ENGLISH LANGUAGE TEACHING AND LEARNING

FOR VISUAL IMPAIRMENT STUDENTS

(A Descriptive Study at Tenth Grade of Man Maguwoharjo Sleman

Yogyakarta In The Academic Year Of 2012/2013)

THESIS PROPOSAL

Submitted in Partial Fulfillment of the Requirement

For Degree of Bachelor of Education in English Education

By:

WAHYU HIDAYAT

(083411080)

TARBIYAH FACULTY

WALISONGO STATE INSTITUTE FOR ISLAMIC STUDIES

SEMARANG

2012

0

ENGLISH LANGUAGE TEACHING AND LEARNING FOR VISUAL

IMPAIRMENT STUDENTS

(A Descriptive Study at Tenth Grade of MAN Maguwoharjo Sleman

Yogyakarta in the Academic Year of 2012/2013)

A. Background of Study

Every citizen is entitled to education1. Education is certainly not in the

sense of acquiring teaching, but the components related to the implementation and

success of an educational process is also the case that cannot be separated in

fulfilling the need for education. Because, lack of fulfillment of one component in

education will lead to the occurrence of gaps in education.

Fulfilling the educational rights of citizens would not only be given in

class or a particular race, but all citizens of the country with many different

background should be accommodated to achieve the basis of justice, democratic,

and non-discriminatory. So we have to maintain the principles of education that

Education held in democratic and just and not discriminatory to uphold human

rights, religious values, cultural values, and the plurality race2. We can realize

together that the nation of Indonesia has vast archipelago, and Indonesia also has

tribes, races, cultures, religions, different beliefs. In addition, the government

must also consider the differences of the presence of physical and or mental, as

citizens who have been visually impaired, deaf or talk-back, quadriplegic, etc.

which are in the country, to be a material consideration in maintaining adaptive

educational system for those who have serious physical and mental retardation.

Concerning with the educational needs of citizens who have physical

limitations or mental illness, the government has issued several regulations related 1 1945 constitution, pass 30, verse 1.2 Law No. 20 of 2003, on National Education System, chapter III, article 4, paragraph 1.

1

to it. One of them is the Law No. 4 of 1997 on the disabled. One article in the

Law stipulates that every difable are entitled to an education at all units, bands,

and levels of education3. We need to understand more it together, that the

fulfillment of education is not only from the side difabel acceptable to enter on a

board of education, but how the institution able to accommodate the needs of

difabel? thus it is essential in fulfilling the educational rights of difabel. Because

the next chapter also explained that the government and or society are obliged to

fulfill the rights of working on difabel.

Law No. 20 of 2003 on National Education System, Chapter 5, verses

1 to 4 have mentioned that 4:

1. Every citizen has a right to obtain a quality education.

2. Citizens who have a physical disadvantage, emotional, mental, intellectual, and

or social groups are entitled to special education.

3. Citizens living in remote or underdeveloped and isolated indigenous

communities are entitled to special education services.

4. Citizens of countries that have the potential of intelligence and special talents

are entitled to special education.

On the other hand, education makes people grow into his own as an

individual person, as an independent social being that are part of the national.

Integral education in life should be able to shelters and support all components of

the nation, regardless of social background, economic, tribe, religion and belief,

gender, and physical and mental differences and variations. Education like this is

called education inclusion 5. Many school systems today tend toward inclusion, or

incorporate students with disabilities into the general education classroom,

3 Law No. 4 of 1997, concerning Disabled Persons, chapter III, article 6, paragraph 14 Law No. 20 of 2003 on National Education System, Chapter 5, verses 1 to 45 Adi sedia Purwanta, Inclusive Education; ideological and Socialization, Papers, p.. 2

2

because of many benefits in inclusion. Although inclusion may not be for all

students with disabilities.

Inclusion in public education has dramatically changed how students with

disabilities are taught. Where they once learned in separate classes taught by

special educators, many children with a range of disabilities now learn in typical

classes led by general education teachers.

Until now, the fulfillment of the educational rights for difabel students has

done by many institutions in the form of segregation or inclusion. One of them is

MAN Maguwoharjo. As like any public school, implementation of learning in

MAN Maguwoharjo the same system with public colleges. But MAN

Maguwoharjo able to receive and accommodate students difabel. This is a very

experienced school of students difabel building combined with normal students.

Being the inclusion school is not easy. At least the school should handle

themselves with innovations for Visual impairment students to follow the process

of learning well. In addition, schools also should be able to provide awareness to

all academicians that undergraduate students can also follow the blind education

in public schools. Restructuring the curriculum, teaching methods, teaching aids,

teacher competency, evaluation, and academic services must be arranged in such

a way that would take time and a substantial investment. This is because learning

model requires the inclusion of media, infrastructure facilities, curriculum,

teacher competence, academic and non academic services in such a way, to be

able to serve all students without exception.

From these various problems, the author felt interested in studying

inclusion school model developing at MAN Maguwoharjo. How MAN

Maguwoharjo run English language teaching and learning for students? between

visual impairment students that blends with the normal students, how do the

teachers make learning in the classroom?. All the places to be addressed and

further examined using more than raise the educational level of the nation, opened

the school's vision of inclusion, and aims to provide a new view of society that

3

children should not have school in SLB. There are schools that can teach and

educate them with the inclusion, so they can mingle with all people that will

improve their maturity and independence.

As one of inclusion schools in Indonesia, MAN Maguwoharjo has become

a model for other schools in the case of difabel service. But what are the services

provided is completely MAN inclusion? How will the implementation of learning

activities is the essence of education? For this reason, research and studies like

this need to be held, as a reference material for government-related institutions in

the implementation of learning for visual impairment students in various fields of

knowledge, including the English language.

B. Reasons for Choosing the Topic

1. The researcher is interested in describing an English language teaching

learning for visual impairment students because the impaired students has

weakness in visualization. It has a big deal to language as communication

tool.

2. The researcher thinks that it is more difficult to teach visual impairment

students with some weaknesses in reading the text, moreover foreign language

(English). The researcher wants to know how to teach English for visual

impairment students

.

C. Research Questions

1. What materials are covered in English course for visual impairment students at

Tenth grade of MAN Maguwoharjo Sleman in The Academic Year of

2012/2013?

2. What methods are implemented in English teaching and learning process for

visual impairment students at tenth grade of MAN Maguoharjo Sleman in the

academic year of 2012/2013?

4

3. What obstacles results in English teaching and learning for visual impairment

students at tenth grade of MAN Maguwoharjo Sleman in the academic year of

2012/2013?

4. How does the teacher cope with the obstacles in English teaching and learning

for visual impairment students at tenth grade of MAN Maguwoharjo Sleman

in the academic Year of 2012/2013?

D. Objectives of the Study

1. To describe the language materials in English course for visual impairment

students at MAN Maguoharjo Sleman in The Academic Year of 2012/2013.

2. To describe some teaching and learning methods applied in English for

visual impairment students at MAN Maguoharjo Sleman in The Academic

Year of 2012/2013.

3. To describe some obstacles results in English teaching and learning for

visual impairment students at MAN Maguoharjo Sleman in The Academic

Year of 2012/2013.

4. To describe some copes with the obstacles in English teaching and learning

for visual impairment students at MAN Maguoharjo Sleman in The

Academic Year of 2012/2013.

E. Significances of the Study

This research is expected to be able to give information for the researcher

himself and people in educational field dealing with teaching materials, teaching

methods, and learning assessments for visual impairment students effectively and

efficiently. By doing this research, the researcher that it will give contribute some

benefits for teachers, students with visual impairment, readers, and the researcher

in the future, here are the benefits for each of them:

5

a) Teachers

It is expected to be kind of teaching method and reference for the teachers in

developing or creating new more interesting methods and techniques of

teaching English for the visual impairment students especially in inclusive

school, so that they can teach successfully.

b) Students

The researcher hopes that the students will get an appropriate treatment in

English learning so that they are going to learn English comfortably and do

not get any difficulties anymore, and to motivate visual impairment students

to compete with normal students.

c) For the school, this research will be expected to be a reflection for teaching

and learning process at MAN Maaguoharjo Sleman. And as the

implementation guide of an evaluation of English for students with visual

impairment. It can be a consideration to change the best strategy in teaching

English; moreover can improve the quality of English teaching and learning.

F. Review of the Related Literature

1. Previous Research

1) “English language teaching for the seventh grade students with hearing

impairment”(A Descriptive Study of Methods and Material

Approximately used at SLB “PRI” Buaran Pekalongan In The Academic

Year of 2009/2010). This thesis was written by Nailal Maghfiroh

(053411053), a bachelor of English Language Education of Tarbiyah

Faculty of Walisongo State Institute for Islamic Studies (IAIN Walisongo

Semarang) 2010. The purpose of this study was to know how the English

teaching process with hearing impairment students at SLB. And to find

the appropriate method are applied in the teaching learning process and

materials delivered to teaching English lesson in the seventh grade

students with hearing impairment. Beside that to deepen the exciting data

6

or information to help exceptional teacher, especially hearing impairment

teacher having good ability in English teaching to hearing impairment

students.

2) “English language teaching and learning for autistic students” (A

Descriptive Study with Eighth Grade of SMPLB Negeri Semarang in the

Academic Year of 2011/2012). This thesis was written by Anik

Wulandari (08341162), a bachelor of English Language Education of

Tarbiyah Faculty of Walisongo State Institute for Islamic Studies (IAIN

Walisongo Semarang) 2010. The purpose of this study was to know how

is the teaching and learning English with autistic student, and to know

which method that is used for autistic students. Beside how the teacher

asses the students.

2. Theoretical Framework

a. English Language Teaching and Learning

1. Foreign language Teaching and Learning

English has been recognized as an International Language. That

is, people who come from diverse backgrounds geography, religion and

culture has had an agreed media to communicate with each other, namely

English. In foreign language teaching and learning Edward Anthony said

that there are three hierarchical elements, namely approach, method, and

technique. An approach is a set of assumption dealing with nature of

language, learning, and teaching. Method is described as an overall plan

for systematic presentation of language based upon a selected approach.

Technique is the specific activities manifested in the classroom that were

7

consistent with a method and therefore were in harmony with an

approach as well.6

There are nine approaches in foreign language teaching and

learning:

1. Grammar translation

2. Direct

3. Reading

4. Audiolingualism

5. Oral-Situation

6. Cognitive

7. Affective – Humanistic

8. Comprehension – Based

9. Communicative7

2. Characteristics of Visual Impairments

a. Type of Visual Impairments

Students with non-correctable vision problems have

visual impairments. Depending on the severity of the

condition. To qualify as a visually impaired student, certain

criteria must be met, like low visual acuity, visual field

limitation, progressive eye disease, or cortical visual

impairment.

Partially Sighted: A visual impairment that adversely affects a

student's educational performance even when corrected to the

extent possible.

Low Vision: If someone's vision is between 20/70-20/160 and

cannot be corrected, the student has moderate to low vision.

6H. Douglas Brown, Teaching by Principles: an Interactive Approach to Language Pedagogy, (New York: Pearson Education, 2001), p. 14. 7 Marianne Celce-Murcia, teaching English as a second or foreign language.(2001) P. 5

8

Legally Blind: From 20/200-20/400 is legally blind with

severe low vision. From 20/400 20/1000 is profound visual

impairment, and is very close to total blindness.

Totally Blind: The lack of light perception is known as total

blindness or total visual impairment.

At one point the term visual impairment referred to an eye

disorder at the tissue level, but subsequently, visual impairments took

on a broader meaning to include the consequence of a functional loss

of vision caused by a number of eye disorders8.

Many factors determine how visual impairments affect

students’ learning experience. Age of onset and severity of vision loss,

as well as presence of multiple disabilities, are some of the factors that

make each student’s situation unique. The cause of visual impairment

and overall functioning level of a student also determine how the

visual impairment affects a student's development. In general, visual

impairments have cognitive, academic, social and emotional, and

behavioral effects.

b. Sociological characteristic

Students with visual impairments face tremendous challenges

in school, both academically and socially. With struggles to keep up

in inclusive classes, these students may not put forth the time and

effort to learn how to develop social skills. Social difficulties in

children with visual impairments are typically caused by a lack of

information about the visual aspects of interacting with others. These

difficulties are often reinforced by others’ hesitancy to establish

relationships with and communicate appropriate expectations to

individuals with visual impairments.

8 http://www.education.com/reference/article/visual-impairment

9

Visual impairment indirectly causes personal problems.

Personal problems are caused incline by negative attitude by their

environment. Students with visual impairment have difficulties in

mastering social skill, because that skill usually comes by

visualization. They also incline feel suspicious to others, offended

and dependence to others9.

3. Causes of visual impairment

Types of impairment are different for different causes of visual

impairment. In total vision loss for example there may be total

darkness of the visual fields. Other types include visual

impairment in glaucoma, age-related macular degeneration and so

forth.

a. Visual impairment in glaucoma

This condition is due to the rise of normal fluid pressure inside

the eyes. The type of vision is usually like a tunnel. The intact vision

remains in the center while progressively the peripheries start

decreasing. The center of the tunnel reduces in size progressively till

total vision is lost if left uncorrected.

b. Age-Related Macular Degeneration

A central area of woolly or cottony opacity obscures the central

part of the vision. The peripheries may be normally seen. AMD

usually blurs the sharp, central vision that is needed for closely viewed

activities like reading, sewing, and driving. This is a painless

condition.

c. Cataract

9 http://pustaka.ut.ac.id/puslata/online.php?menu=bmpshort_detail2&ID=282

10

There is general clouding of the vision. As the whole eye lens

is affected the blurring of vision may be diffuse until it is totally lost.

There may be other symptoms like photophobia – inability to see the

light; diplopia – double vision etc. Cataracts are very common in older

people.

d. Diabetic Retinopathy

Diabetes leads to damage of the smaller arteries and blood

vessels at the back of the eyes over the retina. Diabetic retinopathy is

the most common diabetic eye disease and a leading cause of

blindness in adults. Usually vision impairment in diabetics begins as

black spots or floating shapes that appear in the field of vision. Slowly

complete vision may be lost if left unchecked.

e. Near sightedness

Myopia or near sightedness or short sightedness means a

person can see nearby objects clearly but distant objects appear

blurred. High myopia may lead to vision impairment.

f. Retinitis Pigmentosa

This is a genetic or inherited condition. Initially it manifests as

night blindness. As the disease progresses there may be a tunneling of

vision with loss of peripheral vision followed by complete blindness.

b. Teaching students with visual Impairment

Students with visual impairments must be taught compensatory

skills and adaptive techniques in order to be able to acquire knowledge

from methods other than sight. The presence of a visual impairment

can potentially impact the normal sequence of learning in social,

motor, language and cognitive developmental areas.

A visual impairment can make learning very difficult. Students

with visual impairments have unique educational needs which are most

11

effectively met using a team approach of professionals, parents and

students. In order to meet their unique needs, students must have

specialized services, books and materials in appropriate media (including

braille), as well as specialized equipment and technology to assure equal

access to the core and specialized curricula, and to enable them to most

effectively compete with their peers in school and ultimately in

society. There must be a full range of program options and support

services so that the Individualized Education Program (IEP) team can

select the most appropriate placement in the least restrictive environment

for each individual student with a visual impairment.

c. Methods of Teaching English as Foreign Language

1. Definition of Method

According to Douglas Brown that method is a generalized set

of classroom specifications for accomplishing linguistic objectives.

Methods tend to be concerned primarily with teacher and student roles

and behaviors and secondarily with such features as linguistic and

subject-matter objectives, sequencing, and materials. They are almost

always thought of as being broadly applicable to a variety of audiences

in a variety of contexts.10 Language teaching in the twentieth century

was characterized by frequent change and innovation and by the

development of sometimes competing language teaching ideologies.

Much of the impetus for change in approaches to language teaching

came about from changes in teaching method. The method concept in

teaching the notion of systematic set of teaching practiced based on a

particular theory of language and language learning is a powerful one

and the quest for better methods was a preoccupation of many teachers

10 H. Douglas Brown, Teaching by Principles An Interactive Approach to LanguagePedagogy, (New York: Longman, 2000 ),2nd Ed, p. 16.

12

and applied linguists throughout the twentieth century. Common to

each method is the belief that the teaching practices it supports provide

a more effective and theoretically sound basis for teaching than the

methods that preceded it. It can be define that method is a procedure or

process for attaining an object as a systematic plan followed in

presenting material for instruction during the process of teaching and

learning, when the latter suggests the dynamic interplay between

teachers and learners.

2. Several methods used in English Language Teaching

These are several methods that used in English Language Teaching:

a. Grammar Translation Method (GTM)

This method out the traditional teaching of classical Latin and

Greek when living language began to be widely taught in the

nineteenth century. It was the dominant method until the end of

century and has continued to be used in one form or another until

the present day. But it has long been “out of fashion”. Grammar

Translation Method are used for whom foreign language learning

meant a tedious experience of memorizing endless lists of unusable

grammar rules and vocabulary and attempting to produce perfect

translations of stilted or literary prose.11

b. Direct Method (DM)

This method developed as a revolution against the Grammar-

Translation Method at the end of nineteenth century. It was based

some extent on the new sciences of the nineteenth century,

11 Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in LanguageTeaching, (New York: Cambridge University Press, 2001) Second Edition, p. 6.

13

especially linguistics and psychology. The direct method receives it

is name from the fact that meaning is to be conveyed directly in the

target language through the use of demonstration and visual aids,

with no recourse to the students’ native language.12 Languages are

seen as system of communication, primarily oral, in which word are

used together in sentences, a sentences are used discourse.

Languages are believed to be learned best in a natural way, by

haring words and sentences in context and imitating what you hear.

c. Total Physical Response (TPR)

Total Physical Response method was developed by James

Asher. Total Physical Response consists basically of obeying

commands given by the instructor that involve an overt physical

response.13 This method is suitable for beginners’ course only, and

later needs to be supplemented by activities and techniques from

other methods. It aims to develop listening comprehension before

production, to associate language with action, and to reduce stress

in language learning.

d. The Silent Way

According to Jack and Theodore that The Silent Way is the

name of a method of language teaching devised by Caleb Gattegno.

It is based on the premise that the teacher should be silent as much

as possible in the classroom but the learner should be encouraged to

produce as much language as possible.14 These method contrasts

almost totally with TPR, instead of giving extensive active listening

comprehension practice, the teacher is silent for most of the time,

12 Diane Larsen and Freeman, Techniques and Principles In Language Teaching, (NewYork: Oxford University Press, 2000), p. 23.13 Stephen D. Kranshen, Principles and Practice in Second Language Acquisition, (NewYork: Prentice Hall International (UK) Ltd. 1987), p. 140.14 Jack C. Richards and Theodore S. Rodgers, Op.cit., p. 81.

14

giving only singe examples of new sentence and produce similar

ones.

e. The Audio-Lingual Method

Audio-lingual is primarily an oral approach to language

teaching, it is not surprising that the process of teaching involves

extensive oral instruction. The focus is on immediate and accurate

speech, there is little provision for grammatical explanation or

talking about the language.15 Audio Lingual holds that language

learning is like other forms of learning. Since language is a formal,

rule governed system; it can be formally organized to maximize

teaching and learning efficiency.

f. Communicative Language Learning Method

Communicative Language Learning (CLL) is the name of a

method developed by Charles A. Curran which was given to a set of

belief which included not only a re-examination of what aspects of

language to teach , but also a shift in emphasis in how to teach.16

g. Suggestopedia

Developed by Georgi Lozanov, Suggestopedia sees the

physical surroundings and atmosphere of the classroom as of vital

importance. By ensuring that the students are comfortable,

confident and relaxed, the affective filter is lowered, thus enhancing

learning17. By using suggestopedia method, the learners learn not

only from the effect of direct instruction but from the environment

in which the instruction takes place.

3. Material Selection

15 Ibid., p. 64.16 Jeremy Harmer, The Practice of English Language Teaching, (England: PersonEducational Ltd, 2001), 3rd Ed. p. 84.17 Ibid., p. 89.

15

1. Concept of Material Selection

Language instruction has five important component: students, a

teacher, materials, teaching methods, and evaluation.18 Allwright argues

that materials should teach students to learn, that they should be resource

books for ideas and activities for instruction/learning, and that they should

give teachers rationales for what they do. From allwright we know that He

emphasizes that materials control learning and teaching. Materials are the

center of instruction and one of the most important influences on what goes

on in the classroom.

In this case, the role of technology should be applied as much as

possible so that the visual impairment students can compete and follow the

lessons well. very important for them to be able to read Braille writing. As

we know the visual impairment students cannot see or look the textbook,

we need suitable materials for them and also understand their

accommodation.

2. Material for Tenth Grade

All teaching materials need to possess certain characteristics, and

these apply equally whether we are considering printed course books,

ancillary readers, visuals of many kinds, recordings, films, or any other

kind of instructional materials. They need to be realistic, relevant,

interesting, encouraging, and compatible.19

There are some materials for tenth grade students, according to

education curriculum unit level (KTSP), the materials cover introduction,

meeting and leaving, offering, invitation and agreement. They also cover

some genres (recount, narrative and procedure). Teaching process also uses

18 http://iteslj.org/Articles/Kitao-Materials.html19Peter Strevens, New Orientations in the Teaching of English, p. 27.

16

some media (textbooks, video and audio tapes, computer software, and

visual aids).

3. Material for Visual Impairment Students

The form of teaching material is analyzing which presents or

informs about the language to be learned.20 So how to make a suitable

materials for visual impairment students? we need special materials in

order to the lessons can be informed to visual impairment students. we can

use special hardware for the visual impairment students, such as scanners

and Braille displays, vocal syntheses and screen readers. Besides we should

know some common accommodations for visual impairment students :

a) Alternative print formats, which may require text conversion

b) Magnification devices 

c) Bright, incandescent lighting 

d) Raised lettering or other tactile cues

e) Adaptive computer equipment 

f) Readers for exams 

g) Priority registration 

h) Recorded lectures 

i) Lab or library assistants21

G. Research Methodology

20Brian Tomlinson, Material Development in Language Teaching, (UK: Cambridge University Press, 2003), p. 1.21 http://www.northwestern.edu/disability/faculty/strategies/visual-impairments.html

17

The research method is used in ways in which research in the research

process. This is done to determine the selection of appropriate methods in

influencing the success or failure of research, as with any method, is expected to

obtain objective data.

1. Type of Research.

The type of research is case study research. The case study is the

investigation depth (in-depth study) of a social unit such that it produces well-

organized picture and details on these social units.22

2. Research Approach.

The approach in this study is a qualitative approach, namely the

research procedures which produce descriptive data in the form of words

written or spoken about people and behaviors that can be observed.23

3. Subject

In a qualitative study did not use the term population, but according to

Spradley called "Social Situation" or social situation that consists of three

elements: places, actors, and activities that interact synergistically.24 So the

subjects of this study are visual impairment students.

H. Techniques of Data Collection

In terms of the way or data collection techniques, the data collection

techniques can be done by observation, interviews, questionnaires,

documentation, and fourth combined. As in this study, the researcher will use

data collection methods as follows:

a. Observation

22 Saifudin Azqar, Metode Penelitian, (Yogyakarta: Pustaka Pelajar, 1998), p.823 Lexy J Moleong, Metodologi Penelitian Kualitatif , (Bandung: PT Remaja Rosda Karya, 2005), p. 424 Sugiyono, Metode Penelitian Pendidikan, (Bandung: Alfa Beta, 2010), p.297

18

The observation is carried out by means of observation and recording of

the object under study, then recording conducted necessary to obtain the

corresponding data to the research. Methods of data collection will be

conducted to see firsthand how the evaluation techniques applied in English

course for students with visual impairment in MAN Maguwoharjo and to

observe directly form about the English language.

b. Interview

The interview is a process of interaction, dialogue, question and answer

verbally committed by two or more persons directly to obtain the required

information. In the interview, the interview took only a guideline that outlines

the things that will be requested.25 The targeted interviews conducted by

researchers directly is :

1) Visual impairment students of MAN Maguoharjo. Information to be

excavated is about how their English language teaching and learning

experience as well as the obstacles they encountered in the teaching

and learning process.

2) English teacher who teaches visual impairment students. The

information will be applied on the subject of this study that related to

how the planning process of teaching and learning English.

c. Documentation

Documentation is a technique of data collection by gathering and

analyzing documents, whether written documents, pictures, and electronic.26

I. Data analysis technique

25 Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, ( Jakarta: Rineka Cipta, 1991), p.12826 Nana Syauhid Sukma Dinata, Metodologi Penelitian Pendidikan, ( Bandung: PT Remaja Rosda Karya, 2004) , p.221.

19

Data analysis is the process of systematically searching and compiling the

data obtained from interviews, field notes, and other materials, so it can be

understood easily, and its findings can inform others.27

In analyzing data had been collected, the researcher uses descriptive

qualitative research. As using this technique, the researcher collects data, arranges

data and presents data. The qualitative method is kind of research without using

any calculation or statistic procedure. To know the English learning process at

MAN Maguoharjo Sleman, the steps done are as follow:

1. Data Reduction.

Data reduction is a form of analysis that classifying, directing, and organizing

data in such way, so that it can be reduced data verification.28 Collecting the

data obtained from interviews, observations, and documentations.

2. Data Display.

The data have been reduced and then made the presentation of data. The

presentation of data can be done in the form of brief description, charts,

relationship between categories, and so on. The most frequent form of data

display for qualitative research data in the past has been narrative text. By

data display, then the data is organized, arranged in a pattern of relationships

that would be easily understood.29

3. Conclusion Drawing/Verification.

conclusion drawing and verification. Presented preliminary conclusion is still

tentative and will change if not found evidence that supports strong data

collection on the next stage.30 The conclusion in qualitative research may be

able to answer the formulation of the problem that formulated from the

beginning, but maybe not, because as has been stated issues and problems in

the qualitative research is still tentative and will be developed after research in

27 Sugiyono, Metode Penelitian Pendidikan, p.334.28 Mattew B. Meles, dkk., Analisa Data Kualitatif, (Jakarta: UI Press, 1993) , p..1629 Ibid., p. 34130 Ibid., p. 345

20

the field. From the explanation above, the researcher will apply this technique

to describing and analyzing data from the result or research about English

language teaching for students with visual impairment systematically.

REFERENCES

21

Arikunto, Suharsimi, 1991, Prosedur Penelitian Suatu Pendekatan Praktik, Jakarta: Rineka Cipta

Johnson,Elaine B. Contextual Teaching and Learning, (California: Corwin Press, Inc,2002),

Harmer,Jeremy The Practice of English Language Teaching, (England: Person Educational Ltd, 2001),

Larsen, Diane and Freeman, Techniques and Principles In Language Teaching, (NewYork: Oxford University Press, 2000)

Meles, Mattew B., dkk.,1993, Analisa Data Kualitatif, Jakarta: UI PressMoleong, Lexy J, 2005, Metodologi Penelitian Kualitatif , Bandung: PT

Remaja Rosda KaryaPurwanta, Adi sedia, Inclusive Education; ideological and Socialization,

PapersSaifudin, Azqar, 1998, Metode Penelitian, Yogyakarta: Pustaka PelajarSukmadinata, Nana Syauhid, 2004, Metodologi Penelitian Pendidikan,

Bandung: PT Remaja Rosda Karya Wiraatmaja, Rokhiyati, 2004, Metode Penelitian Tindakan Kelas, Bandung:

Rosda KaryaWoolkfolk, Anita E. Education Psychology, (Canada: Pearson Education

Canada Inc.2006)

22