THE TEACHING OF ENGLISH AS A FOREIGN LANGUAGE

FOR STUDENTS WITH DOWN SYNDROME

(A Naturalistic Descriptive Study at SMPLB N 5 West Jakarta)

A THESIS

Presented in Partial Fulfillment of the Requirement for the Degree of Education

Magister in Graduate Program of English Education in the Faculty of Educational

Science, Syarif Hidayatullah State Islamic University (UIN) Jakarta

Written by

Edi Yanto

NIM 21160140000027

GRADUATE PROGRAM OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCE

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2020

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ABSTRACT

Yanto, Edi (2020) The Teaching of English as a Foreign Language for Students With

Down Syndrome (A Naturalistic Descriptive Study at SMPLB N

5 West Jakarta).

The purpose of this study was to describe the teaching of English as a foreign language

for students with down syndrome. This study focused on investigating naturally the of

teaching activities English at SMPLB Negeri 5 West Jakarta include the designing of

syllabus of English, the developing of materials of English, the use of English teaching

strategies, approaches and methods and also the assessment for the students with

Down syndrome. The method used in this study was qualitative in which the

characteristic of this method tend to use naturalistic approach. The participants of this

study were the English teachers of 7th

grade, 8 th

grade and 9 th

grade and 4 down

syndrome students with various levels. Meanwhile, the secondary participants in this

study were vice principle of curriculum and the principle SMPLB N 5 West Jakarta.

To see the varied nature of data, this study used some techniques to collect the data;

those were observation, interview and documentation. The results of this study showed

that the English teachers did some simplifications in designing English syllabus and

also developing the instructional materials adjusted with students’ ability and their

learning characteristic. The teachers also dominantly applied visual learning strategies,

Present Practice Production model approach and Grammar translation Method in

teaching English for students with down syndrome. Furthermore, the difficulties that

were experienced by the teachers in teaching English for students with down syndrome

pervaded difficult to transfer the knowledge, difficult to use various strategy and

method, difficult to give Instruction and difficult to change the students with down

syndrome mind set of dissimilarity between L1 and L2/FL pronunciation. Lastly, in

conducting the assessment, the English teacher basically referred to the available

regulation. Yet, in the process it could be flexibly adjusted with the students’

condition and abilities.

Keywords: The Teaching of English, Down Syndrome, Learning Impairment, Students

with Special Needs, Special Needs School.

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ABSTRAK

Yanto, Edi (2020) Pengajaran Bahasa Inggris sebagai Bahasa Asing pada Siswa

dengan gangguan berketerbelakangan fisik dan mental

(Penelitian Deskriptif Naturalistik di SMPLB N 5 Jakarta Barat).

Tujuan dari penelitian ini adalah untuk menggambarkan pengajaran bahasa Inggris

sebagai bahasa asing bagi siswa dengan gangguan berketerbelakangan fisik dan

mental. Penelitian ini berfokus pada penyelidikan secara alami terhadap kegiatan

pengajaran bahasa Inggris di SMPLB Negeri 5 Jakarta Barat termasuk perancangan

silabus bahasa Inggris, pengembangan bahan ajar bahasa Inggris, penggunaan strategi

pengajaran bahasa Inggris, pendekatan dan metode, serta penilaian belajar siswa

dengan gangguan berketerbelakangan fisik dan mental. Metode yang digunakan dalam

penelitian ini adalah kualitatif di mana karakteristik metode ini cenderung

menggunakan pendekatan naturalistik. Partisipan dalam penelitian ini adalah para guru

bahasa Inggris pada kelas 7, kelas 8 dan 9 dan siswa dengan gangguan

berketerbelakangan fisik dan mental dari beragam level. Sementara itu, peserta

sekunder dalam penelitian ini adalah wakil kepala sekolah bidang kurikulum dan

kepala sekolah SMPLB N 5 Jakarta Barat. Untuk melihat beragamnya data, penelitian

ini menggunakan beberapa teknik untuk mengumpulkan data; yaitu observasi,

wawancara dan dokumentasi. Hasil penelitian ini menunjukkan bahwa guru bahasa

inggris melakukan beberapa penyederhanaan dalam merancang silabus bahasa Inggris

dan juga mengembangkan bahan ajar yang disesuaikan dengan kemampuan siswa dan

karakteristik belajar mereka. Para guru secara dominan menerapkan strategi

pembelajaran yang bersifat visual, pendekatan model menyampaikan, latihan, hasil

dan Metode Penerjemahan Tata Bahasa dalam mengajar bahasa Inggris pada siswa

dengan gangguan berketerbelakangan fisik dan mental. Lebih lanjut, kesulitan yang

dialami oleh para guru dalam mengajar bahasa Inggris untuk siswa dengan gangguan

berketerbelakangan fisik dan mental yang meliputi sulitnya mentransfer pengetahuan,

sulitnya menggunakan variasi strategi dan metode, sulitnya memberikan instruksi dan

sulit mengubah pola pikir siswa dengan gangguan berketerbelakangan fisik dan mental

tentang perbedaan pengucapan antara bahasa pertama (L1) dan pengucapan bahasa

keduam (L2) atau bahasa asing (FL). Terakhir, dalam melakukan penilaian, guru

bahasa Inggris pada dasarnya merujuk pada peraturan yang tersedia. Namun, dalam

proses itu dapat disesuaikan secara fleksibel dengan kondisi dan kemampuan siswa.

Kata kunci: Pengajaran Bahasa Inggris, Keterbelakangan fisik dan mental, Gangguan

Belajar, Siswa Berkebutuhan Khusus, Sekolah Berkebutuhan Khusus.

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مختصرة نبذة

دراسة) اسفل بمتلازمة المصابين للطلاب أجنبية لغة كان الإنجليزية اللغة تدريس( وعشرون ألفان) إيدي ، يانتوالغربية جاكرتا في الخمس الحكومية الثانوية المدرسة في طبيعية وصفية

هذا يركز. بمتلازمةاسفل المصابين للطلاب أجنبية كلغة الإنجليزية اللغة تدريس وصف هو الدراسة هذه من الغرض في بما الغربية جاكرتا في الخمس الحكومية الثانوية المدرسة في الإنجليزية اللغة لتدريس الطبيعي التحقيق على البحث

اللغة تدريس استراتيجيات واستخدام ، الإنجليزية اللغة تدريس مواد وتطوير ، الإنجليزية اللغة منهج تركيب ذلك الدراسة هذه في المستخدمة الطريقة. أسفل بمتلازمة المصابين للطلاب النتائج واخذ ، والأساليب والمناهج ، الإنجليزية

الإنجليزية للغة مدرسين كانوا الدراسة هذه في المشاركون. طبيعي استقراب استخدام إلى الطريقة هذه تميل حيث نوعية المشاركون كان و. المستويات مختلف من اسفل بمتلازمة المصابين والطلاب والتاسع الثامن والفصل السابع الفصل في

جاكرتا في الخمس الحكومية الثانوية المدرسة ومديري المناهج مجال في المدرسة مديري ناءب الدراسة هذه في الثانويون والمقابلات الملاحظة وهي ؛ البيانات لجمع التقنيات من العديد الدراسة هذه تستخدم ، البيانات تنوع لمعرفة. الغربية

اللغة منهج تركيب في التبسيطات ببعض يقومون الإنجليزية اللغة معلمي أن إلى الدراسة هذه نتائج تشير. والتوثيق الغالب في المعلمون يقوم. التعليمية وخصائصهم الطلاب قدرات تناسب التي التعليمية المواد تطوير وأيضًا الإنجليزية

اللغة تدريس في النحوية الترجمة وطرق وإنتاج ، وممارسات ، نموذجية مناهج وتقديم ، معينة استراتيجيات بتطبيق اللغة تدريس في المعلمون يواجهها التي الصعوبات وايضافإن. اسفل متلازمة من يعانون الذين للطلاب الإنجليزية والأساليب الاستراتيجيات استخدام وصعوبة ، المعرفة نقل صعوبة تشمل اسفل بمتلازمة المصابين للطلاب الإنجليزية

ونطق الأولى اللغة بين النطق في الاختلافات بشأن الطلاب عقلية تغيير وصعوبة التعليمات إعطاء وصعوبة ، المختلفة ومع. المستخدمة قوانين الي الإنجليزية اللغة مدرس يستمسك النتيجة اخذ وفي ، وأخيًرا. اجنبية لغة أو الثانية اللغة

الطلاب وقدرات لظروف وفقًا بمرونة تعديلها يمكن ، ذلك .

، لخاصةا الاحتياجات ذوي الطلاب ، التعلم اضطرابات ، اسفل متلازمة ، الإنجليزية اللغة تدريس: الرئيسية الكلماتالخاصة الاحتياجات ذات المدارس

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ACKNOWLEDGMENT

In the Name of Allah, the Most Beneficent, the Most Merciful.

All praises may always due to Allah, the Most Gracious, the Merciful. The only

God in the world, without His grace the writer will never achieve anything in this

world and hereafter. Peace and blessing may always be upon our prophet , the

messenger of Allah, Muhammad SAW., his family, his companions and his followers.

On this occasion the writer would like to express his great thanks and honors to

his mother (Tasnim), his wife (Diana), his son (Bilal), his daughter (Aisyah), and also

his brothers and his sister who always give much motivation, love and unstoppable

pray for the writer’s successful.

Furthermore, I would like to offer my thanks to all those who have helped and

supported the writer during the process of writing this thesis. My best gratitude goes to

the supervisor, Dr. Fahriany, M.Pd., for her valuable suggestions, advices and insight

guiding and supporting the writer during the process of writing this thesis. The deep

gratitude and respect are also dedicated to the examiners Dr. Alek, M.Pd., Dr. Nida

Husna, M.Pd., M.A. TESOL and Dr. Ratna Sari Dewi, M.Pd. whose suggestions and

remarks have enabled the writer to refine this thesis and who had given constrain

corrections and suggestions until this thesis become better.

The writer would also like to convey his gratitude to the principle, the vice

principle of curriculum, the English teachers and all of participants of this research

paper for willing to be the part of this thesis.

This thankfulness feeling also goes to the writer’s friends, colleagues and for

those who have supported and prayed for the writer during the process who cannot be

mentioned one by one, may Allah bless all of you always.

The writer’s thanks are also dedicated to:

1. Dr. Sururin, M.Ag., tha Dean of Educational Science Faculty.

2. Dr. Fahriany, M.Pd., the head program of English Education, Faculty of

Educational Science.

3. All the lecturers in magister program of English Education for their guidance

assistance during the writer’s study.

Finally, the writer hopes this thesis give contribution to the researchers.

However, the writer realizes that the thesis is far from being perfect. Therefore,

suggestion, idea and criticism for further improvement are highly are recommended

and appreciated.

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TABLE OF CONTENTS

ABSTRACT..................................................................................................................... iv

ACKNOWLEDGMENT ................................................................................................. vii

CHAPTER I INTRODUCTION ................................................................................. 1

A. Background of Study ......................................................................................... 1

B. Research Focus and Sub-Focus ......................................................................... 5

C. Research Question .............................................................................................. 5

D. Research Objective............................................................................................. 6

E. Research Significances ....................................................................................... 6

CHAPTER III RESEARCH METHODOLOGY .................................................... 35

A. Research Method .............................................................................................. 35

B. Research Setting ............................................................................................... 35

C. Participants ....................................................................................................... 43

D. Data and Data Resources ................................................................................. 44

E. Research Instrument ........................................................................................ 44

F. Data Collection Techniques ............................................................................. 44

G. Data Analysis Procedure ................................................................................. 45

H. Trustworthiness ................................................................................................ 47

CHAPTER V CONCLUSION AND SUGGESTION .............................................. 77

REFERENCES ............................................................................................................... 79

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CHAPTER I

INTRODUCTION

A. Background of Study

Education for students with special needs has been crucial issue and also a

modern phenomenon distinctively. It took attention from many people, researchers

especially, in all over the world. This issue basically has developed due to a

stigmatization that the students with special needs or disabilities are mostly

regarded having significant differences than students commonly. The differences

clearly look on their interferences which adhere in them. One of serious

interferences is a physic and mentality backwardness which is known well as down

syndrome.

Down syndrome (DS) actually is a chromosomal disorder. It is not a disease,

nor is it contagious. Its most common forms usually do not occur more than once in

a family (NICHCY, 2010, p. 2). It occurs in one of every 700 to 900 births

worldwide and affects people of all ethnic and social backgrounds (Down

Syndrome Australia, 2014, p. 4). The chromosomal disorder of down syndrome

impacted significantly to an interference of understanding concepts and ideas.

According to Scottish Down Syndrome Association (2009), those who suffer from

Down’s syndrome are less able to learn new concepts and ideas than people who do

not have the condition, on average, people with Down’s syndrome have a

significantly lower IQ and reading age; for this reason most children attend

specialist schools where education is tailored to their intellectual capacity.

However, it mostly occurs to children due to their complexity or difficult to

understand because of mental retardation. It is one of the most common congenital

syndromes. It is the most prevalent chromosomal disorder, and also the most

frequently recognized cause of intellectual disability (Selikowitz, 2008, p. 27).

Furthermore, Not only intellectual disability, down syndrome also indirectly causes

physical disorder too. So, there are great differences between people with Down

syndrome in terms of their intellectual abilities, sociability, height, weight, health,

personality and so on – just as rest, in fact, as the differences between the rests of us

(Cunningham, 2006, p. xii).

In addition, Down syndrome is one of the most common conditions leading

almost universally to intellectual and physical disability and, although a great deal

is known about the effects of the syndrome on growth and development, there is

much left to understand about the implications for teaching and learning (Faragher

Clarke, 2014 p, 5). Moreover, it is one of the most leading causes of intellectual

disability and millions of these patients face various health issues including learning

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and memory, congenital heart diseases (CHD), Alzheimer’s diseases (AD),

leukemia, cancers and Hirschprung disease (HD) (Asim et al, 2015 p. 1).

The lack of ability to learn new concepts, ideas and also intellectual disability

which caused by the chromosomal disorder indirectly influenced the children with

down syndrome’s language learning exactly in producing a language where they

suffer deficit to produce it as Roberts et al. (2007, p. 33) stated that individuals with

Down syndrome have language deficits, particularly in expressive language and

syntax, and poor speech intelligibility relative to nonverbal cognitive and

comprehension skills. There is increasing evidence of specific deficits beyond

mental age in some aspects of vocabulary and pragmatic skills. Language

differences in individuals with Down syndrome are evident at the onset of first

words and continue through adolescence and into adulthood with some indication of

changes in language strengths throughout their lifespan. Zarzo-Benlloch et al.

(2017, p. 200) added that various factors that affect speech and development of the

language of people with DS have been described in the literature. In addition to

cognitive deficit that is the main factor, hearing loss, anatomical alterations, and

failures in speech processing, among others, have an effect on speech.

Furthermore, Næss et al (2011, p. 1) stated that children with Down syndrome

have broad language deficits (that are not restricted to measures of expressive

language) and associated verbal short-term memory deficits. The profile of

language skills in children with Down syndrome shows similarities to that seen in

children with Specific Language Impairment. This statement was supported by

Limongi (2010) which is cited in Lima et al. (2017, p. 365) that there are two

hypotheses can explain the difference between oral production and comprehension

of children with DS: the first relates to the difficulties in the motor planning

necessary for speech control, and the second relates to short-term memory deficit,

which would make it difficult to retain immediate information. In addition to some

children with down syndrome may experience difficulties with the content

(semantics) or the form (grammar, phonology) of the language, or with its use in

interpersonal communication (pragmatics). Difficulties may also arise with speech

intelligibility, voice and fluency (Marder & Cholmáin, 2006, p. 495).

In addition, children with down syndrome are known experiencing delay in

almost all areas includes language. Therefore, any child with significant delay in

acquiring language will be delayed in the ability to use these cognitive processes.

Although delayed, almost all children with Down syndrome will use spoken

language as their main means of communication. The use of signs in early years

will help them to progress but for most children signs are used as a bridge to

talking, not to teach a sign language (Buckley and Le Prèvost, 2002, p. 70).

Moreover, language in DS is not merely delayed, as traditionally described, but also

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deficient in important respects: the deficit amounts to an inability to establish the

syntactic relation between the anaphor and its antecedent. The revealed grammatical

deficit supports the hypothesis that modules of the computational system, such as

morphosyntax, are relatively more impaired in this population, than those

associated with the general processing system, such as lexical knowledge or

pragmatics (Perovic, 2006 p, 1616). Clibbens (2001) in Rondal (2006 p. 8 – 9)

added that the onset of expressive oral language is often markedly delayed in DS

children and the rate of progress slow. To increase production rate, sign symbols

can be introduced in conjunction with oral language favoring a total communication

strategy. Inputs composed of speech and simultaneous signing favor larger earlier

expressive vocabularies in the children In the other words, children with DS have a

global delay that affects motor development, cognitive, communicative and

language. In developing communication and language, they provide lower

performance than chronological age (Annaz, 2009 cited in Maltese, 2012, p. 237).

With all their deficiencies, children with down syndrome basically have same

opportunity to get formal education like children commonly. It is asserted on the

voice of act of the Republic of Indonesia on National Education System chapter IV

about rights and obligations of citizens, parents, community, and government on

article 5 number (1) and (2) that every citizen has equal rights to receive a good

quality education and citizens with physical, emotional, mental, intellectual, and/or

social deficiencies shall have the right to receive special education (Act of The

Republic of Indonesia Number 20 2003, p. 9). This act highlights that all students

either regular students or students with special needs like down syndrome have

equal rights to get a good quality education both inclusion and special education.

They have the right to study all subjects at their school include foreign language

such English.

As a foreign language in Indonesia, English, which first made mention of

formally in 1955 at a conference of teacher trainers, when Mr.Wachendorff, the first

head of the Central Inspectorate of English language Instruction in Ministry of

Education that English never be widely used in daily life in Indonesia, or even be

the second official language, but rather than it should be “the first foreign language”

(Komaria, 1998 , Lauder 2008 cited in Alwasilah, 2013, p. 1) has played an

important role in education as it is a compulsory subject in schools (Lauder, 2008,

p. 10). This compulsory indirectly demands all students to comprehend English well

include students with special needs such as students with down syndrome.

Therefore, the school based-curriculum comprising English curriculum, as endorsed

by the Department of National Education has recently been implemented from

Elementary to High Schools in the country (Mappiase & Sihes, 2014, p. 117). In

other words, teaching of English is compulsorily implemented in all school levels.

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Teaching of English as a foreign language actually becomes a challenging

and complex activity for teachers because it involves the process of teaching

English language to students whose first language is not English. Moreover, it will

be more complex and challenging when the English knowledge have to be delivered

to the down syndrome students who essentially have serious interference in

understanding concepts and ideas. Nevertheless, the teachers surely expect that

students with down syndrome are able to comprehend English as students

commonly.

Some studies showed how this disorder, down syndrome, gave significant

implication in language learning process. In Second Language Acquisition for

Children with Down Syndrome by Al Dhahri (2016, p. 9) stated a case study of

Sarah Ahmad Filmban -15-years-old female diagnosed with DS. Sara is bilingual in

Arabic and English and she is enrolled in the Help Centre of Children with Special

Needs in Jeddah, Kingdom of Saudi Arabia. She prefers to express herself more in

English because she acquired English before Arabic. It was found that during the

interview, Sara had some troubles in pronouncing the sounds and the letters

although she can write them and her handwriting was readable in general. It was her

vocal cavity and the complication that occurs to DS children that caused a few

complications. Besides, it was noticed that Sara produced some sounds and letters

in a wrong way, for example, saying “Da” instead of the article “The”. Secondly,

Laws et al. (2015, p. 1) in Reading comprehension in children with Down syndrome

found that in an experimental task, readers with down syndrome understood fewer

written sentences than the typical group and, contrary to prediction, received no

advantage from printed sentences compared to spoken sentences, despite the lower

memory load. Reading comprehension was associated with listening

comprehension, word reading and phonological awareness in DS.

The previous studies however reveal how children with Down syndrome

learn a language. They seemed experiencing some troubles in pronunciation and a

few complications in producing some sounds and letters. Furthermore, they

generally have low performance in language and also lag on the understanding of

communication and has lower memory load. One of the studies showed how the

participant gained the second language without teaching - learning process or

unconsciously. Meanwhile, another one was conducted through an experimental

study through reading comprehension which was associated with listening

comprehension, word reading and phonological awareness. It means that the studies

tend to present how students with down syndrome obtain a language and it

disappear the process of the teaching – learning itself was conducted. Therefore, it

seems to be important to explore how actually the teaching – learning of foreign

language is implemented to the students with down syndrome where in the teaching

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– learning of foreign language for down syndrome students at least will be found

various obstacles and difficulties. So, it needs more specific preparation and

development of teaching-learning for the English teachers. In other words, the

teachers are demanded to design what appropriate strategies and proper method

must be implemented in the classroom. Then, how the teachers formulate very

suitable syllabus design, methods and even assess to the down syndrome students in

order to the learning effectiveness and materials given by the teachers can be

obtained well by the students. In short, students with down syndrome need more

attention in teaching especially teaching English as a foreign language.

For these reasons above, a study was going to try to be conducted to find out

how actually the English teachers do preparation such as designing syllabus of

English, developing the materials of English as foreign language and others to the

students with down syndrome. This study was conducted at SMPLB Negeri 5 West

Jakarta where based on a preliminary observation, that special needs school had 4

students who categorized as students with down syndrome in which 1 students were

on grade VII, 2 students were on grade VII and 1 student was on grade IX.

Here, the study used qualitative method with descriptive naturalistic

approach. It meant the study focused on investigating naturally the of teaching

activities English at SMPLB Negeri 5 West Jakarta include the designing of

syllabus of English, the developing of materials of English as foreign language and

also the use of English teaching strategies, approaches and methods for the students

with Down syndrome.

B. Research Focus and Sub-Focus

The study was focused on the teaching of English as foreign language for student

with down syndrome. Furthermore, the study tried to concerns on the syllabus

design, the instructional material development, the English teaching activity, the

assessment and the strategies, approaches and methods used in teaching English for

students with down syndrome.

C. Research Question

Based on the focus of study, some questions are formulated in this study;

1. How did the English teachers design the syllabus of English for students with

down syndrome at SMPLB Negeri 5 West Jakarta ?

2. How did the English teachers develop the instructional materials for students

with down syndrome at SMPLB Negeri 5 West Jakarta?

3. What strategies, approaches and methods were used by the teachers in teaching

English for students with down syndrome at SMPLB Negeri 5 West Jakarta?

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4. What were the difficulties encountered by the teachers in teaching English for

students with down syndrome at SMPLB Negeri 5 West Jakarta?

5. How did the teachers assess English learning for students with down syndrome

at SMPLB Negeri 5 West Jakarta?

D. Research Objective

Based on the problems, the objectives of the study were as follow;

1. To know how the teachers designed the syllabus of English for students with

down syndrome at SMPLB Negeri 5 West Jakarta.

2. To know how the teachers developed the instructional materials for students

with down syndrome at SMPLB Negeri 5 West Jakarta.

3. To describe what strategies, approaches and methods were used by the teachers

in teaching English for students with down syndrome at SMPLB Negeri 5 West

Jakarta.

4. To describe what were the difficulties encountered by the teachers in teaching

English for students with down syndrome at SMPLB Negeri 5 West Jakarta?

5. To describe how the teachers assessed English learning for students with down

syndrome at SMPLB Negeri 5 West Jakarta?

E. Research Significances

The results of this study are expected to give huge contribution to the teaching of

English as foreign language especially for students with down syndrome not only

theoretically but also practically. The significances were hoped to go to:

Theoretically

This study theoretically is hoped to give much useful for the teaching of English

field especially teaching of English as a foreign language for students with down

syndrome and also as additional information to picture how a foreign language is

taught to them.

Practically

This study practically is expected to give much benefit, those are:

For EFL Teachers

This study is hoped to be able to develop English teachers’ competency in

designing the syllabus of English, developing the instructional materials, the

method, the assessment as preparation and process to teach English for students

with down syndrome.

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For Schools

The yield of this study is expected to be useful as a footing of teaching English for

students with Down syndrome both the design of syllabus, development of

instructional materials, the selection of proper method, the treatment of students

with down syndrome in teaching learning process and the term of assessment.

For other researchers

Deal with other researchers, this study practically is expected to able to give much

contribution either as thought contribution or scientific contribution. Furthermore, it

can be helpful information even as an additional reference for those who are

conducting the same topic that is the teaching of English as a foreign language for

students with Down syndrome.

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CHAPTER III

RESEARCH METHODOLOGY

A. Research Method

The method was used in this study was qualitative in which the characteristic

of this method tend to use naturalistic approach as Denzin, N. K., & Lincoln, Y. S

(2018) stated that qualitative research is a situated activity that locates the observer

in the world. It consists of a set of interpretive, material practices that make the

world visible. These practices transform the world. They turn the world into a series

of representations, including field notes, interviews, conversations, photographs,

recordings, and memos to the self. At this level, qualitative research involves an

interpretive, naturalistic approach to the world. This meant that qualitative

researchers study things in their natural settings, attempting to make sense of, or to

interpret, phenomena in terms of the meanings people bring to them. In other words,

this study focused on how teaching English for students with down syndrome was

done and prepared by the teachers naturally without interfering as little as possible

with the subjects or phenomena. In brief, it was conducted without any intervention

to describe the learning process reality for the students with down syndrome through

in-depth exploration and then analyzed descriptively.

B. Research Setting

This study was conducted at SMPLB N 5 West Jakarta where likewise other

schools commonly, this school has been implementing curriculum of 2013 for all

special need students especially students with down syndrome. Here, English

become one of subjects which compulsorily were taught at the school. It has been

teaching 2 lesson hours in every week.

Regarding SMPLB N 5 West Jakarta, based on an interview with the principle

of SMPLB N 5 West Jakarta and school data confirmed that this school

academically had good qualification of education. It qualitatively reached excellent

accreditation with score “A”. Moreover, almost all teachers’ educational background

was also competent in their fields.

In addition to this school special needs school was also equipped with

supporting facilities. The representative facilities were library, (PKPBI -

communication development, perception, sound, and rhythm) room, self-building

room, multimedia room, medical room, culinary art room, silk-screening room, batik

room and mosque.

Furthermore, SMPLB N 5 West Jakarta was also known having exemplary

school visions, that is the realization of students who are religious, disciplined,

independent, polite, skilled and care for the environment. Meanwhile, its school

missions were;

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1. Instilling belief / aqeedah through religious activities.

2. Getting used to the practice of religious teachings.

3. Instill and familiarize discipline through academic and non-academic activities.

4. Fostering student independence through planned and continuous personal and

development activities.

5. Familiarize the culture of smiles, greetings and greetings in everyday life.

6. Raising awareness in all school residents to behave cleanly and care for the

environment.

7. Familiarizing all school residents to behave cleanly and care for the environment.

8. Instilling compassion and togetherness in everyday life.

Moreover, this school has also some school purposes, those are;

1. To develop a religious school culture through religious activities

2. To foster a disciplined attitude that is part of all activities both academic and non-

academic.

3. To develop an attitude of confidence and responsibility and independence within

the limits of ability and level of disability through habituation and personal

development activities.

4. To instill and familiarizing polite culture, clean living and caring for the

environment for school residents.

The study itself was held on even semester approximately 3 months. It was

started with a preliminary observation in January 2020. Then in January the study

was also carried out until March 2020. The last session was interview with some

people such as English teachers, students with down syndrome, students with down

syndrome’s parents, the vice principle of curriculum and the principle.

C. Participants

This study would be focused on the English teachers and students with

down syndrome of SMPLB N 5 West Jakarta as the main participants. The English

teachers who would be investigated in this study were the English teacher of VII

grade, VIII grade and IX grade. Meanwhile, for other participants were 4 students

who categorized as down syndrome, those are 1 student on grade VII (SM), 2

students on grade VIII (VNA) and (NF), while 1 student is in grade IX (AFR).

Besides, the vice principle of curriculum and the principle SMPLB N 5 West Jakarta

itself would be the secondary participants in this study. They were expected giving

more information related to how the teachers prepared the learning set of English

and conducted the of English teaching activity for students with down syndrome.

44

D. Data and Data Resources

Regarding qualitative study where complex description, words scanning,

specific report of participants became the main focus. Therefore, this study tried to

use observation, reflective field note, pictures and other materials as the documents

or data. Then, the data specifically was gained from many data resources namely the

teachers, the students with down syndrome who were involved in teaching-learning

activity in the classroom.

E. Research Instrument

To gain more information about English teaching activities for students with

Down syndrome from the participants, this study used observation sheet, interview

sheet, camera and voice recorder as the instruments. This observation sheet was

functioned as an instrument to chalk all English teaching activities for students with

down syndrome in the classroom. Meanwhile, the interview sheet was used to gather

detailed information through some questions and all participants answers would be

saved well in voice recorder. Moreover, every English teaching activity for students

with down syndrome would be documented through phone camera.

F. Data Collection Techniques

To collect the data, this study tried to pose the researcher in general and

make the participants share their opinions relatively unconstrained. It meant that the

data collection was conducted directly at the school in which the researcher

positions himself as non-participant observer. In other words, the researcher would

not be involved actively in the classroom activity but as independent observer

merely. Therefore, to see the varied nature of data, this study used some techniques

to collect the data; those were observation, interview and documentation.

1. Observation

In collecting the data, firstly non participant observation tried to be

conducted in the study where the researcher would not do any teaching or treatment

in studying process. It only focused on observing the teachers who were teaching

English and how the students reaction, difficulties and how the teacher gave

assessment for the students with down syndrome. This study was started in January

until March 2020 and the observation was conducted in class 7 that consists of 1

student of down syndrome, class 8 that consists of 2 students of down syndrome and

class 9 that consist of 1 student of down syndrome.

2. Interview

This study used two interview types, those were open-ended questions and

WhatsApp interview to collect the data from the English teachers that related to the

45

teaching of English for with Down syndrome and how the teacher design the

syllabus and implement it. Then the interview was also conducted to the students

with down syndrome to ask their difficulties in studying English. Moreover, it was

done to the vice principle of curriculum related to curriculum policy and its

implementation and the principle of SMPLB N 5 West Jakarta to question about

school policy and facilitation available.

This open-ended questions type firstly was used to interview all participants

but when the study was running on, the situation did not make it possible to continue

the interview by using this type because of a pandemic of Covid-19. Next on, the

interview data was collected through WhatsApp interviews. However, through these

kind of interviews, the participants hopefully could best to utter their English

teaching activities unconstrained naturally and without any intervention. In addition,

the interviewer could also ask some detail questions to elicit the information. Lastly,

the result of open-ended questions and WhatsApp Interview were stored safely in a

recorder and capture so that the collected data could be listened and seen many times

and analyzed well.

3. Documentation

In addition to data and data resources, it was needed some supporting data in

the form of documents such as syllabus, lesson plan, teaching activity photos and

also video. The syllabus of English was needed to know how the design of English

syllabus for students with down syndrome whether there was a distinguishing with

syllabus for students commonly. Then, related to lesson plan, it was also required in

this study to understand the general description of lesson plan development

especially for students with down syndrome. So were photo and video

documentations, these items were being the important components in this study

because the results of image and video captures in teaching English process

eventually became authentic data. In other words, all of these documents were

needed verily in order to help this study in describing the process of teaching

English for students with down syndrome.

G. Data Analysis Procedure

In analyzing the data, this study used six steps as Creswell (2011)

recommended that there are six interrelated steps involved in qualitative data

analysis and interpretation. Researchers need to prepare and organize the data for

analysis. This process involves storing and transcribing the data and deciding on

whether the data will be hand or computer analyzed. The next step is to explore the

data and to code it. This involves reading through the database and then employing

the steps involved in coding. These steps are to identify text segments and then to

assign code labels to the segments based on the meaning the researcher sees in the

46

text segment. These codes are then used in forming a description of the central

phenomenon or of the context (or setting) of the study. Codes are also grouped

together to form broader themes that are used in the study as key findings.

Therefore, this study firstly collected the data which was obtained from

observation, interview of English teachers, students with down syndrome, the vice

principle of curriculum, the principle related to English teaching learning for

students with down syndrome. Then, the interview data in the form of recording and

image captures – WhatsApp interview were organized and prepared to go to next

stage. After that, to analyze the detailed data, it was conducted by selecting and

categorizing the data by through coding process. Then, a description from the coding

was built to easy the analysis. The last one, the findings that followed by interpreting

the findings qualitatively were represented and reported as a study result. It

specifically appears in figure below,

Figure 3.1 Qualitative Data Analysis - Adapted from Creswell (2011)

47

H. Trustworthiness

In conducting a study, it might occur a mistake or error that comes from any

aspect either the researcher or information obtained. Therefore, to get an accurate

data and the findings it needed to build trustworthiness so that the result of study

could be accountable and also acceptable. According to Creswell (2011), there are

three primary forms typically used by qualitative researchers: triangulation, member

checking, and external auditing. But in the stage, this study used only two primary

forms; triangulation and member checking. It was underlain by the unfavorable

situation due to covid-19 so that it would be very impossible enable to meet the

auditor or expert to conduct a detailed evaluation of the study and report back, in

writing, the strengths and weaknesses of the study. It meant that external audit could

not be done well because of the unfavorable situation.

One of data validation terms in qualitative study was triangulation. It is the

process of corroborating evidence from different individuals (e.g., a principal and a

student), types of data (e.g., observational field notes and interviews), or methods of

data collection (e.g., documents and interviews) in descriptions and themes in

qualitative research. The inquirer examines each information source and finds

evidence to support a theme. This ensures that the study will be accurate because the

information draws on multiple sources of information, individuals, or processes. In

this way, it encourages the researcher to develop a report that is both accurate and

credible (Creswell, 2011). Therefore, this stage used the principle of SMPLB N 5

West Jakarta and her vice principle of curriculum as the objects of triangulation

process. This step at least was supported by a statement that school leaders can

influence the nature of trust within educational systems (Kochanek, 2005;

Tschannen-Moran, 2004; Creswell, 2011). Besides, to get more data validation, this

study also conducted an interview to down syndrome’s parents in order to the

accurate data could be trusted by the readers and other constituents as Hoy &

Tschannen-Moran (1999) in Creswell (2011) argumentation that the significance of

teachers’ and parents’ trust in school principals is strong and can influence trust

among other constituents. In other words, this stage, triangulation, used some other

individuals to corroborate evidences found in this study, those were the principle of

SMPLB N 5 West Jakarta, her vice principle of curriculum and down syndrome’s

parents.

Not only triangulation was used to validate the findings data in this study but

also member checking as the second stage. The member checking certainly became

a process to straighten evidences through a taking the findings back to participants.

According to Creswell (2011), member checking is a process in which the researcher

asks one or more participants in the study to check the accuracy of the account. This

check involves taking the findings back to participants and asking them (in writing

or in an interview) about the accuracy of the report. In this study, member checking

48

was done to the English teachers of SMPLB N 5 West Jakarta to confirm the

analysis and interpretation result of data described by the researcher if the data was

appropriate to the information obtained after class observations and some interviews.

77

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Referring to the findings report in the preceding section related to the teaching

English as a foreign language to 4 students with down syndrome at SMPLB N 5

West Jakarta, it could be concluded that in designing English syllabus for students

with down syndrome the English teacher adjusted it based on students’ condition

and students’ learning characteristic. The adjustment was conducted to some

components such as diminishing the basic competencies and core competencies,

simplifying the competency achievement indicator and narrowing the topics.

Likewise syllabus, to develop English instructional materials for students with

down syndrome, the English teachers did some simplifications in the contents of

basic competencies, indicator; learning purpose, topic, learning steps and numbers of

meeting. However, to design English syllabus and developed instructional materials

the English teachers certainly involved the vice principle of curriculum role to

modified it appropriate to students’ ability and their learning characteristic and

constantly guiding to the Directorate General Regulation of Primary and Secondary

Education in the year of 2017 about curriculum structure, core competency-basic

competency and implementation guidance of 2013 curriculum for special needs

education.

Regarding strategies of teaching English for students with down syndrome,

teachers generally are using simple words/sentences, slow down the speech,

repetition, concrete things, teacher intervention, drilling and appreciation of

students’ works. Then, the selected approach was PPP (Present, Practice and

Produce) model as the most often approach in teaching English for students with

down syndrome. While, the method is dominantly applied in teaching English for

them was Grammar Translation Method (GTM). Anyway, the consideration of

implementation both teaching strategies, approaches and methods were basically

adjusted based on students with down syndrome abilities or competencies in each

class.

Furthermore, the difficulties that were experienced by the teachers in teaching

English for students with down syndrome pervaded difficult to transfer the

knowledge, difficult to use various strategy and method, difficult to give Instruction

and difficult to change the students’ mind set of dissimilarity between L1 and L2/FL

pronunciation. It was due to their limitations or disabilities in following and

receiving the study, so the difficulties were hard to be avoided.

In conducting the assessment, the English teacher basically referred to the

available regulation. Yet, in the process it could be flexibly adjusted with the

students’ condition and abilities. There are some components of language skill

which are assessed by the English teachers; visual memory (understanding writing

78

either words or sentence and identifying picture or concrete things), verbal memory

(the accuracy of pronunciation, response, and repetition) and motor skill (sentence

organization, exactness in writing and initiation to write (independence). However,

these English assessments for down syndrome students are conducted flexibly

adjusted it with the their’ conditions and abilities.

In summary, all findings both syllabus design, instructional materials

development, teaching strategies, approaches and methods includes the assessment

were conducted with considering students down syndrome abilities and learning

characteristic. It other words, the English teachers made adjustments of learning to

students with down syndrome’s competencies.

B. Suggestion

Built upon the study result above, some suggestions would like to be revealed

in this stage. First, the researcher suggested to the school, the English teachers

especially, to add the insight through reading and analyzing some international

literatures like journals and others of how to cope the difficulties of teaching English

for students with down syndrome included finding the ideal formulation of syllabus

design, instructional materials, teaching strategies, approach, methods and also

assessment model. In addition, the researcher also proposed the English teachers to

keep up with more workshops of teaching English for students with down syndrome

by the aim to more deepen the knowledge of it. Furthermore, the researcher

personally recommended the school to do a comparative study to other schools to

get more information and also as the evaluation of learning so far.

The second one, the researcher expected for the further researchers who

attracted to the topic of teaching English for students with down syndrome to delve

more deeply through more intensive observations, interviews and document

collection comprehensively in order to get more accuracy data.

79

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