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A CASE STUDY ON THE LANGUAGE TEACHING PROCEDURE TO THE VISUAL IMPAIRMENT CHILD IN “SD KATOLIK BHAKTI LUHUR MALANG”

SYAIFUDDIN, MOHAMMAD (2013) A CASE STUDY ON THE LANGUAGE TEACHING PROCEDURE TO THE VISUAL IMPAIRMENT CHILD IN “SD KATOLIK BHAKTI LUHUR MALANG”. Other thesis, University of Muhammadiyah Malang.

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Abstract

Language is a facility for us to communicate with other people. Language plays a good part and an important role in our life. Unfortunately, many people still get difficulties in learning a language because of their shortage such as visual impairment people that can be categorized as people who have problem in learning disability. Although they are not lucky as a human being, they still have privilege to learn a language in formal education such as in inclusion class. Based on the background above, the researcher tried to dig up and find out the procedure used by the teacher in English language teaching to the visual impairment child, the problems and the causes to the problems in English language teaching, and the solutions to the problems in English language teaching at SDK Bhakti Luhur Malang. The writer used the teacher of visual impairment child at SDK Bhakti Luhur Malang as the subject of the research. The writer used the descriptive qualitative research in conducting the research. The instruments used in collecting the data were observation and interview. The findings of this research showed that the procedure used by the teacher to teach the visual impairment child in learning English consisted of several steps. During the teaching process done by the teacher, the visual impairment child tried to understand the lesson with his shortage. In this case, the visual impairment child used two skills in understanding the lesson; those were verbal language using his hearing and memory and written language using the braille technique. The teacher also encountered some problems in teaching English; first, it was impossible for the teacher to waste his time just to pay close attention to the visual impairment child in his class to dictate him letter by letter. Second, the teacher could not make the visual impairment child active during the English. So, the appropriate solution that could be given by the researcher was first that the teacher should find and provide the visual impairment child with a permanent or special person who could dictate him in the class in order to make the teacher easier to deliver the lesson in the class. The second solution was that the teacher, the visual impairmentÂ’s friends, and the impairment child himself had to support each other in order to raise this visual impairmentÂ’s self confidence. So, this visual impairment could be more active during the English class.

Item Type: Thesis (Other)
Subjects: L Education > L Education (General)
P Language and Literature > PE English
Divisions: Faculty of Teacher Training and Education > Department of English Language Education (88203)
Depositing User: Mr Ahmad Adi Husada
Date Deposited: 10 May 2016 02:29
Last Modified: 10 May 2016 02:29
URI : http://eprints.umm.ac.id/id/eprint/29354

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