scholarly journals THE TOTAL COMMUNICATION FOR HEARING-IMPAIRED STUDENTS IN LEARNING ENGLISH

2021 ◽  
Vol 17 (2) ◽  
pp. 65-84
Author(s):  
Mohammad - Halili ◽  
Mahbub Arham Arrozy
Keyword(s):  
Sign Language ◽  
Hearing Impaired ◽  
English Teacher ◽  
Symbol System ◽  
Teaching English ◽  
English Class ◽  
Lip Reading ◽  
Total Communication ◽  
Communication Modes ◽  
English Classroom

This study aims to discuss the use of Total Communication (TC, henceforth), the combinations of communication modes, and the reasons for using TC for hearing-impaired (HI) students of English class at SLB PGRI Kamal. Teaching English to them is believed to require more strategic approaches especially when compared to students who do not have any hearing issues. The data are from four HI students at SLB PGRI Kamal and their English teacher. In collecting the data, observation, note taking and recording were used as the instruments in which during taking note and observation, the researchers used phone recorder and phone camera to anticipate the data from lost and for further analysis. The results show that there are seven communication modes that were used. Those are lip-reading, sign language, images, writing, Indonesian Alphabetic Symbol System (IAS), finger spelling, and speech. Those modes are combined depending on the needs of the users (both English teacher and HI students). Therefore, the researcher found six combinations of modes in TC. Moreover, the researchers found five reasons for using TC for HI students in the English classroom at SLB PGRI Kamal. It is because of its flexibility and effectiveness in communication. Futhermore, TC gives chances to HI students to learn to speak, write and read in English, and allow the HI students to make English sounds and identify them

THE STUDENTS’ ATTITUDE TOWARDS ENGLISH CLASSROOM ENVIRONMENT AT SMP KARTIKA BANJARMASIN SCHOOL YEAR 2014/2015

2016 ◽  
Vol 1 (1) ◽  
pp. 33-40
Author(s):  
Hidya Maulida
Keyword(s):  
Classroom Management ◽  
Classroom Environment ◽  
Positive Attitude ◽  
English Teacher ◽  
Teaching English ◽  
School Year ◽  
The Mean ◽  
English Classroom ◽  
Student’S Attitude ◽  
Descriptive Method

This research aims to find out the students’ attitude toward English classroom environment especially English teacher, English material and English classroom management. This research used descriptive method to find out the students attitude toward English teacher, English material and English classroom management.The population of this research was the ninth year students of SMP Kartika Banjarmasin which consists of two classes so the totalis 67 students. The instrument of the research was questionnaire by using mean score to find out the mean score of them.The result of the data analysis of the questionnaire indicated that the students have positive attitude toward English teacher (59.80), the students have positive attitude toward English material (59) and the students have positive attitude toward English classroom management (55.92).Based on the result, some suggestions are proposed: (1)Generally, the student's attitude toward English classroom environment is positive but there are still some students have neutral attitude so that its suggested to English teacher at the SMP Kartika Banjarmasin in order to learn more skills and pay attention to the classroom environment’s factor and he should be creative in teaching English so that the students can be motivated in learning English (2) To the students, they should make English as interesting subject so that it can give benefit to the future. 

scholarly journals VERBAL INTERACTION BETWEEN TEACHER AND STUDENTS IN ENGLISH CLASSROOM IN SMP SWASTA PAHLAWAN NASIONAL MEDAN

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Oktaviani Tampubolon ◽  
Zainuddin Zainuddin ◽  
Meisuri Meisuri
Keyword(s):  
Verbal Interaction ◽  
English Learning ◽  
English Teacher ◽  
Teacher Interaction ◽  
English Class ◽  
Asking Questions ◽  
English Classroom ◽  
Interactive Activity

This study deals with verbal interaction between teacher and students at SMP Swasta Pahlawan Nasional. The objectives of this study were to find out the category of verbal  interaction  between  the  teacher  and  the  students  in  the classroom, and the dominant category of verbal interaction in the classroom between teacher and students. Data of the research was taken from 28 students of eight grades which took an English class involved one English teacher who taught in the class. The data in this research collected by using interview and videotaping. The result of the study showed that both the teachers and the students were aware and understood that interaction was important in English learning. They also understood that to be able to interact well, they needed to practice. But, the understanding was not supported by what they did in classroom. The teacher did not give much interactive activity in class. It seemed that the teachers did not believe in the students' competence. The students were not active in practicing their English by asking questions or expressing their idea or opinion, and the most dominant interaction between teacher and students were direct teacher interaction. Keywords : verbal interaction, teacher and students

scholarly journals AUTOMATIC LIP-READING OF HEARING IMPAIRED PEOPLE

2019 ◽  
Vol XLII-2/W12 ◽  
pp. 97-101
Author(s):  
D. Ivanko ◽  
D. Ryumin ◽  
A. Karpov
Keyword(s):  
Sign Language ◽  
Assistive Technologies ◽  
Hearing Impaired ◽  
Visual Speech ◽  
Language Recognition ◽  
Sign Language Recognition ◽  
Hand Gestures ◽  
Human Machine Interaction ◽  
Lip Reading ◽  
Impaired People

<p><strong>Abstract.</strong> Inability to use speech interfaces greatly limits the deaf and hearing impaired people in the possibility of human-machine interaction. To solve this problem and to increase the accuracy and reliability of the automatic Russian sign language recognition system it is proposed to use lip-reading in addition to hand gestures recognition. Deaf and hearing impaired people use sign language as the main way of communication in everyday life. Sign language is a structured form of hand gestures and lips movements involving visual motions and signs, which is used as a communication system. Since sign language includes not only hand gestures, but also lip movements that mimic vocalized pronunciation, it is of interest to investigate how accurately such a visual speech can be recognized by a lip-reading system, especially considering the fact that the visual speech of hearing impaired people is often characterized with hyper-articulation, which should potentially facilitate its recognition. For this purpose, thesaurus of Russian sign language (TheRusLan) collected in SPIIRAS in 2018–19 was used. The database consists of color optical FullHD video recordings of 13 native Russian sign language signers (11 females and 2 males) from “Pavlovsk boarding school for the hearing impaired”. Each of the signers demonstrated 164 phrases for 5 times. This work covers the initial stages of this research, including data collection, data labeling, region-of-interest detection and methods for informative features extraction. The results of this study can later be used to create assistive technologies for deaf or hearing impaired people.</p>

scholarly journals Students’ perception of English as a medium of instruction (EMI) in English classroom

2016 ◽  
Vol 6 (2) ◽  
pp. 131 ◽  
Author(s):  
Denni Rahmadani
Keyword(s):  
Random Sampling ◽  
Research Method ◽  
Sampling Technique ◽  
Second Grade ◽  
Medium Of Instruction ◽  
English Teacher ◽  
Teaching English ◽  
English Classroom ◽  
Cluster Random Sampling ◽  
English Subject

<p class="BodyArtikel">This study aims to uncover what extent of the students’ expectation of English as a medium of instruction (EMI) used by the English teacher in teaching English at senior high schools in Palangka Raya, Indonesia. A survey research method was applied. The survey was conducted at the four schools: MAN Model, MA Muslimat NU, SMAN 4, and SMKN 2 in Palangka Raya. To collect the data, the study employs the questionnaire with 10 items given to 134 students of the second grade taken from one class of each of the schools. It was used the cluster random sampling technique to take the samples. The items were designed for evaluating the factual, behavioral, and attitudinal condition of EMI in the English classroom. As a result of the study, it is shown that most of the students agree of EMI dominantly applied by the English teacher in the teaching of English subject. By implementing EMI in this classroom, it can increase students’ English ability with appropriate English standard, motivate them to learn English, improve their confidence to speak English, help them to comprehend English textbook or article, and assist them to understand the international culture.</p>

scholarly journals The Communication Methods in English Classroom for Indonesian Deaf Students

2018 ◽  
Vol 8 (1) ◽  
pp. 9
Author(s):  
Rohmani Nur Indah ◽  
Chanastalia Chanastalia
Keyword(s):  
Foreign Language ◽  
Sign Language ◽  
Classroom Interaction ◽  
Deaf Child ◽  
Deaf Students ◽  
English As Foreign Language ◽  
Communication Method ◽  
Lip Reading ◽  
English Classroom ◽  
Communication Methods

Deaf students can only use their visual to acquire their first language namely sign language. Mostly hearing people do not understand sign language therefore deaf students use lip-reading to communicate with them. However, lip-reading especially in foreign language not always works because some phonemes are not visible in the lips. This study investigates the communication method of deaf students in learning English as foreign language. It observes the classroom interaction in an Indonesian special school for deaf students. The result shows that deaf students use four communication methods such as sign language, lip-reading, finger-spelling, and Tadoma. The result also shows that deaf students understand words or utterances which are familiar for them. However, deaf students find difficulties in pronouncing words or utterances. They tend to pronounce in Bahasa Indonesia. Therefore, it is recommended that teacher and hearing parents of deaf child must update with the latest technology or material for deaf students learning.

scholarly journals TEXTBOOK AND ENGLISH TEACHER IN JUNIOR HIGH SCHOOL

2021 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Ridha Fadilah ◽  
Ariati Mufidah
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
English Teachers ◽  
English Teacher ◽  
Real Situation ◽  
English Class ◽  
The Subject ◽  
English Classroom

This research is intended to describe of the role of the textbook in English class. The subject of the study was English teachers in state junior high school in Banjarmasin. Data were collected through interviews, class observation, and document analysis. The investigation found that the teachers considered the textbook both central and external books helped them in preparing the lesson. They used several strategies to adapt the textbook by adding the material and modifying the task in the book. There were three main problems faced by English teachers at state junior high school 23 Banjarmasin, limited supported kits from the book, lacks materials inside the textbook, and high language level for students used in the book. However, this research is essential to conduct to present the real situation that happened in the English classroom.

scholarly journals An Analysis of Teacher Talk in English Classroom Interaction of the Seventh Grade Students of SMPN 23 Oku

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
Nurul Afifah ◽  
Nopa Yusnilita ◽  
Vinna Riana Resiani
Keyword(s):  
High School ◽  
Junior High School ◽  
Classroom Interaction ◽  
Teacher Talk ◽  
English Teacher ◽  
Seventh Grade ◽  
English Class ◽  
English Classroom ◽  
Basic Ability ◽  
Descriptive Method

The objectives of the research were to found out the kinds of teacher talk that used by English teacher during the classroom interaction and to know the students’ perception about teacher talk in classroom. The population of this research was 162 students of seventh grade students. The researcher only took 32 students as the sample by applying purposive sampling. The data were collected through observation and questionnaire. Then the researcher used descriptive method for analyzing the data. The result of this research showed that the teacher used all kinds of teacher talk while giving questions and feedback. In giving questions, teacher used procedural questions (23%), display questions (70%), and referential questions (7%). In giving feedbacks, the teacher used informing (38%), prompting (23%), encouragement (8%), criticizing (23%), ignoring (8%) as the feedbacks for incorrect answer. And for correct answer, the teacher used praising (75%) and summarizing (25%) in the class. For the students’ perception toward teacher talk used by the teacher while giving questions and feedbacks, the students agreed that teacher always use all of the feedback except ignoring. It concluded that the teacher talk which teacher used while giving questions and feedbacks in the English class of the seventh grade students at SMPN 23 OKU is good. In addition, English teachers in Junior High School were suggested to develop and improve their basic ability in managing their talk, especially the ability in giving the appropriate questions and good feedbacks to the students in English class. With all the type of their talk, the interaction between the teacher and the students will be built and increase. The teacher must be a good facilitator and motivator to the students in learning English.

scholarly journals Dr Eric L. Friedland z’l

2021 ◽  
Vol 54 (1) ◽  
pp. 145-149
Author(s):  
Andrew Goldstein
Keyword(s):  
High School ◽  
New York ◽  
New York City ◽  
Sign Language ◽  
York City ◽  
Hearing Impaired ◽  
Deaf People ◽  
Teachers College ◽  
Boston University ◽  
Lip Reading

Eric Friedland was born in New York City in 1941. Soon after birth it was found he had defective hearing and his mother faced hardship as his father left home six months later. His mother moved to Boston to be near relatives. She made the decision that Eric would not learn sign language as she said this would destine him to move largely among deaf people. Instead he became proficient in lip reading. Initially he did go to a school for the hearing impaired, but his life took off when he moved to Hebrew Teachers College in Boston. Here was founded his deep and wide Jewish knowledge, as all lessons were taught in Hebrew. He graduated from Brookline High School in 1957 and from Boston University in 1960.

scholarly journals Laugh and Learn: Evaluating from Students’ Perspective of Humor Used in English Class

AL-TA LIM ◽  
2018 ◽  
Vol 25 (2) ◽  
pp. 117-127
Author(s):  
Ika Apriani Fata ◽  
Endang Komariah ◽  
Irfandy Irfandy
Keyword(s):  
Psychological Impact ◽  
Social Background ◽  
Mutual Trust ◽  
Classroom Activity ◽  
Teaching English ◽  
Qualitative Design ◽  
Good Relationship ◽  
English Class ◽  
English Classroom ◽  
Learning English

Laughter is an easily reachable way that can be used to erase barriers of communication for educational purposes. The purpose of this paper is to seek out students’ perception of humor added in teaching English and how that humor influenced students’ engagement in English classroom activity. This study employs research instrument of questionnaire and observation concepts through qualitative design. There are 78 students of multi-background: gender, level of intelligence and social background as research participants. These backgroundsareintended to obtain objective perception of the students. The findings revealed that the majority of students believed the teacher’s humor could prevent them from feeling stress of learning English, develop a better relationship between teacher and students, help them remember and understand the lesson, encourage them to be more active in the classroom and ease them in learning English. However there are some obstacles to overcome during humor application that apparently the English teachers need to build a good relationship and mutual trust with students and understand students’ interests, likes and dislikes prior to applying humor, so that the humor would be more likely to be welcomed and it would not cause emotional and psychological impact such as bullying and etc for the students.

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