THE IMPLEMENTATION OF TEACHING SPEAKING FOR STUDENTS WITH HEARING IMPAIRMENT (A Descriptive-Qualitative Study at the Eleventh Grade of Senior High School Students of SLB-B YPPALB Magelang in the Academic Year of 2013/2014).
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THE IMPLEMENTATION OF TEACHING SPEAKING FOR STUDENTS
WITH HEARING IMPAIRMENT
(A Descriptive-Qualitative Study at the Eleventh Grade of Senior High
School Students of SLB-B YPPALB Magelang in the Academic Year of
2013/2014)
By:
MELINA ANGGRAENI
K2210050
A THESIS
Submitted to the Teacher Training and Education Faculty of Sebelas Maret
University to Fulfill One of the Requirements for Getting the Undergraduate
Degree of Education in English
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACUTY
SEBELAS MARET UNIVERSITY
2014
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ABSTRACT
Melina Anggraeni. K2210050. THE IMPLEMENTATION OF TEACHING
SPEAKING FOR STUDENTS WITH HEARING IMPAIRMENT (A
Descriptive-Qualitative Study at the Eleventh Grade of Senior High School
Students of SLB-B YPPALB Magelang in the Academic Year of 2013/2014).
A thesis. Teacher Training and Education Faculty. Sebelas Maret University.
2014.
The purpose of this study is to (1) describe the implementation of English
speaking class for students with hearing impairment at the eleventh grade of SLBB YPPALB Magelang, (2) identify the problems which occur during that process
and (3) identify the solutions from the teacher regarding to that problems.
The method used in this research was descriptive qualitative method. The
research was conducted from April to July 2014 at SLB-B YPPALB Jalan Cemara
Tujuh Magelang . The sources of the data were events, informants, and
documents. The data were collected through the use of interview, observation, and
document analysis. The teaching and learning process were recorded and
transcribed. The data were analyzed using interactive model of qualitative data
analysis technique (Miles and Huberman) including data collection, data
reduction, data display, and drawing conclusion/ verification.
Based on the finding of this research, it can be concluded that: (1) the
teacher has implemented the pre-activity, main activity, post activity and the
evaluation based on the lesson plan made although he sometimes improves it
according to the classroom condition, (2) There were 3 types of problems faced
during the teaching-learning process which were students’ problem, the teacher’s
problem and the problem on the school management, (3) there were some
solutions proposed by the teacher to cope with those problems. The students’
problems which occurred during the process of English speaking for hearing
impaired students of SLB-B YPPALB were students’ ability to comprehend
complex sentences, wrong pronunciation and students’ speech, students’ difficulty
in making complex sentences, misplaced structure of sentences, the difficulties in
pronouncing the some sounds especially those which needs vibration, students
were confused to understand different writings and sounds in English, the
possibility of the decreasing level of students’ hearing ability, students who were
easily get bored during teaching and learning of speaking class, the different
ability and concentration of the student in following the class. While the teacher’s
problems were the English teacher’s background is not from English education
program and he considered himself as an incompetence teacher because of it. The
problem of school management were on the facilities provided by school do not
meet the students’ need, there were lack of the appropriate handbooks for the
teacher and students, difficulties in finding appropriate material which could suit
the students’ need and also lack of the time allocation for the speaking class of
students with hearing impairment.
Keywords : teaching speaking, English, hearing impaired, students.
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ABSTRAK
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Melina Anggraeni. K2210050. PENERAPAN PENGAJARAN BERBICARA
BAHASA INGGRIS UNTUK SISWA TUNARUNGUWICARA (Studi
Deskriptif Kualitatif-di Kelas XI SLB-B YPPALB Magelang di Tahun
Akademik
2013/2014
dari). Skripsi. Fakultas
Keguruan
dan
Ilmu
Pendidikan. Universitas Sebelas Maret. 2014.
Tujuan dari penelitian ini adalah untuk (1) mendeskripsikan pelaksanaan
pembelajaran berbicara Bahasa Inggris untuk siswa tunarungu-wicara di kelas XI
SLB-B YPPALB Magelang, (2) mengidentifikasi permasalahan yang terjadi
selama proses tersebut dan (3) mengidentifikasi solusi dari guru mengenai
masalah tersebut.
Metode yang digunakan dalam penelitian ini adalah metode deskriptif
kualitatif. Penelitian ini dilakukan dari bulan April sampai Juli 2014 di SLB-B
YPPALB Jalan Cemara Tujuh Magelang. Sumber data adalah kejadian, informan,
dan dokumen. Data dikumpulkan melalui penggunaan wawancara, observasi, dan
analisis dokumen. Proses belajar mengajar direkam dan ditranskrip. Data
dianalisis menggunakan model interaktif teknik analisis data kualitatif (Miles dan
Huberman) termasuk pengumpulan data, reduksi data, display data, dan menarik
kesimpulan / verifikasi.
Berdasarkan temuan penelitian ini, dapat disimpulkan bahwa: (1) guru
telah menerapkan kegiatan awal, kegiatan utama, kegiatan pos dan evaluasi
berdasarkan RPP yang dibuat meskipun guru terkadang masih menyesuaikan
kondisi kelas , (2) Ada 3 jenis masalah yang dihadapi selama proses belajarmengajar yaitu masalah yang dihadapi siswa, masalah yang dihadapi guru dan
masalah pada manajemen sekolah, (3) ada beberapa solusi yang diusulkan oleh
guru untuk mengatasi masalah tersebut. Masalah siswa yang terjadi selama proses
belajar-mengajar yaitu masalah pada kemampuan untuk memahami kalimat yang
kompleks, pengucapan yang salah, siswa kesulitan dalam membuat kalimat yang
kompleks, kesalahan pada struktur kalimat, kesulitan dalam mengucapkan
beberapa suara khususnya yang membutuhkan getaran, siswa bingung untuk
memahami tulisan-tulisan yang berbeda dan suara dalam bahasa Inggris,
kemungkinan tingkat penurunan kemampuan pendengaran, siswa yang mudah
bosan selama di kelas, kemampuan yang berbeda dan konsentrasi siswa dalam
mengikuti kelas. Sementara masalah yang dihadapi guru adalah latar belakang
guru bukan berasal dari program pendidikan bahasa Inggris dan guru menganggap
dirinya sebagai seorang guru yang kurang kompeten karena itu. Masalah
manajemen sekolah mencakup fasilitas yang disediakan oleh sekolah tidak
memenuhi kebutuhan siswa, kurangnya buku pedoman yang tepat bagi guru dan
siswa, kesulitan dalam menemukan materi yang tepat dan sesuai dengan
kebutuhan siswa dan juga kurangnya alokasi waktu untuk kelas berbicara bahasa
Inggris bagi siswa tunarungu wicara.
Kata kunci: mengajar berbicara, bahasa Inggris, gangguan pendengaran, siswa.
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MOTTO
Verily, along with every hardship is relief. Along with every hardship is relief
(Surah Al-Inshirah, verses 5-6)
Education is not preparation for life; education is life itself
(John Dewey )
Just be yourself and enjoy your life. Life is not a life if you have no
‘adventure’ in it.
(Melina)
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DEDICATION
This thesis is dedicated to:
My Lovely Parents , Family
and Friends
My new friends who are
special of being hearing and
speech impaired
ACKNOWLEDGEMENT
Alhamdullilahirabbil’alamin. All praises are for Allah SWT, the Almighty for
commit
to userand giving health, strength, and
His blessing to the writer, helping,
guiding,
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everything during working and finishing this thesis. The writer has got support,
advices, and guidance from many people during finishing this thesis, to whom
the writer would like to express her gratitude to those who gave great
contribution:
1. Prof. Dr. H. M. Furqon Hidayatullah M.Pd, the Dean of Teacher Training and
Education Faculty of Sebelas Maret University;
2. Teguh Sarosa, S.S., M.Hum, the Head of English Education Department;
3. Drs. Gunarso Susilohadi, M.Ed., TESOL the first consultant for his patience,
guidance and suggestions;
4. Drs. M. Asrori, M.Pd the second consultant for his smile, advice, patience,
guidance and suggestions;
5. Prof. Dr. Joko Nurkamto, M.Pd as the academic consultants for his guidance
and inspirations;
6. All lecturers in English Education Department for the precious knowledge;
7. The Headmaster of SLB-B YPPALB Magelang for his permission and
support to the researcher in conducting this research;
8. Mr. Budi Susila , Mrs. Ririh S. and all the teacher of SLB-B YPPALB
Magelang for the warm welcome, kindly help and support;
9. My students at eleventh grade of SLB-B YPPALB Magelang : Irma, Evi,
Yeni, Putra, Aziz, Rio and Imam for the cooperation and opening my eyes;
10. Her beloved friends in the English Education Department 2010 especially B
Class students for unforgettable moment and experience during our study;
11. The big family of English Education Department, younger and older
brothers-sisters for the sharing and friendship, especially Mas Aul and Mas
Dika for the inspiration to finish this thesis;
12. Her beloved family : Ibuk for the pray and love, Bapak for the valuable lifeexperience that makes the researcher learns more, Anis and Viki , her little
brother and sister, Umi-Abi, Mbak Nita and Mas Imam, Bulek Sari , Om Gi,
Ifah, Lia, Dinar in Solo.
13. Her best friends ever : Rinanda Yulia and Dian Kartika for their friendship
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and support for the last ten years
sincetowe
were twelve until today;
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14. Her lovely mates : Laelyana Hardini and Rizka Widiyowati for their pray,
cherish, love, and all the sweet moments that has been spent together both in
Solo and Magelang, since high school to college life;
15. Her partner in crime: HIMALAYA guys Ecak , Imi, Ipen, Iyen for all
craziness, happiness and sadness they have been through. The researcher
does not need any present from them because they are already her present;
16. The big family of English Students Association (ESA) especially for Ex-PHT
2010 : Radit, Hanif, Tice, Mbak Indri, Mia, Penny, Resa, and Yeni;
17. The members of Asrama Pantisari : Mbak Lia, Mbak Sisca, Mbak Ninit, Ecak
for the support and hospitality;
18. Her family at Rumah Hebat Indonesia for all of this togetherness;
19. Tim Merah : Kak Triunt, Kak Riana, Pia who accompany her to write;
20. An old-friend of her, Abbie, for his kindly help, pray, support and warm
greetings everyday;
21. Everyone who participated in conducting this research but cannot be
mentioned one by one.
The writer realizes that this thesis is still far from being perfect. She accepts
gratefully every comment and suggestion. However, the writer hopes that this
thesis is useful to the improvement of English teaching and learning.
Surakarta,
November 2014
Melina Anggraeni
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TABLE OF CONTENTS
TITLE…..………………………………………………………………………
i
PRONOUNCEMENT……………………………………………………… .. ..... ii
APPROVAL OF CONSULTANT……………………………………………..
iii
APPROVAL OF BOARD OF EXAMINERS…………………………………
iv
ABSTRACT…………………………………………………………………….
v
MOTTO………………………………………………………………………… vii
DEDICATION…………………………………………………………………. viii
ACKNOWLEDGEMENT……………………………………………………... ix
TABLE OF CONTENTS………………………………………………………. xi
LIST OF APPENDICES……………………………………………………….. xiv
LIST OF FIGURES………………………………………………………........
xv
LIST OF ABBREVIATIONS………………………………………………….. xvi
CHAPTER 1 INTRODUCTION
A. Background of the Study ........................................................... ... 1
B. Problem Statements .................................................................. ... 4
C. The Problem Limitation. ............................................................ ... 5
D. Objectives of the Study. ............................................................. .. 5
E. The Benefits of the Study .......................................................... .. 6
CHAPTER 2 THEORETICAL REVIEW
A. Teaching Speaking. ................................................................... ... 7
1.
The Teaching of Speaking................................................... .. 7
a. Definition ...................................................................... ... 7
b. Objectives .................................................................... ... 9
c. Kinds of Speaking ........................................................ ... 10
d. Factors Influence Speaking .......................................... ... 11
e. Teaching Speaking Activities ....................................... ... 13
f. Strategies ..................................................................... ... 14
B. Hearing Impaired Students ......................................................... ... 16
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1. Exceptional Children
..........................................................
... 16
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a. Definition ..................................................................... ... 16
b. Classification ................................................................ ... 17
2.
Hearing Impaired Students .................................................. ... 18
a. Definition ..................................................................... ... 18
b. Classification ............................................................... ... 19
3.
The Teaching of Hearing Impaired Students ....................... ... 20
C. The Teaching of English Speaking Skill for Hearing Impaired
Students. .................................................................................... ... 22
1.
Instructional Adaptation ...................................................... ... 22
2.
Facilitation .......................................................................... ... 25
CHAPTER 3 RESEARCH METHODOLOGY
A. The Method of the Research. ..................................................... ... 28
B. Time and Place of the Research. ................................................ ... 28
C. Sources of the Data…………………………………………….. . ... 30
D. Techniques of Collecting Data……………………………………. . 32
E. Trustworthiness .......................................................................... ... 33
F. Data Analyzing .......................................................................... ... 34
CHAPTER 4 RESEARCH FINDING AND DISCUSSION
A. Research Finding ....................................................................... ... 36
1. The Process of Teaching speaking for Students with Hearing
Impairment ........................................................................... ... 36
2. The Problems of Teaching Speaking for Students with Hearing
Impairment and Its Solutions ................................................ ... 54
a. Students’ Problem .......................................................... ... 55
b. The Teacher’s Problem ................................................... ... 67
c. Problems on the School Management ............................. ... 69
B. Discussion on the Teaching Learning Process of Speaking, the
Problems Occurring and the Solution Applied ............................ ... 74
CHAPTER 5 CONCLUSION, IMPLICATION, AND SUGGESTION
A. Conclusion………………………………………………………… 87
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B. Implication………………………………………………………
... 92
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C. Suggestion…………………………………………. ................... ... 92
BIBLIOGRAPHY……………………………………………………………... . 94
APPENDICES…………………………………………………………………. . 100
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LIST OF APPENDICES
Appendix 1: Instrument of Interview with the Teacher ......................................
92
Appendix 2: Instrument of Interview with the Students .....................................
93
Appendix 3: Transcript of Grand Tour Interview with the Teacher ..................
94
Appendix 4: Field Note of Observation ...............................................................
99
Appendix 5: Field Note of Observation ................................................................ 103
Appendix 6: Field Note of Observation ............................................................... 105
Appendix 7: Transcript of Interview with the English Teacher ......................... 121
Appendix 8: Field Note of Observation ............................................................... 138
Appendix 9: Transcript of Interview with the Student ....................................... 146
Appendix 10: Transcript of Interview with the Student ..................................... 150
Appendix 11: Transcript of Interview with the English Teacher ....................... 154
Appendix 12: Transcript of Interview with the English Teacher ........................ 171
Appendix 13: Photographs..................................................................................... 190
Appendix 14: Sample of the Teacher’s Lesson Plan ....................................... 194
Appendix 15: Content Standard from BNSP .................................................. 202
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LIST OF FIGURES
Figure 1: The Manual Alphabet………………........................................... .... ... 24
Figure 2: Illustration of the Triangulation Process ……….......................... ... ... 34
Figure 3: The Illustration of the Component of Analysis …………………… ... 35
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LIST OF ABBREVIATIONS
ABM
= Alat Bantu Mendengar
ASL
= American Sign Language
BS
= Budi Susila (Guru)
BNSP
= Badan Nasional Standar Pendidikan
CL
= Catatan Lapangan
dB
= desibel
Depdikbud
= Departemen Pendidikan dan Kebudayaan
IF
= Irma Febri Purbaningrum
IKIP
= Institut Keguruan dan Ilmu Pendidikan
IPA
= Ilmu Pengetahuan Alam
KD
= Kompetensi Dasar
MA
= Melina Anggraeni (Peneliti)
PLB
= Pendidikan Luar Biasa
PSE
= Pidgin Sign English
RS
= Ririh Sumarwati (Guru)
RS 2
= Rizky Saputra (Murid)
SDLB
= Sekolah Dasar Luar Biasa
SI
= Standar Isi
SK
= Standar Kompetensi
SLB-B
= Sekolah Luar Biasa B (Bidang Tuna Rungu-Wicara)
SLTPLB
= Sekolah Lanjutan Tingkat Pertama Luar Biasa
SMLB
= Sekolah Menengah Luar Biasa
UNS
= Universitas Sebelas Maret Surakarta
YPPALB
= Yayasan Pendidikan dan Penyantunan Anak Luar Biasa
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THE IMPLEMENTATION OF TEACHING SPEAKING FOR STUDENTS
WITH HEARING IMPAIRMENT
(A Descriptive-Qualitative Study at the Eleventh Grade of Senior High
School Students of SLB-B YPPALB Magelang in the Academic Year of
2013/2014)
By:
MELINA ANGGRAENI
K2210050
A THESIS
Submitted to the Teacher Training and Education Faculty of Sebelas Maret
University to Fulfill One of the Requirements for Getting the Undergraduate
Degree of Education in English
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACUTY
SEBELAS MARET UNIVERSITY
2014
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ABSTRACT
Melina Anggraeni. K2210050. THE IMPLEMENTATION OF TEACHING
SPEAKING FOR STUDENTS WITH HEARING IMPAIRMENT (A
Descriptive-Qualitative Study at the Eleventh Grade of Senior High School
Students of SLB-B YPPALB Magelang in the Academic Year of 2013/2014).
A thesis. Teacher Training and Education Faculty. Sebelas Maret University.
2014.
The purpose of this study is to (1) describe the implementation of English
speaking class for students with hearing impairment at the eleventh grade of SLBB YPPALB Magelang, (2) identify the problems which occur during that process
and (3) identify the solutions from the teacher regarding to that problems.
The method used in this research was descriptive qualitative method. The
research was conducted from April to July 2014 at SLB-B YPPALB Jalan Cemara
Tujuh Magelang . The sources of the data were events, informants, and
documents. The data were collected through the use of interview, observation, and
document analysis. The teaching and learning process were recorded and
transcribed. The data were analyzed using interactive model of qualitative data
analysis technique (Miles and Huberman) including data collection, data
reduction, data display, and drawing conclusion/ verification.
Based on the finding of this research, it can be concluded that: (1) the
teacher has implemented the pre-activity, main activity, post activity and the
evaluation based on the lesson plan made although he sometimes improves it
according to the classroom condition, (2) There were 3 types of problems faced
during the teaching-learning process which were students’ problem, the teacher’s
problem and the problem on the school management, (3) there were some
solutions proposed by the teacher to cope with those problems. The students’
problems which occurred during the process of English speaking for hearing
impaired students of SLB-B YPPALB were students’ ability to comprehend
complex sentences, wrong pronunciation and students’ speech, students’ difficulty
in making complex sentences, misplaced structure of sentences, the difficulties in
pronouncing the some sounds especially those which needs vibration, students
were confused to understand different writings and sounds in English, the
possibility of the decreasing level of students’ hearing ability, students who were
easily get bored during teaching and learning of speaking class, the different
ability and concentration of the student in following the class. While the teacher’s
problems were the English teacher’s background is not from English education
program and he considered himself as an incompetence teacher because of it. The
problem of school management were on the facilities provided by school do not
meet the students’ need, there were lack of the appropriate handbooks for the
teacher and students, difficulties in finding appropriate material which could suit
the students’ need and also lack of the time allocation for the speaking class of
students with hearing impairment.
Keywords : teaching speaking, English, hearing impaired, students.
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ABSTRAK
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Melina Anggraeni. K2210050. PENERAPAN PENGAJARAN BERBICARA
BAHASA INGGRIS UNTUK SISWA TUNARUNGUWICARA (Studi
Deskriptif Kualitatif-di Kelas XI SLB-B YPPALB Magelang di Tahun
Akademik
2013/2014
dari). Skripsi. Fakultas
Keguruan
dan
Ilmu
Pendidikan. Universitas Sebelas Maret. 2014.
Tujuan dari penelitian ini adalah untuk (1) mendeskripsikan pelaksanaan
pembelajaran berbicara Bahasa Inggris untuk siswa tunarungu-wicara di kelas XI
SLB-B YPPALB Magelang, (2) mengidentifikasi permasalahan yang terjadi
selama proses tersebut dan (3) mengidentifikasi solusi dari guru mengenai
masalah tersebut.
Metode yang digunakan dalam penelitian ini adalah metode deskriptif
kualitatif. Penelitian ini dilakukan dari bulan April sampai Juli 2014 di SLB-B
YPPALB Jalan Cemara Tujuh Magelang. Sumber data adalah kejadian, informan,
dan dokumen. Data dikumpulkan melalui penggunaan wawancara, observasi, dan
analisis dokumen. Proses belajar mengajar direkam dan ditranskrip. Data
dianalisis menggunakan model interaktif teknik analisis data kualitatif (Miles dan
Huberman) termasuk pengumpulan data, reduksi data, display data, dan menarik
kesimpulan / verifikasi.
Berdasarkan temuan penelitian ini, dapat disimpulkan bahwa: (1) guru
telah menerapkan kegiatan awal, kegiatan utama, kegiatan pos dan evaluasi
berdasarkan RPP yang dibuat meskipun guru terkadang masih menyesuaikan
kondisi kelas , (2) Ada 3 jenis masalah yang dihadapi selama proses belajarmengajar yaitu masalah yang dihadapi siswa, masalah yang dihadapi guru dan
masalah pada manajemen sekolah, (3) ada beberapa solusi yang diusulkan oleh
guru untuk mengatasi masalah tersebut. Masalah siswa yang terjadi selama proses
belajar-mengajar yaitu masalah pada kemampuan untuk memahami kalimat yang
kompleks, pengucapan yang salah, siswa kesulitan dalam membuat kalimat yang
kompleks, kesalahan pada struktur kalimat, kesulitan dalam mengucapkan
beberapa suara khususnya yang membutuhkan getaran, siswa bingung untuk
memahami tulisan-tulisan yang berbeda dan suara dalam bahasa Inggris,
kemungkinan tingkat penurunan kemampuan pendengaran, siswa yang mudah
bosan selama di kelas, kemampuan yang berbeda dan konsentrasi siswa dalam
mengikuti kelas. Sementara masalah yang dihadapi guru adalah latar belakang
guru bukan berasal dari program pendidikan bahasa Inggris dan guru menganggap
dirinya sebagai seorang guru yang kurang kompeten karena itu. Masalah
manajemen sekolah mencakup fasilitas yang disediakan oleh sekolah tidak
memenuhi kebutuhan siswa, kurangnya buku pedoman yang tepat bagi guru dan
siswa, kesulitan dalam menemukan materi yang tepat dan sesuai dengan
kebutuhan siswa dan juga kurangnya alokasi waktu untuk kelas berbicara bahasa
Inggris bagi siswa tunarungu wicara.
Kata kunci: mengajar berbicara, bahasa Inggris, gangguan pendengaran, siswa.
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MOTTO
Verily, along with every hardship is relief. Along with every hardship is relief
(Surah Al-Inshirah, verses 5-6)
Education is not preparation for life; education is life itself
(John Dewey )
Just be yourself and enjoy your life. Life is not a life if you have no
‘adventure’ in it.
(Melina)
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DEDICATION
This thesis is dedicated to:
My Lovely Parents , Family
and Friends
My new friends who are
special of being hearing and
speech impaired
ACKNOWLEDGEMENT
Alhamdullilahirabbil’alamin. All praises are for Allah SWT, the Almighty for
commit
to userand giving health, strength, and
His blessing to the writer, helping,
guiding,
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everything during working and finishing this thesis. The writer has got support,
advices, and guidance from many people during finishing this thesis, to whom
the writer would like to express her gratitude to those who gave great
contribution:
1. Prof. Dr. H. M. Furqon Hidayatullah M.Pd, the Dean of Teacher Training and
Education Faculty of Sebelas Maret University;
2. Teguh Sarosa, S.S., M.Hum, the Head of English Education Department;
3. Drs. Gunarso Susilohadi, M.Ed., TESOL the first consultant for his patience,
guidance and suggestions;
4. Drs. M. Asrori, M.Pd the second consultant for his smile, advice, patience,
guidance and suggestions;
5. Prof. Dr. Joko Nurkamto, M.Pd as the academic consultants for his guidance
and inspirations;
6. All lecturers in English Education Department for the precious knowledge;
7. The Headmaster of SLB-B YPPALB Magelang for his permission and
support to the researcher in conducting this research;
8. Mr. Budi Susila , Mrs. Ririh S. and all the teacher of SLB-B YPPALB
Magelang for the warm welcome, kindly help and support;
9. My students at eleventh grade of SLB-B YPPALB Magelang : Irma, Evi,
Yeni, Putra, Aziz, Rio and Imam for the cooperation and opening my eyes;
10. Her beloved friends in the English Education Department 2010 especially B
Class students for unforgettable moment and experience during our study;
11. The big family of English Education Department, younger and older
brothers-sisters for the sharing and friendship, especially Mas Aul and Mas
Dika for the inspiration to finish this thesis;
12. Her beloved family : Ibuk for the pray and love, Bapak for the valuable lifeexperience that makes the researcher learns more, Anis and Viki , her little
brother and sister, Umi-Abi, Mbak Nita and Mas Imam, Bulek Sari , Om Gi,
Ifah, Lia, Dinar in Solo.
13. Her best friends ever : Rinanda Yulia and Dian Kartika for their friendship
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and support for the last ten years
sincetowe
were twelve until today;
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14. Her lovely mates : Laelyana Hardini and Rizka Widiyowati for their pray,
cherish, love, and all the sweet moments that has been spent together both in
Solo and Magelang, since high school to college life;
15. Her partner in crime: HIMALAYA guys Ecak , Imi, Ipen, Iyen for all
craziness, happiness and sadness they have been through. The researcher
does not need any present from them because they are already her present;
16. The big family of English Students Association (ESA) especially for Ex-PHT
2010 : Radit, Hanif, Tice, Mbak Indri, Mia, Penny, Resa, and Yeni;
17. The members of Asrama Pantisari : Mbak Lia, Mbak Sisca, Mbak Ninit, Ecak
for the support and hospitality;
18. Her family at Rumah Hebat Indonesia for all of this togetherness;
19. Tim Merah : Kak Triunt, Kak Riana, Pia who accompany her to write;
20. An old-friend of her, Abbie, for his kindly help, pray, support and warm
greetings everyday;
21. Everyone who participated in conducting this research but cannot be
mentioned one by one.
The writer realizes that this thesis is still far from being perfect. She accepts
gratefully every comment and suggestion. However, the writer hopes that this
thesis is useful to the improvement of English teaching and learning.
Surakarta,
November 2014
Melina Anggraeni
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TABLE OF CONTENTS
TITLE…..………………………………………………………………………
i
PRONOUNCEMENT……………………………………………………… .. ..... ii
APPROVAL OF CONSULTANT……………………………………………..
iii
APPROVAL OF BOARD OF EXAMINERS…………………………………
iv
ABSTRACT…………………………………………………………………….
v
MOTTO………………………………………………………………………… vii
DEDICATION…………………………………………………………………. viii
ACKNOWLEDGEMENT……………………………………………………... ix
TABLE OF CONTENTS………………………………………………………. xi
LIST OF APPENDICES……………………………………………………….. xiv
LIST OF FIGURES………………………………………………………........
xv
LIST OF ABBREVIATIONS………………………………………………….. xvi
CHAPTER 1 INTRODUCTION
A. Background of the Study ........................................................... ... 1
B. Problem Statements .................................................................. ... 4
C. The Problem Limitation. ............................................................ ... 5
D. Objectives of the Study. ............................................................. .. 5
E. The Benefits of the Study .......................................................... .. 6
CHAPTER 2 THEORETICAL REVIEW
A. Teaching Speaking. ................................................................... ... 7
1.
The Teaching of Speaking................................................... .. 7
a. Definition ...................................................................... ... 7
b. Objectives .................................................................... ... 9
c. Kinds of Speaking ........................................................ ... 10
d. Factors Influence Speaking .......................................... ... 11
e. Teaching Speaking Activities ....................................... ... 13
f. Strategies ..................................................................... ... 14
B. Hearing Impaired Students ......................................................... ... 16
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1. Exceptional Children
..........................................................
... 16
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a. Definition ..................................................................... ... 16
b. Classification ................................................................ ... 17
2.
Hearing Impaired Students .................................................. ... 18
a. Definition ..................................................................... ... 18
b. Classification ............................................................... ... 19
3.
The Teaching of Hearing Impaired Students ....................... ... 20
C. The Teaching of English Speaking Skill for Hearing Impaired
Students. .................................................................................... ... 22
1.
Instructional Adaptation ...................................................... ... 22
2.
Facilitation .......................................................................... ... 25
CHAPTER 3 RESEARCH METHODOLOGY
A. The Method of the Research. ..................................................... ... 28
B. Time and Place of the Research. ................................................ ... 28
C. Sources of the Data…………………………………………….. . ... 30
D. Techniques of Collecting Data……………………………………. . 32
E. Trustworthiness .......................................................................... ... 33
F. Data Analyzing .......................................................................... ... 34
CHAPTER 4 RESEARCH FINDING AND DISCUSSION
A. Research Finding ....................................................................... ... 36
1. The Process of Teaching speaking for Students with Hearing
Impairment ........................................................................... ... 36
2. The Problems of Teaching Speaking for Students with Hearing
Impairment and Its Solutions ................................................ ... 54
a. Students’ Problem .......................................................... ... 55
b. The Teacher’s Problem ................................................... ... 67
c. Problems on the School Management ............................. ... 69
B. Discussion on the Teaching Learning Process of Speaking, the
Problems Occurring and the Solution Applied ............................ ... 74
CHAPTER 5 CONCLUSION, IMPLICATION, AND SUGGESTION
A. Conclusion………………………………………………………… 87
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B. Implication………………………………………………………
... 92
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C. Suggestion…………………………………………. ................... ... 92
BIBLIOGRAPHY……………………………………………………………... . 94
APPENDICES…………………………………………………………………. . 100
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LIST OF APPENDICES
Appendix 1: Instrument of Interview with the Teacher ......................................
92
Appendix 2: Instrument of Interview with the Students .....................................
93
Appendix 3: Transcript of Grand Tour Interview with the Teacher ..................
94
Appendix 4: Field Note of Observation ...............................................................
99
Appendix 5: Field Note of Observation ................................................................ 103
Appendix 6: Field Note of Observation ............................................................... 105
Appendix 7: Transcript of Interview with the English Teacher ......................... 121
Appendix 8: Field Note of Observation ............................................................... 138
Appendix 9: Transcript of Interview with the Student ....................................... 146
Appendix 10: Transcript of Interview with the Student ..................................... 150
Appendix 11: Transcript of Interview with the English Teacher ....................... 154
Appendix 12: Transcript of Interview with the English Teacher ........................ 171
Appendix 13: Photographs..................................................................................... 190
Appendix 14: Sample of the Teacher’s Lesson Plan ....................................... 194
Appendix 15: Content Standard from BNSP .................................................. 202
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LIST OF FIGURES
Figure 1: The Manual Alphabet………………........................................... .... ... 24
Figure 2: Illustration of the Triangulation Process ……….......................... ... ... 34
Figure 3: The Illustration of the Component of Analysis …………………… ... 35
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LIST OF ABBREVIATIONS
ABM
= Alat Bantu Mendengar
ASL
= American Sign Language
BS
= Budi Susila (Guru)
BNSP
= Badan Nasional Standar Pendidikan
CL
= Catatan Lapangan
dB
= desibel
Depdikbud
= Departemen Pendidikan dan Kebudayaan
IF
= Irma Febri Purbaningrum
IKIP
= Institut Keguruan dan Ilmu Pendidikan
IPA
= Ilmu Pengetahuan Alam
KD
= Kompetensi Dasar
MA
= Melina Anggraeni (Peneliti)
PLB
= Pendidikan Luar Biasa
PSE
= Pidgin Sign English
RS
= Ririh Sumarwati (Guru)
RS 2
= Rizky Saputra (Murid)
SDLB
= Sekolah Dasar Luar Biasa
SI
= Standar Isi
SK
= Standar Kompetensi
SLB-B
= Sekolah Luar Biasa B (Bidang Tuna Rungu-Wicara)
SLTPLB
= Sekolah Lanjutan Tingkat Pertama Luar Biasa
SMLB
= Sekolah Menengah Luar Biasa
UNS
= Universitas Sebelas Maret Surakarta
YPPALB
= Yayasan Pendidikan dan Penyantunan Anak Luar Biasa
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