ENGLISH LANGUAGE TEACHING AND LEARNING

FOR VISUAL IMPAIRMENT STUDENTS(A Descriptive Study at Second Grade of SMU 1 Batukliang

Lombok Tengah )

THESIS PROPOSAL

By:

ZULKARNAIN

(11411378)

FACULTY OF ARTS AND LANGUAGES

IKIP MATARAM

0

ENGLISH LANGUAGE TEACHING AND LEARNING FOR VISUAL

IMPAIRMENT STUDENTS

(A Descriptive Study at Second Grade of SMU 1 Batukliang

Lombok Tengah )

A. Background of Study

Education is certainly not in the sense of

acquiring teaching, but the components related to the

implementation and success of an educational process

is also the case that cannot be separated in

fulfilling the need for education. Because, lack of

fulfillment one of the component in education will

lead to the occurrence of gaps in education.

Fulfilling the educational rights of students

would not only be given in class or a particular race,

but all students of the country with some different

background should be accommodated to achieve the basis

of justice, democratic, and non-discriminatory. So we

have to maintain the principles of education that

Education held in democratic and just and not

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discriminatory to uphold human rights, religious

values, cultural values, and the plurality race.

We can realize together that the nation of

Indonesia has vast archipelago, and Indonesia also has

tribes, races, cultures, religions, different beliefs.

In addition, the government must also consider the

differences of the presence of physical and or

mental, as students who have been visually impaired,

deaf or talk-back, quadriplegic, etc. which are in the

country, to be a material consideration in maintaining

adaptive educational system for those who have serious

physical and mental retardation.

Concerning with the educational needs of citizens

who have physical limitations or mental illness, the

government has issued several regulations related to

it. One of them is the Law No. 4 of 1997 on the

disabled. One article in the Law stipulates that every

person is entitled to an education at all units,

bands, and levels of education. We need to understand

more, that the fulfillment of education is not only

from the side of person acceptable to enter on a board

of education, but how the institution able to

accommodate the needs of person or student. Thus it is

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essential in fulfilling the educational rights of

person in personal. Because the next chapter also

explained that the government and society are obliged

to fulfill the rights of working on personal.

Law No. 20 of 2003 on National Education

System, Chapter 5, verses 1 to 4 have mentioned that:

1. Citizen has a right to obtain a quality education.

2. Citizens who have physical disadvantage, emotional,

mental, intellectual, and or social groups are

entitled to special education.

3. Citizens living in remote or underdeveloped and

isolated indigenous communities are entitled to

special education services.

4. Citizens of countries that have the potential of

intelligence and special talents are entitled to

special education.

On the other hand, education makes people grow

into their own as an individual person, as an

independent social being that are part of the

national. Integral education in life should be able to

shelters and support all components of the nation,

regardless of social background, economic, tribe,

religion and belief, gender, and physical and mental

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differences and variations. Education like this is

called education inclusion. Many school systems today

tend toward inclusion, or incorporate students with

disabilities into the general education classroom,

because of many benefits in inclusion. The inclusions

may be not for all students with disabilities.

Inclusion in public education has dramatically

changed how students with disabilities are taught.

Where they once learned in separate classes taught by

special educators, many children with a range of

disabilities now learn in typical classes led by

general education teachers.

Until now, the fulfillment of the educational

rights for students has been targeting as an important

social project by many institutions in the form of

segregation or inclusion. One of them is SMU 1

Batukliang. As it many public schools, the

implementation of learning in SMU 1 Batukliang has the

same system with public colleges. But SMU 1 Batukliang

has able to receive and accommodate the student in

personal method.

Being the inclusion school is not easy. At least

the school should handle themselves with innovations

for Visual impairment students to follow the process

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of learning well. In addition, schools also should be

able to provide awareness to all academicians that

undergraduate students can also follow the blind

education in public schools. Restructuring the

curriculum, teaching methods, teaching aids, teacher

competency, evaluation, and academic services must be

arranged in such a way that would take time and a

substantial investment. This is because learning model

requires the inclusion of media, infrastructure

facilities, curriculum, teacher competence, academic

and non academic services in such a way, to be able to

serve all students without exception.

From these various problems, the author felt

interested in studying inclusion school model

developing at SMU 1 Batukliang. How SMU 1 Batukliang

runs English language teaching and learning for

students? Between visual impairment students that

blends with the normal students, how do the teachers

make learning in the classroom?. All the places to be

addressed and further examined using more than raise

the educational level of the nation, opened the

school's vision of inclusion, and aims to provide a

new view of society that children should not have

school in SLB. There are schools that can teach and

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educate them with the inclusion, so they can mingle

with all people that will improve their maturity and

independence.

As one of inclusion schools in Indonesia, SMU 1

Batukliang has become a model for other schools in the

case of personal service. But what are the services

provided is completely SMU 1 Batukliang inclusion? How

it will be the implementation of learning activities

is the essence of education? For this reason, research

and studies like this need to be held, as a reference

material for government-related institutions in the

implementation of learning for visual impairment

students in various fields of knowledge, including the

English language.

B. Reasons for Choosing the Topic

1. The researcher is interested in describing an

English language teaching learning for visual

impairment students because the impaired student has

weakness in visualization. It has a big deal to

language as communication tools.

2. The researcher thinks that it is more difficult to

teach visual impairment students with some

weaknesses in reading the text, moreover foreign

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language (English). The researcher wants to know how

to teach English for visual impairment students

.

C. Research Questions

1. What materials are covered in English course for

visual impairment students at second grade of SMU 1

Batukliang in The Academic Year of 2013/2014?

2. What methods are implemented in English teaching

and learning process for visual impairment students

at tenth grade of SMU 1 Batukliang in the academic

year of 2013/2014?

3. What obstacles results in English teaching and

learning for visual impairment students at tenth

grade of SMU 1 Batukliang in the academic year of

2013/2014?

4. How does the teacher cope with the obstacles in

English teaching and learning for visual impairment

students at tenth grade of SMU 1 Batukliang in the

academic Year of 2013/2014?

D. Objectives of the Study

1. To describe the language materials in English

course for visual impairment students at SMU 1

Batukliang in The Academic Year of 2013/2014.

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2. To describe some teaching and learning methods

applied in English for visual impairment students

at SMU 1 Batukliang in The Academic Year of

2013/2014.

3. To describe some obstacles results in English

teaching and learning for visual impairment

students at SMU 1 Batukliang in The Academic Year

of 2013/2014.

4. To describe some copes with the obstacles in

English teaching and learning for visual impairment

students at SMU 1 Batukliang in The Academic Year

of 2013/2014.

E. Significances of the Study

This research is expected to be able to give

information for the researcher himself and people in

educational environment and dealing with teaching

materials, teaching methods, and learning assessments

for visual impairment students effectively and

efficiently. By doing this research, the researcher

that it will give contribute some benefits for

teachers, students with visual impairment, readers,

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and the researcher in the future, here are the

benefits for each of them:

a) Teachers

It is expected to be kind of teaching method and

reference for the teachers in developing or creating

new more interesting methods and techniques of

teaching English for the visual impairment students

especially in inclusive school, so that they can

teach successfully.

b) Students

The researcher hopes that the students will get an

appropriate treatment in English learning so that

they are going to learn English comfortably and

easier to be implemented in daily activities

independently, and to motivate visual impairment

students to compete with normal students.

c) For the school, this research will be expected to be

a reflection for teaching and learning process at

SMU 1 Batukliang. And as the implementation guide of

an evaluation of English for students with visual

impairment. It can be a consideration to change the

best strategy in teaching English; moreover it can

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be improve the quality of English teaching and

learning.

1. Theoretical Framework

a. English Language Teaching and Learning

1. Foreign language Teaching and Learning

English has been recognized as an

International Language. That is people who come

from diverse backgrounds geography, religion and

culture has had an agreed media to communicate

with each other, namely English. In foreign

language teaching and learning Edward Anthony

said that there are three hierarchical elements,

namely approach, method, and technique. An

approach is a set of assumption dealing with

nature of language, learning, and teaching.

Method is described as an overall plan for

systematic presentation of language based upon a

selected approach. Technique is the specific

activities manifested in the classroom that were

consistent with a method and therefore were in

harmony with an approach as well.

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There are nine approaches in foreign

language teaching and learning:

1. Grammar translation

2. Direct method

3. Reading

4. Audio lingual

5. Oral-Situation

6. Cognitive

7. Affective – Humanistic

8. Comprehension – Based

9. Communicative

2. Characteristics of Visual Impairmentsa. Type of Visual Impairments

Students with non-correctable vision

problems have visual impairments. Depend

on the severity of the condition. To

qualify as a visually impaired student,

certain criteria must be met, like low

visual acuity, visual field limitation,

progressive eye disease, or cortical

visual impairment.

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Partially Sighted: A visual impairment

that adversely affect a student's

educational performance even when

corrected to the extent possible.

Low Vision: If someone's vision is between

20/70-20/160 and cannot be corrected, the

student has moderate to low vision.

Legally Blind: From 20/200-20/400 is

legally blind with severe low vision. From

20/400 20/1000 is profound visual

impairment, and is very close to total

blindness.

Totally Blind: The lack of light

perception is known as total blindness or

total visual impairment.

At one point the term visual impairment

referred to an eye disorder at the tissue

level, but subsequently, visual impairments

took on a broader meaning to include the

consequence of a functional loss of vision

caused by a number of eye disorders1.

1 http://www.education.com/reference/article/visual-impairment

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Many factors determine how visual

impairments affect students’ learning

experience. Age of onset and severity of vision

loss, as well as presence of multiple

disabilities, are some of the factors that make

each student’s situation unique. The cause of

visual impairment and overall functioning level

of a student also determine how the visual

impairment affects a student's development. In

general, visual impairments have cognitive,

academic, social and emotional, and behavioral

effects.

b. Sociological characteristic

Students with visual impairments face

tremendous challenges in school, both

academically and socially. With struggles to

keep up in inclusive classes, these students

may not put forth the time and effort to learn

how to develop social skills. Social

difficulties in children with visual

impairments are typically caused by a lack of

information about the visual aspects of

interacting with others. These difficulties

are often reinforced by others’ hesitancy to

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establish relationships with and communicate

appropriate expectations to individuals with

visual impairments.

Visual impairment indirectly causes

personal problems. Personal problems are

caused incline by negative attitude by their

environment. Students with visual impairment

have difficulties in mastering social skill,

because that skill usually comes by

visualization. They also incline feel

suspicious to others, offended and dependence

to others2.

3. Causes of visual impairment

Types of impairment are different for

different causes of visual impairment. In total

vision loss for example there may be total

darkness of the visual fields. Other types

include visual impairment in glaucoma, age-

related macular degeneration and so forth.

a. Visual impairment in glaucoma

2 http://pustaka.ut.ac.id/puslata/online.php?

menu=bmpshort_detail2&ID=282

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This condition is due to the rise of

normal fluid pressure inside the eyes. The type

of vision is usually like a tunnel. The intact

vision remains in the center while

progressively the peripheries start decreasing.

The center of the tunnel reduces in size

progressively till total vision is lost if left

uncorrected.

b. Age-Related Macular DegenerationA central area of woolly or cottony

opacity obscures the central part of the

vision. The peripheries may be normally seen.

AMD usually blurs the sharp, central vision

that is needed for closely viewed activities

like reading, sewing, and driving. This is a

painless condition.

c. CataractThere is general clouding of the vision.

As the whole eye lens is affected the blurring

of vision may be diffuse until it is totally

lost. There may be other symptoms like

photophobia – inability to see the light;

diplopic – double vision etc. Cataracts are

very common in older people.

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d. Diabetic RetinopathyDiabetes leads to damage of the smaller

arteries and blood vessels at the back of the

eyes over the retina. Diabetic retinopathy is

the most common diabetic eye disease and a

leading cause of blindness in adults. Usually

vision impairment in diabetics begins as black

spots or floating shapes that appear in the

field of vision. Slowly complete vision may be

lost if left unchecked.

e. Near sightednessMyopia or near sightedness or short

sightedness means a person can see nearby

objects clearly but distant objects appear

blurred. High myopia may lead to vision

impairment.

f. Retinitis PigmentosaThis is a genetic or inherited condition.

Initially it manifests as night blindness. As

the disease progresses there may be a tunneling

of vision with loss of peripheral vision

followed by complete blindness.

b. Teaching students with visual Impairment

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Students with visual impairments must be

taught compensatory skills and adaptive

techniques in order to be able to acquire

knowledge from methods other than sight. The

presence of a visual impairment can potentially

impact the normal sequence of learning in

social, motor, language and cognitive

developmental areas.

A visual impairment can make learning very

difficult. Students with visual impairments

have unique educational needs which are most

effectively met using a team approach of

professionals, parents and students. In order to

meet their unique needs, students must havespecialized services, books and materials in

appropriate media (including Braille), as well as

specialized equipment and technology to assure

equal access to the core and specialized

curricula, and to enable them to most effectively

compete with their peers in school and ultimately

in society. There must be a full range of program

options and support services so that the

Individualized Education Program (IEP) team can

select the most appropriate placement in the

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least restrictive environment for each individual

student with a visual impairment.

c. Methods of Teaching English as Foreign Language

1. Definition of Method

According to Douglas Brown that method is

a generalized set of classroom specifications

for accomplishing linguistic objectives.

Methods tend to be concerned primarily with

teacher and student roles and behaviors and

secondarily with such features as linguistic

and subject-matter objectives, sequencing, and

materials. They are almost always thought of as

being broadly applicable to a variety of

audiences in a variety of contexts.3 Language

teaching in the twentieth century was

characterized by frequent change and innovation

and by the development of sometimes competing

language teaching ideologies. Much of the

impetus for change in approaches to language

teaching came about from changes in teaching

method. The method concept in teaching the

notion of systematic set of teaching practiced3 H. Douglas Brown, Teaching by Principles An Interactive Approach to LanguagePedagogy, (New York: Longman, 2000 ),2nd Ed, p. 16.

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based on a particular theory of language and

language learning is a powerful one and the

quest for better methods was a preoccupation of

many teachers and applied linguists throughout

the twentieth century. Common to each method is

the belief that the teaching practices it

supports provide a more effective and

theoretically sound basis for teaching than the

methods that preceded it. It can be define that

method is a procedure or process for attaining

an object as a systematic plan followed in

presenting material for instruction during the

process of teaching and learning, when the

latter suggests the dynamic interplay between

teachers and learners.

2. Several methods used in English Language

Teaching

These are several methods that used in English

Language Teaching:

a. Grammar Translation Method (GTM)

This method out the traditional teaching

of classical Latin and Greek when living

language began to be widely taught in the

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nineteenth century. It was the dominant

method until the end of century and has

continued to be used in one form or another

until the present day. But it has long been

“out of fashion”. Grammar Translation Method

are used for whom foreign language learning

meant a tedious experience of memorizing

endless lists of unusable grammar rules and

vocabulary and attempting to produce perfect

translations of stilted or literary prose.4

b. Direct Method (DM)

This method developed as a revolution

against the Grammar-Translation Method at the

end of nineteenth century. It was based some

extent on the new sciences of the nineteenth

century, especially linguistics and

psychology. The direct method receives it is

name from the fact that meaning is to be

conveyed directly in the target language

through the use of demonstration and visual4 Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in LanguageTeaching, (New York: Cambridge University Press, 2001) Second Edition,p. 6.

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aids, with no recourse to the students’

native language.5 Languages are seen as system

of communication, primarily oral, in which

word are used together in sentences, a

sentences are used discourse. Languages are

believed to be learned best in a natural way,

by haring words and sentences in context and

imitating what you hear.

c. Total Physical Response (TPR)

Total Physical Response method was

developed by James Asher. Total Physical

Response consists basically of obeying

commands given by the instructor that involve

an overt physical response.6 This method is

suitable for beginners’ course only, and

later needs to be supplemented by activities

and techniques from other methods. It aims to

develop listening comprehension before

production, to associate language with

action, and to reduce stress in language

learning.

5 Diane Larsen and Freeman, Techniques and Principles In Language Teaching, (NewYork: Oxford University Press, 2000), p. 23.6 Stephen D. Kranshen, Principles and Practice in Second Language Acquisition, (NewYork: Prentice Hall International (UK) Ltd. 1987), p. 140.

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d. The Silent Way

According to Jack and Theodore that The

Silent Way is the name of a method of

language teaching devised by Caleb Gattegno.

It is based on the premise that the teacher

should be silent as much as possible in the

classroom but the learner should be

encouraged to produce as much language as

possible.7 These method contrasts almost

totally with TPR, instead of giving extensive

active listening comprehension practice, the

teacher is silent for most of the time,

giving only singe examples of new sentence

and produce similar ones.

e. The Audio-Lingual Method

Audio-lingual is primarily an oral

approach to language teaching, it is not

surprising that the process of teaching

involves extensive oral instruction. The

focus is on immediate and accurate speech,

there is little provision for grammatical

explanation or talking about the language.8

Audio Lingual holds that language learning is7 Jack C. Richards and Theodore S. Rodgers, Op.cit., p. 81.8 Ibid., p. 64.

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like other forms of learning. Since language

is a formal, rule governed system; it can be

formally organized to maximize teaching and

learning efficiency.

f. Communicative Language Learning Method

Communicative Language Learning (CLL) is

the name of a method developed by Charles A.

Curran which was given to a set of belief

which included not only a re-examination of

what aspects of language to teach , but also

a shift in emphasis in how to teach.9

g. Suggestopedia

Developed by Georgi Lozanov,

Suggestopedia sees the physical surroundings

and atmosphere of the classroom as of vital

importance. By ensuring that the students are

comfortable, confident and relaxed, the

affective filter is lowered, thus enhancing

learning10. By using suggestopedia method, the

learners learn not only from the effect of

direct instruction but from the environment

in which the instruction takes place.

9 Jeremy Harmer, The Practice of English Language Teaching, (England: PersonEducational Ltd, 2001), 3rd Ed. p. 84.10 Ibid., p. 89.

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2. Material Selection

1. Concept of Material Selection

Language instruction has five important

component: students, a teacher, materials,

teaching methods, and evaluation.11 Allwright

argues that materials should teach students to

learn, that they should be resource books for

ideas and activities for instruction/learning, and

that they should give teachers rationales for what

they do. From allwright we know that He emphasizes

that materials control learning and teaching.

Materials are the center of instruction and one of

the most important influences on what goes on in

the classroom.

In this case, the role of technology should

be applied as much as possible so that the visual

impairment students can compete and follow the

lessons well. very important for them to be able

to read Braille writing. As we know the visual

impairment students cannot see or look the

textbook, we need suitable materials for them and

also understand their accommodation.

11 http://iteslj.org/Articles/Kitao-Materials.html

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2. Material for Tenth Grade

All teaching materials need to possess

certain characteristics, and these apply equally

whether we are considering printed course books,

ancillary readers, visuals of many kinds,

recordings, films, or any other kind of

instructional materials. They need to be

realistic, relevant, interesting, encouraging, and

compatible.12

There are some materials for tenth grade

students, according to education curriculum unit

level (KTSP), the materials cover introduction,

meeting and leaving, offering, invitation and

agreement. They also cover some genres (recount,

narrative and procedure). Teaching process also

uses some media (textbooks, video and audio tapes,

computer software, and visual aids).

3. Material for Visual Impairment Students

The form of teaching material is analyzing

which presents or informs about the language to be

learned.13 So how to make a suitable materials for12Peter Strevens, New Orientations in the Teaching of English, p. 27.13Brian Tomlinson, Material Development in Language Teaching, (UK: CambridgeUniversity Press, 2003), p. 1.

25

visual impairment students? we need special

materials in order to the lessons can be informed

to visual impairment students. we can use special

hardware for the visual impairment students, such

as scanners and Braille displays, vocal syntheses

and screen readers. Besides we should know some

common accommodations for visual impairment

students :

a) Alternative print formats, which may require text conversion

b) Magnification devices 

c) Bright, incandescent lighting 

d) Raised lettering or other tactile cues

e) Adaptive computer equipment 

f) Readers for exams 

g) Priority registration 

h) Recorded lectures 

i) Lab or library assistants14

F. Research Methodology

14 http://www.northwestern.edu/disability/faculty/strategies/visual-impairments.html

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The research method is used in ways in which

research in the research process. This is done to

determine the selection of appropriate methods in

influencing the success or failure of research, as

with any method, is expected to obtain objective data.

1. Type of Research.

The type of research is case study research.

The case study is the investigation depth (in-depth

study) of a social unit such that it produces well-

organized picture and details on these social

units.15

2. Research Approach.

The approach in this study is a qualitative

approach, namely the research procedures which

produce descriptive data in the form of words

written or spoken about people and behaviors that

can be observed.16

3. Subject

In a qualitative study did not use the term

population, but according to Spradley called "Social

Situation" or social situation that consists of

three elements: places, actors, and activities that15 Saifudin Azqar, Metode Penelitian, (Yogyakarta: Pustaka Pelajar,1998), p.816 Lexy J Moleong, Metodologi Penelitian Kualitatif , (Bandung: PT RemajaRosda Karya, 2005), p. 4

27

interact synergistically.17 So the subjects of this

study are visual impairment students.

G. Techniques of Data Collection

In terms of the way or data collection

techniques, the data collection techniques can be done

by observation, interviews, questionnaires,

documentation, and fourth combined. As in this study,

the researcher will use data collection methods as

follows:

a. Observation

The observation is carried out by means of

observation and recording of the object under study,

then recording conducted necessary to obtain the

corresponding data to the research. Methods of data

collection will be conducted to see firsthand how

the evaluation techniques applied in English course

for students with visual impairment in MAN

Maguwoharjo and to observe directly form about the

English language.

b.Interview 17 Sugiyono, Metode Penelitian Pendidikan, (Bandung: Alfa Beta, 2010),p.297

28

The interview is a process of interaction,

dialogue, question and answer verbally committed by

two or more persons directly to obtain the required

information. In the interview, the interview took

only a guideline that outlines the things that will

be requested.18 The targeted interviews conducted by

researchers directly is :

1) Visual impairment students of MAN Maguoharjo.

Information to be excavated is about how their

English language teaching and learning

experience as well as the obstacles they

encountered in the teaching and learning

process.

2) English teacher who teaches visual impairment

students. The information will be applied on

the subject of this study that related to how

the planning process of teaching and learning

English.

c. Documentation

Documentation is a technique of data collection

by gathering and analyzing documents, whether

written documents, pictures, and electronic.19

18 Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, ( Jakarta:Rineka Cipta, 1991), p.12819 Nana Syauhid Sukma Dinata, Metodologi Penelitian Pendidikan, ( Bandung:PT Remaja Rosda Karya, 2004) , p.221.

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H. Data analysis technique

Data analysis is the process of systematically

searching and compiling the data obtained from

interviews, field notes, and other materials, so it

can be understood easily, and its findings can inform

others.20

In analyzing data had been collected, the

researcher uses descriptive qualitative research. As

using this technique, the researcher collects data,

arranges data and presents data. The qualitative

method is kind of research without using any

calculation or statistic procedure. To know the

English learning process at MAN Maguoharjo Sleman, the

steps done are as follow:

1. Data Reduction.

Data reduction is a form of analysis that

classifying, directing, and organizing data in such

way, so that it can be reduced data verification.21

20 Sugiyono, Metode Penelitian Pendidikan, p.334.21 Mattew B. Meles, dkk., Analisa Data Kualitatif, (Jakarta: UI Press, 1993), p..16

30

Collecting the data obtained from interviews,

observations, and documentations.

2. Data Display.

The data have been reduced and then made the

presentation of data. The presentation of data can

be done in the form of brief description, charts,

relationship between categories, and so on. The most

frequent form of data display for qualitative

research data in the past has been narrative text.

By data display, then the data is organized,

arranged in a pattern of relationships that would be

easily understood.22

3. Conclusion Drawing/Verification.

conclusion drawing and verification. Presented

preliminary conclusion is still tentative and will

change if not found evidence that supports strong

data collection on the next stage.23 The conclusion

in qualitative research may be able to answer the

formulation of the problem that formulated from the

beginning, but maybe not, because as has been stated

issues and problems in the qualitative research is

still tentative and will be developed after research

in the field. From the explanation above, the22 Ibid., p. 34123 Ibid., p. 345

31

researcher will apply this technique to describing

and analyzing data from the result or research about

English language teaching for students with visual

impairment systematically.

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Johnson,Elaine B. Contextual Teaching and Learning, (California: Corwin Press, Inc,2002),

Harmer,Jeremy The Practice of English Language Teaching, (England: Person Educational Ltd, 2001),

Larsen, Diane and Freeman, Techniques and Principles In Language Teaching, (NewYork: Oxford University Press, 2000)

Meles, Mattew B., dkk.,1993, Analisa Data Kualitatif,Jakarta: UI Press

Moleong, Lexy J, 2005, Metodologi Penelitian Kualitatif ,Bandung: PT Remaja Rosda Karya

Purwanta, Adi sedia, Inclusive Education; ideological andSocialization, Papers

Saifudin, Azqar, 1998, Metode Penelitian, Yogyakarta:Pustaka Pelajar

Sukmadinata, Nana Syauhid, 2004, Metodologi PenelitianPendidikan, Bandung: PT Remaja Rosda Karya

Wiraatmaja, Rokhiyati, 2004, Metode Penelitian TindakanKelas, Bandung: Rosda Karya

Woolkfolk, Anita E. Education Psychology, (Canada: Pearson Education Canada Inc.2006)

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