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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

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Approved by

Yogyakarta, April 26 2018


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.


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


1V


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


Nama

Nomor Mahasiswa


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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


12

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.


13

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


15

“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


16

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.


17

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


18

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,


19

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


20

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.


21

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


22

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


23

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,


24

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.


25

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)


26

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


27

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)


28

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).


29

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).


30

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.


31

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


32

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


33

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).


35

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


36

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


37

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


38

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


39

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


40

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.


41

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


42

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.


43

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.

43


44

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


45

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.


46

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?


47

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


48

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


49

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


50

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

51


52

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


53

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


54

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


56

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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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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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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(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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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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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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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


73

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


74

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


79

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


81

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


85

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


87

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.


88

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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95

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


96

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


104

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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Appendix 4

The English Instructional Materials

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Cover Page109


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Table of content

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Syllabus

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Unit 1

Stationery Shop115


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Unit 2Toy Shop

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Unit 3Zoo

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