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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 SLB-B 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.

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 belajar-mengajar 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

His blessing to the writer, helping, guiding, and giving health, strength, and

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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 life-

experience 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

and support for the last ten years since we 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

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

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 7: Transcript of Interview with the English Teacher ......................... 121


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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