| dc.contributor.author | PUSPITASARI, ULFA RAFIDAH | |
| dc.date.accessioned | 2019-12-14T01:36:20Z | |
| dc.date.available | 2019-12-14T01:36:20Z | |
| dc.date.issued | 2019 | |
| dc.identifier.uri | http://repository.umy.ac.id/handle/123456789/30930 | |
| dc.description | This study has some reasons why the researcher chooses this topic of the
study. Firstly, the researcher is interested on how to teach English as foreign language
for hearing impaired students. Secondly, the hearing impaired students do not know
how to produce the sound well, and they will get the difficulty to listen and read in
terms of receptive skill in teaching English. This study aimed to investigate the
challenges faced by teachers to teach English as a foreign language for hearing
impaired students along with the strategies implemented by teachers to teach English
as a foreign language for hearing impaired students. This study was conducted at one
private SLB in Yogyakarta. This study focused on hearing impaired students. To
obtain the data, the researcher used descriptive qualitative method with the interview
as data collecting instruments. The participants were two female English teachers for
hearing impaired students at one private SLB in Yogyakarta. This study revealed that
were five challenges teachers faced in teaching English for hearing impaired students.
Those included students’ difficulties in hearing, limited of vocabulary knowledge,
difficulty in teaching a long text, lack of communication, limited of using projectors.
Moreover, the researcher found five strategies implemented by teachers to face the
problems in teaching English for hearing impaired students. Those composed
strategies to face students’ difficulties in hearing, strategy of adapting vocabulary in
focus, strategy of implementing directional orientation, strategies to encounter
students’ lack of communication, using mobile phone. | en_US |
| dc.description.abstract | This study has some reasons why the researcher chooses this topic of the
study. Firstly, the researcher is interested on how to teach English as foreign language
for hearing impaired students. Secondly, the hearing impaired students do not know
how to produce the sound well, and they will get the difficulty to listen and read in
terms of receptive skill in teaching English. This study aimed to investigate the
challenges faced by teachers to teach English as a foreign language for hearing
impaired students along with the strategies implemented by teachers to teach English
as a foreign language for hearing impaired students. This study was conducted at one
private SLB in Yogyakarta. This study focused on hearing impaired students. To
obtain the data, the researcher used descriptive qualitative method with the interview
as data collecting instruments. The participants were two female English teachers for
hearing impaired students at one private SLB in Yogyakarta. This study revealed that
were five challenges teachers faced in teaching English for hearing impaired students.
Those included students’ difficulties in hearing, limited of vocabulary knowledge,
difficulty in teaching a long text, lack of communication, limited of using projectors.
Moreover, the researcher found five strategies implemented by teachers to face the
problems in teaching English for hearing impaired students. Those composed
strategies to face students’ difficulties in hearing, strategy of adapting vocabulary in
focus, strategy of implementing directional orientation, strategies to encounter
students’ lack of communication, using mobile phone. | en_US |
| dc.publisher | FPB UMY | en_US |
| dc.subject | HEARING IMPAIRED STUDENTS | en_US |
| dc.subject | TEFL | en_US |
| dc.subject | CHALLENGES | en_US |
| dc.subject | STRATEGIES | en_US |
| dc.title | TEACHING ENGLISH AS A FOREIGN LANGUAGE AMONG HEARING IMPAIRED STUDENTS | en_US |
| dc.type | Thesis
SKR
FPB
127 | en_US |
