scholarly journals Difficulties in Learning English Faced By Visually Impaired Students at Center of Language Development (P2B) in State Islamic University (UIN) Sunan Kalijaga

INKLUSI ◽  
2014 ◽  
Vol 1 (2) ◽  
pp. 189
Author(s):  
Widya Aryanti
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Visually Impaired ◽  
Teaching And Learning ◽  
Low Vision ◽  
Seating Arrangement ◽  
Teaching Aids ◽  
Visually Impaired Students ◽  
Learning English

The objectives of this research are to describe some learning strategies and difficulties faced by visually impaired students (VIS) in learning English at UIN Sunan Kalijaga and to describe some strategies of the lecturer in dealing with difficulties in English teaching and learning process for VIS at UIN Sunan Kalijaga.The type of research is descriptive qualitative research in the form of case study. In this research, the researcher used two instruments. They are observation and interview. There are three subjects involved in this research. They are two blind students and one low vision students. The observation was done when the researcher did teaching and learning process at Class Dakwah R. The data were taken from observation and interview. The researcher used the data to analyze the VIS’ difficulties in learning English.The result shows that there are some difficulties faced by VIS. These difficulties can be put into two different categories: internal and external difficulties. Internal difficulties come from the VIS themselves which relates to VIS’ sight conditions and their learning strategies. External difficulties come from the learning environment including difficulties from the lecturer, friends, materials and the facilities.VIS have different learning strategies. The lecturer should discuss some classroom adaptations such as seating arrangement, friends’ assistance and peer teaching, adapted facilities and exam accommodation, for instance exam assistance, longer exam time, inclusive examination and larger print for low vision students. Finally, the lecturer should choose appropriate teaching strategies, media and teaching aids.

scholarly journals TEACHING AND LEARNING ENGLISH FOR VISUALLY IMPAIRED STUDENTS: AN ETHNOGRAPHIC CASE STUDY

2020 ◽  
Author(s):  
Susanto Susanto ◽  
Deri Sis Nanda
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Visually Impaired ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Ethnographic Case Study ◽  
Teacher Interviews ◽  
Visually Impaired Students

In this article we report an ethnographic case study of observing the teaching and learning of English at a school for visually impaired students in Bandar Lampung, Indonesia. Data collection included student and teacher interviews. It also covered class observation and used a social constructivist framework of disability. The study revealed that the students received inadequate modifications of instruction in foreign language learning. However, the students used a variety of resources with the screen reader technology such as Non Visual Desktop Access (NVDA) and Job Access with Speech (JAWS). These findings suggest that visually impaired students actually can have unique ways of learning foreign language supported by the assistive technology. These abilities should be acknowledged to obtain the perspectives of students who receive disability specific education. Moreover, the study might provide a further facet to the research especially on the importance of learning strategies in special education.

scholarly journals TEACHING AND LEARNING ENGLISH FOR VISUALLY IMPAIRED STUDENTS: AN ETHNOGRAPHIC CASE STUDY

2018 ◽  
Vol 7 (1) ◽  
pp. 83 ◽  
Author(s):  
Susanto Susanto ◽  
Deri Sis Nanda
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Visually Impaired ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Language Education ◽  
Ethnographic Case Study ◽  
Visually Impaired Students

In this article we report an ethnographic case study of observing the teaching and learning of English at a school for visually impaired students in Bandar Lampung, Indonesia. Data collection included student and teacher interviews. It also covered class observation and used a social constructivist framework of disability. The study revealed that the students received inadequate modifications of instruction in foreign language learning. However, the students used a variety of resources with the screen reader technology such as Non Visual Desktop Access (NVDA) and Job Access with Speech (JAWS). These findings suggest that visually impaired students actually can have unique ways of learning foreign language supported by the assistive technology. These abilities should be acknowledged to obtain the perspectives of students who receive disability specific education. Moreover, the study might provide a further facet to the research especially on the importance of learning strategies in special education.Keywords: visual impairment; language education; learning strategy; special education.

scholarly journals Teaching and Learning English for Visually Impaired Students: An Ethnographic Case Study

2020 ◽  
Author(s):  
Susanto Susanto ◽  
Deri Sis Nanda
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Visually Impaired ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Ethnographic Case Study ◽  
Teacher Interviews ◽  
Visually Impaired Students

In this article we report an ethnographic case study of observing the teaching and learning of English at a school for visually impaired students in Bandar Lampung, Indonesia. Data collection included student and teacher interviews. It also covered class observation and used a social constructivist framework of disability. The study revealed that the students received inadequate modifications of instruction in foreign language learning. However, the students used a variety of resources with the screen reader technology such as Non Visual Desktop Access (NVDA) and Job Access with Speech (JAWS). These findings suggest that visually impaired students actually can have unique ways of learning foreign language supported by the assistive technology. These abilities should be acknowledged to obtain the perspectives of students who receive disability specific education. Moreover, the study might provide a further facet to the research especially on the importance of learning strategies in special education.

scholarly journals A Case study of Classroom management at English Education Deparment of STKIP Muhammadiyah Enrekang: Students’s Team Work Preference

2019 ◽  
Vol 3 (2) ◽  
pp. 93-99
Author(s):  
Umiyati Jabri ◽  
Ita Sarmita Samad
Keyword(s):  
Classroom Management ◽  
Learning Process ◽  
Teaching And Learning ◽  
Positive Attitude ◽  
English Education ◽  
Likert Scale ◽  
Team Work ◽  
Negative Statements ◽  
Learning English

This study aims to identify students’ teamwork models that the students prefer in the teaching and learning process in the classroom For this study, a 10-item possitive–negative statements questionnaire was constructed and gave to the students. The questionnaire was completed by 60 students. From the data analyzing using a Likert scale, the result of the questionnaire calculation showed that the students’ average is about 27, 6. This result is in undecided categories as stated on the Likert scale. It means that the students cannot decide their teamwork model preferences from teamwork models that lecturers applied in teaching and learning English in the classroom. Thus, it can be assumed that whatever the teamwork model implemented by lecturers in the teaching and learning process in the classroom, the students can receive it. In other words, students still have a positive attitude toward whatever the teamwork model implemented by the lecturers in the teaching and learning process in the classroom.

scholarly journals A Case Study of Visually Impaired Student on A Learning Style and Learning Strategies in English Learning in Visually Impaired Charitable Institution Aisiyah Ponorogo

EDUPEDIA ◽  
2021 ◽  
Vol 5 (1) ◽  
pp. 88
Author(s):  
Yolanda Nadya Galerin ◽  
Niken Reti Indriastuti ◽  
Diyah Atiek Mustikawati
Keyword(s):  
Learning Strategies ◽  
Learning Style ◽  
Visually Impaired ◽  
Visual Learning ◽  
Social Strategies ◽  
Charitable Institution ◽  
The Media ◽  
Visually Impaired Students ◽  
Auditory Learners

This research aimed to find out: (1) the difficulties that faced by Visually Impaired Students (2) the learning style that used by Visually Impaired Students (3) the learning strategiess that used by Visually Impaired Students. The type of research is descriptive qualitative research in the form of case study.. There are three visually impaired students, teacher, orphanage caregiver involved in this research. In this research, the researcher used observation, questionnaire and interview for instrument. Further the data analysis used Miles and Huberman model with the steps as following: data reduction, data display, and conclusion. The result shows that the difficulties appeared because there were in inclusive class. Almost of them felt difficult when the learning process was seeing the media such as presentation or watching a visual picture or videos. To overcome it they had different strategies.. The researcher classified that One students had memory strategies, compensation strategies and social strategies. One student used affective strategies. One student used metacognitive strategies. Based on the learning style, the most of visually impaired students were auditory learners. It can seen from all of Visually Impaired Students said that it more easier when listening to the teachers but if they didn’t understand they wrote the material first on the notebook. So, the Visually Impaired Student easier to understand the material that given by the teacher through listening. Visually Impaired Student at Charitable Institution ‘AisyiyahPonorogo didn’t have visual learning style because they were totally blind.

scholarly journals STRATEGI GURU DALAM PENINGKATAN KEMAMPUAN BERKOMUNIKASI DI KALANGAN ANAK

Widya Accarya ◽  
2020 ◽  
Vol 11 (2) ◽  
pp. 178-187
Author(s):  
I Made Sutika ◽  
I Nengah Sudiarta ◽  
Anita Putri Irmawati
Keyword(s):  
Early Childhood ◽  
Communication Skills ◽  
Learning Process ◽  
Teaching And Learning ◽  
Role Playing ◽  
Physical World ◽  
Research Subjects ◽  
Teaching Aids ◽  
Communication Ability

ABSTRAK           Kemampuan berkomunikasi pada anak dipengaruhi oleh berbagai faktor, salah satunya adalah dari keluarga dan lingkungan sekitarnyanya. Pada usia 4-6 tahun anak memasuki masa emas karena anak cepat menyerap hal-hal diajarkan,di usia tersebut anak memasuki jenjang taman kanak-kanak yaitu jenjang pendidikan formal yang dilakukan dengan memberi materi-materi khusus anak usia dini yang berupa rangsangan untuk membantu pertumbuhan dan perkembangan anak serta meningkatkan daya cipta anak dan memacu  belajar mengenal berbagai ilmu pengetahuan melalui pendekatan nilai budi bahasa, agama, sosial, emosional, fisik, motorik, kognitif, bahasa, seni dan kemandirian. Semua dirancang sebagai upaya mengembangkan daya pikir dan peranan anak dalam hidupnya. Oleh karena itu, penting dilakukan penelitian untuk mengetahui strategi yang diterapkan guru taman kanak-kanak serta mengetahui hambatan apa saja yang ditemui guru selama proses pembelajaran.             Dalam penelitian yang berjudul “Strategi Guru Dalam Meningkatkan Kemampuan Berkomunikasi Dikalangan Anak Usia Dini (Studi  Di Taman Kanak-Kanak.Bakti 2 Denpasar)” ini, menggunakan pendekatan kualitatif dan rancangan deskriptif. Subjek penelitian adalah para Guru di Taman Kanak-Kanak. Bakti 2 Denpasar. Pengumpulan data menggunakan teknik observasi, wawancara dan dokumentasi. Data yang dikumpulkan dianalisis dengan teknik deskriptif kualitatif. Berdasarkan hasil penelitian  bahwa guru dapat memahami karakter anak memperhatikan kebiasaan  sehari-hari, sehingga guru dapat mengetahui apa yang harus dilakukan yang sesuai karakter anak tersebut. Guru juga menerapkan cara-cara yang dapat meningkatkan kemampuan komunikasi siswa yaitu dengan melakukan tanya jawab, bercerita, karya wisata, bermain peran/sosiodrama, bercakap-cakap juga bernyanyi. Guru juga harus mempunyai sifat ramah, sabar, serta mempunyai tutur kata yang baik agar siswa dapat mengerti  dan menerima berbagai materi  yang diajarkan dengan baik. Selain metode diatas guru menggunakan alat peraga sebagai penunjang saat proses pembelajaran. Adapun hambatan yang sering ditemui oleh guru adalah pelafalan yang belum jelas, siswa belum mengerti isi pembicaraan sehingga upaya guru untuk meningkatkan kemampuan berkomunikasi  menjadi sedikit terhambat.     Kata kunci : Strategi Guru, Kemampuan Berkomunikasi, Anak Usia Dini               ABSTRACT   Minithesis, 2018, Anita Putri Irmawati, Student ID Number 013.301.0.023, Strategy of Teacher in Improving Communication Ability among Children (Case Study in Bakti 2 Kindergarten Denpasar), 60 pages, Advisor I Drs. I Wayan Kotaniartha, S.H., M.H., Advisor II Dra. Anak Agung Rai Tirtawati, M.Si.           The ability to communicate in children is influenced by various factors; one of it is from the family and the environment. At the age of 4-6 years old, the children enter the golden age because children quickly absorb things that are taught. At that age children enter kindergarten, which is a formal educational level in which special materials relating to early childhood are given in the form of stimulation, to help the growth and development of children, increase children's creativity, and help them to learn about various sciences through approaches to language, religion, society, emotions, the physical world, motor functions, cognition, language, arts and independence. All are designed as an effort to develop children's thinking and their roles. Therefore, it is important to conduct research to find out the strategies applied by kindergarten teachers and find out what obstacles teachers encounter during the teaching and learning process.             In a study entitled "Strategy of Teacher in Improving Communication Ability among Children (Case Study in Bakti 2 Kindergarten Denpasar)", using a qualitative approach and descriptive design. The research subjects were the teachers in Bakti 2 Kindergarten Denpasar. Data collection was done through observation, interview and documentation techniques. The collected data was analyzed with qualitative descriptive techniques. The results of the study indicate that the teacher can recognize the characters of students by paying attention to their daily habits, so that the teacher can find a course of action according to the character of the student. The teacher also implements some methods that can improve students' communication skills, namely by asking questions, telling stories, tourism work, role playing / socio drama, chatting and singing. The teacher must also be friendly, patient, and choose appropriate words so that students can understand and accept various well-taught material. In addition to the method above the teacher uses teaching aids as supports during the teaching and learning process. The obstacle that is often encountered by the teacher is pronunciation that is not yet clear, students have not understood the content of the conversation so that the teacher's efforts to improve their communication skills become a little hampered.    Keywords: Teacher Strategy, Communication Ability, Early Childhood

Wayfinding learning techniques and its challenges: a case study at malaysian association for the blind (MAB)

2019 ◽  
Vol 16 (3) ◽  
pp. 1562
Author(s):  
Nazatul Naquiah Abd Hamid ◽  
Wan Adilah Wan Adnan ◽  
Fariza Hanis Abdul Razak
Keyword(s):  
Visually Impaired ◽  
Teaching And Learning ◽  
Spatial Knowledge ◽  
Learning Processes ◽  
Teaching Aids ◽  
Use Of Technology ◽  
Learning Techniques ◽  
Outdoor Setting ◽  
Practical Session ◽  
Visually Impaired Students

<span>Navigating safely in the real environment especially in the outdoor setting requires a blind person to be equipped with the spatial knowledge and possess the skills in mobility and orientation. The aims of this study are to investigate the existing wayfinding learning techniques taught to blind people and to identify the challenges during the teaching and learning processes. A two days of observation during a mobility practical session was conducted at Malaysian Association for the Blind (MAB). The first objective was to explore the current techniques used by mobility instructor to teach visually impaired students for a wayfinding and second, to identify the challenges faced by the mobility instructor and the visually impaired students in the teaching and learning processes of wayfinding. The study discovered that the major problem faced by the mobility instructor was with the lack of teaching aids to describe a new environment to visually impaired students. This leads to the lack of time that caused the visually impaired students perceived insufficient information which was hard for them to construct the intended cognitive maps. From the findings, this paper concludes by discussing the recommendations primarily on the use of technology in addressing the problems identified in this study.</span>

FAKTOR PENDUKUNG DAN PENGHAMBAT DALAM PROSES PERUBAHAN ORGANISASI PADA POLITEKNIK KESEHATAN KEMENKES PALANGKA RAYA

2017 ◽  
Vol 13 (2) ◽  
pp. 119-128
Author(s):  
Nang Randu Utama
Keyword(s):  
Mental Model ◽  
Teaching And Learning ◽  
Learning Technology ◽  
Teaching Aids ◽  
Inhibiting Factors ◽  
Inhibiting Factor ◽  
Management Perspective ◽  
The Republic ◽  
Technical Guidance

This study aims to obtain a description of the supporting and inhibiting factors in the process of organizational change of education based on management perspective that occurs in the scope of higher health education of the Ministry of Health of the Republic of Indonesia. This study used a qualitative approach by conducting case study at Palangka Raya Health Polytechnic. The research results are as follows: (a) Supporting factor that must be there is the existence of a manual or technical guidance in organizing the organization; (b) Whereas the inhibiting factor is the old habits, the mindset, the mental model is still inhibiting from the organizers and members of the organization; (c) The inhibiting factor is the existence of selfishness of each highly visible party; (d) Inhibitors may also occur if there are still "little kings" and selfishness from each of the former institutions; (e) Other issues that support in this process of change are in terms of facilities and infrastructure, namely the availability of buildings and land; (f) Another inhibiting factor is that in terms of educational qualifications, there are departments that do not meet, for example in the midwifery department there are still many average teachers with Diploma IV education background and non-linear education; (g) Inhibiting factors may also occur if the reason of seniority is always carried around; (h) The inhibiting factor is lack of human resources in using modern health equipment, including the use of teaching aids in accordance with the progress of science and teaching and learning technology.   Penelitian ini bertujuan untuk memperolah gambaran mengenai faktor pendukung dan penghambat dalam proses perubahan organisasi pendidikan yang ditinjau dari perspektif manajemen yang terjadi di lingkup organisasi pendidikan tinggi kesehatan Kementerian Kesehatan Republik Indonesia. Penelitian ini menggunakan pendekatan kualitatif dengan melakukan studi kasus pada institusi Politeknik Kesehatan Kemenkes Palangka Raya. Hasil penelitian adalah sebagai berikut: (a) Faktor pendukung yang harus ada yaitu adanya buku pedoman atau petunjuk teknis dalam penyelenggaraan organisasi; (b) Sedangkan yang menjadi faktor penghambat itu adalah kebiasaan lama, mindset-nya, mental model-nya masih bersifat menghambat dari para pengelola dan anggota organisasi; (c) Faktor penghambat yaitu adanya keegoisan masing-masing pihak yang sangat tampak; (d) Penghambat juga dapat terjadi apabila masih ada “raja-raja kecil” dan keegoisan dari masing-masing institusi yang dulu; (e) Perihal lain yang mendukung dalam proses perubahan ini adalah dari sisi sarana dan prasarana, yaitu tersedianya gedung dan tanah; (f) Faktor penghambat lain yaitu dari sisi kualifikasi pendidikan ternyata ada jurusan yang tidak memenuhi, misalnya di jurusan kebidanan masih banyak rata-rata tenaga pengajar dengan latar pendidikan Diploma IV dan pendidikannya tidak linear; (g) Faktor penghambat juga dapat terjadi apabila alasan senioritas selalu dibawa-bawa; (h) Faktor penghambat yaitu masih kurang kesiapan sumber daya manusia dalam menggunakan alat-alat kesehatan modern termasuk penggunaan alat bantu belajar mengajar yang sesuai dengan kemajuan ilmu pengetahuan dan teknologi pengajaran dan pembelajaran.

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