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DEVELOPING A MODEL FOR TEACHING SPEAKING SKILL TO

STUDENTS WITH HEARING IMPAIRMENT

(A Research and Development at the Second Grade of Junior High School Students of

SLBB YRTRW Surakarta in the Academic Year of 2017/2018)

THESIS

by:

ASEP BUDIMAN

S891608002

ENGLISH EDUCATION DEPARTMENT

GRADUATE SCHOOL

FACULTY OF TEACHER TRAINING AND EDUCATION

SEBELAS MARET UNIVERSITY

2018

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ACKNOWLEDGEMENT

All praise be to Allah, The Almighty, with Him there is nothing

impossible. May peace and blessings of Allah be upon Prophet Muhammad, His

last Messenger, the noblest man who taught mankind to never lose hope. The

journey of this thesis accomplishment would absolutely never be easy without His

blessings and the researcher would like to thank:

1. his parents for their never-ending prayers and supports,

2. the Dean of Teacher Training and Education Faculty for his recommendation

and permission to write this thesis,

3. the Head of English Education Department of Graduate School and his first

thesis consultant as well, for his immense knowledge and friendly nature to

guide the researcher to go through the journey of this thesis accomplishment,

4. Dr. Suparno, M.Pd., as his second thesis consultant for his encouragement

and support,

5. Prof. Drs. Gunarhadi, M.A., Ph.D. and Prof. Dr. Djatmika, M.A., for their

feedback and assistance,

6. all lecturers as the members of board examiners of this thesis for their great

comment and recommendation,

7. Pak Sutandi and Ibu Ayu as the headmaster and the English teacher of SLBB

YRTRW Surakarta for giving me the chance to conduct the research there,

8. all students of class VIII of the school for their warm welcome as the subject

of this research,

9. his brother, his sister-in-law, and his nieces for the happiness they shared

from afar,

10. Indonesian Endowment Fund for Education (LPDP) for supporting me so that

I can have a chance to study at master program,

11. Ikatan Penerima Beasiswa LPDP UNS, FOMMPAS UNS, and HMP UNS for

sharing knowledge in academics and organizations,

12. all friends of English Education Department of 2016 for their great support,

and

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13. all members of Konoha Gakure boarding house formerly known as Tango

Chocolate for the support, prayers, joys, and happiness they share.

The writer realizes that there are still many shortcomings in this thesis.

Therefore, he welcomes objective criticism and constructive suggestion for this

work. Finally, he hopes that this thesis is useful not only for him but also for the

readers.

Surakarta, July 2018

Asep Budiman

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ABSTRACT

Asep Budiman. S891608002. 2018. Developing a Model for Teaching Speaking

Skill to Students with Hearing Impairment (A Research and Development at the

Second Grade of Junior High School Students of SLBB YRTRW Surakarta in

the Academic Year of 2017/2018). A Thesis. First Consultant: Dr. Ngadiso,

M.Pd.; Second Consultant: Dr. Suparno, M.Pd. English Education Department,

Graduate School, Sebelas Maret University.

This research aims to: (1) learn the quality of the existing model for

teaching speaking to the students with hearing impairment at SLBB YRTRW

Surakarta; and (2) propose a model for teaching speaking using adjusted role play.

The research method used is Research and Development. Because it is an

educational research, it is classified as Educational Research and Development.

This research consists of two main stages namely exploration stage and

development stage. The exploration stage includes the description of the existing

model and the need analysis towards an ideal model. The development stage deals

with the description of the prototype, the consultation to the experts from the

related field to validate the prototype, the try out of the prototype, and the

feasibility of the product. In order to get the data, the researcher conducted

observation, interview, FGD, and distributed questionnaire as well.

The results of the research show that there are still some weaknesses of the

existing instructional model for teaching speaking to the students with hearing

impairment, so it is necessary to design the prototype to overcome the

weaknesses. The prototype is tried out until it becomes a feasible model which is

feasible for the students to learn speaking, for the teacher to teach speaking, and

for developing five indicators of speaking.

Keywords: adjusted role play model, educational research and development,

students with hearing impairment, teaching speaking

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TABLE OF CONTENT

TITLE ................................................................................................................ i

APPROVAL ...................................................................................................... ii

LEGITIMATION .............................................................................................. iii

PRONOUNCEMENT ....................................................................................... iv

MOTTO ............................................................................................................. v

DEDICATION ................................................................................................... vi

ACKNOWLEDGEMENT ................................................................................ vii

ABSTRACT ....................................................................................................... ix

TABLE OF CONTENT .................................................................................... x

LIST OF TABLES ............................................................................................ xiv

LIST OF FIGURES .......................................................................................... xv

LIST OF ABBREVIATIONS .......................................................................... xvi

LIST OF APPENDICES .................................................................................. xvii

CHAPTER I: INTRODUCTION

A. Background of the Research ................................................... 1

B. Formulation of the Problem .................................................... 6

C. Objectives of the Research ..................................................... 6

D. Significances of the Research ................................................. 6

CHAPTER II: LITERATURE REVIEW

A. The Nature of Speaking .......................................................... 8

1. The Definitions of Speaking .............................................. 8

2. The Indicators of Speaking ................................................ 9

3. The Types of Speaking Performance ................................. 10

4. The Problems in Speaking Performance ............................ 12

B. The Nature of Hearing Impairment ........................................ 13

1. The Definitions of Hearing Impairment ............................ 13

2. The Causes of Hearing Impairment ................................... 14

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3. The Classification of Hearing Impairment ......................... 15

4. The Characteristics of Speech Development of

Hearing-Impaired Students ............................................... 20

C. The Total Communication Approach ..................................... 22

1. The Definitions of Total Communication .......................... 22

2. The Factors that Incurs Total Communication ................. 22

3. The Implementation of Total Communication ................... 23

D. The Adjusted Role Play Model ............................................... 25

1. The Definitions of Role Play ............................................. 25

2. The Types of Role Play ...................................................... 26

3. The Procedure of Role Play ............................................... 27

4. The Advantages of Role Play............................................. 29

5. The Roles of the Teacher ................................................... 30

E. Model Development ............................................................... 34

1. The Definitions of Teaching Model ................................... 34

2. The Principles of Model Development .............................. 35

3. The Process of Model Development .................................. 36

F. Review of Relevant Studies .................................................... 39

CHAPTER III: RESEARCH METHODOLOGY

A. Research Design ..................................................................... 42

B. Research Procedure ................................................................ 42

1. Exploration Stage ............................................................... 44

a. Research Setting .......................................................... 44

b. Research Subject ......................................................... 44

c. Data and Data Resource .............................................. 44

d. Data Collection Technique ......................................... 44

e. Data Validity ............................................................... 45

f. Data Analysis .............................................................. 45

g. Output ......................................................................... 47

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2. Development Stage ............................................................ 47

a. Research Procedure ..................................................... 47

b. Research Setting .......................................................... 47

c. Research Subject ......................................................... 47

d. Data and Data Resources ............................................ 47

e. Data Collection Technique ......................................... 48

f. Data Validity ............................................................... 48

g. Data Analysis .............................................................. 48

h. Output ......................................................................... 49

CHAPTER IV: FINDINGS AND DISCUSSION

A. Data Description ..................................................................... 50

1. Events (What happened in the classroom) ......................... 50

2. Interviewees’ Statements ................................................... 51

3. Respondents’ Statements ................................................... 53

4. Document Analysis ............................................................ 53

B. Findings .................................................................................. 54

1. Exploration Stage ............................................................... 54

a. The quality of the existing instructional model .......... 54

b. The result of need analysis .......................................... 57

2. Development Stage ............................................................ 59

a. Product design ............................................................. 59

b. Expert judgment .......................................................... 60

c. Try out ......................................................................... 62

1) Try out 1 .............................................................. 62

2) Try out 2 .............................................................. 69

C. Discussion ............................................................................... 76

1. The Quality of the Existing Model .................................... 76

2. The Development of the Adjusted Role Play Model ......... 78

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CHAPTER V: CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS

A. Conclusions ............................................................................. 82

B. Implications ............................................................................ 82

C. Suggestions ............................................................................. 83

REFERENCES .................................................................................................. 84

APPENDICES ................................................................................................... 90

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