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TEACHER’S INSTRUCTIONS USED IN TEACHING

ENGLISH FOR INTELLECTUALLY DISABLED STUDENTS

THESIS

Submitted in Partial Fulfillment of the Requirement for the Degree of

Sarjana Pendidikan

Lesti Hapsari 112011030

ENGLISH LANGUAGE EDUCATION PROGRAM

FACULTY OF LANGUAGE AND LITERATURE

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COPYRIGHT STATEMENT

This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best my knowledge and my belief, this contains no material previously published or written by any other person expect where due references is made in the text.

Copyright@2015. Lesti Hapsari and Maria Christina Eko S . M. Hum

All right reserved. No part of this thesis may be produced by any means without permission of at least one of the copyright owner or the English Language Education Program, Faculty of Language and Literature, Satya Wacana Christian University, Salatiga

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Table of Contents

COPYRIGHT STATEMENT ... iii

Table of Contents ... v

TEACHER’S INSTRUCTIONS USED IN TEACHING ENGLISH ... 1

Abstract ... 1

Keywords ... 1

INTRODUCTION ... 1

LITERATURE REVIEW... 4

Students with special needs ... 4

Intellectually disabled ... 6

Teacher’s talk ... 7

Giving Instruction ... 8

THE STUDY ... 10

Context of the study ... 10

Participants ... 10

Research Instruments ... 11

Data collection procedure ... 11

Data analysis procedure ... 12

FINDING AND DISCUSSION ... 12

CONCLUSION ... 21

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TEACHER’S INSTRUCTIONS USED IN TEACHING

ENGLISH FOR INTELLECTUALLY DISABLED STUDENTS

Lesti Hapsari

Abstract

The government stated clearly that student with special need, in this study is intellectually disabled students should get the same right of education. However they have a different level of intelligence that make intellectually disabled students should get a special education from school. Since those intellectually disabled students need different treatment and may get different instruction from the teacher. This study conducted to find out the types of instructions frequently used by the teacher in teaching and learning process especially in teaching English for Intellectually disabled students at SLB Wantu Wirawan. The participant of the study is an English teacher at SLB Wantu Wirawan, Salatiga. The data were collected using a nonparticipant observation and interview questions. The study revealed that the teacher used three types of instructions such as direct instructions, interactive instruction, and independent instruction. The result showed that direct instructions is the most often used in teaching and learning process.

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TEACHER’S INSTRUCTIONS USED IN TEACHING

ENGLISH FOR INTELLECTUALLY DISABLED STUDENTS

Lesti Hapsari

Abstract

The government stated clearly that student with special need, in this study is intellectually disabled students should get the same right of education. However they have a different level of intelligence that make intellectually disabled students should get a special education from school. Since those intellectually disabled students need different treatment and may get different instruction from the teacher. This study conducted to find out the types of instructions frequently used by the teacher in teaching and learning process especially in teaching English for Intellectually disabled students at SLB Wantu Wirawan. The participant of the study is an English teacher at SLB Wantu Wirawan, Salatiga. The data were collected using a nonparticipant observation and interview questions. The study revealed that the teacher used three types of instructions such as direct instructions, interactive instruction, and independent instruction. The result showed that direct instructions is the most often used in teaching and learning process.

Keywords: Instruction, teaching English, Intellectually Disabled

students

INTRODUCTION

People cannot deny that students with special needs have the same right to get the right for education. Both parents and the government should give the best facilities in educate students with special needs. In Indonesia the right of getting the same education for students with special needs is regulated by

Undang-Undang Republik Indonesia nomor 23 tahun 2002 pasal 9:

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pengembangan pribadinya dan tingkat kecerdasannya sesuai dengan minat dan bakatnya.

(2) Selain hak anak sebagaimana dimaksud dalam ayat (1), khusus bagi anak yang menyandang cacat juga berhak memperoleh pendidikan luar biasa, sedangkan bagi anak yang memiliki keunggulan juga berhak mendapatkan pendidikan khusus.

(1) Every child has a right to get education and teaching in order to develop his or her level of intelligence appropriately in accordance with his or her propensity and proclivity.

(2) Besides the right...disabled children also have the right to get special education, while children who have special qualities also have the right to get special education.

(My own translation)

As now English is important in this era so teaching English for Intellectualy disabled students is also important. That’s why adding English as one of the subject in school for students with special needs is kind of necessity. As cited in the government regulation PP No. 19 Tahun 2005 about Standar Nasional

Pendidikan pasal 6 ayat 1c that English should become one of the subjects for

intellectually disabled children.

Most people agree that teaching students with special needs need a different method to deliver the material as those students need different treatment from the teachers. This condition is because students with special needs have the different ability in receiving any information from other people. It becomes teachers’ duty to find the right strategy in teaching so that the students can easily understand the material.

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instructions well (Auckland & Christchurch, 2007). Nevertheless, teachers’ instructions should engage students’ attention and understandable for them because Cameron (200:40) as cited in Thomson (2012, p.3) said that“…if they are not understanding, they cannot be learning.” As we know intellectually disabled children could not get the delivered material easily and get clear understanding from teachers’ utterances or instructions. This means one of important thing

should be considered by the teacher is giving instruction clearly so the students can be actively involved in teaching and learning process.

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instruction depends on how teachers identify students’ readiness and learning style and then how they applied them to instructional design. Different with those previous study, this study focused on the types of instructions used by the teacher in teaching English for Intellectually Disabled students.

This research is aimed to explore the types of instruction used by teachers in teaching English for intellectually disabled children in SLB Wantu Wirawan Salatiga. The research question used in this research is “what types of instruction used in teaching English for intellectually disabled students?” With this research question, I hope I can investigate types of teacher’s instruction used in English classrooms which easily understood by the students.

I hope this study can be useful for people who are interested and or involved in teaching students with special needs especially intellectually disabled children to use the same type of instruction used by the teachers. Besides that, I also hope that this study can be helpful for new teachers of intellectually disabled children to give them references about type of instruction used in teaching English for students with special needs especially for Intellectually Disabled students.

LITERATURE REVIEW

Students with special needs

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need special treatment and help others to face any problem in their life both in their society and their personal life related to their characteristics. Gulliford and Upton (1992) as cited in Olivier and Williams (2005) also claimed “the concept of

special needs should include personal and social needs, as well as educational needs”. In the other words, those students also need different treatment while they

are in teaching and learning the process.

Students with special need are categorized by Program for Students with

Disabilities from Department of Education in Early Childhood Development, East

Melbourne, Victoria, such as the figure on the table 1:

Table 1. The category of students with special needs

Category Criteria

1. Physical disability A significant physical disability; A significant health impairment; 2. Visual impairment Visual acuity less than 6/60 with corrected vision;

3. Hearing impairment

A bilateral sensory neural hearing loss that is moderate/severe/profound;

4. Severe behavior disorder

Student displays disturbed behavior to a point where special support in a withdrawal group or special class/unit is required. 5. Intellectual

disability

Sub-average general intellectual functioning below the mean score on a standardized individual test of general intelligence. 6. Autism Spectrum

Disorder

Significant deficits in adaptive behavior.

7. Severe language disorder with critical Needs

A score of three or more standard deviations below the mean for the student’s age in expressive and/or receptive language skills on TWO of the recommended tests.

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This study focused on teaching English for intellectually disabled students as we can see from the table on the number 5. It is stated that intellectually disabled students are they who have intelligence under standard score of general intelligence.

Intellectually disabled

Maybe the term of intellectually disabled are not really familiar in our society. Intellectually disabled children have the same meaning with mentally retarded children. The term of intellectually disabled children is the term which is usually used by United Nations and in this study the researcher will use this term which is referred to mentally retarded students.

Intellectually disabled children are children who have a disability in the learning process which is a concern for their intellectual function. This condition can be seen when the children in their developmental period as the American Association on Intellectual and Developmental Disabilities (AAIDD, 2002) as cited in Armatas (2009) defined Intellectually disabled as incomplete intellectual ability and behavior which is affect in their social life and also personal ability. AAMR (2006) classify the level of intellectually disabled such as slow learner, mild mental retardation, moderate mental retardation, severe mental retardation, profound mental retardation.

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children. Intellectually disabled children have learning disabilities, and it will be a difficult thing to teach such children especially teaching English.

Teacher’s talk

Teacher talk is central in the language class not only for classroom organization and for the process of acquisition (Nunan, 1991) but also as a means for controlling student behavior (Allwright & Bailey, 1991) as cited in Liruso & Debat (2003). In teaching intellectually disabled children it is important to controlling students behavior because they tend to get easily bored with their learning activity. Longman Dictionary of Language Teaching and Applied

Linguistics, Richards (1992, p.471) as cited in Yan (2006, p.5) said that teachers

tend to simplify their language and style of speech when they communicate with their learners.

Teacher talk is also important thing to be considered when giving instructions for the learners. Qican (1999:23) as cited in Yan (2006, p.6) stated that “teacher talk is used in class when teachers are conducting instructions,

cultivating their intellectual ability and managing classroom activities”. As intellectually disabled children, they need different treatment from the teacher, so it is a teacher’s task to give the clear instructions when delivering them.

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intellectually disabled children as they have mental problem or mental deficiencies in learning process.

Giving Instruction

It is not easy for teachers to deliver the clear instructions for their students in English classroom. Stern as cited in (Yan, 2006) stated “if the second language is learnt as a foreign language in a language class in a non-supportive

environment , instruction is likely to be the major or even the only source of

target language input” (Stern, 1983:400). Teachers can set a plan or method that

appropriate for the learner so that the teaching and learning goal can be achieved at the end of the lessons. Jonassen, Grabinger and Harris (1990) as cited in Grabowski and Jonassen (1993) claimed that a plan of activities is kind of result of instructional strategies to reach the goal. It can be concluded that instructional strategies are important to gain the aim of teaching and learning process.

There are so many frameworks that concern with instructions used in the classroom. Boleware (2014) mentions that there are five types of instructional:

1. Direct Instruction

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2. Indirect Instruction

This instruction used by teachers to ask the students to be the center of the teaching and learning process. For example, the teachers ask the students to present the material or lead the teaching so that the instruction can be delivered by the students.

3. Interactive Instruction

Interactive instruction is an instruction used by the teacher to ask the students to be more communicative. The Teachers can ask the students to be more communicative with peers or in the group discussion or even the teacher. Here, the teachers also can ask students to do brainstorming, tutoring or interviewing.

4. Experimental Instruction

In experimental Instruction the teacher asked the learner to involve in how the process teaching and learning process done. In experimental instruction, the teacher can ask the students to tutor each other so that the students can be active in the activities in class.

5. Independent Instruction

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discuss together, tell each other and learn independently by this instructions.

THE STUDY

This research was a qualitative research. This study analyzed on the type of instructional strategy used by teachers for intellectually disabled children. Qualitative research method would be appropriate to be used in my study, and I describe the data I had by explaining in words rather than in statistic data.

Context of the study

The study took place in SLB Wantu Wirawan, which was located in Argomulyo, Salatiga Central Java, Indonesia. I choose this school because it was easily accessed as it is located in the area of Salatiga, my hometown. The other reason was since this school is the one school which has intellectually disabled students who learn English as the subject of the school.

Participants

The participant of the study was an English teacher at SLB Wantu Wirawan, Salatiga. There is only one English teacher in this school who teaches six intellectualy disabled students. She was a Bachelor Animal Husbandry but she became an English teacher in Wantu Wirawan School, Salatiga. Actually she did not have any experience in teaching English, but her experienced in working as a secretary in foreign company made her mastered English skill. Therefore I choose

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11 Research Instruments

In order to answer the research question, I used classroom observation protocol and interview questions. The observation and the interview focused on the type of instructional strategy used by the English teacher. It is based on Zacharias’s study (2011), which stated that the purpose of observation is ‘Observation to describe’ meant the observation will provide a rich and complete

description of what happened in the classroom.

I did the in-class observation for 6 times. I found the types of instructional strategy used by looking at the components on each type to decide which types used by the teachers.

In addition, I did a semi-structured interview to enrich my data. I made six questions related to the teacher’s instructional strategy used in the classroom. The

questions were about the teacher’s reasons why they choose those types of instruction, whether he or she differentiate the instructions when he or she teaches different topic or not, and etc.

Data collection procedure

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order to get more data in detail, I also conducted an interview with my participant. I did a semi-structure interview so that the questions will be more flexible to be asked for. While I was doing an interview, I took a note and also used tape recording to gather the data.

Data analysis procedure

After collecting the data by classroom observation protocol and interview questions, I described the data from the first until the last data of the observation protocol and find the similar result of them. Subsequently I also transcribed the result of interview to have a written data and then describe the findings. After those steps I would like to make a conclusion which types of instructional strategy used by the teachers by looking at the components of each type to find the result of my research.

FINDING AND DISCUSSION

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13 Direct Instruction

Direct instruction is the most often used in teaching and learning process. According to Boleware (2014) the teacher used Direct Instruction when he or she would like to give a new material. That statement in line with the observation result that showed the use of direct instruction in the beginning of the teaching and learning process when the teacher was going to explain new material for students. The following is the example of Direct Instruction used in the classroom. Excerpt 1

Teacher: Ayo bukunya dikeluarkan, terus di catat ini yang di papan tulis!

Teacher: Please open your book and make notes like what I write in the white board!

(My own translation)

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Teacher: Kalau udah digambar ruang tamunya, ada pintu, jendela, kayak yang kemarin!

Teacher: If you have done with it please draw a living room. There will be a door, windows like we had learned yesterday.

(My own translation)

Excerpt 2 shows that the teacher gave the instruction directly for the students when they reviewed the previous material. It was done by the teacher to remind the students about the material before. In this case, the teacher gave instruction for students to draw pictures like they had learned in the previous meeting.

The writer also found that the teacher used pictures to deliver her command. Similar with Gage and Berliner’s (1998) statement as cited in Huitt, W., Monetti, D., & Hummel, J. (2009, p.4) who say that in order to avoid ambiguity in students’ mind teacher tend to use examples and visual aids. The

following is the example of the instruction. Excerpt 3

Teacher: Coba dilihat itu gambarnya, apelnya ada berapa?

Teacher: Look at that picture, how many apples there? (My own translation)

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Direct instructions also used by the teacher to ask the students corrected their mistake when they made mistakes. The following is the example of direct instruction used by the teacher.

Excerpt 4

Teacher: Ini kok lima? Coba dihitung dulu dibenerin!

Teacher: Dua jeruk kok two orange? Kalau lebih dari satu tambah ‘s’ ya, jadi two oranges.

Teacher: Five? No. Check it again!

Teacher: Two orange? You should add ‘s’ if it is plural. So, they are two oranges.

(My own translation)

The writer indicated from excerpt 4 that the teacher also used direct instruction when she gave feedback for the students. It means that the teacher asked the students to correct their mistakes.

Subsequently, Direct Instruction also used when the teacher asked the students to practice what they have studied at that day. The instruction used by the teacher to ask the students doing exercise or assignment from the teacher. The following is the example of instruction used in practice.

Excerpt 5

Teacher: Ayo dikerjakan!

Teacher: Please do it! (My own translation)

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when learning process occurred. The teacher needs to remind them to do their assignment by giving direct instruction to do it.

In the observation, the writer also found that the teacher used Direct Instruction when the teacher asked the students to show to the class what they have practiced. In the observation, it was found that the teacher gave instruction when she asked the students to come forward to do the exercise. It was done to evaluate students’ work in doing their assignment given in the classroom. The

following is the example of instruction used to ask the students to come forward. Excerpt 6

Teacher: Coba diisi kedepan nomor 1!

Teacher: Ayo, Bagas ini! Bisa nggak? Dibawa catatannya!

Teacher: Please do number one!

Teacher: Bagas, can you do it? You may bring your notes! (My own translation)

Excerpt 6 shows that the teacher tried to ask the students to come forward to answer the question number one that provided by the teacher on the whiteboard. It was also found that the teacher tried to ask students to try no matter the students could answer the questions correctly or not. It was clear from the observation that the teacher allowed the students to bring their notes to make them do it easier as their character who could not remember something well.

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It means that although the teacher teaches in a certain class, it does not mean that all of the students can understand what the instruction really mean. From the observation, the writer also found that the teacher used a different style of instruction for the students who have a lower level of intelligence compare with other students in that class. The following is the example of different instruction used for the student.

Excerpt 7

Teacher: Ayo ini dihitung dulu. Sa...tu, du...a, ti...ga. Tulis angka tiga! Tiga itu yang kayak burung, ayo ditulis angka tiga yang kayak burung.

Teacher: Please count it. One...,two..., three. Write three! Number three is like a bird, write it, the number three is like a bird.

(My own translation)

The writer can see from the context in excerpt 7 that when doing observation that the students could not count fluently. That’s why the teacher come to him and

give different instruction like the example above. We can see the differences. The instruction for other students was simple just ask them to look at the picture and counted it and write the number. But for that student, the teacher need to tell him slower and used other thing like a bird to give an image in their brain. The following is the teacher’s statement about why she used that method.

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“The instruction tend to persuade them. I tried to make my word simpler, more patience. Like you have observed I use word chair to explain number 4, I use word bird to explain number 3. I used that to make them more understand, and they can remember it easily because they often see those things (bird and chair). I usually applied this (method that comparing number with other thing) for them who have difficulties in remembering something or who have lower intelligence compare with other because we should apply different strategy.”

(My own translation)

The teacher used it to avoid ambiguity and make the material more understandable for students. Besides that the teacher also use the instruction to persuade them, not really asking them to do something. By relating the information to their knowledge, students will be easier to understand the material and can remember it easily. On the subject of this, Archer and Hughes (2011, p.3) stated that explicit teaching “help students organize the knowledge”. In this case, the teacher used a bird to describe more about the form of number three.

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instruksi itu harus jelas, simpel, dan langsung gitu. Kalo belibet ya mereka susah nanti.”

“As I teach intellectually disabled students who have a problem in their intelligence, so I could not force their brain to work more than that. I think the direct instruction is the clearest way to ask them to do something in the learning process so that they can involve. That’s what I can do. The most important thing is I give the clear, simple and direct instruction. If I use the complicated language, they won’t understand.

We could notice from the explanation above that the teacher could not used another type of instructions for intellectually disabled students as their limited intelligence. The teacher used Direct Instruction rather than other types of instruction because she thought that Direct Instruction is the easiest way to give command or direction for them to do something. As we know that intellectually disabled students will feel confuse when they learned or given a complicated thing. So the teacher used Direct Instruction almost all the time in her teaching.

Independent Instruction

The other types of instruction that I found were Independent Instruction. Here, the teacher instructed the students to have their own independent study which means the teacher only became the supervisor. Based on Boleware (2014), Independent Instruction is given by the teacher to ask the students to teach themselves in order to learn independently. The following is the example of Independent Instruction given by the teacher.

Excerpt 8

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Teacher: Fani, please draw others! Try to make it by yourself, draw it, how many fruits. For example, you draw 10 mangoes.

(My own translation)

We can see from excerpt 8 that the teacher asked the students to draw other pictures of fruit. The teacher also asked the students to show how many fruits by those pictures. In this case, the teacher gave chance to the students to learn independently by drawing by themselves without any examples from the teacher. By this, the students can practice their ability in drawing fruits and counting them without teacher’s guidance directly.

Interactive Instruction

On this type of instruction, the teacher asked the students to be the center of the teaching and learning process. According to Boleware (2014) Interactive instruction can be in the form of discussion and also brainstorming. From the observation, the writer found that the teacher asked the students to do a simple brainstorming. The following is the example of instruction of the teacher to do brainstorming.

Excerpt 9

Teacher: Sekarang coba sebutkan benda apa aja yang biasanya ada di kamar tidur?

Teacher: Now, please mention what things that you usually found in your bedroom?

(My own translation)

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students to mention things that they found in their bedroom such as a pillow, cupboard, blanket, etc. The writer also indicated that it could become a class discussion as the teacher asked the students to do brainstorming together in class. The following is the teacher’s statement about interactive instruction.

“Kalau untuk diskusi paling saya yang memandu dulu, kayak tadi sebelum mulai pelajaran saya minta mereka menyebutkan benda-benda di kamar tidur, terus di list di papan tulis baru saya kasih bahasa inggris nya apa. Iya semacam brainstorming kalau di istilah kalian ya.”

“If the class activity is a class discussion I usually lead them first. Like what I had done today before teaching and learning process began I asked them to mention things that they found in the bedroom and later I gave them the English words for them. Yes, it is like a brainstorming.”

(My own translation)

In that explanation, we can see that teacher’s instruction in doing brainstorming can also be a kind of class discussion. If each student did brainstorming and share it in class, they could also share their knowledge. In the same way Seaman and Fellenz (1989) as cited in The State Government of Victoria, Department of Education and Early Childhood Development 2014 said that discussion can make students share their knowledge with peers or teacher. So, interactive instruction can help students to exchange their knowledge with other and brainstorming, also helped their brain work. Although they did a simple brainstorming at least they could practise, dig their knowledge about the material before hand.

CONCLUSION

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used in teaching English: direct instruction, independent instruction, and

interactive instruction. After interviewed the teacher I concluded that the teacher’s

purposes of using direct instruction were varied. First, the teacher used direct instruction when she wanted to explain the material and asked them to prepare their book and make notes about what the teacher explained. Second, direct instruction used when the teacher wanted to review the previous material to remind them of what they have learned and also to check their understanding. Third, it is used to ask the students to correct their answer as a feedback. Forth, direct instruction used to ask the students practice what they have learned in class and then ask them to do it in front of the class. Besides direct instruction, the teacher also used independent instruction to ask the students to study independently beyond teacher’s control which means they study independently. Then, interactive instruction used when the teacher asked the students to discuss by brainstorming before the material explained.

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ACKNOWLEDGEMENTS

Praise and great gratitude to Almighty God, the Lord Jesus Christ My savior who gives me blessings and strengthening me in every time of my life and help to complete this thesis. I would like to express the deepest appreciation to Maria Christina Eko S. M.Hum as my supervisor, Rindang Widiningrum, M. Hum as my great second reader who were abundantly helpful and patience in guiding me to finish this thesis.

My love and gratitude to my beloved family: Bapak, Ibu, my brothers Prisal and Ditya who always support me. Wahyu Setyo Aji, my beloved husband, my little daughter Verena Keisha Deandra who become my biggest motivation to finish this thesis. I also would like to thank the family of SLB WANTU WIRAWAN Salatiga for helping me in finishing my thesis, Bang Derry who is willing to guide me doing my thesis, my beloved best friends: Ondel-Ondel ( Nika, Nia, Yusi, Amink, Ova), Adi “Codot”, Agas “bagong”, Cacing, Nisa, Fitri, Cherry, Tia, Yenni, Antok, Ulya and big love to the family of ELEVENERS (ED 2011). Also my sincere thanks to all for those names I cannot mention here. Thank you very much.

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Appendix 1

Interviewer: Lesti Hapsari

Interviewee: Lusi (English teacher of Wantu Wirawan)

Date, time, duration: March 25th, 2015 (09:09) (11:03 minutes) Interview result (translated from Bahasa Indonesia into English)

1. Based on my observation, you used Direct Instruction, why do use this types of instruction?

Ini kan saya mengajar anak-anak tunagrahita, mereka kan lemah, lambat belajarnya, jadi saya tidak bisa paksa mereka untuk melakukan apa yang mereka tidak mampu. Menurut saya ya direct instruction ini adalah instruksi yang termudah buat mereka supaya mereka mengerti dan bisa lanjut ke pelajaran selanjutnya. Kan gitu yang bisa saya lakukan. Pokoknya ketika saya memberikan instruksi itu harus jelas, simpel, dan langsung gitu. Kalo belibet ya mereka susah nanti.

“As I teach tintellectually disabled students who have a problem in their intelligence, so I could not force their brain to work more than that. I think the direct instruction is the clearest way to ask them to do something in the learning process so that they can involve.. That’s what I can do. The most important thing is I give the clear, simple and direct instruction. If I use complicated language they won’t be understand.

(My own translation)

2. Based on my observation, you also give students homework. Do you really ask them to do it at home or you let them do it at school in the next meeting? What is actually your aim giving them homework?

“Kalau ada PR buat mereka ya saya selalu minta mereka untuk mengerjakan dirumah walaupun kadang ada yang gak mengerjakan. Saya kasih PR kan supaya mereka bisa belajar lagi apa yang udah dipelajari dikelas hari itu gitu”

“When I gave them homework, I always ask them to do it although sometimes some students did not do it. I gave them homework just to help them study by themselves at home so that they can remember what we learned in the classroom”

(My own translation)

3. Do you often ask the students to have a discussion?

“Kalau untuk diskusi paling saya yang memandu dulu, kayak tadi sebelum mulai pelajaran saya minta mereka menyebutkan benda-benda di kamar tidur, terus di list di papan tulis baru saya kasih bahasa inggris nya apa. Iya semacam brainstorming kalau di istilah kalian ya.”

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things that they found in the bedroom and later I gave them the English words for them. Yes, it is like a brainstorming.”

(My own translation)

4. Instead of asking them to have class discussion, do you ask them to have group discussion by giving them a problem and ask them to find the solution?

Ya, saya juga minta mereka untuk group discussion kayak yang kemarin di kelas pakai kartu yang masang-masangin kartu. Mereka ganti-gantian masangin kartu terus diskusikan mana yang benar. Tapi kalau saya kasih mereka masalah terus apa problem solving itu gak pernah karena itu terlalu sulit ya.

I also ask them to disscuss in group like you see in class, I used flashcards that will match the picture. They do it in turn and discuss the correct answer. But I never ask them to solve problem and find the solution because I think it is to difficult for them.

(My own translation)

5. Do you ever instruct your students to present someting in front of class like doing presentation?

Tidak. Saya rasa mereka gak bisa itu. Karena kadang saya minta mereka jawab pertanyaan waktu mereka duduk aja gak jawab apalagi saya suruh mereka presentasi.

No. I am not sure they can. As you can see, sometimes I ask something to answer question while they are sitting in their chair but they did not response. Moreover I ask them to present, I think they can’t do it.

(My own translation)

6. Do you use different instruction for students who is slower than other in class?

Pasti. Kalau instruction ini sifatnya lebih membujuk mereka. Saya selalu membuat kata-katanya lebih simpel, dan pastinya harus sabar. Waktu kamu observasi kemarin kan juga ada saya pakai kata kursi untuk menjelaskan angka empat, burung untuk angka tiga. Saya pakai itu agar mereka lebih mudah memahami dan mengingat angka-angka itu karena kan mereka juga sering lihat bentuk kursi dan tau bentuk burung. Biasanya saya menggunakan metode ini memang untuk anak-anak yang lebih lambat belajarnya dengan yang lain. Karena kan caranya memang harus beda.

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have lower intelligence compare with other because we should apply different strategy”

(My own translation)

Appendix 2

What types of instructions used by the teacher in teaching English for Intellectually disabled students?

Name of teachers: Bu Lusi Class: SMP SLB-C

Topic: Number

Date/Time: February 11, 2015 Durations: 60 minutes (08:00)

Type Examples Notes

DI √ Ayo bukunya dikeluarkan, terus di catat ini yang di papan tulis!

Siapa yang tahu nomor 6? Ini buah apa?

Pakai ‘s’ kalau lebih dari satu! Ayo dikerjakan!

Coba diisi kedepan nomor 1! Ayo, Bagas ini! Bisa nggak? Dibawa catatannya!

The teacher drew pictures of fruit and wrote number 1-10

Ind I Int I E Ind

References

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