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ENGLISH LANGUAGE TEACHING AND LEARNING

FOR VISUAL IMPAIRMENT STUDENTS


(A Descriptive Study at Eight Grader of SMPN 3 Tegowanu
In the Academic Year of 2015/2016)

By:
ZAENUL WAFA

LANGUAGE STUDY
UNIVERSITY OF MUHAMMADIYAH SURAKARTA
2015

TABLE OF CONTENT
TABLE OF CONTENT
TITLE
A. Background of the Study ......................................................................................2
B. Limitation of the Study..........................................................................................5
C. Problem Statement ................................................................................................5
D. Objective of the Study ..........................................................................................5
E. Benefit of the Study ..............................................................................................6
F. Related Literary Review
1. Previous Study...........................................................................................6
2. Theoretical Review....................................................................................8
a. English Language Teaching and Learning.............................................8
b. Visual Impairment..................................................................................8
c. Methods of Teaching English as Foreign Language..............................11
d. Material Selection..................................................................................13
3. Theoretical Framework..............................................................................15
G. Research Method ..................................................................................................15
1. Research Type............................................................................................15
2. Research Object ........................................................................................16
3. Research Subject .......................................................................................16
4. Data and Data Source.................................................................................16
5. Technique of Collecting Data.....................................................................17
6. Technique of Analyzing Data.....................................................................17
H. Research Paper Organization ...............................................................................18
BIBLIOGRAPHY
APPENDIX

ENGLISH LANGUAGE TEACHING AND LEARNING FOR VISUAL


IMPAIRMENT STUDENTS
(A Descriptive Study at Eight Grade of SMPN 3 Tegowanu in the Academic
Year of 2015/2016)
A. Background of Study

Every citizen has right to get proper education. 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 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. We can realize
together that the nation of Indonesia has many islands, 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
to it. One of them is the Law No. 4 of 1997 on the disabled. One article in the
Law determines that every disable are entitled to an education at all units, bands,
and levels of education. We need to understand more it together, that the
fulfillment of education is not only from the side of disability acceptance 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: (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. Many school systems today tend toward inclusion, or
incorporate students with disabilities into the general education classroom,
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 inclusion. One of them is SMPN 3
Tegowanu. As like any public school, implementation of learning in SMPN 3
Tegowanu the same system with public colleges. But SMPN 3 Tegowanu is able
to receive and accommodate difabel students. 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 SMPN 3 Tegowanu. How SMPN 3
Tegowanu 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
children should not have school in SLB (special school). There are schools that
can teach and educate them with the inclusion, so they can associate with all
people that will improve their maturity and independence.
As one of inclusion schools in Indonesia, SMPN 3 Tegowanu has become
a model for other schools in the case of difabel service. But what are the services
provided is completely SMPN 3 Tegowanu inclusion? How the implementation of
learning activities will 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. Limitation of the Study
The writer would like to limit the scope of the study to the following
problems in order to avoid misinterpretation of the problem, are:
1. The description of 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 difficulty to teach visual impairment students with some weaknesses in


reading the text, moreover foreign language (English). The writer wants to
know how to teach English for visual impairment students.
C. Problem Statement
1. What materials are covered in English course for visual impairment students at
eight grade of SMPN 3 Tegowanu in The Academic Year of 2015/2016?
2. What methods are implemented in English teaching and learning process for
visual impairment students at Eight grade of SMPN 3 Tegowanu in the
academic year of 2015/2016?
3. What obstacles results in English teaching and learning for visual impairment
students at Eight grade of SMPN 3 Tegowanu in the academic year of
2015/2016?
4. How does the teacher cope with the obstacles in English teaching and learning
for visual impairment students at eight grade of SMPN 3 Tegowanu in the
academic Year of 2015/2016?
D. Objectives of the Study
1.

To describe the language materials in English course for visual impairment

2.

students at SMPN 3 Tegowanu in the Academic Year of 2015/2016.


To describe some teaching and learning methods applied in English for
visual impairment students at SMPN 3 Tegowanu in The Academic Year of

3.

2015/2016.
To describe some obstacles results in English teaching and learning for
visual impairment students at SMPN 3 Tegowanu in The Academic Year of

4.

2015/2016.
To describe some copes with the obstacles in English teaching and learning
for visual impairment students at SMPN 3 Tegowanu in The Academic Year
of 2015/2016.

E. Benefit 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:
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 SMPN 3 Tegowanu. 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. Related Literary Review
1. Previous Study
In the research paper the writer takes two literature reviews. The first is
from Maghfiroh (2010) she picked up American Sign Language (ASL) as a
special method that used to students with hearing impairment. She made
combination between ASL with general methods that were used in English
language teaching such as Grammar Translation Method (GTM), Total Physical
Response (TPR) and also used picture and other media that could be used to
teach students with hearing impairment. The she used the material based on

SKKD which were appropriated to their conditions. The materials were given for
students with hearing impairment easier to be understood by them, such as
introducing self, greeting, things in the classroom, and professions. Based on the
result, the writer gave some suggestions, such as; the teacher should use the
methods that it could improve students motivation in learning and using English
as frequently as possible.
Another previous research related to this study was conducted by Prihatini,
thesis of State University of Semarang (UNNES) under the title Pengelolaan
PembelajaranAnak Autistik (Studi Descriptif di Sekolah Dasar Luar Biasa Negeri
Semarang Tahun Ajaran 2008/2009). She investigated how the process of
learning management for autistic is. This descriptive study was conducted at
SDLB Negeri Semarang in the academic year 2008/2009 in terms; learning plan,
learning process, and leaning evaluation for autistic students. This research uses
descriptive approach and uses observation, interview, and document as data
collection.

2. Theoretical Review
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 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.
(Brown,2001:14). Technique is the specific activities manifested in the
classroom that were consistent with a method and therefore were in
harmony with an approach as well.
There are nine approaches in foreign language teaching and
learning: Grammar translation, Direct Reading, Audio-linguicism, OralSituation, Cognitive Affective, Humanistic Comprehension Based
Communicative (Celce-Murcia, 2001:5).
B. Visual Impairments

Visual impairment can be barrier to people face the problem to look an


object clearly. Rosenthal (1998) defined that Visual impairment or vision
impairment is a decreased ability to see to a degree that causes problems not
fixable by usual means, such as glasses or medication.
1. 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.
a) Partially Sighted: A visual impairment that adversely
affects a student's educational performance even when
corrected to the extent possible.
b) Low Vision: If someone's vision is between 20/7020/160 and cannot be corrected, the student has
moderate to low vision.
c) 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.
d) 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 disorders (Rosenthal 1998: 334)
Many factors determine how visual impairments affect
students learning experience. Vision loss, as well as presence of
multiple disabilities, are some of the factors that make each students
situation unique. The cause of visual impairment and overall
functioning level of a student also determines how the visual
impairment affects a student's development. In general, visual
impairments have cognitive, academic, social and emotional, and
behavioral effects.
2. Sociological characteristic
Students with visual impairments face great challenges in
school, both academically and socially. With struggling to keep up in
inclusive classes, these students may not change 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.
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 others in (http://pustaka.ut.ac.id)
3. 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
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
(Brown,2000:16). 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. It can be defined that method is a procedure or process for

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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 (Richard, 2001:6).
b. Direct Method (DM)
This method developed as a revolution against the GrammarTranslation Method at the end of nineteenth century. It was based
some extent on the new sciences of the nineteenth century,
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 (Larsen and
Freeman, 2000:3). 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)

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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 (Kreshen,1987:140). 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 (Harmer, 2001:20) These
method contrasts almost totally with TPR, instead of giving
extensive active listening comprehension practice, the teacher is
silent for most of the time, 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 (Harmer, 2001:28). The focus is on
immediate and accurate speech, there is little provision for
grammatical explanation or talking about the language. 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.
D. Material Selection

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1. Concept of Material Selection


Language instruction has five important component: students, a
teacher, materials, teaching methods, and evaluation. Allwright argues
that materials should teach students to learn, that they should be
resource books for ideas and activities for instruction or 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. That is 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.
a) Material for Eight 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. (Streven, 2000: 7)
There are some materials for eight 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 some media (textbooks, video and audio
tapes, computer software, and visual aids).
b) Material for Visual Impairment Students

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The form of teaching material is analyzing which presents or


informs about the language to be learned (Streven,2000:7). 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:
1. Alternative print formats, which may require text conversion
2. Magnification devices
3. Bright, incandescent lighting
4. Raised lettering or other tactile cues
5. Adaptive computer equipment
6. Readers for exams
7. Priority registration
8. Recorded lectures
9. Lab or library assistants

3. Theoretical Framework
In the theoretical framework, the writer is going to account for the
procedures of the research. In this descriptive qualitative. Understanding the
whole concept of the research is a valuable step to formulate a series of
concepts will conduct in the research. The steps of implementation are: the
writer need to identify related to the title English language teaching and
learning for visual impairment students that match the literature of material
selection, materials for eight grade and materials for visual impairment to
look at the process of teaching and learning activity in SMPN 3 Tegowanu

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by providing instrument of observation that lead the writer to crack the


relevant findings. Here is a map of data analysis technique.
Data
Presentation

Data collection

Verification
(conclusion)

Data Reduction

Miles & Hubberman Model (1992)


G. Research Methodology
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 wellorganized picture and details on these social units (Azkar,1998:8)
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
(Lexy,2005:4)
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

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that interact synergistically

(Sugiyono,2010:297). So the subjects of this study are SMPN 3 Tegowanu,


the teachers and the Teaching and learning presented to visual impairment
students.
4. 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
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 SMPN 3 Tegowanu 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 (Arikunto,1991:128). In the interview, the interview took only a
guideline that outlines the things that will be requested. the targeted
interviews conducted by researchers directly is :
1) Visual impairment students of SMPN 3 Tegowanu. 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

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Documentation is a technique of data collection by gathering and


analyzing documents, whether written documents, pictures, and electronic
(Dinata, 2004:221).
5. Data analysis technique
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( Sugiyono, :334)
In analyzing data had been collected, the researcher uses descriptive
qualitative research formulated by Miles and Hubberman (1993). 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 SMPN 3 Tegowanu, the steps
done are as follow:
a) 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. Collecting the data
obtained from interviews, observations, and documentations.
b) 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.
c) 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. The conclusion in qualitative research may be able to
answer the formulation of the problem that formulated from the beginning, but

17

maybe not, because it has been stated issues and problems in the qualitative
research is still tentative and will be developed after research in 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.
H. Research Organization
In order to make easy to understand this thesis, the researcher uses a
system of presentation as follows:
Chapter 1 is introduction. It contains; the background of the study,
limitation of the study, Problem statement, objectives of the study, Benefit of the
study, Related literary Review
Chapter II is English Language Teaching And Learning, Characteristics Of
Visual Impairments, Teaching Students With Visual Impairment, Methods Of
Teaching English As Foreign Language, Selection of material; concept of material
selection, materials for the eight grade and materials for visual impairment students
and Theoretical Framework.
Chapter III is Research Methodology which consists of type of research,
research approach, subject of the study, procedure of research, technique of collecting
data and data analysis technique.
Chapter IV is description of English materials in for visual impairment
student, teaching and learning methods applied in English for visual impairment,
obstacles results in English teaching and learning for visual impairment and solution
to cope with obstacles in English teaching and learning for visual impairment
students at SMPN 3 Tegowanu in The Academic Year of 2015/2016.
Chapter V is closure which consists of conclusion and suggestion

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