THE IMPLEMEN AND SIGN L READING FO SPECIAL NE In partial DIRECTOR UNIVERS NTATIONOF TOTAL PHYSICAL R LANGUAGE TECHNIQUESIN TEA OR HEARING IMPAIRMENT STUD EEDS SCHOOL OF PERTIWI PON THESIS l Fulfillment of the Requirement for Maste English Language Education By: ARIS RISTIANI 201410560211008 RATE OF POSTGRADUATE PROG SITY OF MUHAMMADIYAH MAL January 2019 RESPONSE ACHING DENTS AT NOROGO er Degree of GRAM LANG
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THE IMPLEMENTATIONOF TOTAL PHYSICAL RESPONSE AND SIGN LANGUAGE
READING FOR SPECIAL NEEDS
In partial Fulfillment of the Requirement for
DIRECTORATE OF UNIVERSITY OF MUHAMMADIYAH MALANG
THE IMPLEMENTATIONOF TOTAL PHYSICAL RESPONSE AND SIGN LANGUAGE TECHNIQUESIN TEACHING
FOR HEARING IMPAIRMENT STUDENTS AT SPECIAL NEEDS SCHOOL OF PERTIWI PONOROGO
THESIS
In partial Fulfillment of the Requirement for Master
English Language Education
By:
ARIS RISTIANI 201410560211008
DIRECTORATE OF POSTGRADUATE PROGRAMUNIVERSITY OF MUHAMMADIYAH MALANG
January 2019
THE IMPLEMENTATIONOF TOTAL PHYSICAL RESPONSE TEACHING
STUDENTS AT PONOROGO
Master Degree of
PROGRAM UNIVERSITY OF MUHAMMADIYAH MALANG
i
ii
T H E S I S
Written by:
ARIS RISTIANI 201410560211008
Has been examined in front of examiners On Friday, 18 January 2019 and decided that
It has fulfilled the requirements to get Master Degree of English Language Education
in Postgraduate Program of University of Muhammadiyah Malang
The Examiners
Chief : Dr. Hartono, M.Pd.
Secretary : Bayu Hendro Wicaksono, M.Ed, Ph.D.
1st Examiner : Dr. Sudiran, M.Hum
2nd Examiner : Dr. Sri Hartiningsih, M.M.
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ACKNOWLEDGEMENT
First of all, the researcher would like to say Alhamdulillah praises and thanks to
Allah who has given, inspiration, blessing and helped her to complete the thesis well.
Also, may Allah send His peace and blessing on our prophet Muhammad SAW, the seal
of the prophets, who has guided us to the path of light through his Sunnah.
The researcher would like to thank to her thesis advisors, Dr. Hartono, M.Pd and
BayuHendroWicaksono,M.Ed, Ph.D. They were always available whenever she had a
question regarding her study. They had consistently given her a lot of valuable feedbacks
and comments in order to produce a better scientific paper. Furthermore, the researcher
would like to thank to the principle, teachers and eleventh grade hearing impairment
students at special needs school of Pertiwi Ponorogo, who have worked together and took
the time to support this research.
Finally, the researcher would like to express very profound gratitude to her
parents, Yaiman and Hartini, for giving both spiritual and moral supports. Then, the
researcher dedicated this study to MaskhanSaairuddin as a beloved husband, supporter
and a leader. Finally, the researcher hopes this study becomes a valuable reference for
readers or anyone who wants to do similar study in the future.
Malang, 11 January 2019
Researcher
ArisRistiani
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TABLE OF CONTENTS
APPROVAL ................................................................................................. i
LEGALIZATION ....................................................................................... ii
LETTER OF STATEMENT ..................................................................... iii
ACKNOWLEDGEMENT ......................................................................... iv
TABLE OF CONTENTS ........................................................................... v
ABSTRACT ............................................................................................... vii
ABSTRAK ............................................................................................... viii
Ristiani, A. 2019. The Implementation of Total Physical Response and Sign Language Technique in Teaching Reading for the Hearing Impairment Students at Special Needs School of Pertiwi Ponorogo. Thesis, Postgraduate of English Education University of Muhammadiyah Malang. Advisors: (I) Dr Hartono, M.Pd., (II) Bayu Hendro Wicaksono, M.Ed, Ph.D. Email: [email protected] Key words: Reading, Teaching Technique, TPR, Sign Language, Hearing impairment Students
This study is aimed to know how the implementation of Total Physical Response (TPR) and Sign Language technique, the students response toward both techniques and to know the strengths and weaknesses in teaching reading for the hearing impairment students at Special Needs School of Pertiwi Ponorogo. TPR and Sign language are combination of two technique in which the teacher uses command that involve physical movements, facial expression and sign language that used by hearing impairment students.
The researcher used descriptive qualitative method in which the researcher
used three data collecting tools, namely; observation, interview and document. The first step in collecting the data was observation the teaching and learning process. Afterward, the data was analyzed using descriptive. Then, the researcher enriches the finding by interview and find out the document.
The finding result was found that the implementation of TPR and Sign Language technique, the teacher used sign language to explain the reading materials and giving instructions to the students and the students responded it by used their sign language, body movement and facial expressions. The strengths of implementing TPR and sign language techniques are: the students are able to learn languages more quickly, the atmosphere of classroom were pleasant and easy, developed the student’s confident, and stimulated students to add vocabulary and provide motivation to learn. And the weaknesses of TPR and sign language techniques are: in the implementation it was blinded by a teacher who had a good ability in sign language, the teacher takes time due to repeating several times to explained the difficult word or sentences, and the students are less able to express their thoughts creatively.
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ABSTRAK
Ristiani, A. 2019. Implementasi Teknik Total Physical Response dan bahasa isyarat dalam pengajaran membaca untuk siswa Tunarungu di Sekolah Luar Biasa Pertiwi Ponorogo. Thesis, Pendidikan Bahasa Inggris Pascasarjana. Universitas Muhammadiyah Malang. Pembimbing: (I) Dr Hartono, M.Pd., (II) Bayu Hendro Wicaksono, M.Ed, Ph.D. Email: [email protected]
Kata kunci : Membaca, Teknik mengajar, TPR, Bahasa Isyarat, Siswa Tunarungu
Penelitian ini bertujuan untuk mengetahui bagaimana penerapan teknik. dari Total Physical Response (TPR) and bahasa isyarat, respon siswa terhadap penerapan kedua teknik tersebut dan untuk mengetahui kelebihan dan kelemahan pada pengajaran membaca bagi anak tunarungu di Sekolah Luar Biasa Pertiwi Ponorogo. TPR dan bahasa isyarat adalah gabungn dari kedua teknik yang digunakan guru dengan menggunakan kata perintah yang menyertakan gerakan fisik, ekspresi wajah dan bahasa isyarat yang digunakan oleh siswa tunarungu.
Peneliti menggunakan metode deskriptif kualitatif dimana peneliti menggunakan tiga alat untuk mengumpulkan data yaitu; observasi, interview dan dokumen. Langkah pertama dalam pengumpulan data adalah observasi terhadap pelaksanaan belajar mengajar. Selanjutnya, data yang diperoleh dianalisis dengan deskripsi. Kemudian, peneliti memperkuat datanya dengan melakukan interview dan dokumen.
Hasil penelitian menunjukkan dalam implementasi teknik TPR dan bahasa isyarat, guru menggunakan bahasa isyaratnya untuk menjelaskan materi membaca dan memberikan instruksi-instruksi kepada siswa dan siswa merespon instruksi guru dengan menggunakan kemampuan bahasa isyarat mereka, gerakan tubuh, dan ekspesi wajah. Kelebihan dari implementasi teknik TPR dan bahasa isyarat ini diantaranya: siswa mampu belajar bahasa dengan lebih cepat, situasi kelas menjadi lebih menyenangkan, meningkatkan kepercayaan diri siswa and menstimulasi siswa untuk menambah kosakata dan memberikan motivasi untuk belajar. Dan kelemahan dari implementasi teknik TPR dan bahasa isyarat ini adalah; dalam penerapannya membutuhkan guru yang memiliki kemampuan yang baik dalam berbahasa isyarat, guru mmembutuhkan waktu yang lama untuk mengulang beberapa kali dalam menjelaskan kata atau kalimat yang sulit dan siswa kurang mampu mengekspresikan apa yang mereka pelajari secara kreatif.
1
INTRODUCTION
Teaching English as a Foreign Language (TEFL) focuses on developing
the students’ communicative competence focusing on four skills, namely:
listening, speaking, reading and writing. Reading is a conscious and unconscious
thinking process. The reader applies many strategies to reconstruct the meaning.
The reader does this by comparing information in the text with his or her
background knowledge and prior experience (Beatrice, 2008). Thus, the learning
of reading comprehension necessitates readers to be armed with a variety of
strategies to help them understand what is read (Snow et al., 2002).
Nowadays, the hearing impairment students need English for
communication because the most of public services uses English. It means that the
hearing impairment must also understand and comprehend the English language.
Therefore, they need English to equip their independence. Besides, they need
English to communicate with others although they use a sign language to explain
what they mean.
One way to improve hearing impairment students’ English mastery can be
done through the teaching of reading comprehension because it is an excellent
way of providing language input (Nuttall, 1996). In fact, however, the poor grasp
of hearing impairment students in reading has been related to their learning
strategies. According to Andrews and Mason (1991) and Strassman (1992),
hearing impairment students experienced difficulties with lower-level skills which
delayed the development of independent reading strategies. A student or child
with hearing impairment or hearing disabilities has deficits in language and
speech development due to a diminished or lack of auditory response to sound
(Watson, 2017).
In response to the hearing impairment students’ difficulties in learning,
Richards (2003) stated that improvements in language teaching would come
through the adoption of the new and improved teaching approaches and methods
that incorporated breakthroughs in the understanding of language and the way
language takes place. In fact, the language teaching process which involves
hearing impairment students is different from that with normal students. student’s
physical movement as an equipment to understand the language. Besides, the
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The table 2 showed the deaf students’ respond in teaching reading. It can be
average in percent as follow:
a. Understanding: �
�� 100% = 75%
b. Fun & Enjoy: �
� � 100% = 100%
c. Active: �
�� 100% = 75%
d. Get problems: �
�� 100% = 25%
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APPENDIX III
OBSERVATION CHECKLIST OF TEACHING ACTIVITY
Date : October , 9, 2018
Place : Special Needs School of Pertiwi Ponorogo
Observer : ArisRistiani
Object of observation :English Teacher
NO Activities Yes No 1 The teacher gives greeting and asking about
the student conditions. √
1 The teacher introduce the topic before start teaching.
√
2 The teacher gives an explanation the material until finish.
√
3 The teacher uses media in teaching reading.
√
4 The teacher explain the reading material using sign language.
√
5 The teacher explain the reading material using TPR.
√
6 The teacher give some question while teaching learning process.
√
7 The student active while teaching learning process.
√
8 The student difficult to understand about the reading material.
√
9 the student enjoy while teaching learning process.
√
10 The teacher find some problems in teaching learning process.
√
11 The student can answer the question from teacher and text.
√
12 The teacher summarize the reading material in post teaching.
√
13 The student asking question to the teacher.
√
14 The teaching finish on time.
√
15 The teacher giving a score for student test.
√
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APPENDIX IV
TEACHING AND LEARNING PROCESS
Date : October , 9, 2018
Place : Special Needs School of Pertiwi Ponorogo
Observer : ArisRistiani
Object of observation : English Teacher
A. The First Meeting
Teaching activities
Teacher activities Students activities TPR and Sign language categories
Pre teaching
a. The teacher led the class to pray first.
b. The teacher greeting by using sign language.
c. The teacher asking the condition of the students by using SL
d. The teacher check the present of the student
e. The teacher gives an icebreaking to the student.
f. The teacher give brainstorm to the student by using SL
g. The teacher prepared
the reading material by using textbook.
a. The students prayed first.
b. Answer the greeting by using sign language.
c. The students answer the question by using SL
d. The student paid attention.
e. The student give the response from the teacher’s command
f. The students give the response from the teacher’s command
g. The students prepare to learn.
Sign language Sign language Sign language Sign language Sign language
Whilst teaching
a. The teacher chose the reading material and explained the meaning of sentences and some words in front of the class by using Sign language and physical movement with facial expression.
b. The teacher asking one
a. The students paid attention what the teacher explained.
b. The student
Sign language and TPR
42
of the students to go forward in front of the class and asked him to follow the teacher expression.
c. The teacher continued the material by asking the students to practice each sentences in the reading materials by using their facial expression, body movement, and sign language.
d. The teacher checked the students understanding by asked them some questions.
e. The teacher repeats the reading materials by using sign language.
f. The teacher gives the question based on the reading materials orally.
followed the teacher instruction and one of the students practiced the meaning of the reading material in front of his friends.
c. The students practice the reading materials together by using their facial expression, body movement, and sign language.
d. The student give the respond to the teacher questions by answer it used their sign language.
e. The student practiced the meaning of each sentences in the reading materials by using sign language and their facial expression and body movement.
f. The students answered the question based on the reading materials and write on their own paper.
TPR TPR and Sign language Sign language TPR and Sign language TPR
Post teaching
a. The teacher summarized the reading materials do together with the students by using sign language.
b. The teacher asked the questions about the difficult meaning of the reading materials by using sign language.
a. The student gave the respond while the teacher summarized the reading material by using sign language.
b. The students asked the difficult sentences to the teacher by using sign language.
Sign language Sign language
43
c. The teacher answered
the question from the students by using sing language clearly.
d. The teacher gave the motivation for the students to study at their home about the reading materials in that day by using sign language.
e. The teacher closed the teaching and learning by said thanked and greeting by using sign language.
c. The students paid
attention to the teacher explanation.
d. The students giving the respond by nodding their head.
e. The students replayed the greeting by using sign language.
Sign language Sign language Sign language
B. The Second Meeting
Teaching activities
Teacher activities Students activities TPR and sign language categories
Pre teaching
a. The teacher greeting by using sign language.
b. The teacher asking the
condition of the students by using sign language
c. The teacher prepared the reading material by using textbook.
a. Answer the greeting by using sign language.
b. The students answer the question by using sign language
c. The student paid attention.
Sign language Sign language
Whilst teaching
a. The teacher chose the reading material and explained the meaning of the sentences and some words in front of the class by using sign language and physical movement with facial expression.
b. The teacher asking one of the students to go
a. The students paid attention what the teacher explained.
b. The students followed the
TPR and sign language TPR
44
forward in front of the class and asked him to follow the teacher expression.
c. The teacher continued the material by asking the students to practice each sentences in the reading materials by using their facial expression, body movement and sign language.
d. The teacher checked the students’ understanding by asked them some questions.
e. The teacher repeats the
reading materials by using sign language.
f. The teacher gives the
question based on the reading materials.
g. The teacher checks the
student task by around the class and check thoroughly.
teacher instruction and one of the students practiced the meaning of the reading materials.
c. The students practice the reading materials together by using their facial expression, body movement, and sign language.
d. The students give the respond to the teacher questions by answer it used their sign language.
e. The students practiced the meaning of each sentences in the reading materials by using sign language and their facial expression and body movement.
f. The student answered the question based on the reading materials and write on their own paper.
g. The students paid attention while the teacher checking their task.
TPR and sign language Sign language TPR and sign language TPR
Pots teaching
a. The teacher corrected the students tasks do together with the students.
b. The teacher asked the question about the difficult meaning of the reading materials by
a. The students corrected their task do together with the teacher.
b. The students asked the difficult sentences to the teacher by using
Sign language Sign language
45
using sign language. c. The teacher answered
the questions from the students by using sign language clearly.
d. The teacher gave the motivation for the students to study at their home by using sign language.
e. The teacher closed the teaching and learning by said thanked and greeting by using sign language.
sign language. c. The students paid
attention to be teacher explanation.
d. The students giving the respond by nodding their head.
e. The student replayed the greeting by using sing language.
Sign language Sign language
46
APPENDIX V
INTERVIEW GUIDES
Date : October , 9, 2018
Place : Special Needs School of Pertiwi Ponorogo
Observer : ArisRistiani
Object of observation : English Teacher
1. What is the teacher name?
2. What is the education’s teacher background?
3. What are the teacher preparations to teach reading for the deaf students in
eleventh-grade?
4. What are the references books in teaching reading for the deaf students in
eleventh-grade?
5. What are the techniques used to teaching reading for the deaf students in
eleventh-grade?
6. What the teacher know about TPR and Sign Language?
7. How to teaching reading for the deaf students in eleventh-grade using TPR
and Sign language technique?
8. How long the deaf students in eleventh-grade understand about the reading
material?
9. How the achievement results of deaf students in eleventh-grade by
implemented of TPR and Sign Language in teaching reading?
10. What are the problems of teacher in teaching reading used TPR and Sign
Language techniques for the deaf students in eleventh-grade?
11. How the teachers faced the problems in teaching reading used TPR and Sign
Language for the deaf students in eleventh-grade?
12. What the deaf students of Eleventh-grade do when the teacher teaching the
reading materials?
13. What the deaf students of Eleventh-grade responses toward the
implementation of TPR and Sign language used?
14. What are the strengths of implementation of TPR and Sign Language in
teaching reading for the deaf students in eleventh-grade?
15. What are the weaknesses of implementation of TPR and Sign Language in
teaching reading for the deaf students in eleventh-grade?
47
APPENDIX VI
OBSERVATION CHECKLIST
Teacher : Tina Tristiana, S.Pd.
Observer : Aris Ristiani
Class : 11
Date Observation : October, 9, 2018
Time Observation : 08.00-09.00
NO Activities Yes No description 1 The teacher introduce the topic before start
teaching
2 The teacher gives an explanation the material until finish
3 The teacher uses media in teaching reading 4 The teacher explain the reading material using
sign language
5 The teacher explain the reading material using TPR
6 The teacher give some question while teaching learning process
7 The student active while teaching learning process
8 The student difficult to understand about the reading material
9 the student enjoy while teaching learning process
10 The teacher find some problems in teaching learning process
11 The student can answer the question from teacher and text
12 The teacher summarize the reading material in post teaching
13 The students asking questions to the teacher 14 The teaching finish on time 15 The teacher giving a score for student test