CHAPTER
I
INTRODUCTION
A.
Background of the Problem
Children with special needs hearing
disabilities (deaf) were the children who had the unique characteristic
types. It made
them different with the normal chidren. They did a
special education
in SLB ( Sekolah Luar Biasa ). They had a different type and characteristic. Learning method in SLB was different with the ordinary
school in SMP. Student in
SLB
were less than SMP, and
the learning method
in SLB was
more individual. In
a class, there were some students taught with a different special need, there
were blind, autism, and deaf student in a class, the schedule method in teaching the students with special needs were also different with the normal students. Only teacher who had a good competency could teach them.
One
of them was
a deaf
student. The
classification SLB B (deaf)
phisicaly deaf was not so far different between normal children. Deaf was a person unable to lesson caused
by the malfunction
of apart hearing tool. So they
could
not use hearing tool in
daily life. Deaf was limited in vocabulary and abstract word. They only used vision in learning. Deaf could make communication through sign language, oral or
writing method. The deaf were unable to respond sound around of
them.
According to Leonard (1998) those who were physically deaf had the problem with the parts of the human body required for
human speech ( the throat, vocal, cords, lungs, mouth and tongue), having
adapted to their disability by using machines that vibrate their vocal cords,
allowing them to speak, others learn the sign language to communicate.
The
interest of the
deaf children
were better than
normal children
generally because the lack of hearing helped them to
be more respectful. Learning style of deaf needed
a noiseless special room, physical impersonation in communication
with body language to forming a particular symbol that made up particular meaning.
Picture designing, maximized the vision as a tool that accepted language stimulus information and used sign language
as a tool of
practicing language communication. The stimulus
information as a
speech visualization in the
picture form were
equal to the audio for normal children.
Based
on the explanation
above, I had interviewed a teacher who had the special needs children hearing disabilities (deaf). I got some information from the interview. The
teacher said that the deaf learning
a lesson visually, helped by picture, mixed classical individualized services.
In that
class,
many grade levels in terms of ability,
mentally, and age. The material for the students were also different, the learning style nothing comparison. Although one class but the individual service was not the same as the regular classroom that every
child of his material equated.
Based
on the information that I got from the interview with a family who had a child with special needs hearing disabilities (deaf)
on 15 november 2014, I got some informations from the interview. The parent said
that while studying at home, the learning style of that child was like a normal child.
From
the information that I
got above, I wanted to see if it was true that the children learning style based on the same theory, I
was
interested in conducting a case
study research entitled “ Learning
Style
Used
by a Deaf Learner in English at the
eighth grade of SLB (Sekolah Luar Biasa)
Cendana Rumbai ”.
B.
Identification of the Research
Based
on the information above,
the identification of the research as follows:
1.
Learning style
visualized,
helped
by picture, mixed classical individualized services.
2. In class many grade levels in terms of ability,
mentally, and age.
3. There
was no different of learning
style.
C. Limitation of the Research
Based on the
identification above, I intended to focus on the learning style by a deaf learner at the eight grade of SLB (Sekolah Luar Biasa) Cendana Rumbai.
D. Formulation of the Research
The formulation of the research can
be formulated in the following research question:” What are the learning style used by a deaf learner student at SLB Cendana Rumbai?”.
E. Aims of the Research
The aim of this
research was to describe the learning style of the children with a special needs hearing disabilities (deaf)
learner student at SLB Cendana Rumbai.
F. Significance of the Research
The use of the result of the study
had a great significance for:
1. The Teachers
a. The
teachers could be more understandable the characteristic of children with a special needs hearing disabilities (deaf) on school.
b. The
teacher could understand about the child and teach them active and efective.
2. The Students
The students could improve the learning motivation of
children with
special needs hearing
disabilities (deaf).
G. Defenition of Key Terms
To
avoid misunderstanding of the concepts used inthis study, some definitions are provide as the
following:
1. Learning
style
Learning style is defined variously
as a particular way in which an individual
learns, a mode of learning – an individual’s preferred or best manner(s) in which to think, process information
and demonstrate learning, an
individual’s preferred means of acquiring knowledge and skills, habits,
strategies, or regular mental behaviours concerning learning, particularly deliberate educational
learning, that an individual displays.
2.
Deaf Learner
It
had predominantly been the interest of a few highly
specialist workers in the fields of psychology and education. The
difficulties of learning incidentally and of following typical
learning patterns are well documented for deaf children. (Schein, Murdoch in Hodges
2004).
CHAPTER II
REVIEW OF THE RELATED LITERATURE
A.
Review
of Related
Theories
In
this chapter, the reseacher reviewed some experts idea to support the problem
of this research
as
follows
:
1. The
Nature of Learning Style
Learning
styles are not fixed traits which an individual will always display. Learners
are able to adopt different styles in different contexts. For most of us, one
or two styles are preferred above the others. Honey and Mumford (1986) suggest
that we need to be able to adopt one of four different styles in order to complete
any given learning task satisfactorily. An inability or reluctance to adopt any
particular style has the potential to hamper our ability to learn effectively.
Learning styles comes from a
different, but obviously related, area of human research, namely
Neuro-Linguistic Programming (NLP). Neuro-Linguistic Programming is concerned
with how we communicate and how this affects our learning.Over many years, and
through many research projects, including close and detailed observation of the
way we communicate, three particular learning styles – visual, auditory and
kinaesthetic – have been identified.
a. Visual
learners
Visual learners prefer to learn by
seeing.They have good visual recall and prefer information to be presented
visually, in the form of diagrams, graphs, maps, posters and displays, for
example. They often use hand movements when describing or recalling events or
objects and have a tendency to look upwards when thinking or recalling
information.
b.
Auditory learners
Auditory learners prefer to learn by
listening.They have good auditory memory and benefit from discussion, lectures,
interviewing, hearing stories and audio tapes, for example.They like sequence,
repetition and summary, and when recalling memories tend to tilt their head and
use level eye movements.
c. Kinaesthetic
learners
Kinaesthetic learners prefer to
learn by doing.They are good at recalling events and associate feelings or
physical experiences with memory. They enjoy physical activity, field trips, manipulating
objects and other practical, first-hand experience.They often find it difficult
to keep still and need regular breaks in classroom activities. While we all use
all three styles of learning to some extent, some learners rely heavily on one
of them.An over-reliance on one style, and an inability or unwillingness to
adopt another style where it might be appropriate, can be limiting in some
learning situations and can mean that learning might be hindered.
An extension of the NLP description
of learning styles has been developed by Fleming (2001). Fleming tells us that
when we gather information from the world around us, which includes the
information that we need for learning, we make use of all of our senses. Some
of us, though, employ one sense more than others.The V-A-R-K system assesses
how much people rely on visual, auditory, reading and kinaesthetic.
According to Thompson (2005) these
learners were motivated to learn and they believe that they are capable of
learning. Tipically, they
have a high tolerance for ambiguity,
are
patient with themselves, aware
of their own learning styles and cognizant of effective learning strategies and
they are not afraid to ask questions or make mistakes. Most of these learners have good
organizational skills and willingly accept suggestion how to become even more
organised. The good languange learners as usually are either aware of
how to record, remember
and retrieve new information, or
quickly learn the skills, and
they readly seek oportunities to use it. They tend to become more involved with
their host families and the community they are living in and they often to get
to know members of their community,
practice
english and build lasting relationship. Of course, not all of these qualities
simultaneously, but
most developed them over time and put them to good use. As usually good languange
learners are capable of learning without a teachers guidance but when a teacher
is available, they
are able to use her as a resource and
benefit from the relationship. Rather than
seeing the teacher as all know as all knowing and someone never to be
questioned, these
learners see the teacher as a facilitator or an equal partner.
2. Types of Deaf learner
Easterbrooks
(1997) suggests that there are three main types of deafness by location of
disorder.
a. Conductive loss
The deafness that occurs when there is interference on the outer or middle ear that inhibits transfer sound waves to the inner ear.
b. Sensorineural loss
The deafness that occurs when there is damage to the inner ear or nerves auditer which resulted in delays in delivery of sound messages to the brain.
c. Central auditory processing disorder
Namely central nervous system disorders auditer processes which result in individuals having difficulty understanding what he heard although no specific interference in the ear itself. Children with impaired auditer processing center may have normal hearing when measured by the audiometer, but they often have trouble understanding what he heard.
Based on the level of functioning of the inner ear to hear sounds, Ashman and Elkins (1994 ) classifies deafness into four categories , namely :
a. Mild hearing impairment (mild hearing impairment)
A condition in which people can still hear the sound with the intensity of 20-40 dB (decibels). They often do not realize that being spoken to, having a little trouble in the conversation.
b. Deafness (moderate hearing impairment)
A condition in which people can still hear the sound with the intensity of 40-65 dB. They have difficulty in conversation regardless of the speaker's face, it is difficult to hear from a distance or in a noisy atmosphere, but can be helped with hearing aids (hearing aid).
c. Severe deafness (severe hearing impairment)
A condition in which people can only hear the sound with the intensity of 65-95 dB. They know little attention to the conversation speaker when the speaker's face with a loud voice, but normal conversation practically impossible to do, but can be helped with hearing aids.
d. Heavy deafness (profound hearing impairment)
A condition in which people can only hear the sound with the intensity of 95 dB or louder. Hear normal conversation was not possible for him, so he was very dependent on visual communication. A certain extent, no one can be helped with certain hearing aids with a very high power (superpower).
3. Nature of Deaf learner
According to Fay
(1874) to educate a deaf mute is for the parents of the child, as soon
as they discover that he cannot hear,
to
commence to make efforts to open and enlighten his mind by the means of
natural. Signs, and
at the same time to endeavor to make him utter sounds and to read from the
lips.
In
addition,(Maslow in Nadir et al:104) need satification refers to the
fulfillment of all the basic needs according to status (age,sex,culture) of a
person to lead a happy life. The needs of teenage group children are
pshycological, safety, love and
belongingness, self-esteem, and need for self actualization. Keeping
in the view the above mentioned facts the present study was planne to find out
the level of need satisfaction among deaf and dumb chidren, find out the level of social
adjusment of deaf and dumb children,
seek
if there is any relationship between the level of need satisfaction and social
adjusment. Information generated through the study will be useful in
formulation appropriate effective policies regarding education and rehabilitation
of deaf and dumb children. Nadir, et. al (2006).
4. The Learning style of a deaf learner
According to Hodges (2004) Deaf has predominantly been the interest of a
few highly specialist workers in the fields of psychology and education. The
difficulties of learning incidentally and of following typical learning patterns
are well documented for deaf children. Schein, Murdoch in Hodges (2004).
There is less literature
about assessment of development and learning, in particular in relation to the
way in which each individual optimally addresses learning situations (what is
later her called learning style) through and despite their disabilities.
Most of deaf
learner prefer to see the visualization. Visual learners prefer to learn by
seeing.They have good visual recall and prefer information to be presented
visually, in the form of diagrams, graphs, maps, posters and displays, for
example. They often use hand movements when describing or recalling events or
objects and have a tendency to look upwards when thinking or recalling
information.
Most literature on learning style related to
individuals who are able to perform test or analyze their own response, and I found no procedures for
investigating this in learners with significant disabilities. It is not within
the scope of this thesis to present a thorough review of literature relating to
models of learning, not of evaluation of theses in relation to dumb children.
However, a summary of five models of learning is presented, with some
indication of how these related to learning for deaf children, and therefore to
assessment. These models are chosen because they are particularly relevant to
children with complex needs or to learning style.
Alongside other
tests, assessors in research and practice worked through learning situations to
see how the child: contacted the adult, carried
out instructions, responded to praise, used
the help of the assessor, controlled her activity, related to adults, reacted to the new environment, handled the
objects given, exploring, discriminating and recognising them (Hodges 2004).
Focus on the
learning process and not only on previously acquired skills may reflect the
different viewpoint of educators, allowing learning in a new situation to be
the most important indicator of ability.
B.
Review
of Related Finding
There were some researchers that had done the research
related to the The Learning Style used
by the students;
The
First, Caica
(2012) conducted the research
entitled “Using EFL Internet Resources as a
Support on the Development of a Blended English Course designed for Deaf
University Students”. The
main goal of the project was to identify the effect of using some EFL Internet resources
as a support on the development of a blended English course designed for deaf university
students. It was also a proposal to involve these students in a spoken-language
environment that uses English as a means to cope with a growing deal of
information useful for personal and professional purposes.
The study revealed some insights
about the English learning process of deaf university students related to their
preference for collaborative learning, the effectiveness of vocabulary
activities linked to visual media and their interest to get immediate supported
feedback for grammar exercises.
The Second, Brno (2010) conducted
the research entitled “Hearing Impaired
Learners and their Learning Styles in English Language Classroom”. The purpose of this study was to gather data
and explore the learning styles of the 8th and 9th grade pupils of the
Kindergarten, Primary and Secondary School for Hearing Impaired in Valašské Meziříčí.
Being their English teacher, I decided to reveal their learning styles to
enhance my teaching methods and, moreover, to help my pupils to find the most
effective English language learning strategies. The data gathered in this study
can be used by all the special education teachers to understand their deaf
pupil’s personal learning styles. In addition, people concerned with the
deafness and education will find the information useful in planning, designing,
developing, and evaluating not only a language learning process.
The
Third, Long (2012) conducted the research entitled “Access to Communication for
Deaf, Hard-of-Hearing and ESL Students in Blended Learning Courses”. In an effort to better understand
student perceptions of communication in blended (online and traditional)
learning courses, a 22 item questionnaire was developed and sent to all
students registered for these courses at a large technology-focused college
during three quarters of instruction. The respondents were divided into four
groups: 1) hearing, 2) deaf, 3) hard-of-hearing (D/HH), and 3) English as a
second language (ESL). Their perceptions of communication and the blended
learning experience were examined. While the hearing and ESL students were
positive about blended learning, the findings indicated that deaf and
hard-of-hearing students reported that both the quality and quantity of their
interactions with the professor and other students was greatly improved by the
inclusion of an online component. ESL and hearing students were also positive
about the blended experience; but the greatest benefit to communication access
was observed by students with a hearing loss.
The Fourth, Herman (2014)
conducted the research entitled “Reading, Dyslexia and Oral Deaf Children: From Research to Practice ”. The analysis identified half of our group of oral deaf children as
having reading difficulties. We were able to identify dyslexia sensitive
measures and deaf children with
dyslexic profiles;
however, not all were amongst the poorest readers. Our findings
highlight the scale of
reading difficulty in oral deaf children and point to an urgent need for
specialist intervention to be implemented along the lines currently offered to hearing
children with dyslexia.
The Fifth, Burman (2008) conducted the research entitled “Assessing
Deaf Children’s Writing in Primary School: Grammar and Story Development”. Assessment is essential for designing individualized educational
plans (IEPs) for children. In order to contribute effectively to this process,
assessments must be appropriate for the group, show neither floor nor ceiling
effects, and help teachers formulate specific aims. Different attempts to
develop such assessments for the writing of deaf primary school children have
shown floor effects. This paper reports the validation of an analytic
instrument aimed at assessing deaf primary school children’s writing and at
contributing to the design of IEPs. We
conclude that the assessment is a useful, reliable and valid instrument for
analysis of deaf children’s writing.
CHAPTER
III
RESEARCH
METHDOLOGY
A.
Types
of the Research
The research
approach used in this study was qualitative research. According to Cresswell (2005:39) “qualitative research is a type ofeducational research in which the
researcher relies on the view of participants, broad, general questions, collects data, consiitng largely of word (or text)
from participants, describes, and analyze these word for theme,and
conduct the inquiry in a subjective,
biased
manner”. It assumes that in this research,
qualitative
research is a research in which the data were collected by doing observation, interview or questionnaire. In
short, qualitative research was used to
gain data dealing with Learning style used by a deaf learner at SLB Cendana
rumbai Pekanbaru with the classification high functioning deaf.
The research design use in this study was
etnographic design. Creswell(2005:436)defines that “etnographic design was qualitative research procedures for
describing, analyzing, and interpreting a culture sharing group’s, shared
pattern of behavior, beliefs and languange the develop over time”. Etnographic
design have three forms such us the realis etnographic, the case study, and
criitcal study. First, therealist
etnography is and objective account of the situation, typically written in one-person
point of view, reprting objectively on the information learned from
participants at field site.second, a case study is in depth exploration of
bounded system (e.g., an activity, event, process or indivual). I addition
critical etnographies are a type of etnographic research in which the author is
interested in advocating for the emancipation of group marginalized in our
society. From three design etnographic above, I chose “case study” as my research method.
Merriam (1998) defines that “case study” was
a holistic research method that use multiple sources of evidence to analyze or
evaluate a spesific phenomeon. I use case study design as my research ethod
because case study was appropriate with my research was research about spesific
case, collecting data and analyzed about “preference learning style use by dumb learner of SLB Cendana Rumbai
Pekanbaru.
B. Setting
of the Research
This Research had been conducted at the
eighth grade of SLB (Sekolah Luar Biasa) Cendana Rumbai Pekanbaru that was
located Jl. Sembilang Rumbai Pesisir Pekanbaru. The subjects of this research
was one females students who learnt at the eighth grade
of SLB Cendana Rumbai Pekanbaru.
C. The Population of the Research
The population of this research was all
of the SLB
students of SLB
Cendana Pekanbaru. They consisted of 7 students that had different category but they
were studying together in the class.
Table 3.1
The population of the
Research
|
NO
|
NAME
|
CATEGORY
|
CLASS
|
|
1
|
Rizal tri wardana
|
Deaf
|
6 SD
|
|
2
|
Emily julieta
|
Deaf
|
2 SD
|
|
3
|
Attiya haniya
|
Deaf
|
1 SD
|
|
4
|
Wenni eustasia
|
Deaf
|
2 SMP
|
|
5
|
Puja
|
Blind
|
3 SD
|
|
6
|
Marisa leo
|
Blind
|
3 SD
|
|
7
|
Flayesa
|
Blind
|
2 SD
|
D.
The Subject of the Research
The Researcher used Single-subject
or single-case research because it is most often used in applied fields of
psychology, education, and human behavior in which the subject serves as
his/her own control, rather than using another individual/group. And then the
Researcher use single-subject because the research is sensitive to individual
organism differences vs group research which are sensitive to averages of
groups.
1. The
profile of a Deaf student
The
name of the subject was Weni. She was fourteenth years old, she was the eighth
grade student of SLB Cendana Rumbai Pekanbaru. She had a speech problem. In school
she was good in academic value. She followed some olimpiad, painting,
fashionshow, and sprint athlete. She was a social child. Because people could
understand what people told when doing communication with her. Phisically, she
was not so different with normal children. She was healthy, the height was 158 cm
and 48
kg of weight. She grew up normally and
had a complete parents.
2. The student’s english proficiency
Table
3.1
English
Score of Deaf Students
|
No
|
Names of Deaf Students
|
Aspect of English
|
Score
|
|
1
|
Weni Eustasia
|
Kelas 1
|
-
|
|
|
|
Kelas 2
|
-
|
|
|
|
Keas 3
|
70
|
|
|
|
Kelas 4
|
80
|
|
|
|
Kelas 5
|
90
|
|
|
|
Kelas 6
|
85
|
(Source from Teacher of
Deaf assessment)
She had a good score in studying
english, it could be seen that from the third grade to the sixth of elementary
school she got a various score and there was an improvement.
E. Instruments of the research
I
used three kinds of instruments in this research. The instruments of this research were observation, field note and
interview.
1. Observation
The first
instrument was observation. Creswell (2005:211) sated that “observation is the
process of gathering open-ended, first hand information by observing directly”.
I took note all the things that I expected to be happened during the
observation. Therefore, designing
observation checklist we needed for this research.
Table
3.2
The
sample of Observation Checklist on “Deaf learner learning Style in English
Time :
Avenue/place :
Topic :
Object :
Observer :
|
No
|
Learning Style
|
Characteristic of
Learning Style
|
Yes
|
No
|
|
1
|
Visual Learner
|
Learn through seeing, Think in
pictures and need to create vivid mental images to retain information, Enjoy
looking at maps, charts, pictures, videos, and movies, Have visual skills
which are demonstrated in puzzle building, reading, writing, understanding
charts and graphs, a good sense of direction, sketching, painting, creating
visual metaphors and analogies (perhaps through the visual arts), manipulating
images, constructing, fixing, designing practical objects, and interpreting
visual images.
|
|
|
|
2
|
Auditory learners
|
Learn through listening, Have highly developed
auditory skills and are generally good at speaking and presenting, Think in
words rather than pictures, Learn best through verbal lectures, discussions,
talking things through and listening to what others have to say.
|
|
|
|
3
|
Kinesthic Learner
|
Learn through moving, doing and
touching, Express themselves through movement, Have good sense of balance and
eye-hand coordination, Remember and process information through interacting
with the space around them, Find it hard to sit still for long periods and
may become distracted by their need for activity and exploration, Have skills
demonstrated in physical coordination, athletic ability, hands on
experimentation, using body language, crafts, acting, miming, using their
hands to create or build, dancing, and expressing emotions through the body.
|
|
|
Flemming
(2001)
Beside
using observation checklist to record some information during an observation, I
designed and used an observation protocol to aa information did I did not get
from observation checklist. According to Creswell (2005:223)”an observational
protocol is a form designed by researcher before data collection that is used
to for taking field notes during an observation”.
2. Field notes
The
additional instrument was field notes. It was used to record (word) the
situation and information related to this research. According to creswell
(2005:213) “field notes were text
(words) recorded by the researcher during an observation in a qualitative study”.
Here, I recorded a text (words) when I
was doing to observation. From the field notes, I collected, describe, and
analyzed the data.
It
supposes that an observational protocol was very important to design earlier
before taking field note. The sample of an observational protocolin form of
field notes as follows :
Figure
3.1
Sample
of Field Notes
|
Sample of Field Notes
|
|
Observational Field
Notes
Object :
Setting :
Observer :
Role of Observer :
Time
:
Lenght of Observation :
08.00 a.m.
Description of Object
|
Adapted
from Creswell, 2005
This
sample protocol ilustrated the components typically found on a recording form
in an observation. First, the
protocol conatined a header where it wa useful to record information about the
time, place, setting and researcher observational role. Next, I could write in
one coloumn following in the header. This coloumn recorded a description of
activities.
The
exact nature of his description might vary. I might include a description of
the chronological order of even. This description is especially useful if the
observer is examining a process or event. I also might describe the
individuals, physical setting, events and activities to facilitate remembering
details of the setting for final written report.
3. Interview
Interview was the third instrument
in this research. It was used to explore the data from the the teacher of deaf and it considered important since
it was used to investigate the deaf
learning style in learning english.
Creswell (2005:214) state that “A
qualitative interview ocuurs when researchers ask one or more participant
general. Open-ended quetions, and record their answers”.
I designed and used interview
protocol to record the informations related with the deaf learning style in learning english.
Here I interviewed an English teacher of deaf learner. Creswell (2005:222) stated “an interview protocol” was a form designed by researcher that contain
instructions for the process of the interview, the question to be asked, and
space to take notes of responses from their interview”. It believed that an
interview protocol was one way to prepare interview easly. The sample of an
interview protocol as follows :
Figure
3.2
Sample
of Interview Protocol
|
Sample Interview Protocol
|
|
Interview Protocol
|
|
Project :
Time of Interview :
Date :
Place :
Intervi :
Position of Interview :
[Describe here the project,
telling the interviewee about (a) purpose of study.(b) individuals and source
of data collected, (c) what will be done with the data project the
confidentially of the interviewee, and (d) howlong the interview
will take.
[Have the interviewee read
and sign the consent form.]
Turn in the tape recorder
and test it].
1)
2)
3)
4)
Thank the indivual for her
cooperation and participantion I this interview. Assure her of the
confidentially of the response and the potential for future interviewes).
|
Adopted from Cresweel, 2005
There
were some components of interview protocol. First, it contained a header to record
essential information about the interview, statements about the purpose of the
study, a reminder that participants needed to sign the consentform, and a
suggestion to make preliminary test of therecording equipment. Second, other
information included in the header would be organization or work affiliation of
the interviewees:educational background and position:the number of year taht
have been in position:and the date, time, and location of the interview.
Following this hearder were five brief open-ended questions. The first question
served the purpose of an “icebreaker” (sometimes called the ‘grand question’).
F.
Technique of collecting data
In
coolecting the data, I used some techniques such as observation and, interview
and field note.
1. Observation
This
instrument used to get the data related with preference learning style of dumb student
in learning english at 6 grade on SLB Cendana Rumbai Pekanbaru. In collecting
the data from observation, I was participated as a nonparticipant observer in which be as and outsider who sit to
record and to watch the phenomeon under the research. Creswell (2005:2012)
state that “ a nonparticipant observer is
an observer who visits a site and records notes without becoming involved in
the activities of the participants”.
It
indicated that i was as an observer observed the activity of the subject of the
research to gain some information relevant with dumb learnng style in learning
english used by english in teaching learning english process at classroom
directly.
Table 3.4
The Sample of Observation Checklist
on “Deaf Learning Style” in Learning English
Time :
Avenue/place :
Topic
:
Object
:
Observer
:
|
No
|
Learning Style
|
Characteristic of
Learning Style
|
Yes
|
No
|
|
|
Visual Learner
|
Learn through seeing, Think in
pictures and need to create vivid mental images to retain information, Enjoy
looking at maps, charts, pictures, videos, and movies, Have visual skills
which are demonstrated in puzzle building, reading, writing, understanding
charts and graphs, a good sense of direction, sketching, painting, creating
visual metaphors and analogies (perhaps through the visual arts),
manipulating images, constructing, fixing, designing practical objects, and
interpreting visual images.
|
|
|
|
|
Auditory learners
|
Learn through listening, Have highly developed
auditory skills and are generally good at speaking and presenting, Think in
words rather than pictures, Learn best through verbal lectures, discussions,
talking things through and listening to what others have to say
|
|
|
|
|
Kinesthic Learner
|
Learn through moving, doing and
touching, Express themselves through movement, Have good sense of balance and
eye-hand coordination, Remember and process information through interacting
with the space around them, Find it hard to sit still for long periods and
may become distracted by their need for activity and exploration, Have skills
demonstrated in physical coordination, athletic ability, hands on
experimentation, using body language, crafts, acting, miming, using their
hands to create or build, dancing, and expressing emotions through the body.
|
|
|
2.
Interview
This
instrument had been applied to gain the data about preference learning style of
deaf
student
in learning english at the eighth grade on SLB (Sekolah Luar Biasa) Cendana
Rumbai Pekanbaru. I gave interview for the english teacher and parents of deaf
learner to get more information about preference learning style of deaf student in learning english.
3. Field Notes
I also noted
importnat activity to get some information by using field notes. It was used to
note essential activity and other information in the classroom. According to
Creswell (2005:213) “Field notes were
text (words) recorder by the researcher during an observation in a qualitative
study”. Here , I recorded a text (words) when I was doing to obsevation. From
the field notes, I collected, describe, and analyzed the data.
G.
Technique of Analyzing the Data
The data obtain from observation,
field notes and interview been analyzed to identify or describe pereference learning style of
autistic students in learning english used by a deaf at 6 grade on SLB Cendana Rumbai
Pekanbaru by developing a general sense of data and then decoding description
about the central phenomenon. Here, I refer to Cresswell (2005) in analyzing
the data.
Figure
3.2
The
Qualitative Process Data Analysis
|
|
||||||
Iterative
|
(Adopted
from Creswell 2005)
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