contoh proposal skripsi kualitatif deskriptif bahasa inggris

1. 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
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2. 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 race 2. 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.
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3. 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 1
4
Law No. 20 of 2003 on National Education System, Chapter 5, verses 1 to 4
5
Adi sedia Purwanta, Inclusive Education; ideological and Socialization, Papers, p.. 2
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4. 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
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5. 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?
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6. 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:
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7. 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
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8. 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
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9. 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.
6
H. 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
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10. 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
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11. 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
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12. 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
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13. 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 Language
Pedagogy, (New York: Longman, 2000 ),2nd Ed, p. 16.
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14. 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 Language
Teaching, (New York: Cambridge University Press, 2001) Second Edition, p. 6.
14

15. 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, (New
York: Oxford University Press, 2000), p. 23.
13
Stephen D. Kranshen, Principles and Practice in Second Language Acquisition, (New
York: Prentice Hall International (UK) Ltd. 1987), p. 140.
14
Jack C. Richards and Theodore S. Rodgers, Op.cit., p. 81.
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16. 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: Person
Educational Ltd, 2001), 3rd Ed. p. 84.
17
Ibid., p. 89.
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17. 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.html
19
Peter Strevens, New Orientations in the Teaching of English, p. 27.
17

18. 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
20
Brian Tomlinson, Material Development in Language Teaching, (UK: Cambridge University Press,
2003), p. 1.
21
http://www.northwestern.edu/disability/faculty/strategies/visual-impairments.html
18

19. 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.8
23
Lexy J Moleong, Metodologi Penelitian Kualitatif , (Bandung: PT Remaja Rosda Karya, 2005), p. 4
24
Sugiyono, Metode Penelitian Pendidikan, (Bandung: Alfa Beta, 2010), p.297
19

20. 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.128
26
Nana Syauhid Sukma Dinata, Metodologi Penelitian Pendidikan, ( Bandung: PT Remaja Rosda
Karya, 2004) , p.221.
20

21. 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..16
29
Ibid., p. 341
30
Ibid., p. 345
21

22. 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
22

23. 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),
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