THE ENGLISH TEACHING FOR CHILDREN WITH HEARING IMPAIRMENT: A case study of EFL classroom activities at the 8th grade students of SLB-B in Bandung.
Citra Rahmi Ramadhani, 2013
The English Teaching For Children With Hearing Impairment Acase Study Of EFL Classroom Activities At The 8th Grade Student In Bandung
Universitas Pendidikan Indonesia | repository.upi.edu
THE ENGLISH TEACHING FOR CHILDREN WITH HEARING IMPAIRMENT
(A case study of EFL classroom activities at the 8th grade students of SLB-B in Bandung)
Citra Rahmi Ramadhani 0807345
INDONESIA UNIVERSITY OF EDUCATION
ENGLISH EDUCATION DEPARTMENT
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Citra Rahmi Ramadhani, 2013
The English Teaching For Children With Hearing Impairment Acase Study Of EFL Classroom Activities At The 8th Grade Student In Bandung
Universitas Pendidikan Indonesia | repository.upi.edu
2013
THE ENGLISH TEACHING FOR CHILDREN WITH HEARING IMPAIRMENT
(A case study of EFL classroom activities at the 8th grade students of SLB-B in Bandung)
Oleh
Citra Rahmi Ramadhani
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni
© Citra Rahmi Ramadhani Universitas Pendidikan Indonesia
Juni 2013
Hak Cipta dilindungi undang-undang.
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dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.
PAGE OF APPROVAL
THE ENGLISH TEACHING FOR CHILDREN WITH HEARING
IMPAIRMENT
(A case study of EFL classroom activities at the 8th grade students of SLB-B in Bandung)
By:
Citra Rahmi Ramadhani 0807345
Approved by:
Supervisor I
Dr. Didi Sukyadi M.A. 196706091994031003
Supervisor II
Ika Lestari Damayanti, S.Pd, M.A. 197709192001122001
Head of English Education Department Faculty of Languages and Arts Education
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Citra Rahmi Ramadhani, 2013
The English Teaching For Children With Hearing Impairment Acase Study Of EFL Classroom Activities At The 8th Grade Student In Bandung
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ABSTRAK
Pengajaran Bahasa Inggris sebagai Bahasa Asing (EFL) untuk anak tunarungu masih merupakan tantangan bagi para guru karena keterbatasan anak dalam perkembangan komunikasi seperti bahasa, bicara, dan pendengaran. Selain itu, keterbatasan membuat obstruksi tambahan dalam proses pembelajaran dan perolehan bahasa asing. Oleh karena itu, menentukan kegiatan kelas EFL apa yang tepat dan efektif bagi mereka. Kegiatan harus dimodifikasi dengan memilih kegiatan yang memberikan dukungan visual, memodifikasi lingkungan kelas, dan meningkatkan keterampilan komunikasi siswa. Tujuan penelitian ini adalah untuk menunjukkan kegiatan kelas EFL untuk anak-anak tunarungu yang digunakan oleh guru, hal-hal yang diperatikan oleh guru, dan tantangan yang dihadapi oleh guru dalam merancang dan menerapkan kegiatan kelas. Data yang diperoleh diorganisasikan dan dianalisa secara kualtatif. Hasil dari penelitian ini menunjukkan bahwa guru menerapkan, merancang, dan melaksanakan kegiatan kelas EFL berdasarkan karakteristik, kebutuhan, dan kemampuan siswa seperti memilih kegiatan yang memberikan dukungan visual, memodifikasi lingkungan kelas, dan meningkatkan keterampilan komunikasi siswa. Selain itu, guru juga menghadapi keterbatasan anak-anak sebagai tantangannya, tetapi dia punya cara sendiri untuk mengatasi tantangan tersebut seperti memberikan kegiatan sederhana, mudah, dan visual yang maksimal untuk mendukung siswa dalam kegiatan kelas. Namun, penelitian ini juga menemukan sesuatu yang harus dikembangkan dalam merancang dan melaksanakan kegiatan seperti variasi kegiatan dan pengaturan tempat duduk siswa.
Kata kunci: anak, gangguan pendengaran, bahasa Inggris, bahasa asing, kegiatan kelas ABSTRACT
Teaching English as a Foreign Language (EFL) to children with hearing impairment is still a challenge for teachers due to the children limitations in
communication development such as language, speech, and hearing. Moreover, the
limitations create an additional obstruction in the process of acquiring a language that they learn as foreign language. Therefore, it is necessary to specify what the EFL classroom activitiy which is appropriate and effective for them. The activity must be modified by selecting the activity which provides visual supports, modifying classroom environment, and improving the students’ communication skill. The purposes are to show the EFL classroom activities for children with hearing impairment used by the teacher, the
teacher’s consideration, and challenges faced by the teacher in designing and implementing the activities.The data were organized and analyzed qualitatively.The results indicated that the teacher applied, designed, and implemented the EFL classroom activities based on the students’ characteristics, needs, and abilities such as selecting the activity which provides visual supports, modifying classroom environment, and improving the students’
communication skill. Moreover, the teacher also faced the children’s limitation as her challenges but she had her own way to overcome the chalenges such as giving a simple and easy activity and maximum visual supports to the students in the activity. However, this research also found something that must be developed in designing and implementing the activities which are variations of the activities and the students’ sitting arrangement.
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Citra Rahmi Ramadhani, 2013
The English Teaching For Children With Hearing Impairment Acase Study Of EFL Classroom Activities At The 8th Grade Student In Bandung
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Keywords: children; hearing impairment, English; foreign language, classroom activitie.
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Citra Rahmi Ramadhani, 2013
The English Teaching For Children With Hearing Impairment Acase Study Of EFL Classroom Activities At The 8th Grade Student In Bandung
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TABLE OF CONTENTS
STATEMENT ……….…….……. i
PREFACE ………..…… ii
ACKNOWLEDGEMENT ... iii
ABSTRACT ……….……… iv
TABLE OF CONTENTS ……….………v
List of Tables ………. x
List of Figures ………...……… xi
CHAPTER I INTRODUCTION ……….….… 1
1.1 Background of the Research ……… 1
1.2 Research Questions ……….. 3
1.3 The Aims of the Research ……… 3
1.4 Significance of the Research ……… 4
1.5 Scope of the Research ……….. 4
1.6 Clarification of Terms ……….. 5
1.7 Paper Organization ………... 5
CHAPTER II THEORETICAL FOUNDATION ………. 7
2.1 Hearing Impairment and Children with Hearing Impairment ………….. 7
2.1.1 Hearing Impairment Impacts ………..……. 8
2.1.2 Children with Hearing Impairment Education in Indonesia ... 11
2.2 Children with Hearing Impairment and Language Skills ………... 13
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The English Teaching For Children With Hearing Impairment Acase Study Of EFL Classroom Activities At The 8th Grade Student In Bandung
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2.2.2 Speaking ……….. 14
2.2.3 Reading ………. 15
2.2.4 Grammar …………..………. 15
2.2.5 Vocabulary ……… 16
2.2.6 Writing ……….. 16
2.2.5 Sign Language ……….. 17
2.3 EFL Classroom Activities for Young Learners ………... 19
2.4 Considerations in Designing and Implementing EFL Classroom Activities for Children with hearing Impairment ………...….. 23
2.4.1 Selecting EFL Classroom Activities for Young Learners …… 25
2.4.2 Modifying the Classroom Environment ... 28
2.4.3 Providing Visual Support ………. 29
2.4.4 Improving Students Communication Skill ………...………… 31
2.5 Challenges for teacher in Designing and Implementing EFL Classroom Activities for Children with Hearing Impairment ……… 37
2.6 Concluding Remark ……….… 38
CHAPTER III RESEARCH METHODOLOGY ……… 40
3.1 Research Design ……….. 40
3.2 Participants ……….. 41
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Citra Rahmi Ramadhani, 2013
The English Teaching For Children With Hearing Impairment Acase Study Of EFL Classroom Activities At The 8th Grade Student In Bandung
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3.4 Data Analysis ………... 43
3.5 Concluding Remark ………. 47
CHAPTER IV DATA PRESENTATION AND ANALYSIS ………... 48
4.1 Findings and Discussions ……….………….. 48
4.1.1 The Classroom Activities Used by the Teacher ……..………. 49
4.1.2 The Considerations of EFL Classroom Activities Used by the Teacher ……….... 63
4.1.3 Challenges in Designing EFL Classroom Activities for Children with Hearing Impairment ..……… 86
4.2 Concluding Remark ………. 90 CHAPTER V CONCLUSSIONS AND SUGGESTIONS 5.1 Conclusions ……….. 92
5.2 Suggestions for Further Research ……… 93
REFERENCES ……… 95
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The English Teaching For Children With Hearing Impairment Acase Study Of EFL Classroom Activities At The 8th Grade Student In Bandung
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CHAPTER I INTRODUCTION
1.1Background of the Research
The growth of communication all over the world brings the need of knowledge of foreign language especially English (Mydans, 2007). Not only hearing people but also children with hearing impairment need the knowledge of English as foreign language (EFL). By learning it, children with hearing impairment are able to open their mind, have a tool to communicate with others, and get an access to different sources of information e.g. internet (Domagala, 2003).
Nowadays, teaching EFL to children with hearing impairment is still a challenge for teachers (Dotter, 2008). In terms of language, children with hearing impairment have limited language ability as compared to hearing children peers (Moores, 2001). Therefore, children with hearing impairment need different kinds of language learning treatment compared to hearing children.
A research conducted by Ullman and Gopnik (1999 cited in Murphy and Odd, 2010) shows that there were some language errors identified from children with hearing impairment, particularly in their writing. This study was coded for regular and irregular -ed inflection, and phonological and lexical errors on the stem with and without inflection and other. The results indicate that most of the children have many
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The English Teaching For Children With Hearing Impairment Acase Study Of EFL Classroom Activities At The 8th Grade Student In Bandung
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grammatical errors, for examples; look horseman jump horse gate jump down; the
man are a sit horse jumping; the girl are.
Although children with hearing impairment have limitations, teachers still have to make them reach their goals in studying. Moores (2001) suggests that instead of thinking of children with hearing impairment limitation as a defect, teachers should perceive them as a unique pattern of characteristics of children with hearing impairment. Other professionals must also direct their energies to identify and build on the strengths of those children. In line with this statement, Andrews, Leigh, Weiner (2004) cited in Moores (2001) state that teachers of children and teenagers who have hearing impairment must be knowledgeable about their characteristics, needs, and abilities so that they can provide appropriate classroom activities.
Although there are many studies about teaching EFL for children with hearing impairment, the research which focuses on the particular classroom activities for them is still uncommon. For example, a study conducted by Royle (2008) shows that the curriculum modifications provide teachers with support when planning and organizing English lessons that can foster interest in another culture. Nevertheless, there will be hearing-impaired children who cannot benefit from the course, depending on the extent of their hearing loss. Alternative ways of learning a foreign language for children with an auditory impairment must be explored. Therefore, this study investigates the teaching of English as foreign language for children with
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The English Teaching For Children With Hearing Impairment Acase Study Of EFL Classroom Activities At The 8th Grade Student In Bandung
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hearing impairment especially in the classroom activities. The purpose of the study is to find out the EFL classroom activities used by the teacher including the teacher’s considerations and the challenges faced by the teacher in designing and implementing the activities.
1.2 Research Questions
This study attempts to answer the following questions:
1. What EFL classroom activities are applied by the teachers for 8th grade students?
2. What are the teacher’s considerations in designing and implementing the EFL classroom activities for children with hearing impairment?
3. What are the challenges faced by the teacher in designing EFL classroom activities for children with hearing impairment?
1.3 The aims of the research
Essentially, this research is conducted to find out the portrait of teaching English for children with hearing impairment. The aims of this research are:
1. To identify and describe the EFL classroom activities applied by the teacher for 8th students.
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2. To describe the teacher’s considerations in designing and implementing the EFL classroom activities for children with hearing impairment.
3. To describe the challenges faced by the teacher in developing EFL classroom activities for children with hearing impairment.
1.4 Significance of the research
This study is expected to provide theoretical, practical, and professional benefits. Theoretically, the research findings can be used to enrich the theories and methods in teaching English to children with hearing impairment, especially in designing classroom activities.
Practically, the research findings will be beneficially useful for the readers who are interested in teaching EFL to children with hearing impairment, especially in designing classroom activities.
For the professional benefits, the findings can be used as a consideration for the school or teacher of children with hearing impairment to improve the teaching EFL for children with hearing impairment, especially in designing the classroom activities.
1.5 Scope of the research
This study limits the investigation into three concerns; (1) the classroom activities used by the teacher in teaching EFL to children with hearing impairment,
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The English Teaching For Children With Hearing Impairment Acase Study Of EFL Classroom Activities At The 8th Grade Student In Bandung
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(2) the teacher’s consideration in designing and implementing the EFL classroom activities for children with hearing impairment, (3) the challenges faced by the teacher in designing EFL classroom activities for children with hearing impairment.
1.6Clarification of terms
1. Hearing impairment is hearing disability precludes successful processing of linguistic information through audition, with or without hearing aid.
2. Young learners are those who learn English who have specific characteristics, needs, and abilities compared to adult learners.
3. Children with hearing impairment are children who are hard of hearing. The impacts of the hearing impairment depend on the hearing level.
4. Classroom activities are sets of activities that cover a period classroom time, usually from forty to thirty minutes.
1.7 Paper Organization
This paper presents five chapters, as follows:
CHAPTER I : INTRODUCTION
In this chapter, the paper elaborates the background of the study. It discusses how teachers who teach English as foreign language to children with hearing impairment design various activities to be applied in the teaching learning process,
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The English Teaching For Children With Hearing Impairment Acase Study Of EFL Classroom Activities At The 8th Grade Student In Bandung
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the EFL classroom activities used by the teacher, the teacher’s considerations in designing and implementing the EFL classroom activities for children with hearing impairment, and the challenges faced by the teacher in designing the EFL classroom activities were figured out.
CHAPTER II : THEORETICAL BACKGROUND
This chapter discusses some theories about hearing impairment and children with hearing impairment, children with hearing impairment and language skills, EFL classroom activities for young learners, and EFL classroom activities for children with hearing impairment.
CHAPTER III : RESEARCH METHODOLOGY
This chapter gives brief explanation of the sample and population, the data collection and the procedures, and the data analysis.
CHAPTER IV : FINDINGS AND DISCUSSION
This chapter discusses the findings of the study and analyzes those findings in discussion. It portrays the classroom activities used by the teacher, the teacher’s considerations in designing and implementing the EFL classroom activities for
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The English Teaching For Children With Hearing Impairment Acase Study Of EFL Classroom Activities At The 8th Grade Student In Bandung
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children with hearing impairment, the challenges faced by the teacher in designing the EFL classroom activities.
CHAPTER V : CONCLUSION AND SUGGESTION
This chapter presents the conclusion based on findings and discussion from chapter IV and some suggestions for further study to find effective methods of teaching foreign language to children with hearing impairment.
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CHAPTER III
RESEARCH METHODOLOGY
The aim of this research was to analyze the classroom activities used by the teacher in one of SLB-B in Bandung in teaching EFL to children with hearing impairment. For this reason, this chapter presents the research method and procedures used in this study. This chapter includes research design, population and samples, data collection, and data analysis.
3.1. Research Design
The research method used in this research is qualitative. It is a kind of method that involves the collection of data for the purpose of describing existing condition. Creswell (1994) defines that qualitative research is an interpretative research that includes statements about past experiences that provide familiarity with the topic, the setting, or the informants. In line with that definition, this study was conducted to find out the classroom activities used by the teacher, the challenges faced by the teacher in designing classroom activities, and the strategy used by the teacher in designing classroom activities for teaching EFL to children with hearing impairment.
This study is also called as a case study because it is conducted particular context. In line with what suggested by Merriam (1998), case study is an examination
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The English Teaching For Children With Hearing Impairment Acase Study Of EFL Classroom Activities At The 8th Grade Student In Bandung
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of a specific phenomenon such as a program, an event, a person, a process, an institution or a social group. Therefore, this research is an examination of English teaching for children with hearing impairment, especially on the classroom activities.
Moreover, the qualitative data were organized by descriptive analytic technique. That is to organize data by describing, clarifying, and analyzing the data obtained (Creswell, 1994). In line with that, the data obtained were described, clarified, analyzed, and elaborated with many existing theories.
3.2. Participants
The participants in this research are the EFL teacher and 8th grade at SLB-B in Bandung which consists of 5 students. This institution and the 8th students were chosen for at least two reasons. First, this SLB-B provides EFL subject for children with hearing impairment students. Second, EFL subject in SLB-B Prima Bhakti Mulya was given from junior high level.
Furthermore, the permission decided based on consideration between the head of English department and the head of the SLB-B. Therefore, the permission to observe the class was approved.
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The English Teaching For Children With Hearing Impairment Acase Study Of EFL Classroom Activities At The 8th Grade Student In Bandung
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Observation and interview are the most common methods of qualitative research (Stake, 2010). In line with that, the data were obtained through the observation and interview as follows.
3.3.1. Classroom observation
Since the participants have difficulty on verbalizing their ideas, observation is the best choice to do (Creswell 2008). The observation particularly relating the story or the assertions forthcoming— that is, to the research questions (Stake, 2010). Therefore, this classroom observation aimed to investigate the EFL classroom activities used by the teacher and to address the first and second research questions. In this observation, a handy cam to record the teaching learning process was used.
3.3.2. Interview
The interview aimed to find out about “a thing” that the researchers were unable to observe themselves (Stake, 2010). The teacher was interviewed to obtain information about their perception to English subject, the challenges faced by the teacher and the outcomes in designing EFL classroom activities for children with hearing impairment (see Appendix B for the details). It aimed to answer the third research question. The writer used handy cam to record the interview. Open ended questions will be used so that the participants can best voice their experience (Creswell 2008).
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3.4.Data Analysis
This study involved both analysis and synthesis. The data gathered were put together by examining, categorizing, tabulating, or otherwise recombining the evidence to address the initial propositions of the study (Yin, 2003).
Based on the research questions, the data analysis would be taken from the EFL classroom activities used by the teacher, the teacher’s considerations in designing and implementing the EFL classroom activities for children with hearing impairment, the challenges faced by the teacher and the outcomes in designing the EFL classroom activities.
3.4.1 The EFL Classroom Activities for Children with Hearing Impairment Used by the Teacher
Based on the first research question, the data taken from the observation were conducted two steps. First, identifying the lessons and classroom activities used by the teacher and put into an observation sheet below (see table 3.1). Second,
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The English Teaching For Children With Hearing Impairment Acase Study Of EFL Classroom Activities At The 8th Grade Student In Bandung
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describing the results into writer’s interpretation that is compared to other existing theories (Creswell, 2008).
Table 3.1
The Lessons and Classroom Activities Summary That Used by the Teacher
Meeting Topic Lesson
Objective
Target Language
Classroom Activities
Procedures
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3.4.2 The Teacher’s Considerations in Designing and Implementing the
Classroom Activities
Based on the second research question, the data were taken from the observation and interview. The observations were conducted to find out the evidence of the classroom activities and the interviews were conducted to find out something that cannot be found in the observation. The observations were conducted three steps. First is making transcriptions from the recorded video in the classroom. Second is putting into observation sheets (see Appendix A), describing the result from the transcription into writer’s interpretation that is compared to existing theories (Creswell, 2008). In this stage, Moon’s framework (2005) in how to select the classroom activities for children, Hallahan’s and Kaufman’s (2006) in modifying classroom environment, Hogdon’s (1999), Nover’s, Andrews’ (1999), and Nation’s (1990) in visual supports, and Wayner’s (2009) in improving student’s communication skill which have been explained in chapter II were used. They were also described in a graphic below.
Figure 3.1 EFL Classroom Activities for Children with Hearing Impairment
Selecting EFL classroom activities for young learners
Moon (2005)
Modifying classroom environment Hallahan and Kaufman
(2006)
Providing visual support
EFL classroom activities for children with hearing
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Based on the theories, the data obtained from the observations were categorized, checked, and noted. The following is the observation guide.
Table 3.2
Categorizations and Checklists
Observation focus Check Note
Selecting classroom activities for young learner
Providing a clear and meaningful purpose using language Challenging learners and make them think
Providing activities which are enjoyable and interesting
Providing activities which create a need or pressure for children to use English Providing activities which allow children to be creative with language, experiment and notice language
Modifying classroom environment
Providing ample lightning, particularly on instructional visual aids Allowing the students access to see the teacher’s and classmates’ faces
Providing visual support
Body language; ways to get attention, ways to maintain attention, turn taking, question patterns
Demonstration or pictures
Improving communication skill
Helping the students to get in a habit of paying attention to the speaker
Teaching the students to not interrupt the speaker until she/he finishes a sentence
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Helping them to learn to summarize about what the speaker said
If them seems didn’t understand to what speaker say, try to rephrase to be more
simple and easier to understand
Giving them understanding that they need work harder to get information and they maybe they will be tired so they will be ready for this
Speak clearly and slowly to them. Remember the rule “if they can’t see me so they can’t hear me”. Make sure speaker position is clearly visible for them Speaker’s articulation must be clearly, don’t over-act articulate or making difficult movement and gesture
Note: see Appendix A for further details
3.4.3 The Challenges Faced by the Teacher in Designing the EFL Classroom Activities
In this stage, the data gained from the interview. The recorded video of teacher interview was transcribed and interpreted some main issues based on the research question that is the challenges faced by the teacher in designing the classroom activities.
3.5. Concluding Remark
This chapter has presented the research method of this research which covers research design, participants, data collection, and data analysis. Case study and descriptive analytic technique were used at the research design. The participant in this study is a teacher of children with hearing impairment at SLB-B in Bandung. The
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data were collected through classroom observation and interview. Then, the data that have been collected were analyzed based on the research questions which are; the EFL classroom activities used by the teacher, the teacher’s considerations in designing and implementing the EFL classroom activities for children with hearing impairment, and the challenges faced by the teacher in designing the EFL classroom activities.
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CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter presents the conclusions of the study and suggestion for further researcher which study the same topic. At first, this chapter presents conclusions of the study related the theories used. Second, this chapter presents suggestion for further researchers who are interested in doing study that is in the same field, the teaching of English as foreign language for children with hearing impairment.
5.1 Conclusions
This study was concerned with the teaching of English as foreign language for children with hearing impairment especially in the classroom activities. The purpose of the study was to find out the EFL classroom activities for children with hearing impairment used by the teacher, the teacher’s considerations, and the challenges faced by the teacher in designing the activity.
The result of this research indicated that the EFL classroom activities used by the teacher were contextual, focused on giving new English vocabularies, and appropriate for children with hearing impairment characteristics, abilities, and needs. Therefore, the classroom activities used by the teacher help the students to reach the target language.
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In terms of designing and implementing the activities, the teacher also consider regarding the important ways in selecting EFL classroom activities, modifying classroom environment, providing visual supports, and improving the students’ communication skill. There are many teachers’ ways that in line with the existing theories that have been presented in Chapter II. Therefore, the teacher’s considerations in designing and implementing those activities made the activities appropriate, helpful, meaningful, effective, and were able to be followed by the students. However, this research also found something that must be developed in designing and implementing the activities. The teacher needs more variations of the activities to make the students not bored and make the teacher can explore the material wider. Moreover, the arrangement of the students also must be developed which can make all of students can see each other faces.
In terms of designing and implementing the activities, the teacher also faced some challenges, the biggest challenge that the teacher faced is the students’ limitations which bring to the students language skill and difficult to learn foreign language, but the teacher has some ways to overcome the challenges by giving a simple and easy activity and maximum visual supports to the students in the activity.
5.2Suggestions for Further Research
Based on the research findings, discussions, and the conclusion of the research results, there are some suggestion for further research, as follows.
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1. The variety of the EFL classroom activities for children with hearing impairment should be considered to make the classroom activities not monotone. It will help the teacher to be able to explore the material wider and make the students not bored.
2. The curriculum of English for children with hearing impairment is still need to be developed according to the children characteristics, needs, and abilities.
3. The visual supports from technology such as video or EFL interactive games on computer for children with hearing impairment are also needed.
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Berns, G & Erickson, M. (2001). Contextual teaching and learning the highlight zone: Research@ Work No. 5.
Briggle, S. (2005). Language and Literacy Development in Children Who Are Deaf or Hearing Impaired. Kappa Delta Pi Record. Vol 42; Winter. 68-71. Kappa Delta Pi, International Honor Society in Education.
Brown, D. (2001). Teaching by Principles: An Interactive Approach to Language
Pedagogy. 2th edition. San Fransisco: Longman.
Cameron, L.(2001).Teaching Languages to Young Learners. Cambridge Language Teaching Library, Cambridge, Cambridge University Press. Chamberlain, C & Mayberry, M.I (2000). Theorizing About the Relationship Between American Sign Language and Reading. In C.
Creswell, J. (2008). Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Reasearch. New Jersey: Pearson Education, Inc.
Domagala, E. (2003). Teaching the Deaf English as Foreign Language-
Polish Experiences. Available at:
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad =rja&ved=0CDMQFjAB&url=http%3A%2F%2Fwww.specialeducationalnee ds.com%2Fmfl%2Fteaching_the_deaf_english.doc&ei=1UmXUZLSDMrWr QeZwoDAAQ&usg=AFQjCNHiRuJOeKmUuGdYSsAo5xRpdlIkYQ&sig2= _MICHrrWDcm7HeffUvDCmg&bvm=bv.46751780,d.bmk
Dotter, F. (2008). English for Deaf Sign Language Users: Still a Challenge. English In International Communication. Available at:
www.uniklu.ac.at/zgh/.../Dotter_English_Deaf_SL_2008.pdf Fry, E. (1999). Vocabulary Drills. McGraw-Hill Education. New Zealand. Hallahan, D & Kauffman, J. (2006). Exceptional Children: Introduction
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96
Citra Rahmi Ramadhani, 2013
The English Teaching For Children With Hearing Impairment Acase Study Of EFL Classroom Activities At The 8th Grade Student In Bandung
Universitas Pendidikan Indonesia | repository.upi.edu
Harmer, J. (2007). 4th Ed “The Practice of English Language Teaching” Pearson Education Ltd Harlow UK
Hodgdon, L. (1995). Visual Strategies for Improving Communication. Volume 1: Practical Supports for School and Home. Troy, MI: Quirk Roberts Publishing Kostoulas, A. (2012). Presentation-pratice-production PPP. Available at:
http://achilleaskostoulas.files.wordpress.com/2012/01/ppp.pdf
Lozanova, S. ( 2009). Analysis of Needs, Constraints, Practices, and Challenges to
The Deaf and Hearing-Impaired Learners of Language. Project No.
143512-BG-2008-KA2-KA2MP
Marschark, M, Lang, H, Albertini, J. (2002).Educating Deaf Students:
from Research to Practice. USA: Oxford University Press, Inc.
Marschark, M. (2001). Language Development in Children Who Are Deaf: A
Research Synthesis. Web. 20 Feb. 2011. Available at:
http://www.eric.ed.gov/PDFS/ED455620.pdf
Merriam., S.B. (1998). Qualitative research and case study applications in
education. San Francisco: Jossey -Bass Publishers. Published by: SAGE
Moon, J. (2005). Children Learning English. Thailand: Macmillan Publishers Limited.
Moores, D. (2001). Educating the Deaf. USA: Houghton Mifflin Company. Murphy, J & Dodd, B. (2010). A Diagnostic Challenge: Language Difficulties and
Hearing Impairment in A secondary-school Student from a Non-English-speaking Background. Published by: SAGE
Mydans, S. (2007). Across Cultures, English is the Word. International Herald Tribune – Asia Pacific [Online]
Available at: http://www.iht.com/articles/2007/04/09/asia/englede.php (Accessed on November 20, 2007)
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97
Citra Rahmi Ramadhani, 2013
The English Teaching For Children With Hearing Impairment Acase Study Of EFL Classroom Activities At The 8th Grade Student In Bandung
Universitas Pendidikan Indonesia | repository.upi.edu
Nover, Stephen, M, & Andrews, S. (1999). Critical Pedagogy in Deaf
Education: Bilingual Methodology and Staff Development. USDLC
StarSchools Project Report No 2. Year Two, 1998-1999. New Mexico, Santa Fe
Paul , P & Whitelaw, G. (2011). Hearing and Deafness:An Introduction for
Health and Education Professionals. USA: Jones and Barlett Publisher, LLC
Rice, M. (2012). Teaching Children Who Are Hearing-impaired.
New York Teacher issue. Available at: http://www.uft.org/teacher-teacher/teaching-children-who-are-hearing-impaired
Royle, A, (2008). The Early Learning of English as A Foreign Language by Hearing
Impaired Children, with Particular Reference to curriculum modification in special needs schools. http://hilarymccoll.co.uk/deafness.html
Somad, P & Hernawati, T. (1995). Ortopedagogik Anak Tunarungu,Jakarta: Depdikbud, Dirjen Dikti
Scott, W & Ytreberg, L. (1990). Teaching English to Children.London: Longman. Stake R. (2010). Qualitative Research: Studying How Things Work. The
Gulford Press. New York.
Tsoneva, N & Makrieva, I. (2012). Teaching English to People with Hearing
Impairments.
Available at: http://ebookbrowse.com/tsoneva-26-makrieva-teaching-hearing-impaired-doc-d409627460
Wayner, D. (2009). My Child Has A Hearing Loss. 028-0289-02/V2.00/2009-05/na Printed in Switzerland © Phonak AG All rights reserved
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CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter presents the conclusions of the study and suggestion for further researcher which study the same topic. At first, this chapter presents conclusions of the study related the theories used. Second, this chapter presents suggestion for further researchers who are interested in doing study that is in the same field, the teaching of English as foreign language for children with hearing impairment.
5.1 Conclusions
This study was concerned with the teaching of English as foreign language for children with hearing impairment especially in the classroom activities. The purpose of the study was to find out the EFL classroom activities for children with hearing impairment used by the teacher, the teacher’s considerations, and the challenges faced by the teacher in designing the activity.
The result of this research indicated that the EFL classroom activities used by the teacher were contextual, focused on giving new English vocabularies, and appropriate for children with hearing impairment characteristics, abilities, and needs. Therefore, the classroom activities used by the teacher help the students to reach the target language.
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In terms of designing and implementing the activities, the teacher also consider regarding the important ways in selecting EFL classroom activities, modifying classroom environment, providing visual supports, and improving the students’ communication skill. There are many teachers’ ways that in line with the existing theories that have been presented in Chapter II. Therefore, the teacher’s considerations in designing and implementing those activities made the activities appropriate, helpful, meaningful, effective, and were able to be followed by the students. However, this research also found something that must be developed in designing and implementing the activities. The teacher needs more variations of the activities to make the students not bored and make the teacher can explore the material wider. Moreover, the arrangement of the students also must be developed which can make all of students can see each other faces.
In terms of designing and implementing the activities, the teacher also faced some challenges, the biggest challenge that the teacher faced is the students’ limitations which bring to the students language skill and difficult to learn foreign language, but the teacher has some ways to overcome the challenges by giving a simple and easy activity and maximum visual supports to the students in the activity.
5.2Suggestions for Further Research
Based on the research findings, discussions, and the conclusion of the research results, there are some suggestion for further research, as follows.
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1. The variety of the EFL classroom activities for children with hearing impairment should be considered to make the classroom activities not monotone. It will help the teacher to be able to explore the material wider and make the students not bored.
2. The curriculum of English for children with hearing impairment is still need to be developed according to the children characteristics, needs, and abilities.
3. The visual supports from technology such as video or EFL interactive games on computer for children with hearing impairment are also needed.
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REFERENCES
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Berns, G & Erickson, M. (2001). Contextual teaching and learning the highlight zone: Research@ Work No. 5.
Briggle, S. (2005). Language and Literacy Development in Children Who Are Deaf or Hearing Impaired. Kappa Delta Pi Record. Vol 42; Winter. 68-71. Kappa Delta Pi, International Honor Society in Education.
Brown, D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. 2th edition. San Fransisco: Longman.
Cameron, L.(2001).Teaching Languages to Young Learners. Cambridge Language Teaching Library, Cambridge, Cambridge University Press. Chamberlain, C & Mayberry, M.I (2000). Theorizing About the Relationship Between American Sign Language and Reading. In C.
Creswell, J. (2008). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Reasearch. New Jersey: Pearson Education, Inc. Domagala, E. (2003). Teaching the Deaf English as Foreign Language-
Polish Experiences. Available at:
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad =rja&ved=0CDMQFjAB&url=http%3A%2F%2Fwww.specialeducationalnee ds.com%2Fmfl%2Fteaching_the_deaf_english.doc&ei=1UmXUZLSDMrWr QeZwoDAAQ&usg=AFQjCNHiRuJOeKmUuGdYSsAo5xRpdlIkYQ&sig2= _MICHrrWDcm7HeffUvDCmg&bvm=bv.46751780,d.bmk
Dotter, F. (2008). English for Deaf Sign Language Users: Still a Challenge. English In International Communication. Available at:
www.uniklu.ac.at/zgh/.../Dotter_English_Deaf_SL_2008.pdf Fry, E. (1999). Vocabulary Drills. McGraw-Hill Education. New Zealand. Hallahan, D & Kauffman, J. (2006). Exceptional Children: Introduction
(5)
Harmer, J. (2007). 4th Ed “The Practice of English Language Teaching” Pearson Education Ltd Harlow UK
Hodgdon, L. (1995). Visual Strategies for Improving Communication. Volume 1: Practical Supports for School and Home. Troy, MI: Quirk Roberts Publishing Kostoulas, A. (2012). Presentation-pratice-production PPP. Available at:
http://achilleaskostoulas.files.wordpress.com/2012/01/ppp.pdf
Lozanova, S. ( 2009). Analysis of Needs, Constraints, Practices, and Challenges to The Deaf and Hearing-Impaired Learners of Language. Project No. 143512-BG-2008-KA2-KA2MP
Marschark, M, Lang, H, Albertini, J. (2002).Educating Deaf Students: from Research to Practice. USA: Oxford University Press, Inc. Marschark, M. (2001). Language Development in Children Who Are Deaf: A
Research Synthesis. Web. 20 Feb. 2011. Available at: http://www.eric.ed.gov/PDFS/ED455620.pdf
Merriam., S.B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey -Bass Publishers. Published by: SAGE Moon, J. (2005). Children Learning English. Thailand: Macmillan Publishers
Limited.
Moores, D. (2001). Educating the Deaf. USA: Houghton Mifflin Company.
Murphy, J & Dodd, B. (2010). A Diagnostic Challenge: Language Difficulties and Hearing Impairment in A secondary-school Student from a Non-English-speaking Background. Published by: SAGE
Mydans, S. (2007). Across Cultures, English is the Word. International Herald Tribune – Asia Pacific [Online]
Available at: http://www.iht.com/articles/2007/04/09/asia/englede.php (Accessed on November 20, 2007)
(6)
Nover, Stephen, M, & Andrews, S. (1999). Critical Pedagogy in Deaf Education: Bilingual Methodology and Staff Development. USDLC
StarSchools Project Report No 2. Year Two, 1998-1999. New Mexico, Santa Fe
Paul , P & Whitelaw, G. (2011). Hearing and Deafness:An Introduction for
Health and Education Professionals. USA: Jones and Barlett Publisher, LLC Rice, M. (2012). Teaching Children Who Are Hearing-impaired.
New York Teacher issue. Available at: http://www.uft.org/teacher-teacher/teaching-children-who-are-hearing-impaired
Royle, A, (2008). The Early Learning of English as A Foreign Language by Hearing Impaired Children, with Particular Reference to curriculum modification in special needs schools. http://hilarymccoll.co.uk/deafness.html
Somad, P & Hernawati, T. (1995). Ortopedagogik Anak Tunarungu,Jakarta: Depdikbud, Dirjen Dikti
Scott, W & Ytreberg, L. (1990). Teaching English to Children.London: Longman. Stake R. (2010). Qualitative Research: Studying How Things Work. The
Gulford Press. New York.
Tsoneva, N & Makrieva, I. (2012). Teaching English to People with Hearing Impairments.
Available at: http://ebookbrowse.com/tsoneva-26-makrieva-teaching-hearing-impaired-doc-d409627460
Wayner, D. (2009). My Child Has A Hearing Loss. 028-0289-02/V2.00/2009-05/na Printed in Switzerland © Phonak AG All rights reserved