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INCORPORATING MULTISENSORY APPROACH IN ENGLISHINSTRUCTIONAL MATERIALS FOR DYSLEXIC YOUNG LEARNERS
A Thesis Presented toThe Graduate Program in English Language Studies
in Partial Fulfillment of the Requirementsfor the Degree of
Magister Humaniora (M.Hum)in
English Language Studies
by
INDRESWARI PINANDITA
166332002
THE GRADUATE PROGRAM OF ENGLISH LANGUAGE STUDIES
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2018
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
A THESIS
INCORPORATING MULTISENSORY APPROACH IN BNGLISHINSTRUCTIONAL MATERIALS FOR DYSLEXIC YOUNG LEARNERS
F.X. Mukarto. Ph.D.
Thesis Supervisor
ii
Approved by
Yogyakarta, April 26 2018
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
A THESIS
INCORPORATING MULTISENSORY APPROACH IN ENGLISHINSTRUCTIONAL MATERIALS FOR DYSLEXIC YOUNG LEARNERS
Presented by
Indreswari Pinandita
Student Number : 166332002
Defended betl Committee
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Secretary
Member
Member {>*tf
Prograrqr Director
a University
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Yogyakarta, 19 July 2018
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rius Budi Subanar, S.J.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
STATBMENT OF WORK ORIGINALITY
This is to certify that all ideas, phrases and sentences, unless or otherwise stated,
are the ideas, phrases and sentences of the thesis writer. The writer understands
the full consequences including dggree cancellation if she took somebody else's
idea, phrases and sentences without proper references.
Yogyakartq Apnl 26, 2Al8
Indreswari Pinandita
1V
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASIKARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
: Indreswari Pinandita
:166T20A2
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharmakarya ilmiah saya yang berjudul:
INCORPORATING MULTISENSORY APPROACH IN ENGLISHINSTRUCTIONAL MATERIALS FOR DYSLEXIC YOUNG LBARNERS
beserta perangkatyang diperlukan (bila ada). Dengan demikian, saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimp&fl,
mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan
data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau
media lain untuk kepentingan akademis tanpa perlu meminta izin dari saya
maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya
sebagai penulis.Demikian pernyataan ini yang saya buat dengan sebenarnya.
Yogyakart a, 26 April 20 1 8
Indreswari Pinandita
Nama
Nomor Mahasiswa
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vi
ACKNOWLEDGEMENTS
My thanks are due first to Jesus Christ, for His plans that never fails in me:
Deo Gratias. I am also grateful to Mother Mary for her blessing and answers to
my prayer. Then, I wish to express my deep and sincere thanks to my thesis
supervisor, F.X. Mukarto, Ph.D., for his patience and valuable suggestions during
the supervision of this thesis. Deepest gratitude is also due to my thesis reviewers
and examiners, Dr. E. Sunarto, M.Hum., Ouda Teda Ena, Ed.D., and Dr. B.B.
Dwijatmoko, M.A., for their willingness to give valuable advices for my thesis
improvement. Also, for all lecturers, ELS batch 2016 (special for Kristin and
Wimbo) and staffs of English Language Studies for the help and support
throughout my study in ELS Sanata Dharma University. Then, I would like to
give my special thanks to Kids Course teachers and students, for without their
help this research would be impossible. Last but not least, this research was
dedicated to all dyslexic learners: never give up on your dreams.
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TABLE OF CONTENTS
TITLE PAGE .......................................................................................................... i
APPROVAL PAGE ................................................................................................ii
DEFENSE APPROVAL PAGE.............................................................................iii
STATEMENT OF WORK ORIGINALITY.......................................................... iv
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI........................................ v
ACKNOWLEDGEMENTS ................................................................................... vi
TABLE OF CONTENTS...................................................................................... vii
LIST OF TABLES ................................................................................................. ix
LIST OF FIGURES ................................................................................................ x
LIST OF APPENDICES........................................................................................ xi
LIST OF ABBREVIATION ................................................................................. xii
ABSTRACT......................................................................................................... xiii
ABSTRAK ............................................................................................................. xiv
CHAPTER I: INTRODUCTION ........................................................................ 1
A. Background of the Study ................................................................................. 1
B. Problem Delimitation....................................................................................... 4
C. Research Question ........................................................................................... 7
D. Research Goal .................................................................................................. 7
E. Product Specification ....................................................................................... 8
F. Research Benefit ............................................................................................ 12
CHAPTER II: LITERATURE REVIEW......................................................... 14
A. Theoretical Review ........................................................................................ 14
1. Instructional System Design...................................................................... 14
2. Young Learners ......................................................................................... 20
3. Dyslexia..................................................................................................... 25
4. Multisensory Approach ............................................................................. 34
5. The Four Strands ....................................................................................... 38
B. Theoretical Framework .................................................................................. 41
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CHAPTER III: METHODOLOGY .................................................................. 43
A. Analysis.......................................................................................................... 45
B. Design ............................................................................................................ 48
C. Development .................................................................................................. 48
D. Implementation .............................................................................................. 49
E. Evaluation ...................................................................................................... 49
CHAPTER IV: PRODUCT DESIGN AND ACCOUNTABILITY ............... 51
A. Product Design............................................................................................... 51
1. Assessing Needs and Context Analysis .................................................... 52
a. The Needs Analysis Results...................................................................52
b. The Context Analysis Results................................................................54
2. The Designed Syllabus...............................................................................54
3. Instructional Materials Design....................................................................65
a. Meaning-focused input...........................................................................72
b. Meaning-focused output........................................................................75
c. Language-focused learning.....................................................................79
d. Fluency development.............................................................................83
B. Accountability................................................................................................ 56
1. Evaluation of the Instructional Materials................................................... 87
2. Implementation of the Instructional Materials........................................... 89
3. User Perspective on Instructional Materials .............................................. 91
CHAPTER V: CONCLUSIONS AND SUGGESTIONS ................................ 94
A. Conclusions.................................................................................................... 94
B. Suggestions .................................................................................................... 96
BIBLIOGRAPHY ............................................................................................... 98
APPENDICES ................................................................................................... 103
Appendix 1 .......................................................................................................... 103
Appendix 2 .......................................................................................................... 106
Appendix 3.......................................................................................................... 107
Appendix 4 ..........................................................................................................108
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LIST OF TABLES
Table 1. 1 Instructional materials blueprint .......................................................... 10
Table 2. 1 The three ages group ............................................................................ 21
Table 3. 1 Interview guideline blueprint for the English teachers ........................ 46
Table 4. 1 The needs analysis result ..................................................................... 52
Table 4. 2 The context analysis result ................................................................... 55
Table 4. 3 Kids Course English topic for grade 1-6.............................................. 58
Table 4. 4 English syllabus for grade 1................................................................. 61
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LIST OF FIGURES
Figure 2. 1 Input-process-output paradigm........................................................... 16
Figure 2. 2 ADDIE Instructional System Design.................................................. 18
Figure 2. 3 The characteristics of children with dyslexia ..................................... 27
Figure 3. 1 ADDIE model and R&D cycles ......................................................... 46
Figure 4. 1 The list of vocabularies in meaning-focused input strand .................. 73
Figure 4. 2 Listening exercise in meaning-focused input strand .......................... 74
Figure 4. 3 Speaking exercise in mearning-focused output strand ....................... 76
Figure 4. 4 Writing exercise in meaning-focused output strand ........................... 78
Figure 4. 5 Speaking exercise in language-focused learning strand ..................... 80
Figure 4. 6 Writing exercise in language-focused learning strand........................ 82
Figure 4. 7 Speaking and writing exercise in fluency development strand .......... 84
Figure 4. 8 Kinesthetic activities in fluency development strand ......................... 86
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LIST OF APPENDICES
Appendix 1 :The interview result of needs analysis ........................................... 103
Appendix 2 : The interview result of needs analysis .......................................... 106
Appendix 3 : The Interview Result of Evaluation .............................................. 107
Appendix 4 : The English Instructional Materials .............................................108
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LIST OF ABBREVIATIONS
ADDIE : Analysis, Design, Development, Implementation, Evaluation
DSM : Diagnostic and Statistical Manual of Mental Disorders
ELL : English Language Learning
IDA : International Dyslexia Association
IPO : Input, Process, Output
ISD : Instructional System Design
QIA : Quality Improvement Agency
R&D : Research and Development
TPR : Total Physical Response
VAKT : Visual-Auditory-Kinesthetic-Tactile
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ABSTRACT
Pinandita, I. (2018). Incorporating Multisensory Approach in EnglishInstructional materials for Dyslexic Young Learners.Yogyakarta:English Studies Graduate Program, Sanata Dharma University.
Dyslexia happens in at least one of ten people all around the world(Dyslexia International, 2014; Whitehead, 2007). Some previous studies inEnglish Language Learning (ELL) have revealed that dyslexic young learnerswho study in inclusive schools face challenges in learning (Kusuma Dewi, 2012;Ni'mah & Alek, 2016). The brain structure of dyslexic learners greatly impactstheir performance in learning. To be more specific, this condition affects severalaspects, including their poor performance in the sight, motor skills, coredifficulties, interaction, hearing, and connections.
Unfortunately, a lot of evidence proves that many people show theirmisunderstanding and poor awareness concerning this issue. The situation gotworse when people started to stereotype them as lazy or even stupid. Moreover,experiencing a lot of failures in learning would lead them into another seriousproblem, which is a psychosocial distress. In response to this situation, thisresearch aimed to answer the misconception related to dyslexia, by designingEnglish instructional materials for dyslexic young learners.
This research implemented five steps of ADDIE Instructional SystemDesign: Analysis, Design, Development, Implementation and Evaluation. InAnalysis phase, an interview with the English teachers was conducted todetermine the needs and context analysis. Then, based on the data gathered inAnalysis step, the first draft of the instructional materials was designed in theDesign phase. After having the first draft of instructional materials, theDevelopment phase is conducted to gain input from the expert. The participant ofthis stage was an English lecturer who was experienced in materials design. Afterthe revision was done, the designed materials were then implemented. Lastly, inthe evaluation phase, all input from the user were gathered in order to know if thedesigned materials had encouraged the learner to learn English.
The product of this research was designed materials for dyslexic younglearners. In this research, there would be some theories presented in teachingEnglish to young learner, dyslexia, multisensory approach and the Four Strands.These theories were implemented in designing and developing the syllabus,determining the materials, topics, exercises and evaluation. The finding of thisstudy reflected that by understanding the characteristics of dyslexic learners,along with providing them with relevant English materials will encourage thedyslexic learner to learn.
To finish, future researchers are expected to do similar research in thisfield. It was expected that any further research would facilitate English teacherswho deal with dyslexic learners by promoting deeper knowledge about dyslexiaand providing an acceptable instructional materials for them.
Keywords: multisensory, ADDIE Instructional System Design, dyslexia, younglearner
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ABSTRAK
Pinandita, I. (2018). Menggabungkan Pendekatan Multisensori dalam MateriPembelajaran Bahasa Inggris untuk Anak-anak Disleksia.Yogyakarta:Program Pasca-Sarjana Kajian Bahasa Inggris, Universitas SanataDharma.
Disleksia terjadi pada setidaknya satu dari sepuluh orang di seluruh dunia(Disleksia Internasional, 2014; Whitehead, 2007). Beberapa penelitian terdahulutentang pembelajaran Bahasa Inggris juga menyatakan bahwa siswa dengandisleksia menghadapi tantangan dalam belajar, khususnya dalam konteks kelasinklusi (Kusuma Dewi, 2012; Ni'mah & Alek, 2016). Susunan otak yang terdapatpada siswa dengan disleksia sangat mempengaruhi performa mereka dalambelajar. Secara lebih rinci, hal ini akan mempengaruhi beberapa aspek, termasukpenglihatan, keterampilan motorik, kesulitan inti, interaksi, pendengaran dankoneksi.
Sayangnya, banyak penelitian yang membuktikan bahwa masyarakatmasih memiliki pemahaman yang salah dan kesadaran yang kurang mengenai halini.Keadaan menjadi lebih buruk ketika masyarakat menganggap pelajar disleksiamalas atau bodoh. Ditambah lagi, siswa yang memiliki banyak kegagalan dalambelajar biasanya akan terbawa pada masalah serius lainnya, yaitu masalahpsikososial. Menanggapi situasi tersebut, penelitian ini bertujuan untuk menjawabanggapan yang salah mengenai disleksia dengan cara mendesain sebuah materipengajaran Bahasa Inggris untuk siswa disleksia.
Penelitian ini menerapkan lima tahap dalam model instruksional desainADDIE: Analisis, Desain, Pengembangan, Implementasi dan Evaluasi. Di tahapAnalisis, sebuah wawancara dilakukan untuk mengetahui kebutuhan dan kontekspembelajaran.Kemudian, draf pertama materi pengajaran disusun dalam tahapDesain.Setelah itu, tahap Pengembangan dilakukan untuk mendapatkan masukandari orang yang berpengalaman dalam bidang ini.Pada tahap ini, datadikumpulkan melalui wawancara dengan seorang dosen pengajar Bahasa Inggrisyang berpengalaman dalam desain materi. Revisi akan dilakukan sebelumakhirnya desain materi diimplementasikan dalam proses mengajar. Yang terakhir,dalam tahap Evaluasi, hasil rekomendasi akan dianalisa untuk mengetahui apakahdesain materi ini berhasil meningkatkan minat siswa dalam mempelajari BahasaInggris.
Hasil dari penelitian ini adalah sebuah desain materi untuk anak disleksia.Dalam penelitian ini, akan ada beberapa teori yang disajikan tentang pengajaranBahasa Inggris untuk anak-anak, disleksia, pendekatan multisensori dan teoriempat untaian (Four Strands). Teori-teori tersebut akan dimplementasikan dalammendesain dan mengembangkan silabus, menentukan materi, topik, latihan danevaluasi pembelajaran. Hasil dari penelitian ini menunjukkan bahwa denganmemahami karakter dari siswa dan menyediakan materi Bahasa Inggris yangsesuai akan meningkatkan minat mereka dalam belajar.
Sebagai penutup, diharapkan adanya penelitian lanjut mengenai disleksiayang akan membantu guru-guru Bahasa Inggris yang menghadapi siswa disleksiauntuk lebih memahami tentang disleksia dengan baik dan menyiapkan materipembelajaran yang sesuai bagi mereka.
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Kata kunci: multisensori, model Instruksional Desain ADDIE, disleksia, pelajarusia anak
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CHAPTER I
INTRODUCTION
This introductory chapter presents the background information related to the
research. It covers background of the study, problem delimitation, research
question, product specification, research goal and research benefit. The
background of the study reveals the reasons and the importance of conducting this
study. The problem delimitation provides information on the scope of the study.
The research question is functioned as a guideline that shows the question that is
going to be answered. Then, the product specification will give explanation about
the designed product. With regard to the research question, the research goal
states the expected goal from conducting this study. Finally, this chapter ends with
the research benefit that describes the goals or benefits achieved by this study.
A. Background of the Study
Previous research on dyslexia has shown that public’s understanding of
dyslexia are quite clichéd (Hudson, High & Otaiba, 2007; Ni'mah & Alek, 2016;
Reid, 2005). In Britain, for example, over two million adult dyslexics do not
realize that they are dyslexic (Whitehead, 2007). Dyslexia itself is something
more than the condition of reversing words from back to front and vice versa
(Gabrieli, 2009; Marshall & Van Der Lely, 2009). Unfortunately, people with lack
of understanding of dyslexia may have a stereotype that dyslexic learners have
low intelligence level, lazy, or stupid. From the evidence, it is not surprising that
the low level of public’s understanding of dyslexia may cause the dyslexia case
remains unidentified.
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Through the survey done by Dyslexia International (2014), it is reported
that dyslexia occurs in at least one of ten people all across the nations. In some
cases, too little attention has been paid to dyslexic learners in learning.
Throughout this research, I met several dyslexic children and their parents who
shared their experiences related to their study at inclusive schools. Dyslexic
children found difficulties during the teaching and learning process. Generally,
they found difficulties in making use of several skills they needed throughout their
learning. They also found difficulties in understanding oral instruction, especially
for long words and abstract words. As parents of dyslexic learners, they had to
work hard to teach their children at home so that they will be able to follow the
classroom instruction. Unfortunately, some of them had to repeat the same grade
several times. Furthermore, another student had to transfer from one to another
school because of the lack of understanding of dyslexia. Besides their difficulties
in learning, another problem that appears is that sometimes they became objects
of bullying amongst their schoolmates. These conditions are examples on how the
misunderstood concept of dyslexia has discouraged dyslexic learners to study,
especially in the inclusive schools context.
On the other hand, Whitehead (2007) argues that dyslexia should be seen
as a gift because people with dyslexia have different perspectives and many of
them are very creative. Usually, people with dyslexia are able to provide solutions
to problems from different perspectives. They also have vivid imaginations and
many of them are good at arts or performing arts (Reid, 2005). Sadly, it can be
seen from the previous research that their neurological impairment makes it
difficult for them to communicate in both oral and written text.
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Some characteristics of dyslexic learners are usually easy to identify. The
way dyslexic learners read is slower and less accurate than their peers (Bodnar,
2015). Other characteristics of dyslexic learners may be identified in the areas of
speed of processing, short-term memory, sequencing, auditory and/or visual
perception, spoken language, and motor skills (Nijakowska, 2010). These
conditions make some dyslexic learners find difficulties in adapting themselves
with the current school learning system in Indonesia (Ni'mah & Alek, 2016).
Besides, teachers are also expected to be able to provide a high-quality teaching
and individualized differentiation to provide a person-centered approach to
learning for dyslexic learners (Nasen, 2015).
Without any support or guidance, dyslexic learners will be frustrated and
start to have lack of motivation in learning (Bodnar, 2015). Typically, this
condition will lead them into psychosocial distress such as inattentiveness, low
motivation for schoolwork, dropping out of school, fear of failure, depression,
anxiety, loneliness, low self-esteem, and poor peer relations (Ni'mah & Alek,
2016). For that reason, it is suggested for them to have early age diagnosis to
accommodate them an effective intervention (Hudson et al., 2007; Munakata,
Casey & Diamond, 2004). Also, it is important to emphasize that dyslexia is
independent of intelligence levels (Matějček, 1971; Paramadhyalan, 2009). It
means that it is possible for dyslexic children with appropriate intervention to
grow into remarkably successful adults (Gabrieli, 2009).
The previous studies in English as a foreign language in Indonesia have
revealed the challenge for both educators and learners during the teaching and
learning process (Ivone, 2005; Putra & Sitawati, 2013). If the acquisition of
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English tends to be a conscious effort, mastering English as a foreign language for
dyslexic learners appears to be more complicated for them (Paramadhyalan,
2009). An example may be found in the previous research done by Coltheart
(1982) who suggested that dyslexic learners tend to produce spelling errors in
which the phonological are correct. For example, the dyslexic learners would
write cat as ket or mayonnaise as mayenaze.
As shown above, it takes a deeper understanding of dyslexia in order to
provide teaching and learning support for them. Moreover, as a part of essential
elements in education, teachers have a vital role to recognize the indicators of
dyslexia so that they may provide a more acceptable intervention related to their
learning difficulty (Nasen, 2015; Paramadhyalan, 2009). For that reasons, this
study aims at providing acceptable instructional materials for dyslexic learners.
This study is a Research and Development study in nature. Through this study, it
is expected that the instructional materials may enhance dyslexic learners’
motivation in learning so that they may perform better in English language
learning process.
B. Problem Delimitation
Students with dyslexia may face bigger challenges in acquiring a foreign
language. In a typical classroom situation, teaching and learning process tend to
teach too many skills too quickly and superficially (Swaby, 1984). Similarly,
Ni'mah and Alek (2016) suggested that students with dyslexia find difficulties in
adapting themselves with the learning system applied. Therefore, it is important to
make a careful consideration related to teaching and learning methods that will be
applied for them (Paramadhyalan, 2009).
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In teaching English for students with specific learning disorders, there are
some teaching methods suggested by Kusuma Dewi (2012) and Reid (2005), such
as: theme content based instruction, multisensory, mnemonic device, total
physical response, overlearning, and automaticity. These teaching methods are
applicable for not only the dyslexic learners, but also the non-dyslexic learners.
Thus, these teaching approaches may be implemented in teaching English at
inclusive school as well.
The first method is theme content based instruction. In this method, the
focus will be on encouraging the learners to focus on using English rather than
learning the language (Yugandhar, 2016). This principle is based on the belief that
language is most effectively learnt within a context (Herrero, 2005). During the
teaching and learning process, students are given themes to discuss in each
session so that they will have a more real life situation in using English. This
instruction is an effective and realistic teaching method because it combines the
language and its content of learning. Students are also involved to participate in
choosing materials they need with regard to their lives, interests and background.
Secondly, multisensory approach means utilizing two or more senses
during the learning process (Rains, Kelly, & Durham, 2008). In multisensory
approach, a combination between visual-spatial, auditory, tactile, and kinesthetic
aspects is implemented to facilitate students in learning (Dewi, 2015).
Multisensory learning approach believes that it is crucial to use a combination of
senses in learning, with regard to strategies variation (Ni'mah & Alek, 2016). This
approach may help dyslexic learners to have a real experience in their learning
process. So far, teachers who work with dyslexic learners found that multisensory
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learning approach may accommodate dyslexic learners to make sense of
information they acquire during language learning process (Quality Improvement
Agency [QIA], 2008).
The third technique is known as mnemonic device technique. This
technique may be applied to make it easier for the learners to memorize words
with rhyme, situation, anonym, and some associations. This technique improves
learners’ ability to remember through helping the brain to encode better and recall
important information (Bower, 1970). In this technique, there will be a lot of
repetition in the teaching instruction that enables the learners to remember the
information much better.
Fourthly, total physical response (TPR) is a language teaching method in
which language is taught through the coordination of speech and action
(Celestino, 1993). In other words, language is taught through physical or motor
activity. This approach was developed by James Asher, a psychology professor at
San Jose State University, California (Davidheiser, 2002). TPR is found as a
useful set of techniques, it involves movements that reduces learner’ stress and
creates a positive mood for learners during the learning process (Richards &
Rodgers, 2001).
The fifth method is known as overlearning. Different from multisensory
learning, overlearning uses more than one approach to teach words to know if the
words are used in different contexts. For dyslexic learners’ case, Reid (2005)
suggests that this method can be applied in spelling to help dyslexic learners learn
the words pattern in different words or context.
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The last method is known as automaticity. Reid (2005) argues that
overlearning is crucial aspect to consider in teaching dyslexic learners because
they will take more time to achieve automaticity in learning. Moreover, they will
easily forgot what they have learnt when they have long break or not using the
words in such a long period. Through this method, dyslexic learners are expected
to acquire their automaticity so that they may perform better at predicting and
using inferences. These skills are important because dyslexic learners commonly
have poor decoding skills (Dewi, 2015).
This study is delimited to reinforce dyslexic learners’ memory through
multisensory learning approach. It is based on the assumption that children with
dyslexia have different strength and preferences in learning process (Ni'mah &
Alek, 2016; Reid, 2005). Teaching dyslexic learners should be a gradual process,
in which teachers are expected to repeat familiar materials for them. Besides
combining senses to teach English, this approach will provide the learners with
more examples related to real life situation that enhance their memory.
C. Research Question
Concerning the importance of the issue being discussed, this study is
attempted to answer the following research question:What do acceptable
instruction materials for dyslexic young learners look like?
D. Research Goal
The goal of this research is related to the research questions. The aim of
this research is to design a type of English instructional materials that is
acceptable for dyslexic young learners. Acceptable for dyslexic young learners
means that these instructional materials cover their needs and preferences in
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learning language. By using these instructional materials, teachers of dyslexic
learners are expected to provide a different approach in teaching English for
dyslexic young learners. Besides that, the dyslexic young learners may get better
understanding in learning using their learning experience that enhance their
memory.
E. Product Specification
In language learning, children with dyslexia may find problems in reading
and writing. They also find difficulties to decode words and connect sounds into
letters in vocabulary learning. It is also difficult for them to understand abstract
words used in their learning process. For dyslexic learners, acquiring a second or
foreign language will be easier if they have real experiences related to the
language. Therefore, combining the use of senses during language learning is
suggested in order enhance their memory and understanding.
Instructional materials for dyslexic learners should be well-structured in
context and vivid in presentation. Moreover, the layout and instruction should be
simplified to make it easier for the learners to understand that particular unit.
Combining words and pictures is also suggested in order to help them to
memorize words. Some other strategies to improve their reading are also
important. This strategy can be done in many ways, such as using color code in
alphabets, writing in bigger font, and using pastel-colored paper to write. These
guidelines may help dyslexic learners to understand words much better since they
will see clear symbols of the letters.
This research aims to develop English instructional materials that will be
used by students in the first grade of elementary school. In this book, each chapter
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will consist of four main strands, adapted from Nation (2007). The four strands
are: meaning-focused input, meaning focused output, language-focused learning
and fluency development. In meaning focused input, learners are given input so
that they may pay attention on the ideas and messages of the language. The
activities may be in the form of listening and reading activities. Then, the second
strand is meaning-focused output. In this stage, learners are expected to convey
ideas to another person by speaking or writing. After that, the third stage is
language-focused learning. This activity enables the learners to enhance their
understanding related to language items and language features, such as through
the sounds and spelling. The last strand is fluency development. In this stage,
learners are expected to make use of the skills they’ve already practiced.
Based on the previous explanation, a blueprint for the instructional
materials was designed. In this blueprint, explanations on the characteristic of
dyslexic young learners as well as the multisensory learning approach are
displayed. From the table, it is shown that multisensory learning is applicable to
implement during the English language learning process since it deals with
dyslexic learners’ need in learning. Further explanation related to the blueprint of
the instructional materials is presented in this following table 1.1.
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Table 1.1. Instructional materials blueprint
No. Characteristic of dyslexic younglearners
Multisensory learning
1. “Children need to have all fivesenses stimulated.” (Brown, 2001, p.89)
“Multi-sensory means making useof all the senses in the learningprocess. This kind of teaching isbased on a combination of aural,visual, tactile and kinestheticaspects to improve and facilitatelearning.” (Kusuma Dewi, 2012,p. 5)
2. “People with dyslexia often havetrouble comprehending what theyread because of the great difficultythey experience in accessing theprinted words.” (Hudson, et al.,2007, p. 508)
“As educators work to helpstudents achieve in school, manyhave adopted educationalprograms that consider learningstyles theory and multisensoryapproaches to teaching. Learningstyles theory holds the belief thatindividual students are successfulin learning with different learningstyles. Not all students learn wellusing the same learning style.”(Moustafa & Martin, 1999, p.10).
“In essence, a multisensoryapproach incorporates thelearning styles for visual,auditory, kinesthetic, and tactilelearners” (Moustafa & Martin,1999, p. 6).
“There are a considerable numberof intervention strategies forteaching reading and spelling tochildren with dyslexia. Many ofthese incorporate elements ofwhat can be described as goodteaching and are normally of amulti-sensory nature. That is theyincorporate visual, auditory,kinesthetic and tactile elements.”(Reid, 2005, p. 33)
“The cerebellum in particular hasbeen implicated in this, anda number of dyslexic children willdisplay fine motor and gross motordifficulties that can result in poorhandwriting and/or clumsiness”(Reid, 2005, p. 6).“In the classroom process teacherscan notice among dyslexics suchwarning signs as: changed orreversed shapes and sequences ofletters and numbers, inconsistent andincoherent spelling, skipping wordsor lines while reading, poorconcentration and highdistractibility while reading, wordblurring, doubling and size change,sounds and meaningful utterances,confusion between left and right,difficulties in judging distances,following directions, rememberinginstructions, repeating long wordsand finally illegible handwriting.“(Kusuma Dewi, 2012, p. 5)
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No. Characteristic of dyslexic younglearners
Multisensory learning
3. “This is important as dyslexicchildren often have difficultyreceiving information using theauditory modality and it is crucial toensure that they receive teachinginput through their strongermodalities – these are usually thevisual and kinesthetic modalities”(Reid, 2005, p. 33).
“In learning styles theory, theeducator looks at the individualstudent and identifies thestudent's preferred styles orintelligences to learn.” (Moustafa& Martin, 1999, p. 5)
“Knowledge of the child’sstrengths and difficulties – this isessential, especially since not allchildren with dyslexia willdisplay the same profile.” (Reid,2005, p. 64)
In table 1.1, a list of difficulties and characteristics of dyslexic learners in
learning are revealed. Besides, the table also provides explanation on how
multisensory learning approach may help learners to cope with the difficulties in
the learning process. As it was presented in the figure, children with dyslexia need
to have activities that stimulate their five senses (Brown, 2001). This need will be
covered by activities in multisensory learning that requires the use of all senses in
the learning process: visual-spatial, auditory, tactile and kinesthetic activity
(Kusuma Dewi, 2012).
The second characteristic was related to dyslexic learners’ difficulties in
learning. The difficulties mentioned are reading difficulties, motor difficulties,
and some other performance difficulties that are caused by their left and right
hemisphere working system (Hudson et al. 2007; Kusuma Dewi, 2012; Ni’mah &
Alek, 2016; Reid, 2005). In multisensory learning, these difficulties will be coped
with the learning activities that provide chances for learners to learn through
different learning strategies (Moustafa & Martin, 1999; Reid, 2005). Through the
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different learning activities, learners will be given a chance to learn through their
preference model in learning.
Similarly, the third characteristic was related to the learners’ strength and
difficulties in learning (Reid, 2005). It was apparent from the quotation that
teaching activities covered in multisensory learning are corresponded to the
learners who have different strength in learning (Moustafa & Martin, 1999; Reid,
2005). Therefore, it was important for teachers to know more about their learners’
styles in learning so that they can provide the best approach in teaching English.
F. Research Benefit
This research aims to propose English instructional materials that are
relevant to dyslexic learners’ needs in learning. It is expected that the result of this
study may provide scientific and practical benefits. Scientifically, this current
research reveals the findings and interpretation of the dyslexic learners’
characteristics as well as the theories on how to develop acceptable English
instructional materials for them. Moreover, the result of this current research may
also be used by future researchers to conduct a study related to English for
dyslexic learners.
In practice, it is expected that this research may be beneficial for teachers
who work with dyslexic learners. Teachers are expected to understand the
characteristic of dyslexic learners to make it easier for them to identify the case of
dyslexia. Having more understanding of dyslexia makes it possible for them to
have early diagnosis and intervention that prevents their dyslexic learners from
experiencing many failures.
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Similarly, this research also gives contribution for dyslexic learners who
are studying in inclusive schools. Through this research, the dyslexic learners are
expected to be more encouraged in learning English so that they may participate
much better at school. This research may also give a better and deeper insight
related to dyslexia so that it may answer the misconception related to dyslexia.
Having better understanding of dyslexia as well as giving appropriate intervention
to dyslexic students may prevent them from experiencing any misjudgment or
learning failure that may lead them to psychosocial distress.
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CHAPTER II
LITERATURE REVIEW
This chapter is divided into two sections. The first section is the theoretical
review that clarifies the variables and their relation to this research. Then, the
second section is the theoretical framework which functions as the foundation to
assume the relationship among each variable and give tentative answers of the
research question.
A. Theoretical Review
In theoretical review, some relevant theories and previous studies related
to the topic of this research will be presented. The theories and previous studies
that will be discussed will be related to: (1) instructional system design, (2) young
learners, (3) dyslexia, (4) multisensory approach and (5) the four strands.
1. Instructional System Design
The instructional system design section is divided into three smaller
sections: (a) instructional system design definition, (b) models of instructional
system design, (c) ADDIE Instructional System Design.
a. Instructional System Design Definition
Smith and Ragan (2005) define instruction as a learning oriented process
which aimed to help learners in learning. The term learning refers to the
acquisition process of knowledge, skills and attitudes. The scope of instruction
covers all of the events that affect the learning process, which includes any
resources, i.e. a page of print, pictures, TV program, or any physical objects
(Gagné, Briggs, & Wager, 1992).
14
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“Design in the immediate sense is what the teacher does in preparing a
lesson plan some hours before the instruction is given” (Gagné et al., 1992, p. 4).
The term design replaces the term planning, and it has major impact to the
instruction. Therefore, Smith and Ragan (2005) argue that design should be
considered carefully unless it may lead to ineffective, inefficient, or unmotivated
learning.
Smith and Ragan (2005) define instructional system design as the
systematic process of translating principles of learning and instruction into plans
for instructional materials, activities, information resources, and evaluation.
Instructional system design is a systematic approach that covers a set of lessons
organized into topics, a set of topics constituting a course or course sequence, or
perhaps with an entire instructional system (Gagné et al., 1992).
b. Models of Instructional System Design
Over the past decades, models of systematic instructional design
procedures have been developed. Reiser (2001) noted that they have been referred
to several terms, such as the system approach, instructional system design (ISD),
instructional development and instructional design. Some types of instructional
system design are, for example, Kemp Design Model (1977), Yalden’s
Instructional Design Model (1983) and ADDIE Model (1996).
Over the past decades, models of systematic instructional design
procedures have been developed. Reiser (2001) noted that the procedures have
been referred to several terms, such as the system approach, instructional system
design (ISD), instructional development, and instructional design. Some types of
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instructional system design are, for example, Kemp Design Model (1977),
Yalden’s Instructional Design Model (1983), and ADDIE Model (1996).
Edmonds, Branch, & Mukherjee (1994) argue that in the practices, the
instructional system design is based on the system theory. The system theory
believes that a system is a regularly interacting or interdependent group that
creates a unified whole. Instructional system design is systematic, characterized
by clear input data and output data processes, known as Input Process
Output (IPO) paradigm. The following figure will present the IPO paradigm.
Figure 2.1.Input-process-output paradigm(Edmonds et al., 1994, p. 57)
Edmonds et al. (1994) explain that the characteristic of systems are clearly
specified input data and output data processes. The input stage covers information
related to target conditions, information, data, and environment. Then, the process
stage consists of methods, actions, procedures, and development. These stages
will lead to the output, in the form of results, outcomes, products, and ideas.
Throughout the IPO paradigm, Branch (2009) argues that an instructional system
design should focus on the goal in order to generate learners’ meaningful
performance and effective tasks.
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Additionally, Branch (2009) and Edmonds et al. (1994) argue that
instructional design is also systemic as the outcomes of each component will
impact other components. Thus, an instructional design should be sensitive to
each relationship occurred. Different learning outcomes usually involve different
applications at the fundamental concept. However, the primary components are
still maintained to keep the original concept. In other words, it can be concluded
that an instructional design should be systematic and systemic at the same time.
In its application, instructional design models have different stages or
components. For example, Kemp’s (1977) instructional design model that consists
of eight components: goals, topics and general purposes; learner characteristics;
learning objectives; subject content; develop preassessment; teaching learning
activities resources; support services; and evaluation. The second example is
Yalden’s instructional design model (1983) which consists of seven stages: the
needs survey; the description of purpose; the choice of a syllabus type; the proto-
syllabus; the pedagogical syllabus; development and implementation of classroom
procedures; and evaluation. The third example is ADDIE model (1996) that
consists of five stages: Analysis, Design, Development, Implementation, and
Evaluation.
This research aims to implement the ADDIE Instructional System Design.
ADDIE consists of five stages, but it is able to show the relationships between
each phase and give illustration about the process. Branch (2009) believes that
ADDIE process provides the most effective tool to create products because it can
be adapted in any development context. ADDIE may be used as a guiding
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framework for a complex situation and it is suitable to be applied for developing
educational products and any learning resources.
c. ADDIE Instructional System Design
ADDIE instructional system design is a five stages instructional design
model that covers: Analysis, Design, Development, Implementation, and
Evaluation. In ADDIE model, the product of each phase functions as the starting
product of the next phase. The five phases of ADDIE Instructional System Design
is presented in the following figure.
Figure 2.2.ADDIE Instructional System Design(Braxton, Bronico & Looms,2000, p. 1)
Branch (2009) and Braxton et al. (2000) argue that the Analysis process
will provide information about what the learners should learn. The activities done
in this step are needs analysis and context analysis. Firstly, the needs analysis will
define gaps between the learners’ expected and current competence. Other than
that, context analysis provides a tool to guide designers to adapt their purposes
with the target context (Graves, 2000). The outcomes of this step are information
related to learners’ proficiency, learning interest, learning preferences, attitude,
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people involved in the learning process, physical setting, course and instruction
nature, teaching resources, and time available in the learning process.
The second step in this model is known as Design phase. All the
information gathered in the previous step performs as the basis of this stage. This
phase provides an outline of the performance objective based on the performance
gap information gathered in the previous step (Branch, 2009). In other words,
Braxton et al. (2000) suggest that this phase will specify how it is to be learned.
The outcomes of this step are the learning objectives writing and instructional
materials template design. The result of this phase provides inputs for the next
phase, the Development phase.
The third step is known as Development phase. In this step, the learning
instruction plan will be developed (Braxton et al., 2000). Branch (2009) suggests
that the instruction itself will cover all media and additional documentation
needed throughout the learning process. The media or additional documentation
may be in the form of printed materials, learning support tools (i.e. teaching
media) or any learning materials needed for delivering the instruction. Make sure
that the learning instruction will engage learners’ interest and participation during
the instruction delivery process. In this phase, the designers also need to gather
some feedback from the experts so that they can improve the first draft of their
designed instructional materials.
The fourth phase of ADDIE Instructional System Design is
Implementation process. In this phase, the instruction will be actually delivered to
learners (Branch, 2009). The instruction delivery consists of managing learning
activities: opening, main activities and closing. The aim of this phase is to achieve
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an effective and efficient delivery of instruction designed. From this phase, it is
expected that learners are able to comprehend the materials, accomplish the
learning objectives and apply their understanding into the real use of the materials
(Braxton et al., 2000).
The last phase in ADDIE model is evaluation phase. Branch (2009) and
Braxton et al. (2000) argue that this phase provides an overall assessment to
evaluate the effectiveness of the instruction designed. There are two forms of
evaluation in this phase: formative and summative evaluation. Formative
evaluation is an ongoing evaluation done throughout the phases. Then, the
summative evaluation provides a final evaluation that assesses the effectiveness of
the instruction. The finding of this phase provides information for designers to
make a decision about the instruction, i.e. whether to continue or revise the
instruction.
2. Young Learners
In this section, the theories and previous studies on young learners are
reviewed. This section consists of two smaller sections: (a) young learners and
stages of development, (b) teaching English to young learners.
a. Young Learners and Stages of Development
In this research, the definition of young learners is based on Pinter (2011)
classification of young learners in educational definitions. Further information
about the three age groups of young learners is described in the following table.
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Table 2.1. The three ages group (Pinter, 2011, p. 2)
Education Age CapacitiesPreschool 3-5 No formal learning
experiencesNo literacy skillsLarge differences amongchildren with regard toreadiness for school
Primary school years 6-12 Primary/elementaryschoolingOften divided into lowerprimary and upperprimary years
Early adolescence 13 onwards Change of schooling tosecondary or high schoolat around 11 or 12, but insome countries not until14
In the table 2.1., Pinter (2011) categorizes three ages group of young
learners: preschool, primary school years and early adolescence. This age span is
based on the assumption that usually children start their preschool at the age of 3
and start the primary or elementary school at around the age of 5-7. Later on, they
will leave their primary school at 11-12 or in several countries at 13-14 years old.
Throughout these learning stages, Piaget (as cited in Pinter, 2011) argued
that all children follow similar development stages in learning. In each stage, they
have different quality of thinking, which determines types of task given. In this
research, the development stage will be focused on children around 7-8 years old.
Children in this age span are categorized in the concrete operational stage, they
have the logical thinking and have separate world from the environment. Their
ability is still limited, but they start to make a generalizations from the
surrounding, have operational thought, think with an analogy, think in a symbolic
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thought, think in reverse, start to develop their hierarchical classification, and
have relational logic (Nunan, 2011; Pinter, 2011).
In addition, Erikson (as cited in McLeod, 2013) categorizes children in this
age in industry vs. inferiority category. In this stage, children learn to do things on
their own. During this age spans, teacher has an important role to develop their
specific skills. An encouragement will make them feel confident about their
ability to achieve goals. Without any encouragement, they will start to feel
inferior, doubting his abilities and may not reach their potential. Some failure is
accepted because it helps learners develop some modesty. Success in these spans
of age will lead them to the virtue of competence.
Any information related to children developmental stages may have
significant in the language learning process. Therefore, Pinter (2011) suggests that
this information provides a reference for designing tasks or materials for young
learners. However, it should be highlighted that there are other factors that may
affect learners’ performance in language learning, such as social factors,
motivation, aptitude, family background or any physical and mental difficulties
they have (Ellis, 2008; Nunan , 2011; Pinter, 2011).
b. Teaching English to Young Learners
Young learners have different physical and psychological needs, in
comparison to the older learners (Cameron, 2001). Linse (2005) argues that
understanding young learners’ needs is crucial because it provides information
related to their development from the emotional and social perspective. Generally,
young learners need a language to communicate and express their needs, thoughts,
feelings and response to others (Chen & Shire, 2011). Through the language, they
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will learn about how to be competent and respectful individuals who share
positive interactions and relationship with others.
In teaching English to young learners, Nunan (2011) observes that learners
go through significant developmental changes in their journey from infancy to
adulthood. Similarly, Ellis (2008) believes that throughout certain span of years,
language learning may take place naturally and effortlessly. For that reasons,
teachers of young learners are encouraged to provide them with developmentally
appropriate instruction (Linse, 2005). Additionally, Pinter (2011) argues that
providing early learners with appropriate instruction may lead them to be superior
to learners who start later.
Being succeeded in teaching English to children needs several skills and
intuitions because teaching children is different from teaching adult (Brown,
2001; Nunan, 2011; Pinter 2011). Thus, Brown (2001) provides five practical
approaches that will help to teach children in learning. The five approaches are: 1)
intellectual development, 2) attention span, 3) sensory input, 4) affective factors,
and 5) authentic meaningful language.
1) Intellectual Development
Brown (2001) believes that children have limitation in understanding
abstract talk about language. They will find difficulties in understanding rules or
linguistic concepts of the language. There are some rules that may help teachers to
deal with this situation. Firstly, teachers should not explain grammar using terms
like “present progressive” or “relative clause”. Secondly, teachers should avoid to
state rules in abstract terms. Then, if teachers want to teach some grammatical
concepts, they may show the learners through some patterns and examples. Lastly,
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it is expected that teachers provide more repetition for any concepts or patterns
which are more difficult. This repetition is necessary to get their brain and ears to
cooperate in understanding the meaning and relevance of repetition.
2) Attention Span
Children may have short attention spans when they have to work with any
boring, useless or too difficult materials (Brown, 2001; Nunan, 2011). Sometimes
language lessons are difficult for the young learners and teachers should be able to
make them interesting, lively and fun. Brown (2001) proposed some ways to help
the teacher deals with this situation, such as to design activities that grab their
attention in learning; provide a variety of interesting activities in learning; teach
with a positive energy, lively and enthusiastically; have a sense of humor and tap
into the curiosity, but ensure that learners are keep focusing on the instruction.
3) Sensory Input
Children need to stimulate their five senses in learning. Thus, Brown
(2001) argues that teachers should teach them through different modes and go
beyond the visual and auditory models. The implementation of the uses of all
senses may be start with physical activity, such as role-play or games, in the
beginning of the lessons. Then, it may continue with any projects or activities that
help them to internalize the language. Thirdly, children may use several sensory
aids that help them to internalize the concepts. They may have the experience of
smelling the flowers or touching the plants and fruits, and also taste the foods.
Lastly, teacher should remember that their nonverbal language is also important as
young learners are very sensitive to facial features, gestures and touching.
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4) Affective Factors
Brown (2011) believes that teachers should understand if children may be
extremely sensitive and they, in many ways, are more fragile than adults. This
may happen because their ego is still being shaped and as a result, some
communication may be perceived negatively. In this case, teachers play an
important role to provide an instruction that help the learners to overcome these
barriers in learning, such as being patient and supportive to build their self-esteem
(Dewi, 2015). Additionally, teachers should provide chances for students to
participate actively in their learning so that they are encouraged to learn.
5) Authentic Meaningful Language
Brown (2001) suggests that young learners need a new language that can
actually be used here and now. Therefore, the classroom activity should not be
full of language that is neither authentic nor meaningful. The first
recommendation for teachers is to provide more authentic examples on language.
Secondly, language used in the classroom should be delivered in context to
improve learners’ attention in learning. Authentic use of the language can be
delivered through story lines, familiar situations and characters, real-life
conversation, and so forth. Lastly, teachers also need to highlight the
interrelationships among language skills (listening, speaking, reading and
writing), so that learners will be able to see the important connections between the
skills.
3. Dyslexia
This section reviews the theories and previous studies on dyslexia. There
are four smaller section discussed in this section. The smaller sections are: (a)
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what is dyslexia? (b) children with dyslexia (c) dyslexia, reading, and language
experience, and (d) English for children with dyslexia.
a. What is Dyslexia?
The term dyslexia comes from Greek words, they are dys and lexia.
Literally, dys means difficulty and lexia means words, reading, or language
(Hudson et al., 2007). The term dyslexia was first coined in 1887 by Rudolf
Berlin in Germany to describe the inability to read (Paramadhyalan, 2009).
According to Nijakowska (2010), dyslexia is caused by neurological condition
with genetic traces and is typically presence with phonological processing
impairment at the cognitive level. The site of International Dyslexia Association
elaborates more by proposing the definition of dyslexia in the following quotation.
Dyslexia is a specific learning disability that is neurobiological in origin. Itis characterized by difficulties with accurate and/or fluent wordrecognition and by poor spelling and decoding abilities. These difficultiestypically result from a deficit in the phonological component of languagethat is often unexpected in relation to other cognitive abilities and theprovision of effective classroom instruction. Secondary consequences mayinclude problems in reading comprehension and reduced readingexperience that can impede growth of vocabulary and backgroundknowledge. (International Dyslexia Association [IDA], 2002)
The Diagnostic and Statistical Manual of Mental Disorders (DSM V)
categorized dyslexia as a specific learning disorder. According to Solek (2013),
there are three categories of specific learning disorder, which are: dyslexia
(reading), dysgraphia (writing), and dyscalculia (calculating). For the reason that
one of specific learning disorder characteristics is its comorbidity, many
indications reflect that dyslexic children are also dysgraphia and/or dyscalculia
(Bodnar, 2015; Dewi, 2013). Other than that, dyslexia may also presence with
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dysortography and dyspraxia. Dysortography means the difficulty in spelling,
while dyspraxia is marked by the clumsiness of their movements. Furthermore,
Coltheart (1982) defines this condition with the term perfunctory.
b. Children with Dyslexia
Previously, some studies have revealed that public’s understanding of
dyslexia are still biased (Whitehead, 2007; Ni’mah & Alek, 2016). The sign of
children with dyslexia is much more than just reversing letters in reading and
writing. Seeing the importance of recognizing the symptoms of dyslexia, Reid
(2005) provides further description about the characteristic of children with
dyslexia from different aspects. The description is seen in the following figure.
Figure 2.3. The characteristics of children with dyslexia (Reid, 2005, p. 5)
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Further explanation about Figure 2.3.is presented in the following
paragraph. The discussion covers six sub-topics, which are: 1) sight, 2) motor
skills, 3) the core difficulties, 4) interaction, 5) hearing and 6) connections.
1) Sight
The eye symbol in the diagram symbolizes the visual aspects of children
with dyslexia. Generally, children with dyslexia find difficulties in reading printed
words (Reid, 2005). For that reason, children with dyslexia may not be able to
read words in text as many as average readers (Hudson et al., 2007). Ni'mah and
Alek (2016) argue that children with dyslexia will see as if the letters are dancing
and moving during reading. Then, they will experience discomfort and headaches
when they try to read black text on white paper, screens or whiteboards. These
conditions may cause blurring, words merging, omissions of words or lines during
reading.
Furthermore, this difficulty will impact dyslexic children’s performance in
other skills. In most cases, children with dyslexia find difficulties in writing letters
in correct order and also in recognizing and interpreting what they perceived in
written language (Kusuma Dewi, 2012). In general, they do not grasp the
alphabetic code or system because of their decoding difficulties (Hudson et al.,
2007). Besides, it is also found that they make similar mistakes by reversing
words and mirror writing very often (Gabrieli, 2009; Marshall & Van Der Lely,
2009). Usually, dyslexic children will find difficulties in differentiating similar
alphabet such as ‘p’ and ‘q’, ‘s’ and ‘z’, or the number ‘6’ and ‘9’, etc. Similarly,
when they read aloud, they may reverse words or letters, change the words order
or omit some words in a sentence (Bodnar, 2015; Nicolson & Fawcett, 2008).
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2) Motor skills
The motor skills aspect of dyslexia is represented through the picture of
children on the bicycle. Generally, dyslexic children find difficulties in balancing
their fine motor and gross motor. These difficulties may cause poor handwriting
and/or clumsiness (Dewi, 2013; Reid, 2005). In other activities, they also show
poor coordination and balance signs. For example, they will find difficulties in
riding a bicycle, swimming, or standing on one leg (Nicolson & Fawcett, 2008;
Nijakowska, 2010).
3) The core difficulties
The core difficulties are represented through the picture of pencils and the
book. Bodnar (2015) and Reid (2005) argue that children with dyslexia are
commonly find difficulties in language skills, such as reading, spelling and
writing. This difficulty is related to the different functioning and processing
information in dyslexic brain. To be more specific, there are two hemispheres in
human’s brain: the right and the left hemispheres. Each hemisphere has different
functions, but dyslexic children are sometimes reversing the use of either the right
or the left hemisphere in their activities (Reid, 2005). Generally, the left
hemisphere is responsible for handwriting, language, reading, phonics, locating
details and facts, following directions, listening, and auditory association. On the
other hand, the right hemisphere is responsible for spatial awareness, shapes and
patterns, color sensitivity, music, arts, creativity, visualization, feelings, and
emotions. Different with the non-dyslexics, sometimes dyslexic brain rely more
on their right hemisphere during their reading (Dewi, 2013; Hudson et al., 2007).
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As a result, activities like phonics, accuracy, sequencing and remembering
becomes more challenging for children with dyslexia.
4) Interaction
Interaction is represented through three pictures: a school building, a bowl
of fruit, and a teacher with students. These three pictures symbolize the
importance of interaction in school context. For dyslexic children, interaction with
the teacher is a crucial aspect in learning (Reid, 2005). The interaction may
provide them with more corresponded teaching strategies, such as the way they
deal with the teaching instruction and the way they should make a connection
with the previous learning. Therefore, it is suggested that dyslexic children are
provided with a high-quality teaching and individualized differentiation to provide
a person-centered approach in learning (Nasen, 2015; Reid, 2005). In conclusion,
Gabrieli (2009) believes that dyslexic children may grow into remarkably
successful adults if they are given adequately intensive instruction.
5) Hearing
The ear symbol symbolizes the auditory aspects. Usually, children with
dyslexia find difficulties in the auditory aspects (Reid, 2005). The auditory aspect
includes phonological awareness, which covers children abilities in differentiating
sounds, remembering the sounds and identifying the sounds in words. It is also
difficult for them to remember the letter combination that produces sounds, such
as ‘ph’ and ‘th’. They have poor phonemic awareness that makes it difficult for
them to differentiate the role sounds in words. Therefore, Dal (2008) suggests that
teachers may help them improving their phonological awareness that help learners
to understand a text.
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6) Connections
The connection symbol represents the neurological basis for dyslexia and
the importance of neurological connections (Reid, 2005). This connection is
important to help the dyslexic learners to cope with different skills activities.
Their neurological connections make it more difficult for them to do complicated
assignments, such as copying, carrying out instruction during listening, and so
forth. It is no wonder that these difficulties make them show poor performance in
learning (Ni'mah & Alek, 2016). Besides, their neurological connections also
influence their short-term and long-term memory in learning, in which they find
difficulties in remembering lists or have poor organizational strategies for
learning.
c. Dyslexia, Reading and Language Experience
Dewi (2013) explains that in general, human read through the activation of
two main modules: visual and auditory. Children who tend to use their visual
module (dysphonetic) will rely on their word bank memory rather than spelling
the words. Generally, they will find difficulties in reading nonsense words which
are not in their word bank deposit. Then, the second category is known as
dyseidetic. This term refers to children who tend to use their auditory module in
reading. Such type of students will rely more on their spelling ability during
reading. The last type of reading is known as analytic phonics, which happens
when children are able to combine the use of these two modules at the same time.
Tunmer and Greaney (2008) believe that as struggling readers, dyslexic
learners should receive explicit instruction in letter-sound patterns during reading
text. Furthermore, it is important to encourage them to become active problem
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solvers in understanding information in a text. It is suggested that teachers adapt
polyphonic spelling patterns and partial decoding attempts to pronounce words
(i.e. ear as in bear and hear). This strategy is aimed to help dyslexic learners
match a word in their spoken vocabulary with an appropriate sentence context.
The neurological condition of dyslexic learners makes them have different
language learning style. Dal (2008) suggests that in foreign language learning
context, dyslexic learners need to make intensive use of memorization. The new
words they learn should be processed in their short-term working memory and be
transferred to their long term memory. However, their difficulties in converting
symbols to sounds, sounds to symbols and forming a representation in memory
prevent them to develop an active interlanguage process. Thus, Reid (2005)
provides different approach in language learning through other methods, such as
discussion and paired reading. Whenever teachers find that learners cannot grasp
the printed text, they should provide other activities that motivate them to learn. It
should be highlighted that dyslexic learners must believe that learning can be
gained through other skills than reading.
d. English for Children with Dyslexia
Paramadhyalan (2009) suggests that acquiring a first language may be
quite effortlessly and unconsciously for children. Differently, the acquisition of a
second or foreign language is a conscious effort that has a real impact in the
learning and teaching process. For dyslexic children, the challenge they face in
second or foreign language learning is much more than the challenge faced by
other non-dyslexic learners. In consequence, it is important to provide an accurate
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intervention for dyslexic children by understanding the information-processing
cycle that helps dyslexic learners in learning.
Reid (2005) proposes three stages in the information-processing cycle.
These stages cover: input, cognition and output stages. In the first stage, teachers
should make sure the information given is in small units. Then, they should
monitor frequently to make sure that the students comprehend the information. At
the cognition stage, teachers are required to encourage the learners with strategies
that help them in learning. New materials should be organized into meaningful
categories and be related to learners’ previous knowledge to ensure that the
concept is understood. The last stage is the output stage. Throughout this stage,
teachers need to use headings and subheadings in learners’ written work that
enables them to understand the structure of their assignment. It is important to
encourage the learners to learn through summaries that help them to identify the
key points.
For dyslexic learners, it may be difficult to access information through
printed text, books, language, concepts or narratives. However, Reid (2005)
believes that they may have their language experience through some other
approaches or strategies, such as discussion, differentiated texts or paired reading.
Providing high interest books with a lower level are also suggested for developing
their comprehension and reading fluency. Some other support approaches can also
be adapted to support the classroom work, such as multisensory teaching (Dewi,
2015; Kusuma Dewi, 2012; Reid, 2005). This approach provides an alternative
way for dyslexic learners because it provides visual, kinesthetic and tactile stimuli
to comprehend the information being processed.
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4. Multisensory Approach
The multisensory approach section is divided into two smaller sections: (a)
the principles of multisensory approach and (b) multisensory approach in English
language learning.
a. The Principles of Multisensory Approach
“Approach is theoretically well-informed positions and beliefs about the
nature of language, the nature of language learning, and the applicability of both
to pedagogical settings” (Brown, 2001, p. 16). Similarly, Richards and Rodgers
(2001) define approach as theories related to the nature of language and language
learning. An approach is functioned as the source of practices and principles in
language teaching. In other words, approach covers both theories of language and
language learning.
Based on its literal meaning, multisensory means the process of learning
new subject matter through the use of two or more senses (Rains, Kelly, &
Durham, 2008). Multisensory approach is also known as VAKT, stands for
Visual-Auditory-Kinesthetic-Tactile. Baines (2008) argues that learners who have
the experience of learning through more than one sense tend to get involved with
the material more intensely and remember what they have learnt for longer
periods of time. For those reasons, multisensory approach believes that language
is better understood by incorporating the learning styles for visual, auditory,
kinesthetic and tactile (Dewi, 2015; QIA, 2008). This approach is recommended
for teachers who deal with learners with varied strengths in learning (Moustafa &
Martin, 1999).
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b. Multisensory Approach in English Language Learning
Any specialized doctors, psychiatrist and educators who work with people
with impaired mental capacities may be familiar with the principles of
multisensory approach (Baines, 2008). Dr. Samuel Torrey Orton and his
colleagues were the first persons who introduced multisensory approach in 1920s
(IDA, 2000). This approach was applied at the mobile mental health clinic he
established in Iowa. Later on, Anna Gillingham and Bessie Stillman replicate Dr.
Orton’s work in their teaching manual for the alphabetic method in 1936. In their
teaching, the multisensory approach was then combined with written English
instruction that covers the teaching of sounds, meaning units, and spelling rules.
Multisensory approach is dedicated for not only learners with specific
learning disorder, but anyone from any ages. Dewi (2015) suggests that everyone
will get the benefits from learning through multisensory approach. Multisensory
approach is effective to provide learning experience for people with different
learning styles, including people with learning disabilities, people with sensory
integration challenges, and young children (Moustafa & Martin, 1999).
There are several learning types and activities in multisensory approach.
The activities may be categorized into: visual-spatial, auditory learning, tactile
learning, and kinesthetic learning (Baines, 2008; Combley, 2001; Dewi, 2015
Moustafa & Martin, 1999). These varied types of activities will provide solutions
to meet the needs of students who have different strength and preferences in
learning.
The first learning type is visual-spatial. Baines (2008) argues that in
general, dyslexic children find difficulties in using words to think. Instead of
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using words, it will be easier for them to think in pictures or scenarios. Visuals
will help dyslexic learners to form concept and download them into their memory.
The examples of activities suggested are watching films, drawing images as a
response to reading a text, flash cards, posters, color coding, etc. (Baines, 2008,
QIA, 2008). In this learning type, the combination between words and pictures is
suggested to enhance learners’ visual cues.
The second learning type is auditory learning. Learners who learn best
through their auditory will learn best through what they listen and talk. Dewi
(2015) suggests that the advantage gained through auditory learning activities is
learners will be able to distinguish sounds and manipulate sounds from letters.
The variation of activities may be in the form of audio or song listening,
discussions, dialogue, rhyming, read aloud, etc. (QIA, 2008). In the previous
research, Odisho (2007) believes that auditory sensory modality will be more
effective when it is supplemented by visual, tactile and cognitive orientation. It
means that learners should attentively listen to the sounds, retain the auditory
image and compare them with sounds in their inventory by associating, analyzing,
comparing, memorizing, and so forth. Understanding new words in such
diversified input will reinforce the internalization of new sounds from the short
term to the long term memory.
Then, the third learning type is tactile learning. Baines (2008) believes that
this learning type will fulfill the needs of the learners who learn best through their
touch (i.e. using their hands or fingers). Usually, learners who are good in their
tactile will learn best through several activities, such as writing, drawing, or any
activities that uses their hands skills. There are some suggested learning activities
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to apply, such as writing or guessing words using several aids like playdough,
sand, spelling cards, and so forth (Combley, 2001).
The fourth learning type is kinesthetic learning. This learning type meets
the need of learners who learn best through their movement or gross motor
muscles (Dewi, 2015). Baines (2008) noted that teaching with movement is not
necessarily involves complicated gestures or technique. Teacher may give simple
instruction, such as giving true-false questions and let students who believe a true
statement to stand up. Other examples of kinesthetic learning activities may vary,
such as sight word jump, touching things, movements sequences, acting or role
play, etc. (QIA, 2008).
In implementing the multisensory approach, teachers are expected to
incorporate the elements: visual-spatial, auditory, kinesthetic, and tactile. Reid
(2005) believes that through the variety of these elements, it is expected that
children may have an own experience through the language, so that they may
learn and memorize better than just learning through dictionaries or books.
Multisensory approach may also give a chance for learners who are weak in any
elements to learn through any other elements that become their strength in
learning. For example, children who have difficulty in grasping information
through their auditory modality will be given chance to learn using their stronger
modalities, such as visual or kinesthetic modalities.
Another important thing to remember is that teachers should make sure
that learners are actively participating in their learning experiences. Combley
(2001) provides an example of implementing the multisensory approach is
teaching using reading and spelling cards in the learning activity. These aids
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enable the dyslexic learners to train their automatic recall through visual, auditory,
and kinesthetic aspects. In reading, learners will learn through their visual because
they are required to identify the shapes of each word and recognize their visual
sequences. They also need to hear and identify the sounds of the words and
distinguish the similar sounds. Later on, they also need to say the words, either
internally or loudly. Hearing, identifying, and saying the words activity will
provide them with auditory exercise. Finally, the spelling cards will equip them
with kinesthetic experience as they learn to write the new words. This activity is
an example on how to incorporate their learning modalities in language learning.
Other than that, incorporating the multisensory activities may also be done
through some other activities, such as drama performing, poetry reading or field
trip (Reid, 2005).
5. The Four Strands
Nation (2007) believes that the four strands principle has important
implications for course design and pedagogy. The term principle refers to research
and theory related to best practices in language teaching and learning (Macalister,
2016). Accordingly, a well-balanced language course should have four equal
strands, which consist of: meaning-focused input, meaning-focused output,
language-focused learning, and fluency development. Each strand has its own
influence in learning process. Therefore, the four strands of language learning
should be balanced as well to ensure the effectiveness of the language learning.
Applying the four strands in language courses, may not be successful
without teachers’ intervention. In other words, teachers play important roles in its
implementation. They should take the role as planners, not just teachers. For
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example, teachers should be able to make sure if the input and output are at the
right level for the students, setting up the important conditions and task design,
and make sure that the strands are given appropriate amounts of time in the course
(Nation & Yamamoto, 2012).
The meaning-focused input strand focuses on the ideas and messages
conveyed by the language. In this strand, the learners are exposed to understand
and gain knowledge from what they listen or read. There are many activities to do
in this strand, such as extensive reading, listening to stories, watching TV or
films, or being a listener in a conversation. In this strand, the learners should be
interested in the input so that they have the willingness to understand it. This
requirement is based on Nation’s (2007) belief that learners should know 95-98%
of vocabularies, and there should be only five or preferably only one or two words
per hundred which are unknown to them. The knowledge should be gained with
the help of the context clues and their background knowledge. The meaning-
focused input strand requires large quantities of input to make it works well.
In this second strand, the focus will be providing chances for learners to
convey their ideas and messages to another person (Nation, 2007). The skills
developed in meaning-focused output strand are in the form of speaking and
writing skills. The activities may be in the form of conversation practices, giving a
speech, letter or note writing, storytelling, etc. In this strand, teachers should
ensure that what learners write or talk is something that is largely familiar to
them. Accordingly, there should be only a small proportion of the language they
need to use that is not familiar to them. Learners are allowed to use their
communication strategies, dictionaries, or any previous input to deal with their
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productive knowledge gaps. Additionally, learners should have plenty of
opportunities to speak and write in this strand.
There are some other names for language-focused learning, such as focus
on form, form-focused instruction, deliberate study and deliberate teaching,
learning as opposed to acquisition, intentional learning, and so forth (Nation,
2007). The language focus involves the learning of language features, such as
pronunciation, spelling, vocabulary, grammar and discourse. In this strand, the
activities are commonly in the form of pronunciation practice, vocabularies
learning through word cards, translation, memorizing dialogues and getting
feedback about writing. Learners are required to pay attention on language
features and process them in a thoughtful way. Teachers may also give
opportunities to give spaced and repeated attention to the same features. Besides,
it is also important to include the features in language-focused learning in the
other strands frequently.
The last strand is known as fluency development. In this strand, all the
four skills (reading, speaking, writing and listening) should be involved. This
strand provides chances for learners to make the best use of what they have
already learnt (Nation, 2007). Some examples on the activities are speed reading,
skimming and scanning, repeated reading, repeated retelling, and so forth. In this
strand, there are some important aspects to meet. Firstly, learners should be
familiar to the language used in their reading, speaking, writing, and listening.
Then, the focus of the learners is to be able to receive and convey meaning.
Thirdly, learners should be encouraged to perform faster than their usual speed.
Lastly, there should be a large amount of input and output for the learners.
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B. Theoretical Framework
In this part, the correlation of the related theories to the pre-understanding
of incorporating multisensory approach in English instructional materials for
dyslexic young learners is presented. Additionally, this part of study also presents
the tentative answers of the research question.
Firstly, teachers should remember that dyslexic learners have different
styles in learning a language. In general, they find difficulties in understanding
text, especially if they are given too long and complicated text to read. Therefore,
it is important to provide dyslexic learners with alternative activities in learning,
such as discussion or paired reading that encourage them to learn. Besides that, it
is also important to highlight that dyslexic learners acquire a language better
through the combination use of their senses. Other than reading activity, which
depends on their visual capability, dyslexic learners may learn through other
senses such as audio, kinesthetic, and tactile abilities. It is found that learning
through more than one sense is effective because they will have the real
experience with the language that enables them to transfer their knowledge from
the short term memory and retain them into their long term memory.
The research question addressed in this research was, what do acceptable
instructional materials for dyslexic young learners look like? In order to answer
this research question, there will be two aspects that should be considered: the
presentation and the content. The instructional materials presentation should be
simplified, using some color code, being written in bigger font and using pastel-
colored paper to write. The presentation of the book is important to help the
dyslexic learner in reading, because they will be able to decode the words much
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better. Combining pictures and words is also suggested to help dyslexic learners
in understanding the written text, since it will be easier for them to think in
pictures or scenarios, rather than in words. Secondly, it is important to design
instructional materials that are appropriate for their age and characteristics in
learning. They should be encouraged to learn more through varied activities that
motivate them. Besides, materials and activities for dyslexic learners should
enhance the combination senses in learning. Make sure that the activities provide
chances for learners to actively participate, so that they may have real experiences
in their learning process. Having the real experiences in learning enable them to
remember the materials much better, rather than solely rely on written text or
teachers’ explanation.
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CHAPTER III
METHODOLOGY
This chapter explores the methodology applied to answer the research
question of this research. In this research, ADDIE Instructional System Design
was implemented, together with Borg and Gall’s R&D cycles. This research
method was chosen because it provided a framework to develop and validate
educational product. Previously, Borg and Gall (1983) argued that R&D provides
a bridge to fill the existing gaps between educational research and educational
practice. There were 10 major steps of R&D cycle, they were (1) research and
information collection, (2) planning, (3) developing the preliminary form of
product, (4) preliminary field testing, (5) main product revision, (6) main field
testing, (7) operational product revision, (8) operational field testing, (9) final
product revision, and (10) dissemination and implementation.
It was found that ADDIE instructional design model and Borg and Gall’s
R&D cycles were relevant to each other. The following figure presented the
correlation between the ADDIE instructional design model and Borg and Gall’s
R&D cycles.
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Figure 3.1. ADDIE model (Branch, 2009) matches up withR&D cycles (Borg& Gall, 1983) framework
From the figure 3.1, it was seen that the steps of ADDIE instructional
design model were relevant with R&D cycles. Firstly, the first step of R&D cycles
and ADDIE model were correlated to each other. This step was aimed to gain
information related to learner’s need in learning and the learning context. Then,
the second step of the R&D cycles was also relevant with the second step of
ADDIE model. Both steps were aimed to design the first draft of the designed
instructional materials. Also, the third step of ADDIE model and R&D cycles
were correlated with each other. In these phase, the first draft of the designed
instructional materials was validated in order to make a revision. This step was
also relevant with the fifth cycle of R&D, The Main Product Revision. After the
revision, the product was implemented in the fourth step of ADDIE instructional
design model. The Implementation phase was correlated with the fifth cycle of
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R&D, Main Field Testing. Lastly, the Evaluation phase was correlated with two
cycles of the R&D, Preliminary Field Testing and Main Field Testing. This phase
provided information related to the strengths and weaknesses of the product which
were essential for the product improvement.
Further explanation related to this research methodology was written under
five main headings of ADDIE: Analysis, Design, Development, Implementation
and Evaluation.
A. Analysis
The first step of ADDIE Instructional Design Model was the Analysis step,
which was relevant with the Research and Information Collection step in the
R&D cycle. Throughout the Analysis step, needs and context analysis were done
in order to gain information related to what the dyslexic learner need to learn. The
data obtained in this step gave information about learner’s profile and learning
context, which were essential in designing English instructional materials for the
dyslexic young learners.
The data gathering instrument applied in this step was interview. This
instrument was chosen because previously, Brown (2001) suggested that
interview was applicable to provide information about participants’ opinions and
attitudes related to various aspects of language learning. Therefore, open-ended
interviews were chosen to give chances for the participants to share their
experience. Through open-ended questions, it was expected that the participants
could share their ideas without any influences from the researcher or previous
research (Creswell, 2012). The participants involved in this step were two
teachers who teach the dyslexic young learners in Kids Course. One of them, Ms.
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Lena (pseudonym), was the course’s principal of Kids Cource. The second
participant was Mr. Agus (pseudonym), the English teacher of this course.
Interview guidelines were designed in order to gain information related to
learner’s needs and context from the English teachers’ perspective. The interview
guideline blueprint for the Analysis phase was displayed in the following table.
Table 3.1 Interview guideline blueprint for the English teachers, adaptedfrom Graves (2000) on Assessing Needs and Defining the Context
No. Aspects No Questions Number ofItem
A. Needs Analysis
Dyslexic learner’slevel of languageproficiency
1 What do you think aboutthe dyslexic learner’sEnglish proficiency?
1, 2
2 Can you explain moreabout their proficiencylevel, especially inlistening, speaking,reading and writing?
Dyslexic learner’sinterests in learning
3 What makes theminterested in learning?
3
Dyslexic learner’spreferences in learning
4 What kind of teachingmethod or strategy whichis interesting for them?
4, 5
5 What kind of teachingmethod or strategy whichis effective for them?
Dyslexic learner’sattitude in learning
6 How is their attitude inlearning English?
6
B Context Analysis
People
1 At present, how old is thedyslexic learner?
7, 8, 9
2 What language does hespeak?
3 In this course, how manyteachers teach him?
Physical setting 4 Will he learn only in thisclassroom?
10
Nature of course andinstruction
5 What is the goal of thiscourse?
11, 12, 13
6 Is there any placement testto study here?
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No. Aspects No Questions Number ofItem
7 Is there certain curriculumdeveloped in this course?
Teaching resources 8 How this course wouldprovide learning materialsfor the students? (i.e.copying from books ordeveloping own learningmaterials)
14, 15, 16
9 What teaching aids areavailable in this course?
10 How many hours do thedyslexic learner spent tostudy in this course?
In this interview, the two aspects being investigated were the target needs
and contexts. There were four aspects discussed in the needs analysis, which
were: learners’ language proficiency level, learning interest, learning preferences
and learning attitude. Through these four aspects, 6 questions were derived and
asked to the participants. Besides the six questions on needs analysis, the
following questions covered four aspects from context analysis. In the context
analysis, the questions were related to the people, physical setting, nature of the
course, and instruction and teaching resources. There were 10 questions on the
context analysis. Thus, in total, the interview questions in this step consisted of 16
questions.
Having finished with the interview, the recording was then transcribed to
words for analysis. The data obtained in this step was in the form of text. This
finding was essential as it provided information for the designer to start the design
of the designed instructional materials for dyslexic young learners. The outcome
of this step was an analysis of learners’ profile, which covered the learner’s need
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and the learning context. This result performed as the basis of conducting the next
step of ADDIE instructional design model, the Design step.
B. Design
After the Analysis step, the second step of ADDIE Instructional Design
Model was applied. The ADDIE’s Design step was relevant with the Planning
step in R&D cycle. In this step, a framework of the designed product was
determined in order to reach the instructional goals (Borg & Gall, 1983).
Furthermore, the strategy to develop English instruction was planned (Braxton et
al., 2000). Thus, the information gained in the previous step was analyzed in order
to design the template of the English instructional materials. The result of the
Design step was in the form of an English syllabus. The syllabus provided
information related to the instruction plan that covered several aspects, including
the learning objectives, topics, and assessment instruments. This syllabus also
performed as a map for designing the content of the instructional materials. The
outcome of this step was the template of the designed instructional materials.
C. Development
The third step of ADDIE instructional design model was the Development
phase. This phase was correlated with the third and the fifth steps in R&D cycle,
which were Developing the Preliminary Form of Product and Main Product
Revision. Throughout this step, suggestions or feedback from an expert were
gathered in order to improve the designed instructional materials. The participant
of this step was one English lecturer, who was experienced in designing English
instructional materials and teaching English to young learners. She shared her
comments related to the instructional material, including the goals and objective
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of the design, activities, language features, assessment, design, and layout. The
finding of this step was used as the basis of revising the designed product so that it
became more relevant with the needs.
D. Implementation
Then, the fourth step implemented in ADDIE Instructional System Design
was Implementation. This step is correlated with Main Field Testing phase in
R&D cycle. In this step, the instructional materials design was actually delivered
to the dyslexic young learner. The instructional materials were implemented in an
exclusive classroom, with two participants (one dyslexic young learner and one
English teacher). The designed materials were delivered by the English teachers in
Kids Course in two meetings. When this study was being conducted, the dyslexic
learner was in the first grade of the elementary school. His age was 7 years old.
The aim of this phase is to ensure that the designed product can be delivered
effectively (Richards, 2006). After finishing the Implementation phase, the
designer proceeded to the last phase of ADDIE Instructional Design Model.
E. Evaluation
The last step to implement in this research is the Evaluation step. This step
was relevant with the Preliminary Field Testing and Main Field Testing of R&D
cycles. There were two types of evaluation in ADDIE model, which are formative
and summative evaluation (Branch, 2009). The formative evaluation was done
throughout each stage of the ADDIE process. For example, in the Development
step, an expert validation was conducted to get an evaluation from the expert.
Then, different with the formative evaluation, the summative evaluation was done
by the end of the ADDIE process. In this stage, an evaluation for the designed
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product from the users was conducted. The participant of this stage was the
dyslexic learner. The learner was asked about his opinion related to the designed
product, whether he liked it or not and whether this instructional materials have
helped them in understanding the materials or not.
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CHAPTER IV
PRODUCT DESIGN AND ACCOUNTABILITY
Product design and accountability chapter attempts to provide the answer
of the research question, what do acceptable instructional materials for dyslexic
young learners look like? Further discussion on the product design and
accountability chapter is divided into two sections. Each chapter presented is
sorted based on the stages in ADDIE instructional system design. The first section
was product design that consisted of three discussions: assessing needs and
context analysis, the designed syllabus and instructional materials design. The
second section was accountability that covered three discussions: evaluation of the
insructional materials, implementation of the instructional materials, and user
perspective on instructional materials.
A. Product Design
Product design part consisted of three discussions: assessing needs and
context analysis, the designed syllabus and instructional materials design. In
assessing needs and context analysis, the results on the needs and context analysis
phase are provided. Next, in designed syllabus, discussion on the syllabus of
instructional materials are revealed. In the instructional materials design section,
information about the process of designing the materials and theories that support
them are written.
1. Assessing Needs and Context Analysis
Developing instructional materials for the dyslexic young learner started
with the first step of ADDIE System Design, the Analysis phase. In this phase, an
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interview was conducted with two English teachers in Kids course as participants.
This phase aimed to gain information related to the needs analysis and context
analysis. In this phase, the real needs of the dyslexic young learner in learning
English were verified. The results on needs analysis were then divided into two
main discussions: the needs analysis results and the context analysis results.
a. The Needs Analysis Results
The aim of needs analysis was to determine the real needs of dyslexic
learner in learning English (Graves, 2000). There were four aspects analyzed in
needs analysis: learner’s language proficiency, learner’s interests in learning,
learner’s preferences in learning, and learner’s attitude in learning. The findings of
the needs analysis were displayed in the table 4.1.
Table 4.1 The needs analysis result
No. Topic Aspects Findings1. Language
proficiency levellearner’s Englishproficiency level
generally good
learner’s proficiency levelin listening, speaking,reading and writing
learner’s speaking andlistening skills weremore dominant than thereading and writingskills
2. Learning interests interests in learning topics that wereinteresting for them andcontains interestingpictures
3. Learningpreferences
interesting teaching methodor strategy
interactive teachingmethod
teaching method or strategywhich was effective forthem
interactive teachingmethod
4. Learning attitude attitude in learning English stable
The first aspect analyzed in the needs analysis was related to the learner’s
English proficiency. Specifically, the English proficiency was further divided into
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the four English skills: listening, speaking, reading and writing. Based on the
interview results, it was found that the learner’s English ability was generally
good. One of the teachers said that his performance in English class was better
than the other first graders. Yet, the student’s performance in speaking and
listening was more dominant than in reading and writing activities. Furthermore,
as a first grader, he was still learning to write and read in Indonesian. The
differences between the reading and writing in Indonesian and English was then
become one factor that prevented him to perform better in these two skills.
The next discussion focused on learner’s interests in learning. Through the
findings, it was suggested that the learner would be encouraged to learn if the
topic discussed was interesting for him. Usually, he would find ways to avoid
doing exercises when he learned about a topic that he did not like. In addition to
topic choices, this student was excited to learn if the teaching materials contained
interesting pictures or illustrations. Lastly, the finding also found that teachers
also played an important role in determining learner’s interests in learning. If the
teacher shared happy feeling, the student became more excited during the teaching
and learning process. Therefore, it was stated in the interview that sometimes the
learner showed different attitudes in learning, depending on which teacher taught
him.
The third aspect investigated was related to the learner’s preferences in
learning. In this aspect, two interview questions asked were related to teaching
method that was interesting and effective for the student. Interestingly, this
research showed a correlation between teaching methods that was interesting and
effective for them. The findings indicated that an interactive teaching method was
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both interesting and effective for the learner. In this context, interactive was
defined as a teaching method which involved leaner’s participation throughout the
teaching and learning process. As an example, the learner participated in a
questions and answers session. First of all, he was given some aids through
teaching media, such as pictures, photo, or books. After that, the student had a
discussion, dialogue practices, writing exercises, and conclusions. At the end of
teaching and learning activities, teachers gave an evaluation about the materials
that have been learnt. Besides interesting, such teaching method was effective as it
encouraged the learner to learn and participate during the teaching and learning
process.
The last aspect being investigated in the needs analysis was learner’s
attitude in learning English. Through the interview, it was shown that the student
tended to be stable during learning. He never got neither too excited nor too lazy
to do the exercises. This finding was quite surprising because previous research
suggested that some dyslexic learners show their strong rejection whenever they
had to do things that they did not like.
b. The Context Analysis Results
There were four aspects analyzed in context analysis. The four aspects
were related to the people, physical setting, nature of course and instruction, and
teaching resources (Graves, 2000). The questions on context analysis consisted of
ten questions in total, which covered three questions on people, one question on
physical setting, three questions on nature of course and instruction and three
questions on teaching resources. In the table 4.2., the findings on context analysis
was displayed.
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Table 4.2. The context analysis results
No. Topic Aspects Findings1. People age of dyslexic learner seven years old
language spoken Indonesian and Englishteachers information a team teaching that
consists of threeteachers
2. Physical setting the place to study inside or outside theclassroom
3. Nature of courseand instruction
goal of the course support the learner’slearning at school
placement test a test that wasconducted beforestarting the learningprocess
curriculum implemented a designed curriculumfrom the course
4. Teachingresources
teaching materialsavailability
developed materialsthat support learners’learning at school
teaching aids availability instruments, i.e.whiteboard, mobilephone and laptop
time availability three meetings a week
The discussion of context analysis results begins with information related
to the age of the participant. The participant of this research was one dyslexic
young learner. When this research was being carried out, the dyslexic learner was
seven years old and he was studying in the first grade of elementary school. Then,
the next information to reveal was regarding to the language spoken in learner’s
daily communication. The findings suggested that he communicated mostly in
Indonesian and English. Most of the time, he spoke Indonesian at home and
English at school. At the course, both Indonesian and English were used as the
medium of instruction. However, in English class, English was the mainly used
language in the classroom instruction. In relation to the number of teachers who
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taught him, this research found that the teaching team consisted of three teachers.
To be more specific, the teaching team consisted of one female teacher and two
male teachers. These teachers taught the learner based on their expertise, i.e.
mathematics, English and so forth.
The second aspect to discuss in context analysis was related to the physical
setting of the course. This aspect provides information regarding to the place
where the teaching and learning process was conducted. Usually, the teaching and
learning process was conducted in the classroom. When it was necessary, it was
possible for the learner to learn outside the classroom. The most important thing
to consider was both the teachers and the learner should feel comfortable during
the teaching and learning process.
Thirdly, the context analysis part also gives information related to the
nature of the course and instruction. First of all, it clarified the goal of the course
itself. In general, this course aimed to help its learners to comprehend learning
materials that they learned at school. This course focused on giving additional
skills that supported learners’ performance at school. Besides, this course also had
a concern on learners’ character building. The character building focused on how
learners should have good personalities as well as good performances in learning.
Another aspect discussed on the nature of the course and instruction was
related to the placement test conducted in this course. Before the learners started
to learn in this course, they should pass a placement test. This test was conducted
in order to provide the teachers with an understanding about learners’
performance. Furthermore, this information also provided a reference as the
starting point of the learning intervention. Not only the learners’ performance in
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learning, but this placement test also gave information related to their
personalities or characteristics. Based on these findings, the teachers would define
which teaching technique or support which fitted them. Lastly, this aspect also
confirmed about the curriculum developed in this course. The finding suggested
that in this course, the curriculum would be developed based on learners’ learning
materials at school. The learning materials were then developed from various
sources, i.e. videos or data from internet sources. In other words, this method
aimed to support learners’ performance in learning at school.
The last aspect discussed in context analysis was related to the teaching
resources. In this course, the learners were given exercises on materials taught at
their school. They were also given additional materials that enhanced their
understanding related to the topic discussed. Furthermore, the materials given in
this course were developed through several strategies, such as videos or mind
mapping strategies. If necessary, any activities outside the classroom might also
be done to help learners understanding the materials better. After that, an
evaluation would be done through exercises in order to know if learners had
comprehended the materials or not. In relation to the teaching aids available, the
finding suggested that this course provided several instruments like white board,
mobile phone, and laptop. Besides, this course also provided the learners with
outdoor facilities, such as flower garden and hydroponic garden. The last aspect in
teaching resources was about the amount of available time for learners to study. In
this course, there were three meetings in each week. Each meeting lasted for 90
minutes.
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2. The Designed Syllabus
After getting information related to the needs, the goals and objectives of
the language teaching were determined through a designed syllabus. This syllabus
performed as a map for designing activities in the instructional materials. In this
research, it was found that the findings from analysis phase also provided
information related to topics taught in Kids Course. The results have revealed that
some topics taught in grade 1 to 6 were similar. However, as it was stated in the
interview results, the language focus and the difficulty levels were different. In the
following table 4.3, lists of topics taught in Kids Course from grade 1 to 6 was
displayed.
Table 4.3 Kids Course English topic for grade 1-6
Grade Topic1 1. stationery
2. color3. animals4. fruit5. vegetable6. food and drink7. parts of body8. clothes9. family10. playground
2 1. numbers2. time3. family4. food and drink5. clothes6. animals7. profession8. toys9. color10. public places
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Grade Topic3 1. parts of body
2. clothes3. family4. vegetables5. profession6. fruits7. things at house8. public places9. time10. food and drink
4 1. alphabets2. animals3. parts of body4. clothes5. things at house6. things at school7. playground8. animals9. fruits10. vegetable11. hobby12. time
5 1. hobby2. time3. daily activities4. food and drink5. toys6. clothes7. shapes8. means of transportation9. health10. professions11. things at the library12. weather and seasons
6 1. direction2. shopping3. procedure text4. professions5. time6. holiday7. request and command8. recount9. myths10. earth and planets11. description text12. expressing feeling
Source: Kids course English syllabus (2016)
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As it was illustrated in the table 4.3, there were several topics of English
taught in each grade. In the first to the third grade, there were 10 English topics
taught. Then, in the fourth to the sixth grade, the topics taught consisted of 12
topics. Some topics taught were similar, but the focus was different from one
grade to another grade. For example, in the animals topic which was taught in
grade 1, 2 and 4. Though the animal vocabularies taught were similar, but the
focus of language learning was different. In the first grade, it focused more on an
introduction to the animals’ names. Then, in the second grade, the language
learning focus was on plural forms. Lastly, in the fourth grade, the instruction was
on teaching the spelling. Additionally, the reading passages and exercises for
grade four were more complex than the ones for the second and first grades. From
this example, it was shown that even though the topic was similar, the language
focus and difficulty levels were different.
Based on the topic listed in the previous discussion, an English syllabus
was designed. The syllabus designed was for the first grade of elementary school.
There were 10 topics taught for first graders. In the following table 4.4, lists of
topics taught in the first grade were presented.
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Table 4.4 English Syllabus for Grade 1
Unit and Title Topic andVocabularies Oracy Literacy
1Stationery Shop
Stationery:ruler, pencil, eraser,pen, book, glue,crayon, pencil boxJob:shopkeeper
What is this?(meminta danmemberi informasi)A pen. (meminta danmemberi informasi)A pen, please.(meminta danmemberi barang)Here you are.(meminta danmemberi barang)Thank you.You’re welcome.(mengungkapkankesantunan)
Penbookgluerulerpencil(memahami danmembaca nyaringkata sederhana)pencileraserpenbookcrayon(menebalkankata)
2Toy Shop
Colors:black, white, blue, red,purple, yellow, grey,greenToys:ball, doll, toycar,robotJob:Shopkeeper
A toycar, please.(meminta danmemberi barang)Here you are.(memberi barang)What color is this?(meminta danmemberi informasi)Is it green? (memintakejelasan)Yes. It is green.(memberi kejelasan)Thank you.You’re welcome.(mengungkapkankesantunan)
blueredpurplegreenblack (memahamidan membacanyaring katasederhana)purpleyellowbluered(menebalkankata)
3Zoo
Animals:lion, tiger, hippo,monkey,elephant, deer, zebra,snakeFruits:banana, nutPlants:grass, leafJob:zoo keeper
Hello. (memberisalam)What animal is this?(meminta danmemberi informasi)Is this a monkey?(meminta kejelasan)This is a monkey.(meminta danmemberi informasi)The monkey eatsbanana.(meminta dan
deerzebramonkeyhippotigersnakelionelephant(memahami dan membacanyaring katasederhana)zebrahippo
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Unit and Title Topic andVocabularies Oracy Literacy
memberi informasi) liondeertiger(menebalkankata)
4Fruit Garden
Fruits:apple, grapes, pear,mango, orange,melon, banana,strawberryAdjective:sweet, sourJob:fruit farmer
What is this?(meminta danmemberi informasi)This is a melon.(meminta danmemberi informasi)Is the melon sweet?(meminta kejelasan)Yes. It is sweet.(memberi kejelasan)I want a melon,please. (memintabarang)Here you are.(memberi barang)Thank you.You’re welcome.(mengungkapkankesantunan)
applegrapespearmangoorangemelonbananastrawberry(memahami danmembaca nyaringkata sederhana)applegrapespearmangomelon(menebalkankata)
5Green Grocery
Vegetables:carrot, onion, tomato,potato, corn, peas,chili, spinach.Numbers:1-5Job:shopkeeper
Is this a carrot?(meminta kejelasan)Yes. This is a carrot.(memberi kejelasan)I want two carrotsplease.(meminta barang)Here you are.(memberi barang)Thank you.You’re welcome.(mengungkapkankesantunan)
carrotoniontomatopotatocornpeaschilispinach(memahami danmembaca nyaringkata sederhana)cornchilicarrotoniontomato(menebalkankata)
6Cafeteria
Food and drink:egg, donut, cookie,pizza, soup, bread, tea,milk, juice, water
Do you want somecookie?(menawarkanbarang)
eggdonutcookiepizza
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Unit and Title Topic andVocabularies Oracy Literacy
Job:cook
What is this?(meminta danmemberi informasi)This is a donut.(memberi informasi)I want a donut,please. (memintabarang)Anything else?(meminta danmemberi informasi)A milk, please.(meminta barang)Thank you.You’re welcome.(mengungkapkankesantunan)
soupbreadteamilkjuicewater(memahami danmembaca nyaringkata sederhana)teamilkeggdonutcookie(menebalkankata)
7Hospital
Parts of body:head, eyes, nose, ears,lips, teeth, hand,fingers, legs, toesNumbers:1-2Job:doctor
Touch your ear.(memberi instruksi)This one?No. (memberikejelasan)Right. (memberikejelasan)This is my ear.(meminta danmemberi informasi)I have two ears.(meminta danmemberi informasi)
headeyesnoseearslipsteethhandfinterslegstoes(memahami danmembaca nyaringkata sederhana)headeyenoselipslegs(menebalkan danmenyalin kata)
8DepartmentStore
Clothes:skirt, pants, dress,shirt, blouse, sweater,socks, scarf, belt, tieJob:shopkeeper
May I help you?(mengungkapkankesantunan)Is it a sweater?(meminta kejelasan)Yes. It is a sweater(memberi kejelasan)Give me a sweater,please.
skirtpantsdressshirtblousesweatersocksscarfbelt
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Unit and Title Topic andVocabularies Oracy Literacy
(meminta barang)Here you are.(memberi barang)Thank you.You’re welcome.(mengungkapkankesantunan)
tie(memahami danmembaca nyaringkata sederhana)skirtpantsdressshirttie(menebalkan danmenyalin kata)
9Park
Family:sister, brother, father,mother, grandpa,grandma.Park:bench, grass, treeActivities:sit, stand, play
Who is he?(meminta danmemberi informasi)He is my father.(memberi kejelasan)Is she your mother?(meminta kejelasan)Yes. She is mymother. (memintadan memberiinformasi)Where is yourbrother? (memintadan memberiinformasi)He sits on the bench.(meminta danmemberi informasi)
sisterbrotherfathermothergrandpagrandma(memahami danmembaca nyaringkata sederhana)fathermothersisterbrothergrandpa(menebalkan danmenyalin kata)
10Playground
Activities:skip, hop, jump, run,play, ride, climb, kickPlaygroundequipment:swing, seesaw, slide,bike
Could you jump?(meminta danmemberi informasi)Yes. (meminta danmemberi informasi)Let’s play seesaw.(meminta danmemberi informasi)What is she doing?(meminta danmemberi informasi)She is skipping.(meminta danmemberi informasi)Is he climbing?(meminta kejelasan)
skiphopjumprunplayrideclimbkick(memahami danmembaca nyaringkata sederhana)skiphopjumpriderun
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Unit and Title Topic andVocabularies Oracy Literacy
Yes, he is climbing.(memberi kejelasan)
(menebalkan danmenyalin kata)
The data displayed in Table 4.4 presented list of topics taught in the first
grade. There were four information displayed: the unit and title, topic and
vocabularies, oracy and literacy. In the unit and title, the lists of title from unit 1
to 10 were presented. Then, the following information was related to the topic and
vocabularies. This column provided a list of topics taught, along with the
vocabularies. For example, in the stationery unit, the vocabularies taught would
be: ruler, pencil, eraser, pen, book, glue, crayon, pencil box, and so forth. The
next column, oracy, was related to the language function used in the listening and
speaking activities. Lastly, the literacy column provided lists of activities in the
reading and writing skills.
3. Instructional Materials Design
Teachers who worked with dyslexic learners should be able to prepare and
present materials which were friendly manner for dyslexic learners (Nasen, 2015;
Paramadhyalan, 2009). In some ways, this research suggested that teachers play
an important role in defining dyslexic learners’ performance and achievement in
learning. It happened because in general, dyslexic learners needed differentiated
teaching approach in the classroom. The research findings suggested that dyslexic
learners were struggling in learning because of the applied learning and teaching
styles that did not match their needs. For that reason, it would be biased to say that
their learning difficulties were merely caused by their neurodiversity condition.
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Human brain was a complex organ that controlled human body. Its activity
was related to receiving, analyzing, and storing information (Hudson, et al.,
2007). Accordingly, it was no wonder that the brain structure of dyslexic learners
greatly impacted their performance in learning. To be more specific, this
condition impacted to several aspects, including their poor performance in the
sight, motor skills, core difficulties, interaction, hearing, and connections (Reid,
2005). However, despite all these difficulties, it was interesting to report that this
condition also gave impact to other skills performance because most of them had
outstanding creative skills and strong oral skills (Paramadhyalan, 2009).
From the previous explanation, it was suggested that dyslexia should be
regarded as both abilities and difficulties that influence the learning performance.
This condition was clearly shown through their performance, especially in
reading, spelling, and writing (Nijakowska, 2010). Generally, dyslexic learners
had low motivation in reading and they reduced vocabularies very often in reading
or writing activities (Gabrieli, 2009; Hudson, et al., 2007). Mostly, they relied
more on the visual module because they avoided spelling activity. On the other
hand, it was shown that dyslexic learners tend to rely more on vocabularies in
their word bank memory during the language learning process (Dewi, 2013).
However, before discussing about acceptable instructional materials for
dyslexic learners, it would be better to have a deeper understanding on how
dyslexic learners acquire language. In acquiring language, dyslexic learners
followed three main stages. The stages were input stage, cognition stage and
output stage (Reid, 2005). Each stage should be considered carefully,
remembering that dyslexic learners had difficulties in learning.
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Firstly, it should be noted that they had reading difficulties that make them
reading more slowly and less accurately (Bodnar, 2015; Dewi, 2013; Hudson et
al., 2007). In other words, they found difficulties in comprehending reading text.
Thus, in order to cope with this condition, Reid (2005) suggested that they should
have their visual-spatial, auditory, tactile, and kinesthetic language experience.
The importance of having this experience was also relevant to Brown (2001) who
believed that children needed to stimulate their senses during learning.
The first teaching approach was the visual-spatial experience. Previously,
Baines (2008) argues that in general, it was difficult for dyslexic children to use
words to think. Instead of using words, it was easier for them to think in pictures
or scenarios. Therefore, visual experiences were important for dyslexic learners as
it helped them to form a concept and transfer them into their memory. In the
designed materials, several visual-spatial activities were provided. The activities
were watching videos, showing pictures and learning through a set of flash cards.
Besides that, words and pictures were combined to help the learner comprehend
the materials better.
The second approach was auditory experience. In auditory experience,
teachers should be aware of dyslexic learners’ difficulties in hearing sounds,
connecting letters, decoding words and memorizing new vocabulary. In order to
overcome with this problem, teachers were expected to expose them with
exercises on spelling patterns and partial decoding attempts. In the auditory
experience, the learner was given examples on how to pronounce the words. They
were also given chances to repeat and practice some conversations with the
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words. These activities helped the learner to recall their memory on the
appropriate words in sentences.
The third approach was known as tactile experience. According to Baines
(2008), this learning experience helped dyslexic learners who learnt best through
their touch. Using their touch means that they were given a language experience
through their hands or fingers. The tactile activities covered in the designed
materials were tracing words. Through the exercises, the learner was expected to
improve their handwriting. Additionally, tactile experiences also helped the
student to balance their fine motor skills that was helpful for performing life skills
task, such as getting dressed or putting on shoes.
The last learning experience for dyslexic learners was known as
kinesthetic learning. Activities done for kinesthetic learning require whole body
movement or large muscles of the body. Thus, this learning type fitted the needs
of dyslexic learners who were good at learning using their movement or gross
motor muscles (Dewi, 2015). In the designed materials, the kinesthetic activities
required the learner to move and jump. Through these activities, the learner was
also encouraged to perform better in everyday activities that require their gross
motor movement.
In the input stage, there were several aspects for teachers to consider
(Reid, 2005). Firstly, the information presented for the learners should be in small
units or simplified versions. Teachers should also be active to monitor their
learners during the learning process. Monitoring the learners was important
because it gave information for teachers if they were able to follow the instruction
or not. Thirdly, teachers should be creative to vary the materials and teaching
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strategies in presenting new materials for the learners. Last of all, teachers should
help the learners by providing them with key points of the materials before
delivering them to the learners.
The conclusion from the previous explanations was that providing input
for dyslexic learners should involve several strategies that make them enjoying
their learning process. Moreover, it should be noted that learners have different
strength in learning, as some of them may be good at their visual-spatial, audio,
tactile, or kinesthetic. Therefore, providing varied input was suggested to help
them learning best through real experiences in language learning. Other than that,
such activities were also helpful for them to make sense of information that they
acquire during the learning process.
The second stage in their language acquisition process was the cognition
stage. Throughout this stage, learners should memorize, understand and make
sense of information they gain from the input stage (Reid, 2005). However,
teachers should realize that most dyslexic learners were weak in their working and
short-term memory (Ni'mah & Alek, 2016). Consequently, teachers should help
them to deal with their difficulties in memorizing, understanding, and making
sense of information they obtained.
Dyslexic learners were commonly weak in activities that require their
short-term memory performance, such as memorizing information (Ni'mah &
Alek, 2016; Paramadhyalan, 2009). Additionally, they usually found difficulties
in understanding long information given at one time. It was more difficult for
them if the information contained new or abstract words that they did not
understand. In order to deal with this difficulty, teachers were expected to
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contextualize words and language taught (Brown, 2001). Through the
contextualized words and language, it was easier for dyslexic learners to learn
about language that was actually used in their daily communication.
The finding also suggested that learners should be able to make sense of
information they gained so that they can transfer their new knowledge from the
short-term into long-term memory (Paramadhyalan, 2009). In order to enhance
their comprehension, Reid (2005) proposed his argument on the importance of
exploring their background knowledge in learning. Background knowledge was
important aids that facilitate new learning and it should be implemented together
with the new material taught. In other words, teaching dyslexic learners should be
a gradual process which starts with repeating material that already familiar to
them. Then, teacher should continue with adding new materials to them. It was
expected that this method helped the learner to use the new information in
different and unfamiliar situations for them. To conclude, teachers were expected
to transfer the knowledge by helping the learners to incorporate their previous and
new knowledge in a meaningful way.
Throughout the cognition stage, teachers were expected to encourage the
learners to learn with helpful learning strategies. For example, teachers should
separate a long instruction into some meaningful chunks or categories. Then,
teachers might also provide an instruction that helps learner to relate the new
materials to their previous knowledge. This strategy was very important in order
to make sure that the instruction given was clearly understood. Besides, teachers
were also expected to teach using some specific memory strategies, such as mind
mapping, repetition and mnemonic devices. Lastly, similar with the input stage,
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71
teachers were expected to monitor the learning progress frequently during this
stage.
Lastly, the third stage in their language acquisition process was known as
output stage. In output stage, learners were required to present the knowledge they
gain from the previous stages. The activities were, for example, reading aloud,
class discussion, drawing, and so forth (Reid, 2005). In this stage, teachers should
be able to help learners whenever the dyslexic learners found difficulties. For
example, by providing headings in assignments or summary of the lesson taught.
To sum up, dyslexic learners followed three main stages in language
acquisition process. The stages were known as input stage, cognition stage and
output stage. Throughout each stage, teachers were expected to help learners to
cope with their learning difficulties. Teachers might help them by monitoring the
learning process, separating long instruction into chunks, providing summary, and
so forth. During these stages, learners should be provided with activities and
assessment that are friendly for their cognitive difficulties.
The designed materials consisted of three units: Stationery Shop, Toys
Shop and Zoo. The first unit, Stationery Shop, provided eight concrete nouns
about stationery. The nouns were: ruler, pencil, eraser, pen, book, glue, crayon,
and pencil box. Besides that, this unit also had one concrete noun about job:
shopkeeper. In the second unit, Toys Shop, there were eight concrete nouns about
colors. The nouns were: black, white, blue, red, purple, yellow, grey and green.
Besides that, it also taught four words related to toys: ball, doll, toycar and robot.
Another concrete noun in this unit was related to job: shopkeeper. Lastly, the third
unit consisted of eight concrete nouns about animals: lion, tiger, hippo, monkey,
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72
elephant, deer, zebra, and snake. Other than that, there were also three concrete
nouns about fruits and plant: banana, nut, and grass. Similar with the previous
units, one more concrete noun about job: zoo keeper. Overall, unit one to unit
three of the instructional materials provided 34 concrete nouns related to
stationeries, colors, animals, job, toys, fruits and plants.
Previously, the relationship between a well-balanced language course and
the effectiveness of language learning has been carried out (Nation, 2007; Nation
& Yamamoto, 2012). As it was suggested, the activities in the designed materials
were then created based on the four strands principals. For that reason, each unit
of the designed materials consisted of these four strands: meaning-focused input,
meaning-focused output, language-focused learning, and fluency development.
Furthermore, the activities were also chosen based on the designed
syllabus. Each unit in the designed materials consisted of one video recording and
seven activities. The activities were selected based on the principle of
multisensory learning that covered visual-spatial, auditory, tactile, and kinesthetic
activities. In meaning-focused input and meaning-focused output, the activities
concentrated on visual and auditory activities. Then, in language-focused learning
and fluency development, the activities aimed to enhance learner’s tactile and
kinesthetic experience. Further explanation regarding to the unit description was
written under four main headings: meaning-focused input, meaning-focused
output, language-focused learning and fluency development.
a. Meaning-focused Input
In meaning-focused input strand, the focus of language learning was on the
ideas and messaged conveyed by the language. In this strand, the learners learned
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through what they listen and read (Nation, 2007). Before starting the listening
session, teachers should help the learner by exploring the background knowledge.
Background knowledge itself performed as a bridge for the learners to acquire
new information or knowledge in the learning process (Paramadhyalan, 2009;
Reid, 2005). In this part, some pictures were provided for learner, in order to help
the visualization of the words taught (Baines, 2008). The following figure
depicted the meaning-focused input exercise of the instructional materials, as it
was presented in the second unit.
Figure 4.1Thelist of vocabularies in meaning-focused input strand
After finishing the first activity, a video recording was provided as the
second activity in meaning-focused input strand. The aim of the video was to
encourage the learner to know more about the topic. Besides that, this listening
activity also enabled the learner to listen and memorize the words as well as the
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pronunciation. In each unit, a barcode was provided to connect a link to the video.
It was expected that through the video, the learner became more excited in
learning. Moreover, this barcode also enabled the learner to access the video
anytime using a mobile phone. Besides making the listening activity more
interesting, this strategy also aimed to help the dyslexic learner to cope with their
poor short term memory (Nijakowska, 2010; Ni'mah & Alek, 2016). Every time
the learner forgot the vocabularies on colors; they could repeat the videos easily.
This strategy was aimed to fit the dyslexic learners’ characteristic in learning,
whotended to make intensive use of memorization (Dal, 2008; Dewi, 2013). The
following figure presented the designed materials on listening exercise from unit
two.
Figure 4.2 Listening exercise in meaning-focused input strand
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The previous figure presented the listening part of unit two. This part
consisted of a toy shop picture and a link to video recording. This video consisted
of vocabularies taught in this unit. The design chosen for the video was simple
cartoon style illustration for kids. The consideration of choosing this design was
to make the learners feel more excited in learning. The pictures were colorful, but
there was not too much decoration so that the learners’ concentration would not
be distracted. It was expected that learners would focus more on the video
content. The vocabulary learning in this video consists of pictures and audio
recording. These elements were chosen because dyslexic learners were good at
their visuals (Baines, 2008; Reid, 2005). Both pictures and audio recording helped
dyslexic learners in learning, especially since they were still developing their
reading skill.
b. Meaning-focused output
The second strand was known as meaning-focused output. Throughout this
strand, the learner was given an opportunity to convey ideas and messages to
other person (Nation, 2007). In this strand, there were two activities to complete
in the instructional materials. The first activity focused on how to convey ideas
orally, while the second activity focused on how to convey ideas through writing.
Similar with activities in the previous strand, there were many pictures that helped
learners to comprehend the materials.
For further discussion, activities in unit two were taken as an example. The
first activity focused on speaking, specifically conversation practices. As the
setting for this unit was in a toy shop, the speakers of the dialogue were one of the
book’s character and a shopkeeper. In this exercise, teachers were expected to
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give an example on how to practice the dialogue and encourage learners to speak.
The following figure showed the instructional material of the first activity in
meaning-focused output strand in unit two.
Figure 4.3 Speaking exercise in meaning-focused output strand
In figure 4.3, the learner was given an example on how to practice the
conversation. Then, the learner was given a similar speaking practice by using a
set of flash cards. The aim of providing flash card was to help learners to recall
their memories about the vocabularies taught (Dewi, 2015; Nasen, 2015).
Additionally, from the interview result, this research also found that the use of
flash card has encouraged the learner to practice more. By using the flashcard, the
learner became more excited in learning since the teacher can also use the
flashcard as an instrument for playing a game.
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After the speaking activity, the learner was given a writing practice. In the
next activity of Unit two, the learner was assigned to see some colors and write
their names. The following figure gave an illustration on how the activity was
presented.
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Figure 4.4 Writing exercise in meaning-focused output strand
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In unit two, the learning topic was vocabularies on colors. Learners were
given pictures of some colors and they had to write them down. To make it more
interesting, the activities were packaged in a picture of a toy train route where
learners should follow the route. Learners were also expected to mention and
write the colors they found. In this activity, the writing focus was to write the
initial letters of each color.
To sum up, the activities in meaning-focused output was to encourage
learners to convey messages through the language. The activities chosen were
packaged as if the learner was completing a game so that learners would be more
excited and confidence in learning (Brown, 2001; Nunan, 2011). Additionally,
teachers are also expected to be able to encourage the learners in doing the
exercises so that they would feel more confidence about their abilities (Dewi,
2015).
c. Language-focused learning
In the third strand, the language-focused learning, the learner should be
given exercises that helped him to practice the language features (Nation, 2007).
The focus of the activity was a practice on mentioning the color names and
writing them down. An example was taken from Unit two. In this unit, the first
activity in language-focused learning was to mention color names. Then, the
following activity was to trace the color names. The following figure presented an
example of the activity, which was taken from the Unit two.
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Figure 4.5 Speaking exercise in language-focused learning strand
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The first activity in language-focused learning was to practice a simple
dialogue. In this activity, the learner was assigned to practice dialogue with
teacher’s help. The focus of this teaching was on color names. There were four
pictures provided in this exercise: a blue doll, a black toy car, a red ball and a
green robot. The aim of this exercise was to encourage the learner to speak. Thus,
in this exercise, the learner was given pictures that help them to memorize the
vocabularies taught.
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Figure 4.6 Writing exercise in language-focused learning strand
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In this activity, a picture of toy box with toys in it was provided. Through
this exercise, the learner was assigned to mention the colors: purple, blue, yellow
and red. If it was necessary, teachers might help them by pointing the toys picture
one by one to keep them focusing on the exercise. In this activity, the learner
should recall their memories on the previous activities. Teachers might also give
chances for learners to repeat the exercise if it was necessary.
In the following exercise, the learner was assigned to trace color names. In
doing this activity, learners were given clues through pictures and traced words.
This activity supported learners who learn best through their tactile (Baines, 2008;
Dewi, 2013; Moustafa & Martin, 1999). Throughout this activity, teachers should
be aware whenever they found that the learner needed some help to do the
exercise (Nasen, 2015). For example, teachers might help the learner to point the
exercise number when he skipped a line during writing. Through the exercises, it
was expected that the learner may have their tactile experience that helps them to
remember the color names as well practice more in improving his handwriting
skills (Dewi, 2013; Reid, 2005).
d. Fluency development
The last strand was the fluency development strand (Nation, 2007). The
aim of this strand was to give chances for learners to practice everything that they
have learnt. The following figure showed the fluency development strand activity
in unit two.
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Figure 4.7 Speaking and writing exercise in fluency development strand
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As depicted in figure 4.7, the learner was given a chance to practice what
he has learnt. In this stage, teachers were expected to help the learner in making
use of the skills that they have learnt. At first, teachers helped the learner to
remember the color names (i.e. by pointing each picture and asking the students to
mention the color names). In this activity, pictures were provided in order to help
dyslexic learners with their visualization (Baines, 2008; Dewi, 2013). For the next
activity, the learner should trace the color names that were provided in the picture.
Then, the next fluency development exercise focused on a kinesthetic
activity for the learner. This activity was designed in order to help kinesthetic
learners to learn through their gross motor movement (Dewi, 2015; Moustafa &
Martin; QIA, 2008). The following figure presented an example on the designed
materials, taken from the last activity in unit two.
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Figure 4.8Kinesthetic activities in fluency-development strand
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As presented in the figure 4.8, the learner was assigned to do a kinesthetic
activity in a game. Its focus was to provide learners with a chance to receive and
convey messages throughout the exercise (Nation, 2007). In this activity, teachers
were expected to provide the student with some color cards. The learner should
jump to each card and mention the color. The color names should be familiar for
the learner because they were taken from the previous exercises.
B. Accountability
The accountability part consisted of three discussions. First, in the
evaluation of the instructional materials, the results of expert validations are
revealed. After that, in the implementation of the instructional materials, the
report of the implementation phase is shared. The last discussion is the user
perspective on instructional materials that tells learner’s opinion about the
implementation of the instructional materials.
1. Evaluation of the Instructional Materials
The next step in ADDIE Instructional System Design was the
Development phase. In this phase, some feedbacks from the expert were gathered
so that the instructional materials could be improved (Branch, 2009; Braxton et
al., 2000). In this research, comments and suggestions related to the first draft of
the instructional materials were gathered from an English lecturer who was
experienced in book design and Teaching English to Young Learners. The
comments and suggestions about the instructional materials gained in this research
were mostly related to the layout design, activities, and word choices.
The first suggestion was related to the design and layout setting. From the
suggestion, it was suggested to have some color code to differentiate the activities.
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Before the revision, the color of each activity’s name was blue. Then, they were
revised into different color based on the strands: blue for meaning-focused input
activity, yellow for meaning-focused output activity, green for language focused
learning activity, and grey for fluency development activity. Besides that, some
revisions for the pictures were also done. For example, pictures of the glue, the
shelf, and the shopping cart presented in Unit one. It was suggested to provide the
learner with pictures that were more representative to their previous knowledge.
Some revision for the focus of activities was also done. In the first draft of
the designed materials, the activity in Unit one and two focused on written
exercise before the spoken exercise. However, the suggestions revealed that doing
writing assignment was more complicated than doing the spoken assignment.
Therefore, the activities were then rearranged based on the difficulty level. The
second comment was related to the instruction for kinesthetic or gross motor
activities in unit one, two, and three. In general, the games instruction was too
long and difficult for the learner. The instructions were then simplified so that the
learner could comprehend them more easily.
Regarding to the grammar and word choices, there were several mistakes
made. For example, zoo keeper and toys shop. Then, they were revised into
zookeeper and toy shop. Other than that, the conversation was also revised to
make it more acceptable in English spoken language. For example in Unit one, the
expression changed from “a pencil please” into “give me a pencil, please.” Then
in Unit three, it was changed from “it is a monkey” into “it’s a monkey”.
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2. Implementation of the Instructional Materials
After having some suggestions from the expert, a revision for the first draft
of instructional materials were done. Previously, Branch (2009) suggested that the
aim of this phase was to implement and deliver the instructional materials in the
classroom. Through this phase, it was expected that the learner could comprehend
the materials and achieve the learning objectives (Braxton et al., 2000). The
implementation phase was done in Kids course for two meetings. This stage
involved the participation of one dyslexic learner and one English teacher as
participants. When this study was carried out, the student was 7 years old. He was
in the first grade of an inclusive school. The instructional materials implemented
were taken from unit two and three, which focused on teaching colors and
animals.
Throughout the first meeting, the student learned about color names. The
learning activity started with showing pictures of color that helped the learner to
explore his background knowledge. The activity was then followed by playing a
video recording about colors. When the video was played, the learner seemed
excited to watch it. He was also assigned to repeat words in the video and he did it
very enthusiastically. Through the video, he started to memorize new words about
colors. After listening to the video recording, the learner then did a role-play
activity with his teacher. In the role-play, the learner was equipped with a set of
flash-card on colors. This finding of this research also suggested that providing
learner with a flash-card has successfully encouraged them to learn. It happened
because the learning activity was packaged as a game. Then, the student did the
following activities, including tracing and mentioning color names. In the first
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meeting, the learning objective was successfully achieved because the learner can
cope with his difficulty and memorize color names at the end of the course.
Moreover, the instructional materials have also successfully encouraged him in
learning English.
In the second meeting, the English learning focus was animals. Similar
with the previous unit, the learning activity started with showing animal pictures
that helped the learner to recall his previous knowledge on animals. After that, a
video recording about animals was played. Interestingly, the learner was excited
to watch the video because it contains many pictures on animals. Using the video,
the learner was able to learn on how to pronounce the words as well. He was
excited when he was assigned to repeat pronouncing the animal names. Moreover,
this research suggested that the learner got a visualization of animals more easily
through the video. Thus, the learner could memorize the new words more easily
through the video. The next activities were similar to the previous unit. In this
unit, the activities cover some exercises on role-play, tracing and mentioning
animal names. Among all activities, this study found that the most interesting
activity for the learner was the snake and ladder game. This game was repeated
for several times and the learner could mention the animal names very well. From
the explanation, it could be said that the learning objective of this unit was
successfully achieved. By the end of the course, the learner was able to identify
animal names by mentioning them correctly. Besides that, he was also motivated
to learn more because he found that the instructional materials were interesting.
From the previous explanation, it was found that in general, the learner
was motivated to learn using these instructional materials. There might be several
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aspects that supported this finding. First, these instructional materials provided
more pictures rather than words. Similar with the previous findings, dyslexic
learners memorize new vocabularies much better through pictures (Baines, 2008;
Dal, 2008; Dewi, 2013). Besides that, the instructional materials also provide
learners with some color code and bigger font that helped to cope with the reading
difficulty (Paramadhyalan, 2009; Reid, 2005). Then, the variety of activities also
provide learner to learn from different senses. The activities provided in the
instructional materials have combined the use of four senses: audio, visual, tactile
and kinesthetic. Thus, the activities done in delivering the materials was more
than just sitting and listening to the teacher’s explanation. For children, it was
interesting to learn from different senses because they would be able to learn more
about the world around them (Brown, 2001; Dewi, 2015).
3. User Perspective on the Instructional Materials
The last phase in ADDIE System Design was the Evaluation phase. The
aim of conducting this phase was to determine if the instructional materials were
effective to be implemented in teaching English for the dyslexic young learner
(Branch, 2009; Braxton et al., 2000). In the evaluation phase, an interview was
conducted in order to know the learner’s perception related to the instructional
materials. Some questions were addressed to the learner after the designed
materials were implemented.
Firstly, it was suggested that the video was interesting for him. The learner
admitted that he liked the video because the presentation was interesting with
many pictures in it. He also liked the visualization of the vocabularies and main
characters of this book. Using the pictures, he found that it was easier to
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memorize the new words. The student said that “I like the video. I can understand
the materials better” (appendix 4). Overall, he liked the instructional materials
because it provided lots of pictures, rather than words. When he was asked to do
the exercise, it was found that the learner could easily remember the words with
the help of the picture. He was also encouraged to pronounce the words displayed
in the video. In this case, the use of video has successfully helped the learner by
providing more visualization on the new words (Dal, 2008; Reid, 2005).
In the speaking activity, the learner said that the activity was fun because
of the flash card game. In this activity, the learner and teacher practiced the
conversation. The conversation was repeated for several times, to help the learner
remember the expressions and words taught. In order to make it more interesting,
a set of flash cards was used so that the learner was encouraged to learn in a fun
way.
For the writing activity, it was found that the traced words helped the
learner in writing. Since dyslexic learner showed poor performance with their fine
motor skills, it was expected that the exercises could help them to perform better
in similar exercise. In other words, this activity should help learners balance their
fine motor activity and perform better, especially in writing exercise.
From the previous explanation, it could be said that the learner was happy
with his new instructional materials. Besides helping them to cope with their
learning difficulties, these instructional materials were also designed for the
learner to learn in a fun way. Additionally, the learner also admitted that having
such learning activity would help them to learn when they were at school. From
the interview result, it was suggested that the product have achieved its goal to
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provide the dyslexic young learner with an acceptable instructional materials to
learn English.
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CHAPTER V
CONCLUSIONS AND SUGGESTIONS
The discussion in this chapter covers two sections of discussion. The first
section is the conclusions that show the answers of the research question
addressed. Then, the second section is the suggestions that provide some
suggestions for teachers and further researcher who wants to do similar research
on designing instructional materials for learners with dyslexia.
A. Conclusions
This research was conducted with aim to design acceptable English
instructional materials for dyslexic young learners. Dyslexia itself was defined as
a specific learning disorder which was characterized by poor spelling and
decoding abilities. Since dyslexia was a neurological condition, students with
dyslexia usually had poor performance on their visual, motor, language,
interaction, auditory and connection aspects. For that reasons, teachers of dyslexic
learners were expected to be aware of dyslexia symptoms so that they could be
treated appropriately.
Dyslexic learners follow three main stages of language acquisition. The
stages were input stage, cognition stage and output stage. In the input stage,
dyslexic learners were expected to have their visual-spatial, auditory, tactile and
kinesthetic language experience. These language experiences were important
because dyslexic learners had different strengths and preferences in learning a
language. The second stage was cognition stage that aimed to help learners
grasping information gained in the input stage. In this stage, learners learned to
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memorize and understand the information gained so that they could incorporate
them to their previous knowledge. In this phase, teachers should help learners to
deal with their learning difficulties as well as provide them with strategies to
comprehend the input. The last step was the output stage, in which the learners
should present the knowledge acquired from the previous stages. Each stages of
the language acquisition process should consider about dyslexic learners
characteristics, so that teacher might provide them with friendly tasks and
activities.
In this research, it was found that designing instructional materials should
pay attention on the layout as well as the content. Regarding to the layout, the
design was simplified and color code were provided in order to make it easier for
the learners to follow the instruction. For the font selection, the font type chosen
was Calibri and the font size was 16. The designed materials also provided more
pictures than words to make it easier for the learners to grasp the materials.
Through these pictures, dyslexic learners were helped to memorize words through
their visual module. Besides that, the instructional materials were designed based
on the four strands principals: meaning-focused input, meaning-focused output,
language-focused learning and fluency development.
The activities were then incorporated with the principals of multisensory
learning. Multisensory learning or known as VAKT was designed based on a
belief that learners could learn best when they used two or more senses. The
learning activities consisted of four senses: visual-spatial, audio, tactile and
kinesthetic. Multisensory learning was an applicable approach for learners with
learning disorder, learners with sensory integration challenges, as well as any
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learners from any ages. This approach was also best to be implemented in
teaching young learners because exploring the world using their senses is a fun
activity to do in learning. The most important thing was to notice that the
activities in this approach could match learners’ needs in learning because some
learners might be good in the visual-spatial, audio, tactile or kinesthetic.
In designing the instructional materials for dyslexic learners, five stages of
ADDIE Instructional System Design were implemented. There were five stages
conducted in this system design, which consisted of analysis, design,
development, implementation and evaluation. In the analysis stage, a needs and
context analysis were done in order to determine the real needs of dyslexic
learners in learning. Then, in the design phase, the instructional materials were
developed based on the data gathered in the previous step. The third phase was the
development phase, in which suggestions and comments from an expert were
examined. It aimed to improve the designed product, so that it could match the
needs of dyslexic learners. After that, an Implementation was conducted in order
to deliver the instructional materials to the dyslexic learners. In this step, a
judgment related to the designed product was gathered from the user’s
perspective. The last stage was evaluation phase that aimed to analyze the
assessment of the instructional materials.
B. Suggestions
In this part, suggestions for English teachers and other researchers who are
interested to do similar research are revealed. These suggestions are reflected after
the research was conducted with an aim to improve the performance of the
English teachers, dyslexic learners and future researchers. Through this research,
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more people should have deeper understanding related to students with dyslexia
so that the misconception about dyslexia in the society is answered. Hopefully,
this deeper understanding about dyslexia may help dyslexic learners to have a
friendlier learning environment so that they will not experience a psychosocial
distress like having low motivation in learning.
Teaching English for dyslexic young learners requires more intensive
attention from the teachers. Therefore, it is expected that teachers should have
deeper knowledge about dyslexia so that they could provide appropriate
intervention for the students. In classroom context, dyslexic learners need an
individualized differentiation to provide a person-centered approach in learning.
The tasks and assignments given should also be simplified in order to help the
learners understand the instruction better. Other than that, teachers also need to
incorporate the four elements of language learning: visual-spatial, auditory,
kinesthetic and tactile. Through these elements, learners will have their own
experience with the language so that they can comprehend the language more
easily.
Other than the teaching method, it is also expected that more researchers
can design English instructional materials for dyslexic young learners. This is
important for the dyslexic learners because they have different learning strategy
and it will be more effective if the designed materials are suitable to their
characteristics. Since this instructional materials are designed for students in grade
one, it is expected that a similar research on students from different grades will be
conducted. With more instructional materials which are appropriate for the
learners, it is expected that their teaching and learning process can be supported.
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APPENDICES
Appendix 1
Interview Result - Ms. Lena (pseudonym)
THE INTERVIEW RESULT OF NEEDS ANALYSIS
No. Questions InformationLanguage Proficiency Level
1. Bagaimana kemampuanBahasa Inggris siswa dengandisleksia di bimbel ini?
Secara umum baik.
2. Secara khususnya, bagaimanakemampuan siswa dengandisleksia dalam mendengar,berbicara, membaca danmenulis?
Kemampuan mendengar dan berbicaramereka itu lebih dominan. Kalaumembaca dan menulis ya memangmasih minim. Soalnya kan masihbarengan sama latihan membaca danmenulis ya, masih kelas satu kan. Jadibisa dibilang kalau konsepnya yatumpang tindih karena kan memangteknik membaca di bahasa Inggris danbahasa Indonesia beda. Intinya orangtua menitipkan anaknya untukmendukung pembelajaran di sekolah.Jadi semua skills kita ajarkan denganharapan mereka terbantu di sekolah.
Interests in Learning3. Apa yang membuat siswa-
siswa dengan disleksia dibimbel ini tertarik untukbelajar?
Sebenernya mereka akan tertarik kalaupas belajar tema yang mereka suka. Jadikaya lebih semangat belajar gitu.Mereka juga akan tertarik kalau adagambar yang mencolok. Selain itufaktor guru akan berpengaruh juga sih.Jadi kalau pendampingannya gembira,mereka juga akan excited belajarnya.
Preferences in Learning4. Cara belajar apa yang menarik
untuk siswa dengan disleksiatersebut?
Biasanya kita suka bikin cara belajaryang interaktif, jadi kita ajak merekajuga berperan serta. Pertama kita tanyajawab materi, lalu menggunakan mediaseperti kertas gambar, foto di HP ataulaptop, buku paket atau menggambar dibuku. Baru setelah itu penjelasan ataudiskusi, latihan nulis, dialog dan
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kesimpulan. Waktu akhir ngajar kitamengevaluasi sejauh mana pemahamanmereka tentang materi yang diajarkan.
5. Cara belajar apa yang efektifuntuk siswa dengan disleksia?
Yang interaktif, jadi kita ajak merekajuga berperan serta. Misalnya pakaidialog atau juga memancingketertarikan mereka untuk belajar.
Attitude in Learning6. Bagaimana sikap siswa dengan
disleksia tersebut dalambelajar?
Cenderung stabil kok. Nggak terlaluexcited, tapi juga nggak pernah ngerasamalas atau apa.
People7. Berapa usia murid dengan
disleksia tersebut?Ada dua. Yang satu perempuan,satunya laki-laki. Yang satu kelas 1 SD,satunya masih TK. Umurnya 6 dan 7tahun.
8. Bahasa apa saja yangdigunakan sehari-hari olehmurid-murid disleksiatersebut?
Biasanya kita berkomunikasi ya pakaiBahasa Indonesia atau Bahasa Inggris.Tapi kalau pas Bahasa Inggris, kita fullInggris.
9. Berapa jumlah guru yangterlibat langsung dalam prosespembelajaran?
Tiga guru, biasanya gantian. Ada satuguru perempuan dan dua guru laki-laki.
Physical Setting10. Dimana biasanya murid-murid
belajar?Di kelas, tapi bisa juga mereka belajardi halaman. Kelas di sini fleksibel sih.Yang nyaman belajarnya.
Nature of course and instruction11. Apa tujuan dari bimbel ini? Sebenernya kita lebih fokus ke
mendampingi belajar. Kita kasih ilmutambahan yang akan mendukungkegiatan belajar anak-anak di sekolah.Tapi kita juga punya tujuan membantumereka supaya mereka jadi pribadiyang lebih baik.
12. Apakah ada test masuk untukbelajar di sini?
Ada test awal yang diberikan untukmenentukan start pembelajaran. Darihasilnya itu, kita bisa tahu harus mulaidarimana. Ini juga termasukpendekatan awal biar kita tahukepribadian mereka, teknik belajarmereka dan pendampingannya yangtepat nanti seperti apa.
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13. Apakah kursusan ini punyakurikulum tersendiri?
Pada dasarnya materi belajar di bimbelya sesuai dengan materi yang diajarkandi sekolahan. Tapi kita kembangkanlagi dari berbagai referensi. Teknikpendekatannya juga kita kembangkanlagi. Jadi kita punya kurikulum sendiri,tapi nggak berdiri sendiri. Jadi kitamembuatnya satu kesatuan yangmendukung proses belajar mereka disekolah.
Teaching resources14. Biasanya bagaimana cara
untuk menyediakan materialuntuk belajar?
Kalau untuk materi biasanya pertamakita konsultasi dulu sama orang tuamuridnya. Biar kita tahu materinya disekolah itu tentang apa. Dari situ kitaajarkan materinya lewat penjelasan.Kemudian kita buatkan materipendukung. Caranya ya macam-macam. Misal bikin peta konsep,fotokopi, proses luar ruangan,eksplorasi alam langsung, nontonvideo. Macam-macam caranya. Nah,evaluasinya nanti dari lembar kerja.
15. Apa saja alat bantu mengajaryang sering digunakan di sini?
Macam-macam. Misalnya ya laptop,perpustakaan mini, kebun danhidroponik, terus ada lagi instrumen-instrumen belajar lainnya. Kita jugakadang pakai papan tulis, HP androiddan warung kejujuran juga.
16. Dalam satu minggu, berapajam waktu belajar semua siswadi bimbel ini?
Ada tiga kali pertemuan satuminggunya. Satu pertemuan satusetengah jam.
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Appendix 2
Interview Result - Mr. Agus (pseudonym)
THE INTERVIEW RESULT OF NEEDS ANALYSIS
No. Questions InformationLanguage Proficiency Level
1. Bagaimana kemampuanBahasa Inggris siswa dengandisleksia di bimbel in?
Lebih baik dari pada siswa lain padaumumnya.
2. Secara khususnya, bagaimanakemampuan siswa dengandisleksia dalam mendengar,berbicara, membaca danmenulis?
Kadang dia masih kesulitan dalammembaca dan menulis. Jadi haruspelan-pelan ngajarnya.
Interests in Learning3. Apa yang membuat siswa-
siswa dengan disleksia dibimbel ini tertarik untukbelajar?
Bahan yang akan diajarkan dan kadangguru. Kadang kalau mereka kurangtertarik ngerjainnya jadi lama dan adaaja alasannya. Kadang malah jadi coret-coret sendiri, main-main alat tulis lah.Tapi kalau topiknya menarik, merekafokus dan dengerin penjelasan gurunya.Guru juga pengaruh. Kalau gurunya A,akan beda kalau yang ngajar guru B.
Preferences in Learning4. Cara belajar apa yang menarik
untuk siswa dengan disleksiatersebut?
Biasanya kalau mereka ikut diajakdiskusi bareng-bareng.
5. Cara belajar apa yang efektifuntuk siswa dengan disleksia?
Mereka diajak langsung ikut dalampembahasan soal. Jadi kalau disuruhngerjain sendiri kadang mereka malahnggak ngerjain. Atau kadang merekacuma ngasih jawaban acak yangpenting tugasnya selesai.
Attitude in Learning6. Bagaimana sikap siswa dengan
disleksia tersebut dalambelajar?
Waktu pertama menurut, lama-kelamaan cerita apa aja yang merekapengen.
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Appendix 3
Interview Result - Evan (pseudonym)
THE INTERVIEW RESULT OF EVALUATION
No. Questions Information1. Yang diajarkan di sini
membantu pelajaran di sekolahnggak?
Iya.
2. Grogi nggak kalau disuruhngomong Bahasa Inggris?
Nggak. Kalau udah bisa kan nggak.
3. Kamu suka materinya nggak? Suka. Jadi lebih gampang.4. Kalau videonya? Suka. Kan banyak gambarnya.5. Gambarnya? Iya. Gambar karakternya bagus.
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