friday / 22 July 2011
Place of interview
: Education and Learning Solution (Bee Class)
Yenny : Ms. Elisa, may I ask you some questions?
Elisa : Yes, of course. What do you want to ask me?
Yenny : Do you know Jeffrey? The child with hearing impairment in the
Butterfly class?
Elisa : Yes, I do.
Yenny: Have you ever had a student with hearing impairment before?
Elisa : No, I haven’t. This is the first time I have a student with hearing
impairment.
Yenny : Have you ever taught students with any disabilities before?
Elisa : I have never taught students with disabilities before but I have
taught students with learning disabilities such as dyslexia.
Yenny : Do you have any tips for teaching a hearing impaired student?
like Jeffrey?
Elisa : Yes, I do. The child with hearing impairment does not have good
concentration and cannot hear clearly although he uses hearingaids, we have to draw his attention using something that interests
him. We have to explain in a loud voice and should be attractive in
giving the material.
Yenny : Do you have other tips?
Elisa : Hmm.. That’s all.
Yenny : Ok then, thank you for your time.
Elisa : You’re welcome.
Maranatha Christian University
C. Transcription of the Interview
Name of interviewer
: Yenny Christanty
Name of respondent
: Elisa, A. Md
Day / Date
: Wednesday / 14 December 2011
Place of interview
: by phone
Yenny : Good afternoon, Mrs. Elisa. This is Yenny.
Elisa : Good afternoon, Yenny. May I help you?
Yenny : I want to confirm about the vision and mission of ELS and asking
about Jeffrey.
Elisa : Oh, ok. What do you want to confirm about the vision and
mission?
Yenny : The vision and mission of ELS has been told in the history of ELS
that you have given to me, right?
Elisa : Yes, that’s right. The vision is ELS want to be a place which can
be a solution for learning. The mission of ELS is the children who
learn in ELS can still learn while they are playing.
Yenny: Ok, then.. Now I would ask about Jeffrey. Do you know when his
hearing disability began? Is it from birth?
Elisa : He has a hearing disability since he was born.
Yenny: Do you know the causes of his hearing disability?
Elisa : I have asked his mother and his mother doesn’t know the causes
of his hearing disability. I don’t know whether it is because of
genetic disorders, illness, or complication in pregnancy because
hearing disability can happen due to many causes.
Yenny: Do you have any special way to teach Jeffrey?
Elisa : Not in particular. We have to be patient in teaching him. I’m sorry
Yen, but I have a guest right now. Maybe we can talk again later.
Yenny: Oh ok. Thank you so much for your information.
Elisa : You are welcome.
Maranatha Christian University
D. History of the Institution
Maranatha Christian University
CHAPTER I
INTRODUCTION
A. Background of the Study
English as an international language in Indonesia is very important
nowadays. In preschools and kindergartens, children have already been
taught English. Even the English courses nowadays have classes for
preschool and kindergarten learners.
ELS (Education and Learning Solution) is an English course where I
did my internship. It was still on Jl. Mekar Kencana No. 58. I did my
internship as an English teacher and assistant teacher. I taught and
assisted every Monday, Wednesday, and Friday. Each meeting lasted for
one hour to one and a half hours.
ELS did not provide materials for the summer programme. Therefore, I
made the materials myself that I taught in ELS, together with my friends,
Clarissa and Nyssa. The material I taught is mostly vocabulary, but it was
integrated with other skills, such as speaking, pronunciation, and listening.
For my internship, ELS held a summer programme. The summer
programme is a vacation programme for the children who do not go on
vacation with their family. The class for summer programme consists of
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ten to eleven children. The age of the children ranges from three to eight
years old.
When doing my internship at ELS, there was a six-year-old boy with
hearing impairment in my class. His name is Jeffrey. He uses hearing-aids
in his right ear. In a telephone interview with Mrs. Elisa, she said that, “He
has hearing impairment since his birth. His mother did not know the
causes that made him have hearing impairment” (14 Dec). The situation
where there is a child with hearing impairment in a class is new for me
because I have never taught a child with disabilities before. Because of
this, I choose teaching English to a six-year-old boy with hearing
impairment as the topic of my term paper. Besides that, the topic is
interesting and will be useful in the future if I have to teach children with
hearing impairment.
B. Identification of the Problem
1. Why did I find difficulty in teaching English to a child with hearing
impairment?
2. How influential does the problem affect the situation in the
classroom?
3. How should teachers teach English to a child with hearing
impairment at ELS effectively?
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C. Objectives and Benefits of the Study
The objectives of the study are I want to find effective ways to teach
English to students with hearing impairment, find out the positive and
negative effects from the potential solutions, and choose the best potential
solution to overcome the problem.
The benefits of the study for me as the writer are I can use the methods
proposed in the potential solutions to teach students with hearing
impairment and increase my knowledge about teaching hearing impaired
students. Another advantage of this study is that the teachers who read
my Term Paper can use the methods proposed in the potential solutions in
this Term Paper to teach any students who have hearing impairment. For
the parents of hearing impaired students, they can gain benefit too, as the
parents can also use the methods which are proposed in the potential
solutions to teach their child at home. The advantage of the study for the
readers is they can increase their knowledge about teaching students with
hearing impairment if they become a teacher in special schools. In
“Teaching in Special School”, Pondent said that, “Special schools are
schools that are geared to the needs of children with learning disabilities
or physical disabilities” (par. 1).
D. Description of the Institution
Based on the notes given by Mrs. Elisa, Education and Learning
Solution, henceforth called ELS, was founded on 30 November 2009 by
Elisa, A. Md., and was located on Jln. Mekar Kencana No. 58. The current
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location of ELS is on Jl. Mekar Harum No.18. Elisa is the owner and
coordinator of ELS. Elisa loves children and has already had five years
teaching experiences in Bintang Mulia Kindergarten and Logic Learning
Centre before she graduated from DIII English Programme at Maranatha
Christian University. After she graduated, she established ELS.
ELS has a vision to be a place which can be a solution for learning.
ELS develops multiple intelligence which is expected to make every child
who learns at ELS become more spirited in study because ELS can
change their paradigm and makes studying fun.
The mission of ELS is the children who learn in ELS can still learn while
they are playing. ELS uses many activities, such as art, cooking, watching
movies, playing games, etc. to teach preschool, kindergarten, elementary,
junior high school, and senior high school students. ELS also provides
solutions for people who want to learn English or improve their English
skills. In ELS, people can learn as much as they want, and ELS can help
them overcome every difficulty they face in learning English.
In ELS, besides English, children can learn Mandarin and Art.
Elementary, junior high, or senior high school students who have any
problems in their studies can join the study group in ELS to help them
raise their grades in school.
E. Method of the Study
The process of collecting the data for this Term Paper is from
observation when I did my internship in ELS. The observation was
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conducted when I taught in class, and when I assisted the teacher in
class. The observation was done for more than one month, from 20 June
to 25 July 2011. For the supporting data for the analysis, printed sources
and Internet sources are used; meanwhile field data is stored in the
internship journal that I wrote when I did the internship.
F. Limitation of the Study
My study is focused on one child with a hearing impairment in Butterfly
class in ELS, the English course where I did my internship from June to
July 2011. The child that I choose as the subject for the term paper is not
totally deaf, but he uses hearing aids. His name is Jeffrey. He is six years
old, and he is a 1st grade elementary school student. I taught and did my
observation about this child in the classroom for about one until one-anda-half hours in each meeting.
G. Organization of the Term Paper
This Term Paper begins with Abstract, the summary of this Term Paper
in Bahasa Indonesia. Following the Abstract is Declaration of Originality,
Acknowledgements, and Table of Contents.
The Table of Contents is followed by Chapter I until Chapter IV.
Chapter I is the introduction of this Term Paper. This chapter will discuss
the background of the study, identification of the problem, the objectives
and benefits of the study, description of the institution, method and
limitation of the study. Chapter II is the problem analysis. This chapter
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discusses the problem I faced, with the causes and the effects of the
problem. Chapter III is the potential solutions. This chapter discusses the
solutions for the problem with the positive and negative effects of the
solutions. Chapter IV is the conclusion. This chapter contains the solution
that I choose and the reasons why I choose it. Following Chapter IV is
bibliography and the last is appendices.
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CHAPTER IV
CONCLUSION
My problem in teaching English to a child with hearing impairment has
three causes. The first cause is the child could not hear properly. The
second cause is the child could not speak properly. The third cause is I did
not have any experience in teaching students with disabilities. Besides
that, the problem has three effects. First, I needed more time to explain the
material. Second, the other children got bored. The last effect is the child
with hearing impairment could not keep up with the other children. The
potential solutions of this problem are using visual aids, games, gestures
and speaking in short sentences with a loud and clear voice.
This chapter will discuss my chosen solutions for the problem. My
chosen solution is all of the potential solutions. The reason why I choose
all of the potential solutions is because all of the potential solutions support
each other. When I taught, I used flashcards and games accompanied by
speaking in short sentences with a loud and clear voice.
Teaching English to a child with a hearing impairment needs more than
one technique to apply. The teacher needs a lot of visual aids to deliver
the lesson because a child with hearing impairment depends more on his
visual than his hearing. When teaching, I usually used visual aids, such as
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flashcards, to teach. Rosy states that, “A teacher should use pictures,
images, graphs and gestures to explain things to hearing impaired
children. Children with hearing impairments learn more easily by watching”
(par. 5). Visual aids help children with hearing impairment to understand
the lessons more easily. In every lesson, I also used games to review the
lesson before they did the exercise. With games, the child with hearing
impairment could still learn indirectly. Djiwandono states that games
increase the interest of a child with hearing impairment to the lesson and
increase the motivation to study (361). Therefore, I used games to
motivate the children in studying. Besides, when teaching, I used a loud
and clear voice, and short sentences. In “How to Teach Children Who Are
Hearing-Impaired,“ Ireland states that when teaching or giving instructions,
use short and clear sentences (par. 3). The combination of these three
techniques help me in teaching English to a child with hearing impairment.
To sum up, the best solution to teach English to a child with hearing
impairment is to apply all the above potential solutions. Each of the
potential solutions will support the other potential solutions; as a result,
teaching English to a child with hearing impairment will be easier and
more effective.
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BIBLIOGRAPHY
Printed Sources
Arends, Richard I. Learning to Teach. 5th ed. Boston: McGraw-Hill, 2001.
Djiwandono, Sri Esti Wuryani. Psikologi Pendidikan. Jakarta: PT.
Grasindo. 2002.
Fredericks, Anthony D., Ed.D. The Complete Idiot’s Guide to Success As
A Teacher. New York: Alpha Books. 2005.
Hawadi, Reni Akbar Dr. Psikologi Perkembangan Anak. Jakarta: PT.
Gramedia Widiasarana Indonesia, 2001.
Subini, Nini, S.Pd. Mengatasi Kesulitan Belajar Pada Anak. Jogjakarta:
Javalitera, 2011.
Electronic Sources
Adams, Chanel. “The Disadvantages of Using Games As a Learning
Tool.” Ehow.com. 1999-2011. Demand Media, Inc. 04 March 2012.
.
Hart, N. “Pelajaran Mudah Diingat dengan Permainan Kreatif.” Tabloid
Online Smart 3 June 2010. 17 Dec 2011.
.
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“How to Help the Hearing Impaired.” Ehow.com. 1999-2012. Demand
Media, Inc. 4 Aug 2012. .
Ireland, Jae. “How to Teach Children Who Are Hearing-Impaired.”
Livestrong.com. 13 Jan 2010. Demand Media, Inc. 11 Nov 2011.
.
J, Lissa. “Strategies for Hearing Impaired Children.” Ehow.com. 19992011. Demand Media, Inc. 17 Dec 2011.
.
Liberty, Marie. “The Disadvantages of Audiovisual Aids in Teaching.”
Ehow.com. 1999-2011. Demand Media, Inc. 04 March 2012.
.
Morin, Amanda. “Is Your Kid Bored at School?.” About.com. 2011.
New York Times Company. 15 Dec 2011.
.
Northern, Jerry L., and Marion P. Downs. Hearing in Children. 2002.
Books.google.co.id. 6 Nov. 2011.
.
Pondent, Corr. S. “Teaching in Special Schools.” Ehow.com. 19 Feb 2011.
Demand Media, Inc. 15 Dec 2011.
.
“Reading The Anger Signs… and Diffusing Them.” Empowersf.org. 21
Aug 2011.Neighborhood Empowerment Network. 02 March 2012.
.
Rosy. “Teaching Hearing Impaired Children.” Brighthub.com. 12 Apr 2010.
Bright Hub The Hub for Bright Minds. 22 Oct 2011.
.
Taylor, Glenda. “How to Teach Children With Hearing Impairments.”
Ehow.com. 1999-2011. Demand Media, Inc. 05 Aug 2011.
.
“Teaching & Assessment Strategies for Deaf and Hearing Impaired
Students.” Adcet.edu.au. Australian Disability Clearinghouse on
Education and Training. 05 Aug 2011.
.
“Teaching English As A Second Language: Methods And Techniques.”
Essortment.com. 2011. Demand Media. 20 Oct 2011.
.
Waldman, Debby and Jackson Roush Ph.D. Your Child’s Hearing Loss:
What Parents Need To Know. 2005. Books.google.co.id. 16 Dec. 2011.
.
Interview
Elisa, A. Md. Personal interview. 22 July 2011.
Elisa, A. Md. Telephone interview. 14 December 2011.
Maranatha Christian University
Bahasa Inggris adalah bahasa internasional yang sangat berperan di
Indonesia sekarang ini. Di prasekolah dan taman kanak-kanak, anak-anak
sudah diajarkan Bahasa Inggris. Bahkan di tempat kursus Bahasa Inggris
disediakan tempat bagi anak-anak prasekolah dan taman kanak-kanak.
Ketika saya magang di ELS (Education and Learning Solution), saya
menemukan masalah dalam mengajar Bahasa Inggris kepada seorang
anak yang mengalami gangguan pendengaran. Anak ini bernama Jeffrey
dan berusia enam tahun. Jeffrey tidak sepenuhnya tuli karena ia masih
menggunakan alat bantu dengar.
Dari masalah yang terjadi, ditemukan beberapa penyebab dan dampak
yang ditimbulkan. Penyebab pertama adalah anak yang mengalami
gangguan pendengaran tersebut tidak dapat mendengar secara baik.
Penyebab kedua adalah anak tersebut tidak lancar dalam berbicara.
Penyebab yang terakhir adalah saya belum mempunyai pengalaman
dalam mengajar anak yang cacat. Selain daripada itu, ada tiga dampak
yang ditimbulkan dari permasalahan tersebut. Akibat pertama adalah saya
membutuhkan waktu lebih banyak dalam mengajar anak ini. Kedua, anakanak lain tidak merasa cukup tertantang untuk belajar pelajaran yang
sedang diajarkan. Akibat yang terakhir adalah anak yang mengalami
gangguan pendengaran tersebut tidak dapat bersaing dengan anak-anak
lainnya. Solusi yang digunakan untuk masalah ini adalah dengan
menggunakan alat bantu visual seperti flashcards, gambar, dan replika
barang. Solusi lainnya adalah menggunakan permainan pada saat
pelajaran berlangsung. Dan solusi terakhir adalah dengan gerak-isyarat,
berbicara dengan keras, jelas, dan dengan kalimat yang singkat.
Solusi yang terbaik untuk mengajarkan Bahasa Inggris kepada anak
yang mengalami gangguan pendengaran adalah saya menggunakan
semua solusi potensial karena semua solusi potensial tersebut dapat
membantu saya dalam mengajarkan Bahasa Inggris kepada anak tersebut
dan membantu anak tersebut dalam belajar Bahasa Inggris.
i
Maranatha Christian University
TABLE OF CONTENTS
ABSTRACT …………………………………………………………………...… i
DECLARATION OF ORIGINALITY ………………………………………….. ii
ACKNOWLEDGEMENTS ……………………………………………………. iii
TABLE OF CONTENTS …………………………………………………...…. iv
CHAPTER I. INTRODUCTION ……………………………………………. 1-6
A. Background of the Study
B. Identification of the Problem
C. Objectives and Benefits of the Study
D. Description of the Institution
E. Method of the Study
F. Limitation of the Study
G. Organization of the Term Paper
CHAPTER II. PROBLEM ANALYSIS ……………………………………. 7-10
CHAPTER III. POTENTIAL SOLUTIONS …………………………...… 11-17
CHAPTER IV. CONCLUSION ………………………………………….. 18-19
BIBLIOGRAPHY
APPENDICES:
A.
B.
C.
D.
FLOWCHART
TRANSCRIPTION OF THE INTERVIEW
TRANSCRIPTION OF THE INTERVIEW
HISTORY OF THE INSTITUTION
ii
Maranatha Christian University
APPENDIX
A. Flowchart
Causes of the problem :
1. The child could not hear
properly although he used a
hearing aid.
2. The child could not speak
properly.
3. I did not have any
experience in teaching
students with disabilities
Problem :
2. The other children were
not challenged enough by
the lesson.
I had difficulties in teaching
English to a six-year-old boy
with hearing impairment in
ELS
Potential Positive Effects :
1. The child can know what I
will explain through the
pictures.
2. The child will be attracted
to the lesson.
3. The child can learn
English easily.
3. The child with the hearing
impairment could not keep
up with the other children.
Potential Negative Effects :
1. The child will only be
attracted to the pictures.
Potential Solution I :
I use visual aids in teaching.
Potential Positive Effects :
1. The child can learn
indirectly through games.
2. The child will remember the
lesson more easily.
3. The child can communicate
in English with the other
children.
Potential Positive Effects :
1. The child will pay attention
to me.
2. The child will understands
what I mean.
Effects of the problem :
1. I needed more time to
explain the material.
Potential Solution II :
I use games to teach English.
Potential Negative Effects :
1. The child is mentally
affected by the games and
just wanted to play.
2. The child will lose his
initiative to answer the
question while playing in
groups.
Potential Solution III :
I speak to the child with the
hearing impairment using
gestures and short sentences
with a loud and clear voice.
Potential Negative Effects :
1. The child is afraid because I
speak loudly.
Chosen Solution :
I will use all of the potential solutions because they support each
another in teaching children with hearing impairment.
Maranatha Christian University
B. Transcription of the Interview
Name of interviewer
: Yenny Christanty
Name of respondent
: Elisa, A. Md
Day / Date
: Friday / 22 July 2011
Place of interview
: Education and Learning Solution (Bee Class)
Yenny : Ms. Elisa, may I ask you some questions?
Elisa : Yes, of course. What do you want to ask me?
Yenny : Do you know Jeffrey? The child with hearing impairment in the
Butterfly class?
Elisa : Yes, I do.
Yenny: Have you ever had a student with hearing impairment before?
Elisa : No, I haven’t. This is the first time I have a student with hearing
impairment.
Yenny : Have you ever taught students with any disabilities before?
Elisa : I have never taught students with disabilities before but I have
taught students with learning disabilities such as dyslexia.
Yenny : Do you have any tips for teaching a hearing impaired student?
like Jeffrey?
Elisa : Yes, I do. The child with hearing impairment does not have good
concentration and cannot hear clearly although he uses hearingaids, we have to draw his attention using something that interests
him. We have to explain in a loud voice and should be attractive in
giving the material.
Yenny : Do you have other tips?
Elisa : Hmm.. That’s all.
Yenny : Ok then, thank you for your time.
Elisa : You’re welcome.
Maranatha Christian University
C. Transcription of the Interview
Name of interviewer
: Yenny Christanty
Name of respondent
: Elisa, A. Md
Day / Date
: Wednesday / 14 December 2011
Place of interview
: by phone
Yenny : Good afternoon, Mrs. Elisa. This is Yenny.
Elisa : Good afternoon, Yenny. May I help you?
Yenny : I want to confirm about the vision and mission of ELS and asking
about Jeffrey.
Elisa : Oh, ok. What do you want to confirm about the vision and
mission?
Yenny : The vision and mission of ELS has been told in the history of ELS
that you have given to me, right?
Elisa : Yes, that’s right. The vision is ELS want to be a place which can
be a solution for learning. The mission of ELS is the children who
learn in ELS can still learn while they are playing.
Yenny: Ok, then.. Now I would ask about Jeffrey. Do you know when his
hearing disability began? Is it from birth?
Elisa : He has a hearing disability since he was born.
Yenny: Do you know the causes of his hearing disability?
Elisa : I have asked his mother and his mother doesn’t know the causes
of his hearing disability. I don’t know whether it is because of
genetic disorders, illness, or complication in pregnancy because
hearing disability can happen due to many causes.
Yenny: Do you have any special way to teach Jeffrey?
Elisa : Not in particular. We have to be patient in teaching him. I’m sorry
Yen, but I have a guest right now. Maybe we can talk again later.
Yenny: Oh ok. Thank you so much for your information.
Elisa : You are welcome.
Maranatha Christian University
D. History of the Institution
Maranatha Christian University
CHAPTER I
INTRODUCTION
A. Background of the Study
English as an international language in Indonesia is very important
nowadays. In preschools and kindergartens, children have already been
taught English. Even the English courses nowadays have classes for
preschool and kindergarten learners.
ELS (Education and Learning Solution) is an English course where I
did my internship. It was still on Jl. Mekar Kencana No. 58. I did my
internship as an English teacher and assistant teacher. I taught and
assisted every Monday, Wednesday, and Friday. Each meeting lasted for
one hour to one and a half hours.
ELS did not provide materials for the summer programme. Therefore, I
made the materials myself that I taught in ELS, together with my friends,
Clarissa and Nyssa. The material I taught is mostly vocabulary, but it was
integrated with other skills, such as speaking, pronunciation, and listening.
For my internship, ELS held a summer programme. The summer
programme is a vacation programme for the children who do not go on
vacation with their family. The class for summer programme consists of
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ten to eleven children. The age of the children ranges from three to eight
years old.
When doing my internship at ELS, there was a six-year-old boy with
hearing impairment in my class. His name is Jeffrey. He uses hearing-aids
in his right ear. In a telephone interview with Mrs. Elisa, she said that, “He
has hearing impairment since his birth. His mother did not know the
causes that made him have hearing impairment” (14 Dec). The situation
where there is a child with hearing impairment in a class is new for me
because I have never taught a child with disabilities before. Because of
this, I choose teaching English to a six-year-old boy with hearing
impairment as the topic of my term paper. Besides that, the topic is
interesting and will be useful in the future if I have to teach children with
hearing impairment.
B. Identification of the Problem
1. Why did I find difficulty in teaching English to a child with hearing
impairment?
2. How influential does the problem affect the situation in the
classroom?
3. How should teachers teach English to a child with hearing
impairment at ELS effectively?
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C. Objectives and Benefits of the Study
The objectives of the study are I want to find effective ways to teach
English to students with hearing impairment, find out the positive and
negative effects from the potential solutions, and choose the best potential
solution to overcome the problem.
The benefits of the study for me as the writer are I can use the methods
proposed in the potential solutions to teach students with hearing
impairment and increase my knowledge about teaching hearing impaired
students. Another advantage of this study is that the teachers who read
my Term Paper can use the methods proposed in the potential solutions in
this Term Paper to teach any students who have hearing impairment. For
the parents of hearing impaired students, they can gain benefit too, as the
parents can also use the methods which are proposed in the potential
solutions to teach their child at home. The advantage of the study for the
readers is they can increase their knowledge about teaching students with
hearing impairment if they become a teacher in special schools. In
“Teaching in Special School”, Pondent said that, “Special schools are
schools that are geared to the needs of children with learning disabilities
or physical disabilities” (par. 1).
D. Description of the Institution
Based on the notes given by Mrs. Elisa, Education and Learning
Solution, henceforth called ELS, was founded on 30 November 2009 by
Elisa, A. Md., and was located on Jln. Mekar Kencana No. 58. The current
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location of ELS is on Jl. Mekar Harum No.18. Elisa is the owner and
coordinator of ELS. Elisa loves children and has already had five years
teaching experiences in Bintang Mulia Kindergarten and Logic Learning
Centre before she graduated from DIII English Programme at Maranatha
Christian University. After she graduated, she established ELS.
ELS has a vision to be a place which can be a solution for learning.
ELS develops multiple intelligence which is expected to make every child
who learns at ELS become more spirited in study because ELS can
change their paradigm and makes studying fun.
The mission of ELS is the children who learn in ELS can still learn while
they are playing. ELS uses many activities, such as art, cooking, watching
movies, playing games, etc. to teach preschool, kindergarten, elementary,
junior high school, and senior high school students. ELS also provides
solutions for people who want to learn English or improve their English
skills. In ELS, people can learn as much as they want, and ELS can help
them overcome every difficulty they face in learning English.
In ELS, besides English, children can learn Mandarin and Art.
Elementary, junior high, or senior high school students who have any
problems in their studies can join the study group in ELS to help them
raise their grades in school.
E. Method of the Study
The process of collecting the data for this Term Paper is from
observation when I did my internship in ELS. The observation was
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conducted when I taught in class, and when I assisted the teacher in
class. The observation was done for more than one month, from 20 June
to 25 July 2011. For the supporting data for the analysis, printed sources
and Internet sources are used; meanwhile field data is stored in the
internship journal that I wrote when I did the internship.
F. Limitation of the Study
My study is focused on one child with a hearing impairment in Butterfly
class in ELS, the English course where I did my internship from June to
July 2011. The child that I choose as the subject for the term paper is not
totally deaf, but he uses hearing aids. His name is Jeffrey. He is six years
old, and he is a 1st grade elementary school student. I taught and did my
observation about this child in the classroom for about one until one-anda-half hours in each meeting.
G. Organization of the Term Paper
This Term Paper begins with Abstract, the summary of this Term Paper
in Bahasa Indonesia. Following the Abstract is Declaration of Originality,
Acknowledgements, and Table of Contents.
The Table of Contents is followed by Chapter I until Chapter IV.
Chapter I is the introduction of this Term Paper. This chapter will discuss
the background of the study, identification of the problem, the objectives
and benefits of the study, description of the institution, method and
limitation of the study. Chapter II is the problem analysis. This chapter
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discusses the problem I faced, with the causes and the effects of the
problem. Chapter III is the potential solutions. This chapter discusses the
solutions for the problem with the positive and negative effects of the
solutions. Chapter IV is the conclusion. This chapter contains the solution
that I choose and the reasons why I choose it. Following Chapter IV is
bibliography and the last is appendices.
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CHAPTER IV
CONCLUSION
My problem in teaching English to a child with hearing impairment has
three causes. The first cause is the child could not hear properly. The
second cause is the child could not speak properly. The third cause is I did
not have any experience in teaching students with disabilities. Besides
that, the problem has three effects. First, I needed more time to explain the
material. Second, the other children got bored. The last effect is the child
with hearing impairment could not keep up with the other children. The
potential solutions of this problem are using visual aids, games, gestures
and speaking in short sentences with a loud and clear voice.
This chapter will discuss my chosen solutions for the problem. My
chosen solution is all of the potential solutions. The reason why I choose
all of the potential solutions is because all of the potential solutions support
each other. When I taught, I used flashcards and games accompanied by
speaking in short sentences with a loud and clear voice.
Teaching English to a child with a hearing impairment needs more than
one technique to apply. The teacher needs a lot of visual aids to deliver
the lesson because a child with hearing impairment depends more on his
visual than his hearing. When teaching, I usually used visual aids, such as
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flashcards, to teach. Rosy states that, “A teacher should use pictures,
images, graphs and gestures to explain things to hearing impaired
children. Children with hearing impairments learn more easily by watching”
(par. 5). Visual aids help children with hearing impairment to understand
the lessons more easily. In every lesson, I also used games to review the
lesson before they did the exercise. With games, the child with hearing
impairment could still learn indirectly. Djiwandono states that games
increase the interest of a child with hearing impairment to the lesson and
increase the motivation to study (361). Therefore, I used games to
motivate the children in studying. Besides, when teaching, I used a loud
and clear voice, and short sentences. In “How to Teach Children Who Are
Hearing-Impaired,“ Ireland states that when teaching or giving instructions,
use short and clear sentences (par. 3). The combination of these three
techniques help me in teaching English to a child with hearing impairment.
To sum up, the best solution to teach English to a child with hearing
impairment is to apply all the above potential solutions. Each of the
potential solutions will support the other potential solutions; as a result,
teaching English to a child with hearing impairment will be easier and
more effective.
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BIBLIOGRAPHY
Printed Sources
Arends, Richard I. Learning to Teach. 5th ed. Boston: McGraw-Hill, 2001.
Djiwandono, Sri Esti Wuryani. Psikologi Pendidikan. Jakarta: PT.
Grasindo. 2002.
Fredericks, Anthony D., Ed.D. The Complete Idiot’s Guide to Success As
A Teacher. New York: Alpha Books. 2005.
Hawadi, Reni Akbar Dr. Psikologi Perkembangan Anak. Jakarta: PT.
Gramedia Widiasarana Indonesia, 2001.
Subini, Nini, S.Pd. Mengatasi Kesulitan Belajar Pada Anak. Jogjakarta:
Javalitera, 2011.
Electronic Sources
Adams, Chanel. “The Disadvantages of Using Games As a Learning
Tool.” Ehow.com. 1999-2011. Demand Media, Inc. 04 March 2012.
.
Hart, N. “Pelajaran Mudah Diingat dengan Permainan Kreatif.” Tabloid
Online Smart 3 June 2010. 17 Dec 2011.
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“How to Help the Hearing Impaired.” Ehow.com. 1999-2012. Demand
Media, Inc. 4 Aug 2012. .
Ireland, Jae. “How to Teach Children Who Are Hearing-Impaired.”
Livestrong.com. 13 Jan 2010. Demand Media, Inc. 11 Nov 2011.
.
J, Lissa. “Strategies for Hearing Impaired Children.” Ehow.com. 19992011. Demand Media, Inc. 17 Dec 2011.
.
Liberty, Marie. “The Disadvantages of Audiovisual Aids in Teaching.”
Ehow.com. 1999-2011. Demand Media, Inc. 04 March 2012.
.
Morin, Amanda. “Is Your Kid Bored at School?.” About.com. 2011.
New York Times Company. 15 Dec 2011.
.
Northern, Jerry L., and Marion P. Downs. Hearing in Children. 2002.
Books.google.co.id. 6 Nov. 2011.
.
Pondent, Corr. S. “Teaching in Special Schools.” Ehow.com. 19 Feb 2011.
Demand Media, Inc. 15 Dec 2011.
.
“Reading The Anger Signs… and Diffusing Them.” Empowersf.org. 21
Aug 2011.Neighborhood Empowerment Network. 02 March 2012.
.
Rosy. “Teaching Hearing Impaired Children.” Brighthub.com. 12 Apr 2010.
Bright Hub The Hub for Bright Minds. 22 Oct 2011.
.
Taylor, Glenda. “How to Teach Children With Hearing Impairments.”
Ehow.com. 1999-2011. Demand Media, Inc. 05 Aug 2011.
.
“Teaching & Assessment Strategies for Deaf and Hearing Impaired
Students.” Adcet.edu.au. Australian Disability Clearinghouse on
Education and Training. 05 Aug 2011.
.
“Teaching English As A Second Language: Methods And Techniques.”
Essortment.com. 2011. Demand Media. 20 Oct 2011.
.
Waldman, Debby and Jackson Roush Ph.D. Your Child’s Hearing Loss:
What Parents Need To Know. 2005. Books.google.co.id. 16 Dec. 2011.
.
Interview
Elisa, A. Md. Personal interview. 22 July 2011.
Elisa, A. Md. Telephone interview. 14 December 2011.
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