T1 112011030 Full text
TEACHER’S INSTRUCTIONS USED IN TEACHING
ENGLISH FOR INTELLECTUALLY DISABLED STUDENTS
THESIS
Submitted in Partial Fulfillment
of the Requirement for the Degree of
Sarjana Pendidikan
Lesti Hapsari
112011030
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
2015
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COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in
any course or accepted for the fulfillment of any degree or diploma in any
university. To the best my knowledge and my belief, this contains no material
previously published or written by any other person expect where due references
is made in the text.
Copyright@2015. Lesti Hapsari and Maria Christina Eko S . M. Hum
All right reserved. No part of this thesis may be produced by any means without
permission of at least one of the copyright owner or the English Language
Education Program, Faculty of Language and Literature, Satya Wacana Christian
University, Salatiga
Lesti Hapsari:
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Table of Contents
COPYRIGHT STATEMENT ............................................................................................ iii
Table of Contents ................................................................................................................ v
TEACHER’S INSTRUCTIONS USED IN TEACHING ENGLISH ................................. 1
Abstract ........................................................................................................................ 1
Keywords ...................................................................................................................... 1
INTRODUCTION ....................................................................................................... 1
LITERATURE REVIEW............................................................................................. 4
Students with special needs................................................................................ 4
Intellectually disabled ........................................................................................ 6
Teacher’s talk .................................................................................................... 7
Giving Instruction .............................................................................................. 8
THE STUDY.............................................................................................................. 10
Context of the study ......................................................................................... 10
Participants ...................................................................................................... 10
Research Instruments ....................................................................................... 11
Data collection procedure ................................................................................ 11
Data analysis procedure ............................................................................................. 12
FINDING AND DISCUSSION ................................................................................. 12
CONCLUSION .......................................................................................................... 21
ACKNOWLEDGEMENTS ....................................................................................... ……..24
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References ......................................................................................................................... 25
Appendix 1 ................................................................................................................. 28
Appendix 2 ................................................................................................................. 30
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TEACHER’S INSTRUCTIONS USED IN TEACHING
ENGLISH FOR INTELLECTUALLY DISABLED STUDENTS
Lesti Hapsari
Abstract
The government stated clearly that student with special need, in
this study is intellectually disabled students should get the same right of
education. However they have a different level of intelligence that make
intellectually disabled students should get a special education from school.
Since those intellectually disabled students need different treatment and
may get different instruction from the teacher. This study conducted to
find out the types of instructions frequently used by the teacher in teaching
and learning process especially in teaching English for Intellectually
disabled students at SLB Wantu Wirawan. The participant of the study is
an English teacher at SLB Wantu Wirawan, Salatiga. The data were
collected using a nonparticipant observation and interview questions. The
study revealed that the teacher used three types of instructions such as
direct instructions, interactive instruction, and independent instruction.
The result showed that direct instructions is the most often used in
teaching and learning process.
Keywords: Instruction, teaching English, Intellectually Disabled
students
TEACHER’S INSTRUCTIONS USED IN TEACHING
ENGLISH FOR INTELLECTUALLY DISABLED STUDENTS
Lesti Hapsari
Abstract
The government stated clearly that student with special need, in
this study is intellectually disabled students should get the same right of
education. However they have a different level of intelligence that make
intellectually disabled students should get a special education from school.
Since those intellectually disabled students need different treatment and
may get different instruction from the teacher. This study conducted to
find out the types of instructions frequently used by the teacher in teaching
and learning process especially in teaching English for Intellectually
disabled students at SLB Wantu Wirawan. The participant of the study is
an English teacher at SLB Wantu Wirawan, Salatiga. The data were
collected using a nonparticipant observation and interview questions. The
study revealed that the teacher used three types of instructions such as
direct instructions, interactive instruction, and independent instruction.
The result showed that direct instructions is the most often used in
teaching and learning process.
Keywords: Instruction, teaching English, Intellectually Disabled
students
INTRODUCTION
People cannot deny that students with special needs have the same right to
get the right for education. Both parents and the government should give the best
facilities in educate students with special needs. In Indonesia the right of getting
the same education for students with special needs is regulated by UndangUndang Republik Indonesia nomor 23 tahun 2002 pasal 9:
(1) Setiap anak berhak memperoleh pendidikan dan pengajaran dalam rangka
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pengembangan pribadinya dan tingkat kecerdasannya sesuai dengan minat dan
bakatnya.
(2) Selain hak anak sebagaimana dimaksud dalam ayat (1), khusus bagi anak
yang menyandang cacat juga berhak memperoleh pendidikan luar biasa,
sedangkan bagi anak yang memiliki keunggulan juga berhak mendapatkan
pendidikan khusus.
(1) Every child has a right to get education and teaching in order to develop his or
her level of intelligence appropriately in accordance with his or her propensity
and proclivity.
(2) Besides the right...disabled children also have the right to get special education,
while children who have special qualities also have the right to get special
education.
(My own translation)
As now English is important in this era so teaching English for Intellectualy
disabled students is also important. That’s why adding English as one of the
subject in school for students with special needs is kind of necessity. As cited in
the government regulation PP No. 19 Tahun 2005 about Standar Nasional
Pendidikan pasal 6 ayat 1c that English should become one of the subjects for
intellectually disabled children.
Most people agree that teaching students with special needs need a different
method to deliver the material as those students need different treatment from the
teachers. This condition is because students with special needs have the different
ability in receiving any information from other people. It becomes teachers’ duty
to find the right strategy in teaching so that the students can easily understand the
material.
To make students understand the material, teachers should give the clear
instructions because students will be more convince when teachers can deliver the
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instructions well (Auckland & Christchurch, 2007). Nevertheless, teachers’
instructions should engage students’ attention and understandable for them
because Cameron (200:40) as cited in Thomson (2012, p.3) said that“…if they are
not understanding, they cannot be learning.” As we know intellectually disabled
children could not get the delivered material easily and get clear understanding
from teachers’ utterances or instructions. This means one of important thing
should be considered by the teacher is giving instruction clearly so the students
can be actively involved in teaching and learning process.
As we know that giving instruction is important, a previous study about it
conducted by Liruso and Debat (2002). Their study investigated about teacher talk
and more focus on one particular area: giving instructions to young learners. It is
involved non-native English teachers as students-teachers who teach in primary
classes with students ranging from nine to eleven years old. The study detected an
oversimplification and over modification of teachers’ speech (phonological
distortion and unidiomatic), and rephrasing or repetition of the words. Others
previous study also conducted by Schute and Hopkins (1970) which investigated
about 10 samples of instructions used in a kindergarten class. The study finds out
that different instructions will be more effective for different students with each
characteristic based on instructions behavior. The study about giving instructions
in the classroom has also done by Pham (2011). This aim of this study is to
enhance teaching strategy and design effective instruction through a critical
reflection of the theoretical concept. This study finds out that the effectiveness of
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instruction depends on how teachers identify students’ readiness and learning
style and then how they applied them to instructional design. Different with those
previous study, this study focused on the types of instructions used by the teacher
in teaching English for Intellectually Disabled students.
This research is aimed to explore the types of instruction used by teachers
in teaching English for intellectually disabled children in SLB Wantu Wirawan
Salatiga. The research question used in this research is “what types of instruction
used in teaching English for intellectually disabled students?” With this research
question, I hope I can investigate types of teacher’s instruction used in English
classrooms which easily understood by the students.
I hope this study can be useful for people who are interested and or
involved in teaching students with special needs especially intellectually disabled
children to use the same type of instruction used by the teachers. Besides that, I
also hope that this study can be helpful for new teachers of intellectually disabled
children to give them references about type of instruction used in teaching English
for students with special needs especially for Intellectually Disabled students.
LITERATURE REVIEW
Students with special needs
Students with special needs are students who need different treatment from
the teacher in the teaching-learning process. Donald, Lazarus and Lolwana (1997)
as cited in Olivier and Williams (2005, p.21) say that students with special needs
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need special treatment and help others to face any problem in their life both in
their society and their personal life related to their characteristics. Gulliford and
Upton (1992) as cited in Olivier and Williams (2005) also claimed “the concept of
special needs should include personal and social needs, as well as educational
needs”. In the other words, those students also need different treatment while they
are in teaching and learning the process.
Students with special need are categorized by Program for Students with
Disabilities from Department of Education in Early Childhood Development, East
Melbourne, Victoria, such as the figure on the table 1:
Table 1. The category of students with special needs
Category
Criteria
1. Physical disability
A significant physical disability; A significant health impairment;
2. Visual impairment
Visual acuity less than 6/60 with corrected vision;
3. Hearing
impairment
A bilateral sensory neural hearing loss that is
moderate/severe/profound;
4. Severe behavior
disorder
Student displays disturbed behavior to a point where special
support in a withdrawal group or special class/unit is required.
5. Intellectual
disability
Sub-average general intellectual functioning below the mean
score on a standardized individual test of general intelligence.
6. Autism Spectrum
Disorder
Significant deficits in adaptive behavior.
7. Severe language
disorder with critical
A score of three or more standard deviations below the mean for
the student’s age in expressive and/or receptive language skills on
TWO of the recommended tests.
Needs
(The State Government of Victoria, Department of Education and Early Childhood
Development, 2014)
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This study focused on teaching English for intellectually disabled students as we
can see from the table on the number 5. It is stated that intellectually disabled
students are they who have intelligence under standard score of general
intelligence.
Intellectually disabled
Maybe the term of intellectually disabled are not really familiar in our
society. Intellectually disabled children have the same meaning with mentally
retarded children. The term of intellectually disabled children is the term which is
usually used by United Nations and in this study the researcher will use this term
which is referred to mentally retarded students.
Intellectually disabled children are children who have a disability in the
learning process which is a concern for their intellectual function. This condition
can be seen when the children in their developmental period as the American
Association on Intellectual and Developmental Disabilities (AAIDD, 2002) as
cited in Armatas (2009) defined Intellectually disabled as incomplete intellectual
ability and behavior which is affect in their social life and also personal ability.
AAMR (2006) classify the level of intellectually disabled such as slow learner,
mild mental retardation, moderate mental retardation, severe mental retardation,
profound mental retardation.
Teaching intellectually disabled children needs special strategies because
of their characteristic. It will be different strategies used when teaching normal
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children. Intellectually disabled children have learning disabilities, and it will be a
difficult thing to teach such children especially teaching English.
Teacher’s talk
Teacher talk is central in the language class not only for classroom
organization and for the process of acquisition (Nunan, 1991) but also as a means
for controlling student behavior (Allwright & Bailey, 1991) as cited in Liruso &
Debat (2003). In teaching intellectually disabled children it is important to
controlling students behavior because they tend to get easily bored with their
learning activity. Longman Dictionary of Language Teaching and Applied
Linguistics, Richards (1992, p.471) as cited in Yan (2006, p.5) said that teachers
tend to simplify their language and style of speech when they communicate with
their learners.
Teacher talk is also important thing to be considered when giving
instructions for the learners. Qican (1999:23) as cited in Yan (2006, p.6) stated
that “teacher talk is used in class when teachers are conducting instructions,
cultivating their intellectual ability and managing classroom activities”. As
intellectually disabled children, they need different treatment from the teacher, so
it is a teacher’s task to give the clear instructions when delivering them.
According to some scholars (Hu Xuewen, 2003; Dai Weidong & Li Ming,
1998) as cited in Yan (2006) teacher talk can include the speed, pause, repetition,
and also the quality and quantity of teacher talk, the questions used, teachers’
feedback. That aspect can be a guide for teachers to deliver their instructions for
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intellectually disabled children as they have mental problem or mental
deficiencies in learning process.
Giving Instruction
It is not easy for teachers to deliver the clear instructions for their students
in English classroom.
Stern as cited in
(Yan, 2006) stated “if the second
language is learnt as a foreign language in a language class in a non-supportive
environment ， instruction is likely to be the major or even the only source of
target language input” (Stern, 1983:400). Teachers can set a plan or method that
appropriate for the learner so that the teaching and learning goal can be achieved
at the end of the lessons. Jonassen, Grabinger and Harris (1990) as cited in
Grabowski and Jonassen (1993) claimed that a plan of activities is kind of result
of instructional strategies to reach the goal. It can be concluded that instructional
strategies are important to gain the aim of teaching and learning process.
There are so many frameworks that concern with instructions used in the
classroom. Boleware (2014) mentions that there are five types of instructional:
1. Direct Instruction
Direct Instruction is the most commonly used by teacher in teaching
and learning process. The teachers deliver their instruction directly for
the students to do something. It is usually used in giving new
information to the learner. The teachers sometimes also use visual aids
to deliver their instruction.
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2. Indirect Instruction
This instruction used by teachers to ask the students to be the center of
the teaching and learning process. For example, the teachers ask the
students to present the material or lead the teaching so that the
instruction can be delivered by the students.
3. Interactive Instruction
Interactive instruction is an instruction used by the teacher to ask the
students to be more communicative. The Teachers can ask the students
to be more communicative with peers or in the group discussion or
even the teacher. Here, the teachers also can ask students to do
brainstorming, tutoring or interviewing.
4. Experimental Instruction
In experimental Instruction the teacher asked the learner to involve in
how the process teaching and learning process done. In experimental
instruction, the teacher can ask the students to tutor each other so that
the students can be active in the activities in class.
5. Independent Instruction
Independent instruction is used by teachers that implicitly ask the
students to learn by themselves. The teachers can ask the students to
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discuss together, tell each other and learn independently by this
instructions.
THE STUDY
This research was a qualitative research. This study analyzed on the type
of instructional strategy used by teachers for intellectually disabled children.
Qualitative research method would be appropriate to be used in my study, and I
describe the data I had by explaining in words rather than in statistic data.
Context of the study
The study took place in SLB Wantu Wirawan, which was located in
Argomulyo, Salatiga Central Java, Indonesia. I choose this school because it was
easily accessed as it is located in the area of Salatiga, my hometown. The other
reason was since this school is the one school which has intellectually disabled
students who learn English as the subject of the school.
Participants
The participant of the study was an English teacher at SLB Wantu
Wirawan, Salatiga. There is only one English teacher in this school who teaches
six intellectualy disabled students. She was a Bachelor Animal Husbandry but she
became an English teacher in Wantu Wirawan School, Salatiga. Actually she did
not have any experience in teaching English, but her experienced in working as a
secretary in foreign company made her mastered English skill. Therefore I choose
this participant to be the subject of the study.
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Research Instruments
In order to answer the research question, I used classroom observation
protocol and interview questions. The observation and the interview focused on
the type of instructional strategy used by the English teacher. It is based on
Zacharias’s study (2011), which stated that the purpose of observation is
‘Observation to describe’ meant the observation will provide a rich and complete
description of what happened in the classroom.
I did the in-class observation for 6 times. I found the types of instructional
strategy used by looking at the components on each type to decide which types
used by the teachers.
In addition, I did a semi-structured interview to enrich my data. I made six
questions related to the teacher’s instructional strategy used in the classroom. The
questions were about the teacher’s reasons why they choose those types of
instruction, whether he or she differentiate the instructions when he or she teaches
different topic or not, and etc.
Data collection procedure
To gather the data, I conducted a classroom observation for 6 times. Before
doing the observation, I looked for formal permission letter from the Faculty of
Language and Literature to do the observation. After that, I went to SLB Wantu
Wirawan to get permission from the principal of the school. I did the observation
in order to find out the detail of data related to my topic. I took a note and filled
the table of my observation protocol. After that I analyzed them by finding the
same instructions used by the teacher from one until six observation protocol. In
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order to get more data in detail, I also conducted an interview with my participant.
I did a semi-structure interview so that the questions will be more flexible to be
asked for. While I was doing an interview, I took a note and also used tape
recording to gather the data.
Data analysis procedure
After collecting the data by classroom observation protocol and interview
questions, I described the data from the first until the last data of the observation
protocol and find the similar result of them. Subsequently I also transcribed the
result of interview to have a written data and then describe the findings. After
those steps I would like to make a conclusion which types of instructional strategy
used by the teachers by looking at the components of each type to find the result
of my research.
FINDING AND DISCUSSION
According to Boleware (2014) there are five types of instructions which
are Direct Instruction, Indirect Instruction, Interactive instruction, Experimental
Instruction and Independent Instruction. However, the study revealed that there
were only three types used in teaching English for intellectually disabled students
in SLB Wantu Wirawan, Salatiga. The types of instructions found are Direct
Instruction, Independent Instruction, and Interactive Instruction.
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Direct Instruction
Direct instruction is the most often used in teaching and learning process.
According to Boleware (2014) the teacher used Direct Instruction when he or she
would like to give a new material. That statement in line with the observation
result that showed the use of direct instruction in the beginning of the teaching
and learning process when the teacher was going to explain new material for
students. The following is the example of Direct Instruction used in the classroom.
Excerpt 1
Teacher: Ayo bukunya dikeluarkan, terus di catat ini yang di papan tulis!
Teacher: Please open your book and make notes like what I write in the
white board!
(My own translation)
In the excerpt 1 we can see that the teacher asked the students to open
their book and make notes of their material before continuing explaining the
material. The teacher wanted the students to write what she wrote on the white
board while explaining the material at that day. This instruction was done to lead
the students stay focus on the teaching and learning process by making some
notes in their books. Although Boleware (2014) stated that direct instruction
usually used in order to give new material or information for the students, I found
that the teacher used Direct Instruction in many cases not only when the teacher
was going to give new information for the students. With regards to that finding,
the following is the example of direct instruction used when the teacher wanted to
review the material instead of giving new information or material for the students.
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Excerpt 2
Teacher: Kalau udah digambar ruang tamunya, ada pintu, jendela, kayak
yang kemarin!
Teacher: If you have done with it please draw a living room. There will be
a door, windows like we had learned yesterday.
(My own translation)
Excerpt 2 shows that the teacher gave the instruction directly for the
students when they reviewed the previous material. It was done by the teacher to
remind the students about the material before. In this case, the teacher gave
instruction for students to draw pictures like they had learned in the previous
meeting.
The writer also found that the teacher used pictures to deliver her
command. Similar with Gage and Berliner’s (1998) statement as cited in Huitt,
W., Monetti, D., & Hummel, J. (2009, p.4) who say that in order to avoid
ambiguity in students’ mind teacher tend to use examples and visual aids. The
following is the example of the instruction.
Excerpt 3
Teacher: Coba dilihat itu gambarnya, apelnya ada berapa?
Teacher: Look at that picture, how many apples there?
(My own translation)
We can see from Excerpt 3 that the teacher asked the students to do exercises
about the number. The teacher used pictures of fruit to help the students easily
counting it. By giving pictures, the instruction of teacher to ask students to count
became easier.
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Direct instructions also used by the teacher to ask the students corrected
their mistake when they made mistakes. The following is the example of direct
instruction used by the teacher.
Excerpt 4
Teacher: Ini kok lima? Coba dihitung dulu dibenerin!
Teacher: Dua jeruk kok two orange? Kalau lebih dari satu tambah ‘s’ ya,
jadi two oranges.
Teacher: Five? No. Check it again!
Teacher: Two orange? You should add ‘s’ if it is plural. So, they are two
oranges.
(My own translation)
The writer indicated from excerpt 4 that the teacher also used direct
instruction when she gave feedback for the students. It means that the teacher
asked the students to correct their mistakes.
Subsequently, Direct Instruction also used when the teacher asked the
students to practice what they have studied at that day. The instruction used by the
teacher to ask the students doing exercise or assignment from the teacher. The
following is the example of instruction used in practice.
Excerpt 5
Teacher: Ayo dikerjakan!
Teacher: Please do it!
(My own translation)
We can notice from excerpt 5 that the teacher asked the students to do the
assignment given in the classroom. This instruction is done by the teacher because
usually the students are busy with them or chat with their friends in the classroom
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when learning process occurred. The teacher needs to remind them to do their
assignment by giving direct instruction to do it.
In the observation, the writer also found that the teacher used Direct
Instruction when the teacher asked the students to show to the class what they
have practiced. In the observation, it was found that the teacher gave instruction
when she asked the students to come forward to do the exercise. It was done to
evaluate students’ work in doing their assignment given in the classroom. The
following is the example of instruction used to ask the students to come forward.
Excerpt 6
Teacher: Coba diisi kedepan nomor 1!
Teacher: Ayo, Bagas ini! Bisa nggak? Dibawa catatannya!
Teacher: Please do number one!
Teacher: Bagas, can you do it? You may bring your notes!
(My own translation)
Excerpt 6 shows that the teacher tried to ask the students to come forward
to answer the question number one that provided by the teacher on the
whiteboard. It was also found that the teacher tried to ask students to try no matter
the students could answer the questions correctly or not. It was clear from the
observation that the teacher allowed the students to bring their notes to make them
do it easier as their character who could not remember something well.
However, not all the instructions could be accepted easily by the students
as every student of intellectually disabled also have a different level of
intelligence. In a like manner, Prusak, Vincent, & Pangrazi (2005) stated that it is
very essential that we need to think for whom we talk to deliver our instructions.
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It means that although the teacher teaches in a certain class, it does not mean that
all of the students can understand what the instruction really mean. From the
observation, the writer also found that the teacher used a different style of
instruction for the students who have a lower level of intelligence compare with
other students in that class. The following is the example of different instruction
used for the student.
Excerpt 7
Teacher: Ayo ini dihitung dulu. Sa...tu, du...a, ti...ga. Tulis angka tiga!
Tiga itu yang kayak burung, ayo ditulis angka tiga yang kayak burung.
Teacher: Please count it. One...,two..., three. Write three! Number three is
like a bird, write it, the number three is like a bird.
(My own translation)
The writer can see from the context in excerpt 7 that when doing observation that
the students could not count fluently. That’s why the teacher come to him and
give different instruction like the example above. We can see the differences. The
instruction for other students was simple just ask them to look at the picture and
counted it and write the number. But for that student, the teacher need to tell him
slower and used other thing like a bird to give an image in their brain. The
following is the teacher’s statement about why she used that method.
“Kalau instruction ini sifatnya lebih membujuk mereka. Saya selalu
membuat kata-katanya lebih simpel, dan pastinya harus sabar. Waktu
kamu observasi kemarin kan juga ada saya pakai kata kursi untuk
menjelaskan angka empat, burung untuk angka tiga. Saya pakai itu agar
mereka lebih mudah memahami dan mengingat angka-angka itu karena
kan mereka juga sering lihat bentuk kursi dan tau bentuk burung. Biasanya
saya menggunakan metode ini memang untuk anak-anak yang lebih
lambat belajarnya dengan yang lain. Karena kan caranya memang harus
beda.”
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“The instruction tend to persuade them. I tried to make my word simpler,
more patience. Like you have observed I use word chair to explain number
4, I use word bird to explain number 3. I used that to make them more
understand, and they can remember it easily because they often see those
things (bird and chair). I usually applied this (method that comparing
number with other thing) for them who have difficulties in remembering
something or who have lower intelligence compare with other because we
should apply different strategy.”
(My own translation)
The teacher used it to avoid ambiguity and make the material more
understandable for students. Besides that the teacher also use the instruction to
persuade them, not really asking them to do something. By relating the
information to their knowledge, students will be easier to understand the material
and can remember it easily. On the subject of this, Archer and Hughes (2011, p.3)
stated that explicit teaching “help students organize the knowledge”. In this case,
the teacher used a bird to describe more about the form of number three.
Therefore, those examples show that Direct Instruction is the most often
used in teaching and learning process. The teacher became the center of the
learning process, and the students followed her instructions. The teacher did not
ask the students to become the center of the learning process or tutor their friends
like the teacher did because of their limitation. I think that Direct Instruction used
because it was the best way to be given for intellectually disabled students by
considering their intelligence. Below showed the interview result with the teacher.
“Ini kan saya mengajar anak-anak tunagrahita, mereka kan lemah, lambat
belajarnya, jadi saya tidak bisa paksa mereka untuk melakukan apa yang mereka
tidak mampu. Menurut saya ya direct instruction ini adalah instruksi yang
termudah buat mereka supaya mereka mengerti dan bisa lanjut ke pelajaran
selanjutnya. Kan gitu yang bisa saya lakukan. Pokoknya ketika saya memberikan
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instruksi itu harus jelas, simpel, dan langsung gitu. Kalo belibet ya mereka susah
nanti.”
“As I teach intellectually disabled students who have a problem in their
intelligence, so I could not force their brain to work more than that. I think the
direct instruction is the clearest way to ask them to do something in the learning
process so that they can involve. That’s what I can do. The most important thing
is I give the clear, simple and direct instruction. If I use the complicated
language, they won’t understand.
We could notice from the explanation above that the teacher could not
used another type of instructions for intellectually disabled students as their
limited intelligence. The teacher used Direct Instruction rather than other types of
instruction because she thought that Direct Instruction is the easiest way to give
command or direction for them to do something. As we know that intellectually
disabled students will feel confuse when they learned or given a complicated
thing. So the teacher used Direct Instruction almost all the time in her teaching.
Independent Instruction
The other types of instruction that I found were Independent Instruction.
Here, the teacher instructed the students to have their own independent study
which means the teacher only became the supervisor. Based on Boleware (2014),
Independent Instruction is given by the teacher to ask the students to teach
themselves in order to learn independently. The following is the example of
Independent Instruction given by the teacher.
Excerpt 8
Teacher: Fani, bikin yang lain, ayo coba bikin sendiri, digambar,
jumlahnya berapa diisi sendiri. Misal manggis, jumlahnya 10!
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Teacher: Fani, please draw others! Try to make it by yourself, draw it, how
many fruits. For example, you draw 10 mangoes.
(My own translation)
We can see from excerpt 8 that the teacher asked the students to draw
other pictures of fruit. The teacher also asked the students to show how many
fruits by those pictures. In this case, the teacher gave chance to the students to
learn independently by drawing by themselves without any examples from the
teacher. By this, the students can practice their ability in drawing fruits and
counting them without teacher’s guidance directly.
Interactive Instruction
On this type of instruction, the teacher asked the students to be the center
of the teaching and learning process. According to Boleware (2014) Interactive
instruction can be in the form of discussion and also brainstorming. From the
observation, the writer found that the teacher asked the students to do a simple
brainstorming. The following is the example of instruction of the teacher to do
brainstorming.
Excerpt 9
Teacher: Sekarang coba sebutkan benda apa aja yang biasanya ada di
kamar tidur?
Teacher: Now, please mention what things that you usually found in your
bedroom?
(My own translation)
In this case, the teacher would like to give material about things in the bedroom.
Before the teacher gives the English words of those things, she tried to ask the
20
students to mention things that they found in their bedroom such as a pillow,
cupboard, blanket, etc. The writer also indicated that it could become a class
discussion as the teacher asked the students to do brainstorming together in class.
The following is the teacher’s statement about interactive instruction.
“Kalau untuk diskusi paling saya yang memandu dulu, kayak tadi sebelum
mulai pelajaran saya minta mereka menyebutkan benda-benda di kamar
tidur, terus di list di papan tulis baru saya kasih bahasa inggris nya apa. Iya
semacam brainstorming kalau di istilah kalian ya.”
“If the class activity is a class discussion I usually lead them first. Like
what I had done today before teaching and learning process began I asked
them to mention things that they found in the bedroom and later I gave
them the English words for them. Yes, it is like a brainstorming.”
(My own translation)
In that explanation, we can see that teacher’s instruction in doing brainstorming
can also be a kind of class discussion. If each student did brainstorming and share
it in class, they could also share their knowledge. In the same way Seaman and
Fellenz (1989) as cited in The State Government of Victoria, Department of
Education and Early Childhood Development 2014 said that discussion can make
students share their knowledge with peers or teacher. So, interactive instruction
can help students to exchange their knowledge with other and brainstorming, also
helped their brain work. Although they did a simple brainstorming at least they
could practise, dig their knowledge about the material before hand.
CONCLUSION
This study was conducted to find out types of instruction used in teaching
English for Intellectually Disabled students in SLB Wantu Wirawan, Salatiga.
After doing observation, I found three types of instructions that teacher frequently
21
used in teaching English: direct instruction, independent instruction, and
interactive instruction. After interviewed the teacher I concluded that the teacher’s
purposes of using direct instruction were varied. First, the teacher used direct
instruction when she wanted to explain the material and asked them to prepare
their book and make notes about what the teacher explained. Second, direct
instruction used when the teacher wanted to review the previous material to
remind them of what they have learned and also to check their understanding.
Third, it is used to ask the students to correct their answer as a feedback. Forth,
direct instruction used to ask the students practice what they have learned in class
and then ask them to do it in front of the class. Besides direct instruction, the
teacher also used independent instruction to ask the students to study
independently beyond teacher’s control which means they study independently.
Then, interactive instruction used when the teacher asked the students to discuss
by brainstorming before the material explained.
As pedagogical implementation from the finding, the teacher should try
other types of instruction to make the student be more active in the learning
process. Maybe the teacher could ask the students to discuss in a group about
certain issues using simple words that they have learned and share it in front of
the class. By that, the students can be the center of the learning process. Besides
that, the teacher also needs to try using English in giving instruction so that the
students can learn how to speak English more rather than only learn about
vocabulary.
22
This study was done in very limited time; maybe the other research can
make the time longer so that the result can be more valid and rich. Second, this
study only has one participant. Further research can add the number of the
participants to get more information about types of instruction used for teaching
intellectually disabled students. Then, this study only focused on teaching English
for mentally retarded. I suggested that there will be research that looks at other
teachers who teach other different students with special needs. Finally, I hoped
that there will be other studies conducted in other English teaching context for
students with special needs.
23
ACKNOWLEDGEMENTS
Praise and great gratitude to Almighty God, the Lord Jesus Christ My
savior who gives me blessings and strengthening me in every time of my life and
help to complete this thesis. I would like to express the deepest appreciation to
Maria Christina Eko S. M.Hum as my supervisor, Rindang Widiningrum, M.
Hum as my great second reader who were abundantly helpful and patience in
guiding me to finish this thesis.
My love and gratitude to my beloved family: Bapak, Ibu, my brothers
Prisal and Ditya who always support me. Wahyu Setyo Aji, my beloved husband,
my little daughter Verena Keisha Deandra who become my biggest motivation to
finish this thesis. I also would like to thank the family of SLB WANTU
WIRAWAN Salatiga for helping me in finishing my thesis, Bang Derry who is
willing to guide me doing my thesis, my beloved best friends: Ondel-Ondel (
Nika, Nia, Yusi, Amink, Ova), Adi “Codot”, Agas “bagong”, Cacing, Nisa, Fitri,
Cherry, Tia, Yenni, Antok, Ulya and big love to the family of ELEVENERS (ED
2011). Also my sincere thanks to all for those names I cannot mention here.
Thank you very much.
Lesti Hapsari,
24
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27
Appendix 1
Interviewer: Lesti Hapsari
Interviewee: Lusi (English teacher of Wantu Wirawan)
Date, time, duration: March 25th, 2015 (09:09) (11:03 minutes)
Interview result (translated from Bahasa Indonesia into English)
1. Based on my observation, you used Direct Instruction, why do use this types of
instruction?
Ini kan saya mengajar anak-anak tunagrahita, mereka kan lemah, lambat
belajarnya, jadi saya tidak bisa paksa mereka untuk melakukan apa yang mereka
tidak mampu. Menurut saya ya direct instruction ini adalah instruksi yang
termudah buat mereka supaya mereka mengerti dan bisa lanjut ke pelajaran
selanjutnya. Kan gitu yang bisa saya lakukan. Pokoknya ketika saya memberikan
instruksi itu harus jelas, simpel, dan langsung gitu. Kalo belibet ya mereka susah
nanti.
As I teach tintellectually disabled students who have a problem in their
intelligence, so I could not force their brain to work more than that. I think the
direct instruction is the clearest way to ask them to do something in the learning
process so that they can involve.. That s hat I a do. The most important thing
is I give the clear, simple and direct instruction. If I use complicated language
they o t e u dersta d.
(My own translation)
2. Based on my observation, you also give students homework. Do you really ask
them to do it at home or you let them do it at school in the next meeting?
What is actually your aim giving them homework?
Kalau ada PR buat mereka ya saya selalu minta mereka untuk mengerjakan
dirumah walaupun kadang ada yang gak mengerjakan. Saya kasih PR kan supaya
ereka isa elajar lagi apa ya g udah dipelajari dikelas hari itu gitu
Whe I ga e the ho e ork, I al ays ask them to do it although sometimes
some students did not do it. I gave them homework just to help them study by
themselves at home so that they can remember what we learned in the
lassroo
(My own translation)
3. Do you often ask the students to have a discussion?
Kalau u tuk diskusi pali g saya ya g e a du dulu, kayak tadi se elu
ulai
pelajaran saya minta mereka menyebutkan benda-benda di kamar tidur, terus di
list di papan tulis baru saya kasih bahasa inggris nya apa. Iya semacam
brainstorming kalau di istilah kalia ya.
If the lass a ti ity is a lass dis ussio I usually lead the first. Like hat I had
done today before teaching and learning process began I asked them to mention
28
things that they found in the bedroom and later I gave them the English words
for the . Yes, it is like a rai stor i g.
(My own translation)
4. Instead of asking them to have class discussion, do you ask them to have
group discussion by giving them a problem and ask them to find the solution?
Ya, saya juga minta mereka untuk group discussion kayak yang kemarin di kelas
pakai kartu yang masang-masangin kartu. Mereka ganti-gantian masangin kartu
terus diskusikan mana yang benar. Tapi kalau saya kasih mereka masalah terus
apa problem solving itu gak pernah karena itu terlalu sulit ya.
I also ask them to disscuss in group like you see in class, I used flashcards that
will match the picture. They do it in turn and discuss the correct answer. But I
never ask them to solve problem and find the solution because I think it is to
difficult for them.
(My own translation)
5. Do you ever instruct your students to present someting in front of class li
ENGLISH FOR INTELLECTUALLY DISABLED STUDENTS
THESIS
Submitted in Partial Fulfillment
of the Requirement for the Degree of
Sarjana Pendidikan
Lesti Hapsari
112011030
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
2015
ii
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in
any course or accepted for the fulfillment of any degree or diploma in any
university. To the best my knowledge and my belief, this contains no material
previously published or written by any other person expect where due references
is made in the text.
Copyright@2015. Lesti Hapsari and Maria Christina Eko S . M. Hum
All right reserved. No part of this thesis may be produced by any means without
permission of at least one of the copyright owner or the English Language
Education Program, Faculty of Language and Literature, Satya Wacana Christian
University, Salatiga
Lesti Hapsari:
iii
iv
Table of Contents
COPYRIGHT STATEMENT ............................................................................................ iii
Table of Contents ................................................................................................................ v
TEACHER’S INSTRUCTIONS USED IN TEACHING ENGLISH ................................. 1
Abstract ........................................................................................................................ 1
Keywords ...................................................................................................................... 1
INTRODUCTION ....................................................................................................... 1
LITERATURE REVIEW............................................................................................. 4
Students with special needs................................................................................ 4
Intellectually disabled ........................................................................................ 6
Teacher’s talk .................................................................................................... 7
Giving Instruction .............................................................................................. 8
THE STUDY.............................................................................................................. 10
Context of the study ......................................................................................... 10
Participants ...................................................................................................... 10
Research Instruments ....................................................................................... 11
Data collection procedure ................................................................................ 11
Data analysis procedure ............................................................................................. 12
FINDING AND DISCUSSION ................................................................................. 12
CONCLUSION .......................................................................................................... 21
ACKNOWLEDGEMENTS ....................................................................................... ……..24
v
References ......................................................................................................................... 25
Appendix 1 ................................................................................................................. 28
Appendix 2 ................................................................................................................. 30
vi
TEACHER’S INSTRUCTIONS USED IN TEACHING
ENGLISH FOR INTELLECTUALLY DISABLED STUDENTS
Lesti Hapsari
Abstract
The government stated clearly that student with special need, in
this study is intellectually disabled students should get the same right of
education. However they have a different level of intelligence that make
intellectually disabled students should get a special education from school.
Since those intellectually disabled students need different treatment and
may get different instruction from the teacher. This study conducted to
find out the types of instructions frequently used by the teacher in teaching
and learning process especially in teaching English for Intellectually
disabled students at SLB Wantu Wirawan. The participant of the study is
an English teacher at SLB Wantu Wirawan, Salatiga. The data were
collected using a nonparticipant observation and interview questions. The
study revealed that the teacher used three types of instructions such as
direct instructions, interactive instruction, and independent instruction.
The result showed that direct instructions is the most often used in
teaching and learning process.
Keywords: Instruction, teaching English, Intellectually Disabled
students
TEACHER’S INSTRUCTIONS USED IN TEACHING
ENGLISH FOR INTELLECTUALLY DISABLED STUDENTS
Lesti Hapsari
Abstract
The government stated clearly that student with special need, in
this study is intellectually disabled students should get the same right of
education. However they have a different level of intelligence that make
intellectually disabled students should get a special education from school.
Since those intellectually disabled students need different treatment and
may get different instruction from the teacher. This study conducted to
find out the types of instructions frequently used by the teacher in teaching
and learning process especially in teaching English for Intellectually
disabled students at SLB Wantu Wirawan. The participant of the study is
an English teacher at SLB Wantu Wirawan, Salatiga. The data were
collected using a nonparticipant observation and interview questions. The
study revealed that the teacher used three types of instructions such as
direct instructions, interactive instruction, and independent instruction.
The result showed that direct instructions is the most often used in
teaching and learning process.
Keywords: Instruction, teaching English, Intellectually Disabled
students
INTRODUCTION
People cannot deny that students with special needs have the same right to
get the right for education. Both parents and the government should give the best
facilities in educate students with special needs. In Indonesia the right of getting
the same education for students with special needs is regulated by UndangUndang Republik Indonesia nomor 23 tahun 2002 pasal 9:
(1) Setiap anak berhak memperoleh pendidikan dan pengajaran dalam rangka
1
pengembangan pribadinya dan tingkat kecerdasannya sesuai dengan minat dan
bakatnya.
(2) Selain hak anak sebagaimana dimaksud dalam ayat (1), khusus bagi anak
yang menyandang cacat juga berhak memperoleh pendidikan luar biasa,
sedangkan bagi anak yang memiliki keunggulan juga berhak mendapatkan
pendidikan khusus.
(1) Every child has a right to get education and teaching in order to develop his or
her level of intelligence appropriately in accordance with his or her propensity
and proclivity.
(2) Besides the right...disabled children also have the right to get special education,
while children who have special qualities also have the right to get special
education.
(My own translation)
As now English is important in this era so teaching English for Intellectualy
disabled students is also important. That’s why adding English as one of the
subject in school for students with special needs is kind of necessity. As cited in
the government regulation PP No. 19 Tahun 2005 about Standar Nasional
Pendidikan pasal 6 ayat 1c that English should become one of the subjects for
intellectually disabled children.
Most people agree that teaching students with special needs need a different
method to deliver the material as those students need different treatment from the
teachers. This condition is because students with special needs have the different
ability in receiving any information from other people. It becomes teachers’ duty
to find the right strategy in teaching so that the students can easily understand the
material.
To make students understand the material, teachers should give the clear
instructions because students will be more convince when teachers can deliver the
2
instructions well (Auckland & Christchurch, 2007). Nevertheless, teachers’
instructions should engage students’ attention and understandable for them
because Cameron (200:40) as cited in Thomson (2012, p.3) said that“…if they are
not understanding, they cannot be learning.” As we know intellectually disabled
children could not get the delivered material easily and get clear understanding
from teachers’ utterances or instructions. This means one of important thing
should be considered by the teacher is giving instruction clearly so the students
can be actively involved in teaching and learning process.
As we know that giving instruction is important, a previous study about it
conducted by Liruso and Debat (2002). Their study investigated about teacher talk
and more focus on one particular area: giving instructions to young learners. It is
involved non-native English teachers as students-teachers who teach in primary
classes with students ranging from nine to eleven years old. The study detected an
oversimplification and over modification of teachers’ speech (phonological
distortion and unidiomatic), and rephrasing or repetition of the words. Others
previous study also conducted by Schute and Hopkins (1970) which investigated
about 10 samples of instructions used in a kindergarten class. The study finds out
that different instructions will be more effective for different students with each
characteristic based on instructions behavior. The study about giving instructions
in the classroom has also done by Pham (2011). This aim of this study is to
enhance teaching strategy and design effective instruction through a critical
reflection of the theoretical concept. This study finds out that the effectiveness of
3
instruction depends on how teachers identify students’ readiness and learning
style and then how they applied them to instructional design. Different with those
previous study, this study focused on the types of instructions used by the teacher
in teaching English for Intellectually Disabled students.
This research is aimed to explore the types of instruction used by teachers
in teaching English for intellectually disabled children in SLB Wantu Wirawan
Salatiga. The research question used in this research is “what types of instruction
used in teaching English for intellectually disabled students?” With this research
question, I hope I can investigate types of teacher’s instruction used in English
classrooms which easily understood by the students.
I hope this study can be useful for people who are interested and or
involved in teaching students with special needs especially intellectually disabled
children to use the same type of instruction used by the teachers. Besides that, I
also hope that this study can be helpful for new teachers of intellectually disabled
children to give them references about type of instruction used in teaching English
for students with special needs especially for Intellectually Disabled students.
LITERATURE REVIEW
Students with special needs
Students with special needs are students who need different treatment from
the teacher in the teaching-learning process. Donald, Lazarus and Lolwana (1997)
as cited in Olivier and Williams (2005, p.21) say that students with special needs
4
need special treatment and help others to face any problem in their life both in
their society and their personal life related to their characteristics. Gulliford and
Upton (1992) as cited in Olivier and Williams (2005) also claimed “the concept of
special needs should include personal and social needs, as well as educational
needs”. In the other words, those students also need different treatment while they
are in teaching and learning the process.
Students with special need are categorized by Program for Students with
Disabilities from Department of Education in Early Childhood Development, East
Melbourne, Victoria, such as the figure on the table 1:
Table 1. The category of students with special needs
Category
Criteria
1. Physical disability
A significant physical disability; A significant health impairment;
2. Visual impairment
Visual acuity less than 6/60 with corrected vision;
3. Hearing
impairment
A bilateral sensory neural hearing loss that is
moderate/severe/profound;
4. Severe behavior
disorder
Student displays disturbed behavior to a point where special
support in a withdrawal group or special class/unit is required.
5. Intellectual
disability
Sub-average general intellectual functioning below the mean
score on a standardized individual test of general intelligence.
6. Autism Spectrum
Disorder
Significant deficits in adaptive behavior.
7. Severe language
disorder with critical
A score of three or more standard deviations below the mean for
the student’s age in expressive and/or receptive language skills on
TWO of the recommended tests.
Needs
(The State Government of Victoria, Department of Education and Early Childhood
Development, 2014)
5
This study focused on teaching English for intellectually disabled students as we
can see from the table on the number 5. It is stated that intellectually disabled
students are they who have intelligence under standard score of general
intelligence.
Intellectually disabled
Maybe the term of intellectually disabled are not really familiar in our
society. Intellectually disabled children have the same meaning with mentally
retarded children. The term of intellectually disabled children is the term which is
usually used by United Nations and in this study the researcher will use this term
which is referred to mentally retarded students.
Intellectually disabled children are children who have a disability in the
learning process which is a concern for their intellectual function. This condition
can be seen when the children in their developmental period as the American
Association on Intellectual and Developmental Disabilities (AAIDD, 2002) as
cited in Armatas (2009) defined Intellectually disabled as incomplete intellectual
ability and behavior which is affect in their social life and also personal ability.
AAMR (2006) classify the level of intellectually disabled such as slow learner,
mild mental retardation, moderate mental retardation, severe mental retardation,
profound mental retardation.
Teaching intellectually disabled children needs special strategies because
of their characteristic. It will be different strategies used when teaching normal
6
children. Intellectually disabled children have learning disabilities, and it will be a
difficult thing to teach such children especially teaching English.
Teacher’s talk
Teacher talk is central in the language class not only for classroom
organization and for the process of acquisition (Nunan, 1991) but also as a means
for controlling student behavior (Allwright & Bailey, 1991) as cited in Liruso &
Debat (2003). In teaching intellectually disabled children it is important to
controlling students behavior because they tend to get easily bored with their
learning activity. Longman Dictionary of Language Teaching and Applied
Linguistics, Richards (1992, p.471) as cited in Yan (2006, p.5) said that teachers
tend to simplify their language and style of speech when they communicate with
their learners.
Teacher talk is also important thing to be considered when giving
instructions for the learners. Qican (1999:23) as cited in Yan (2006, p.6) stated
that “teacher talk is used in class when teachers are conducting instructions,
cultivating their intellectual ability and managing classroom activities”. As
intellectually disabled children, they need different treatment from the teacher, so
it is a teacher’s task to give the clear instructions when delivering them.
According to some scholars (Hu Xuewen, 2003; Dai Weidong & Li Ming,
1998) as cited in Yan (2006) teacher talk can include the speed, pause, repetition,
and also the quality and quantity of teacher talk, the questions used, teachers’
feedback. That aspect can be a guide for teachers to deliver their instructions for
7
intellectually disabled children as they have mental problem or mental
deficiencies in learning process.
Giving Instruction
It is not easy for teachers to deliver the clear instructions for their students
in English classroom.
Stern as cited in
(Yan, 2006) stated “if the second
language is learnt as a foreign language in a language class in a non-supportive
environment ， instruction is likely to be the major or even the only source of
target language input” (Stern, 1983:400). Teachers can set a plan or method that
appropriate for the learner so that the teaching and learning goal can be achieved
at the end of the lessons. Jonassen, Grabinger and Harris (1990) as cited in
Grabowski and Jonassen (1993) claimed that a plan of activities is kind of result
of instructional strategies to reach the goal. It can be concluded that instructional
strategies are important to gain the aim of teaching and learning process.
There are so many frameworks that concern with instructions used in the
classroom. Boleware (2014) mentions that there are five types of instructional:
1. Direct Instruction
Direct Instruction is the most commonly used by teacher in teaching
and learning process. The teachers deliver their instruction directly for
the students to do something. It is usually used in giving new
information to the learner. The teachers sometimes also use visual aids
to deliver their instruction.
8
2. Indirect Instruction
This instruction used by teachers to ask the students to be the center of
the teaching and learning process. For example, the teachers ask the
students to present the material or lead the teaching so that the
instruction can be delivered by the students.
3. Interactive Instruction
Interactive instruction is an instruction used by the teacher to ask the
students to be more communicative. The Teachers can ask the students
to be more communicative with peers or in the group discussion or
even the teacher. Here, the teachers also can ask students to do
brainstorming, tutoring or interviewing.
4. Experimental Instruction
In experimental Instruction the teacher asked the learner to involve in
how the process teaching and learning process done. In experimental
instruction, the teacher can ask the students to tutor each other so that
the students can be active in the activities in class.
5. Independent Instruction
Independent instruction is used by teachers that implicitly ask the
students to learn by themselves. The teachers can ask the students to
9
discuss together, tell each other and learn independently by this
instructions.
THE STUDY
This research was a qualitative research. This study analyzed on the type
of instructional strategy used by teachers for intellectually disabled children.
Qualitative research method would be appropriate to be used in my study, and I
describe the data I had by explaining in words rather than in statistic data.
Context of the study
The study took place in SLB Wantu Wirawan, which was located in
Argomulyo, Salatiga Central Java, Indonesia. I choose this school because it was
easily accessed as it is located in the area of Salatiga, my hometown. The other
reason was since this school is the one school which has intellectually disabled
students who learn English as the subject of the school.
Participants
The participant of the study was an English teacher at SLB Wantu
Wirawan, Salatiga. There is only one English teacher in this school who teaches
six intellectualy disabled students. She was a Bachelor Animal Husbandry but she
became an English teacher in Wantu Wirawan School, Salatiga. Actually she did
not have any experience in teaching English, but her experienced in working as a
secretary in foreign company made her mastered English skill. Therefore I choose
this participant to be the subject of the study.
10
Research Instruments
In order to answer the research question, I used classroom observation
protocol and interview questions. The observation and the interview focused on
the type of instructional strategy used by the English teacher. It is based on
Zacharias’s study (2011), which stated that the purpose of observation is
‘Observation to describe’ meant the observation will provide a rich and complete
description of what happened in the classroom.
I did the in-class observation for 6 times. I found the types of instructional
strategy used by looking at the components on each type to decide which types
used by the teachers.
In addition, I did a semi-structured interview to enrich my data. I made six
questions related to the teacher’s instructional strategy used in the classroom. The
questions were about the teacher’s reasons why they choose those types of
instruction, whether he or she differentiate the instructions when he or she teaches
different topic or not, and etc.
Data collection procedure
To gather the data, I conducted a classroom observation for 6 times. Before
doing the observation, I looked for formal permission letter from the Faculty of
Language and Literature to do the observation. After that, I went to SLB Wantu
Wirawan to get permission from the principal of the school. I did the observation
in order to find out the detail of data related to my topic. I took a note and filled
the table of my observation protocol. After that I analyzed them by finding the
same instructions used by the teacher from one until six observation protocol. In
11
order to get more data in detail, I also conducted an interview with my participant.
I did a semi-structure interview so that the questions will be more flexible to be
asked for. While I was doing an interview, I took a note and also used tape
recording to gather the data.
Data analysis procedure
After collecting the data by classroom observation protocol and interview
questions, I described the data from the first until the last data of the observation
protocol and find the similar result of them. Subsequently I also transcribed the
result of interview to have a written data and then describe the findings. After
those steps I would like to make a conclusion which types of instructional strategy
used by the teachers by looking at the components of each type to find the result
of my research.
FINDING AND DISCUSSION
According to Boleware (2014) there are five types of instructions which
are Direct Instruction, Indirect Instruction, Interactive instruction, Experimental
Instruction and Independent Instruction. However, the study revealed that there
were only three types used in teaching English for intellectually disabled students
in SLB Wantu Wirawan, Salatiga. The types of instructions found are Direct
Instruction, Independent Instruction, and Interactive Instruction.
12
Direct Instruction
Direct instruction is the most often used in teaching and learning process.
According to Boleware (2014) the teacher used Direct Instruction when he or she
would like to give a new material. That statement in line with the observation
result that showed the use of direct instruction in the beginning of the teaching
and learning process when the teacher was going to explain new material for
students. The following is the example of Direct Instruction used in the classroom.
Excerpt 1
Teacher: Ayo bukunya dikeluarkan, terus di catat ini yang di papan tulis!
Teacher: Please open your book and make notes like what I write in the
white board!
(My own translation)
In the excerpt 1 we can see that the teacher asked the students to open
their book and make notes of their material before continuing explaining the
material. The teacher wanted the students to write what she wrote on the white
board while explaining the material at that day. This instruction was done to lead
the students stay focus on the teaching and learning process by making some
notes in their books. Although Boleware (2014) stated that direct instruction
usually used in order to give new material or information for the students, I found
that the teacher used Direct Instruction in many cases not only when the teacher
was going to give new information for the students. With regards to that finding,
the following is the example of direct instruction used when the teacher wanted to
review the material instead of giving new information or material for the students.
13
Excerpt 2
Teacher: Kalau udah digambar ruang tamunya, ada pintu, jendela, kayak
yang kemarin!
Teacher: If you have done with it please draw a living room. There will be
a door, windows like we had learned yesterday.
(My own translation)
Excerpt 2 shows that the teacher gave the instruction directly for the
students when they reviewed the previous material. It was done by the teacher to
remind the students about the material before. In this case, the teacher gave
instruction for students to draw pictures like they had learned in the previous
meeting.
The writer also found that the teacher used pictures to deliver her
command. Similar with Gage and Berliner’s (1998) statement as cited in Huitt,
W., Monetti, D., & Hummel, J. (2009, p.4) who say that in order to avoid
ambiguity in students’ mind teacher tend to use examples and visual aids. The
following is the example of the instruction.
Excerpt 3
Teacher: Coba dilihat itu gambarnya, apelnya ada berapa?
Teacher: Look at that picture, how many apples there?
(My own translation)
We can see from Excerpt 3 that the teacher asked the students to do exercises
about the number. The teacher used pictures of fruit to help the students easily
counting it. By giving pictures, the instruction of teacher to ask students to count
became easier.
14
Direct instructions also used by the teacher to ask the students corrected
their mistake when they made mistakes. The following is the example of direct
instruction used by the teacher.
Excerpt 4
Teacher: Ini kok lima? Coba dihitung dulu dibenerin!
Teacher: Dua jeruk kok two orange? Kalau lebih dari satu tambah ‘s’ ya,
jadi two oranges.
Teacher: Five? No. Check it again!
Teacher: Two orange? You should add ‘s’ if it is plural. So, they are two
oranges.
(My own translation)
The writer indicated from excerpt 4 that the teacher also used direct
instruction when she gave feedback for the students. It means that the teacher
asked the students to correct their mistakes.
Subsequently, Direct Instruction also used when the teacher asked the
students to practice what they have studied at that day. The instruction used by the
teacher to ask the students doing exercise or assignment from the teacher. The
following is the example of instruction used in practice.
Excerpt 5
Teacher: Ayo dikerjakan!
Teacher: Please do it!
(My own translation)
We can notice from excerpt 5 that the teacher asked the students to do the
assignment given in the classroom. This instruction is done by the teacher because
usually the students are busy with them or chat with their friends in the classroom
15
when learning process occurred. The teacher needs to remind them to do their
assignment by giving direct instruction to do it.
In the observation, the writer also found that the teacher used Direct
Instruction when the teacher asked the students to show to the class what they
have practiced. In the observation, it was found that the teacher gave instruction
when she asked the students to come forward to do the exercise. It was done to
evaluate students’ work in doing their assignment given in the classroom. The
following is the example of instruction used to ask the students to come forward.
Excerpt 6
Teacher: Coba diisi kedepan nomor 1!
Teacher: Ayo, Bagas ini! Bisa nggak? Dibawa catatannya!
Teacher: Please do number one!
Teacher: Bagas, can you do it? You may bring your notes!
(My own translation)
Excerpt 6 shows that the teacher tried to ask the students to come forward
to answer the question number one that provided by the teacher on the
whiteboard. It was also found that the teacher tried to ask students to try no matter
the students could answer the questions correctly or not. It was clear from the
observation that the teacher allowed the students to bring their notes to make them
do it easier as their character who could not remember something well.
However, not all the instructions could be accepted easily by the students
as every student of intellectually disabled also have a different level of
intelligence. In a like manner, Prusak, Vincent, & Pangrazi (2005) stated that it is
very essential that we need to think for whom we talk to deliver our instructions.
16
It means that although the teacher teaches in a certain class, it does not mean that
all of the students can understand what the instruction really mean. From the
observation, the writer also found that the teacher used a different style of
instruction for the students who have a lower level of intelligence compare with
other students in that class. The following is the example of different instruction
used for the student.
Excerpt 7
Teacher: Ayo ini dihitung dulu. Sa...tu, du...a, ti...ga. Tulis angka tiga!
Tiga itu yang kayak burung, ayo ditulis angka tiga yang kayak burung.
Teacher: Please count it. One...,two..., three. Write three! Number three is
like a bird, write it, the number three is like a bird.
(My own translation)
The writer can see from the context in excerpt 7 that when doing observation that
the students could not count fluently. That’s why the teacher come to him and
give different instruction like the example above. We can see the differences. The
instruction for other students was simple just ask them to look at the picture and
counted it and write the number. But for that student, the teacher need to tell him
slower and used other thing like a bird to give an image in their brain. The
following is the teacher’s statement about why she used that method.
“Kalau instruction ini sifatnya lebih membujuk mereka. Saya selalu
membuat kata-katanya lebih simpel, dan pastinya harus sabar. Waktu
kamu observasi kemarin kan juga ada saya pakai kata kursi untuk
menjelaskan angka empat, burung untuk angka tiga. Saya pakai itu agar
mereka lebih mudah memahami dan mengingat angka-angka itu karena
kan mereka juga sering lihat bentuk kursi dan tau bentuk burung. Biasanya
saya menggunakan metode ini memang untuk anak-anak yang lebih
lambat belajarnya dengan yang lain. Karena kan caranya memang harus
beda.”
17
“The instruction tend to persuade them. I tried to make my word simpler,
more patience. Like you have observed I use word chair to explain number
4, I use word bird to explain number 3. I used that to make them more
understand, and they can remember it easily because they often see those
things (bird and chair). I usually applied this (method that comparing
number with other thing) for them who have difficulties in remembering
something or who have lower intelligence compare with other because we
should apply different strategy.”
(My own translation)
The teacher used it to avoid ambiguity and make the material more
understandable for students. Besides that the teacher also use the instruction to
persuade them, not really asking them to do something. By relating the
information to their knowledge, students will be easier to understand the material
and can remember it easily. On the subject of this, Archer and Hughes (2011, p.3)
stated that explicit teaching “help students organize the knowledge”. In this case,
the teacher used a bird to describe more about the form of number three.
Therefore, those examples show that Direct Instruction is the most often
used in teaching and learning process. The teacher became the center of the
learning process, and the students followed her instructions. The teacher did not
ask the students to become the center of the learning process or tutor their friends
like the teacher did because of their limitation. I think that Direct Instruction used
because it was the best way to be given for intellectually disabled students by
considering their intelligence. Below showed the interview result with the teacher.
“Ini kan saya mengajar anak-anak tunagrahita, mereka kan lemah, lambat
belajarnya, jadi saya tidak bisa paksa mereka untuk melakukan apa yang mereka
tidak mampu. Menurut saya ya direct instruction ini adalah instruksi yang
termudah buat mereka supaya mereka mengerti dan bisa lanjut ke pelajaran
selanjutnya. Kan gitu yang bisa saya lakukan. Pokoknya ketika saya memberikan
18
instruksi itu harus jelas, simpel, dan langsung gitu. Kalo belibet ya mereka susah
nanti.”
“As I teach intellectually disabled students who have a problem in their
intelligence, so I could not force their brain to work more than that. I think the
direct instruction is the clearest way to ask them to do something in the learning
process so that they can involve. That’s what I can do. The most important thing
is I give the clear, simple and direct instruction. If I use the complicated
language, they won’t understand.
We could notice from the explanation above that the teacher could not
used another type of instructions for intellectually disabled students as their
limited intelligence. The teacher used Direct Instruction rather than other types of
instruction because she thought that Direct Instruction is the easiest way to give
command or direction for them to do something. As we know that intellectually
disabled students will feel confuse when they learned or given a complicated
thing. So the teacher used Direct Instruction almost all the time in her teaching.
Independent Instruction
The other types of instruction that I found were Independent Instruction.
Here, the teacher instructed the students to have their own independent study
which means the teacher only became the supervisor. Based on Boleware (2014),
Independent Instruction is given by the teacher to ask the students to teach
themselves in order to learn independently. The following is the example of
Independent Instruction given by the teacher.
Excerpt 8
Teacher: Fani, bikin yang lain, ayo coba bikin sendiri, digambar,
jumlahnya berapa diisi sendiri. Misal manggis, jumlahnya 10!
19
Teacher: Fani, please draw others! Try to make it by yourself, draw it, how
many fruits. For example, you draw 10 mangoes.
(My own translation)
We can see from excerpt 8 that the teacher asked the students to draw
other pictures of fruit. The teacher also asked the students to show how many
fruits by those pictures. In this case, the teacher gave chance to the students to
learn independently by drawing by themselves without any examples from the
teacher. By this, the students can practice their ability in drawing fruits and
counting them without teacher’s guidance directly.
Interactive Instruction
On this type of instruction, the teacher asked the students to be the center
of the teaching and learning process. According to Boleware (2014) Interactive
instruction can be in the form of discussion and also brainstorming. From the
observation, the writer found that the teacher asked the students to do a simple
brainstorming. The following is the example of instruction of the teacher to do
brainstorming.
Excerpt 9
Teacher: Sekarang coba sebutkan benda apa aja yang biasanya ada di
kamar tidur?
Teacher: Now, please mention what things that you usually found in your
bedroom?
(My own translation)
In this case, the teacher would like to give material about things in the bedroom.
Before the teacher gives the English words of those things, she tried to ask the
20
students to mention things that they found in their bedroom such as a pillow,
cupboard, blanket, etc. The writer also indicated that it could become a class
discussion as the teacher asked the students to do brainstorming together in class.
The following is the teacher’s statement about interactive instruction.
“Kalau untuk diskusi paling saya yang memandu dulu, kayak tadi sebelum
mulai pelajaran saya minta mereka menyebutkan benda-benda di kamar
tidur, terus di list di papan tulis baru saya kasih bahasa inggris nya apa. Iya
semacam brainstorming kalau di istilah kalian ya.”
“If the class activity is a class discussion I usually lead them first. Like
what I had done today before teaching and learning process began I asked
them to mention things that they found in the bedroom and later I gave
them the English words for them. Yes, it is like a brainstorming.”
(My own translation)
In that explanation, we can see that teacher’s instruction in doing brainstorming
can also be a kind of class discussion. If each student did brainstorming and share
it in class, they could also share their knowledge. In the same way Seaman and
Fellenz (1989) as cited in The State Government of Victoria, Department of
Education and Early Childhood Development 2014 said that discussion can make
students share their knowledge with peers or teacher. So, interactive instruction
can help students to exchange their knowledge with other and brainstorming, also
helped their brain work. Although they did a simple brainstorming at least they
could practise, dig their knowledge about the material before hand.
CONCLUSION
This study was conducted to find out types of instruction used in teaching
English for Intellectually Disabled students in SLB Wantu Wirawan, Salatiga.
After doing observation, I found three types of instructions that teacher frequently
21
used in teaching English: direct instruction, independent instruction, and
interactive instruction. After interviewed the teacher I concluded that the teacher’s
purposes of using direct instruction were varied. First, the teacher used direct
instruction when she wanted to explain the material and asked them to prepare
their book and make notes about what the teacher explained. Second, direct
instruction used when the teacher wanted to review the previous material to
remind them of what they have learned and also to check their understanding.
Third, it is used to ask the students to correct their answer as a feedback. Forth,
direct instruction used to ask the students practice what they have learned in class
and then ask them to do it in front of the class. Besides direct instruction, the
teacher also used independent instruction to ask the students to study
independently beyond teacher’s control which means they study independently.
Then, interactive instruction used when the teacher asked the students to discuss
by brainstorming before the material explained.
As pedagogical implementation from the finding, the teacher should try
other types of instruction to make the student be more active in the learning
process. Maybe the teacher could ask the students to discuss in a group about
certain issues using simple words that they have learned and share it in front of
the class. By that, the students can be the center of the learning process. Besides
that, the teacher also needs to try using English in giving instruction so that the
students can learn how to speak English more rather than only learn about
vocabulary.
22
This study was done in very limited time; maybe the other research can
make the time longer so that the result can be more valid and rich. Second, this
study only has one participant. Further research can add the number of the
participants to get more information about types of instruction used for teaching
intellectually disabled students. Then, this study only focused on teaching English
for mentally retarded. I suggested that there will be research that looks at other
teachers who teach other different students with special needs. Finally, I hoped
that there will be other studies conducted in other English teaching context for
students with special needs.
23
ACKNOWLEDGEMENTS
Praise and great gratitude to Almighty God, the Lord Jesus Christ My
savior who gives me blessings and strengthening me in every time of my life and
help to complete this thesis. I would like to express the deepest appreciation to
Maria Christina Eko S. M.Hum as my supervisor, Rindang Widiningrum, M.
Hum as my great second reader who were abundantly helpful and patience in
guiding me to finish this thesis.
My love and gratitude to my beloved family: Bapak, Ibu, my brothers
Prisal and Ditya who always support me. Wahyu Setyo Aji, my beloved husband,
my little daughter Verena Keisha Deandra who become my biggest motivation to
finish this thesis. I also would like to thank the family of SLB WANTU
WIRAWAN Salatiga for helping me in finishing my thesis, Bang Derry who is
willing to guide me doing my thesis, my beloved best friends: Ondel-Ondel (
Nika, Nia, Yusi, Amink, Ova), Adi “Codot”, Agas “bagong”, Cacing, Nisa, Fitri,
Cherry, Tia, Yenni, Antok, Ulya and big love to the family of ELEVENERS (ED
2011). Also my sincere thanks to all for those names I cannot mention here.
Thank you very much.
Lesti Hapsari,
24
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27
Appendix 1
Interviewer: Lesti Hapsari
Interviewee: Lusi (English teacher of Wantu Wirawan)
Date, time, duration: March 25th, 2015 (09:09) (11:03 minutes)
Interview result (translated from Bahasa Indonesia into English)
1. Based on my observation, you used Direct Instruction, why do use this types of
instruction?
Ini kan saya mengajar anak-anak tunagrahita, mereka kan lemah, lambat
belajarnya, jadi saya tidak bisa paksa mereka untuk melakukan apa yang mereka
tidak mampu. Menurut saya ya direct instruction ini adalah instruksi yang
termudah buat mereka supaya mereka mengerti dan bisa lanjut ke pelajaran
selanjutnya. Kan gitu yang bisa saya lakukan. Pokoknya ketika saya memberikan
instruksi itu harus jelas, simpel, dan langsung gitu. Kalo belibet ya mereka susah
nanti.
As I teach tintellectually disabled students who have a problem in their
intelligence, so I could not force their brain to work more than that. I think the
direct instruction is the clearest way to ask them to do something in the learning
process so that they can involve.. That s hat I a do. The most important thing
is I give the clear, simple and direct instruction. If I use complicated language
they o t e u dersta d.
(My own translation)
2. Based on my observation, you also give students homework. Do you really ask
them to do it at home or you let them do it at school in the next meeting?
What is actually your aim giving them homework?
Kalau ada PR buat mereka ya saya selalu minta mereka untuk mengerjakan
dirumah walaupun kadang ada yang gak mengerjakan. Saya kasih PR kan supaya
ereka isa elajar lagi apa ya g udah dipelajari dikelas hari itu gitu
Whe I ga e the ho e ork, I al ays ask them to do it although sometimes
some students did not do it. I gave them homework just to help them study by
themselves at home so that they can remember what we learned in the
lassroo
(My own translation)
3. Do you often ask the students to have a discussion?
Kalau u tuk diskusi pali g saya ya g e a du dulu, kayak tadi se elu
ulai
pelajaran saya minta mereka menyebutkan benda-benda di kamar tidur, terus di
list di papan tulis baru saya kasih bahasa inggris nya apa. Iya semacam
brainstorming kalau di istilah kalia ya.
If the lass a ti ity is a lass dis ussio I usually lead the first. Like hat I had
done today before teaching and learning process began I asked them to mention
28
things that they found in the bedroom and later I gave them the English words
for the . Yes, it is like a rai stor i g.
(My own translation)
4. Instead of asking them to have class discussion, do you ask them to have
group discussion by giving them a problem and ask them to find the solution?
Ya, saya juga minta mereka untuk group discussion kayak yang kemarin di kelas
pakai kartu yang masang-masangin kartu. Mereka ganti-gantian masangin kartu
terus diskusikan mana yang benar. Tapi kalau saya kasih mereka masalah terus
apa problem solving itu gak pernah karena itu terlalu sulit ya.
I also ask them to disscuss in group like you see in class, I used flashcards that
will match the picture. They do it in turn and discuss the correct answer. But I
never ask them to solve problem and find the solution because I think it is to
difficult for them.
(My own translation)
5. Do you ever instruct your students to present someting in front of class li