This study entitled “Developing Class Activities for Young Learners with Visual Impairments”. It aims to observe and analyze the class activities developed by teachers in an Elementary School for children with special needs in Bandung. This study also investigates the problems faced by the teachers in developing those activities. This study employed descriptive case study in analyzing and presenting the data.
Two teachers of the fourth and fifth grade were the subjects of the study. The teacher in fourth grade class taught eight students while the teacher in the fifth grade class taught nine students. The data analysis result reveals that the teachers used grammar translation method with lecturing and dictation tends to dominate the activities. The activities are divided based on the language focus in the syllabus into three parts: presentation, practice, and performance. In developing the activities, the teachers modified the syllabus based on students’ characteristics and the modification is still considered to fulfill the components of classroom activities adapted by Moon from Nunan (2005). However, in developing those activities, there are some problems faced by the teachers in developing those activities. Lack of teaching media and Braille textbooks are the most common problems based on the teachers’ explanation. Based on the findings, it can be inferred that in developing classroom activities for young learners with visual impairments it is necessary to be creative in harmonizing the material and the students’ characteristics. Finally, it is suggested that teaching English to young learners with visual impairments requires a modified syllabus, teaching media and textbooks that will accommodate the students’ special needs.
Two teachers of the fourth and fifth grade were the subjects of the study. The teacher in fourth grade class taught eight students while the teacher in the fifth grade class taught nine students. The data analysis result reveals that the teachers used grammar translation method with lecturing and dictation tends to dominate the activities. The activities are divided based on the language focus in the syllabus into three parts: presentation, practice, and performance. In developing the activities, the teachers modified the syllabus based on students’ characteristics and the modification is still considered to fulfill the components of classroom activities adapted by Moon from Nunan (2005). However, in developing those activities, there are some problems faced by the teachers in developing those activities. Lack of teaching media and Braille textbooks are the most common problems based on the teachers’ explanation. Based on the findings, it can be inferred that in developing classroom activities for young learners with visual impairments it is necessary to be creative in harmonizing the material and the students’ characteristics. Finally, it is suggested that teaching English to young learners with visual impairments requires a modified syllabus, teaching media and textbooks that will accommodate the students’ special needs.
http://repository.upi.edu/skripsiview.php?no_skripsi=12104
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