The Implementation Of English Teaching And Learning Process To Students With Visual Impairment

Oleh :
Afifah Linda Sari - S891108002 - Sekolah Pascasarjana

This research aims at (1) describing the implementation of English teaching and learning process to students with visual impairment; (2) finding the problems encountered by the English teacher during the teaching and learning process; (3) finding proposed solution given by the English teacher to overcome the problems during the teaching and learning process; (4) investigating students‟ achievement in the implementation of the method used by the English teacher in teaching and learning process. The research was conducted at SMP YKAB Surakarta, Central Java, from September to December 2012. It was a qualitative research in the form of case study. The subjects of the research were the teaching and learning English at SMP YKAB Surakarta. The data of this thesis were taken from several techniques including non-participant observation, in-depth interviewing, and document analysis. In analyzing the qualitative data, the researcher conducted three things namely: data reduction, data presentation, and drawing conclusion/verification. The result of the research revealed four major findings which consist of: (1) the curriculum, syllabus, and lesson plan applied in English teaching and learning process to students with visual impairment are equal with regular school; (2) the difficulties found out from students perspective are the lack of textbooks in Braille, time limitation for students to do examination test and the long sentence of question text. Then, the difficulties viewed from teacher‟s perspective are the lack of teaching media and classroom management; (3) proposed solutions by the teacher to overcome the difficulties are printing the material in Braille, providing English course to prepare students in national examination, providing alternative teaching media, and arranging classroom management; and (4) the level of IQ was more beneficial to students‟ achievement rather than visual acuity. In conclusion, the research finding of this study indicates that the implementation of English teaching and learning process to students with visual impairment gives some contribution to English education for special needs. Therefore, the suggestion made from the research findings: (1) it is suggested to the teacher to prepare and organize every detail of activities in the classroom based on the students‟ needs and curriculum requirements; (2) it is suggested to the students to be confident and aware with their study even though they have physical disabilities, and (3) It is suggested to school principal to provide the material, guidance book, and examination text in Braille‟s print to make the students more independent to study without helping from private reader.