The Implementation Of Teaching English For Students With Hearing Impairment (A Descriptive Qualitative Research In The Second Grade Of Senior High School Students Of Slbb Yrtrw Surakarta In The Academic Year Of 2012/2013)

Oleh :
Aulia Nur Ridwan - K2208016 - Fak. KIP

Thesis. Surakarta. English Education Department. Teacher Training and Education Faculty of Sebelas Maret University, 2013. The research is aimed at (1) describing the process of teaching and learning English for students with hearing impairment in the second grade of senior high school of SLBB YRTRW Surakarta in the academic year of 2012/2013, (2) identifying the problems faced in the teaching and learning process and (3) identifying the teacher’s solutions for the problems. The method used in this research was descriptive qualitative method. The research was conducted from October 2012 to January 2013 at SLBB YRTRW Surakarta. The sources of the data were events, informants, and documents. The data were collected through the use of interview, questionnaire, observation, and document analysis. The data were analyzed through interactive model analysis that includes collecting the data, reducing the data, presenting the data, and drawing conclusion. Based on the result of this research, it can be concluded that: (1) there was a good interaction between the English teacher and the students although there were some insufficiencies in the teaching learning process; (2) there were 9 problems that can be identified from the teaching learning process and the students’ hearing impairment problem was one among those problems; (3) the English teacher’s solutions to solve the students’ hearing impairment problem were by suggesting the students’ parents to provide hearing aid for their children, managing students sitting position based on the degree of hearing loss, and by increasing voice and clarifying the articulation when teaching; teacher’s solution for students’ language poverty problem was by asking students to find new words from any sources and discussed it later in the classroom lesson; teacher’s solution for pronunciation problem was by correcting it loudly and writing the way to pronounce it at the whiteboard by Indonesian pronunciation system; teacher’s solution to solve the students’ limited comprehension was by using translation method; teacher’s solutions to solve the limited teacher quantity were by expecting the school to add more teachers and taking advantage of her knowledge and experience in teaching especially in planning stage; teacher’s solution to solve her limited ICT mastery problem was by buying netbook and modem, and then learning to use them everyday; teacher’s solution to solve the facility insufficiency problem was by asking for BOS for the possible requests, optimizing the available facility and using traditional way as a substitution for language laboratory; the teacher used personal psychological approach to solve the ineffectiveness of teaching learning activities in the afternoon; teacher’s solution for the limited time problem was by teaching the material concisely and efficiently and also by optimizing task-based method.