ENGLISH LANGUAGE TEACHING AND LEARNING
FOR VISUAL IMPAIRMENT STUDENTS(A Descriptive Study at Second Grade of SMU 1 Batukliang
Lombok Tengah )
THESIS PROPOSAL
By:
ZULKARNAIN
(11411378)
FACULTY OF ARTS AND LANGUAGES
IKIP MATARAM
0
ENGLISH LANGUAGE TEACHING AND LEARNING FOR VISUAL
IMPAIRMENT STUDENTS
(A Descriptive Study at Second Grade of SMU 1 Batukliang
Lombok Tengah )
A. Background of Study
Education is certainly not in the sense of
acquiring teaching, but the components related to the
implementation and success of an educational process
is also the case that cannot be separated in
fulfilling the need for education. Because, lack of
fulfillment one of the component in education will
lead to the occurrence of gaps in education.
Fulfilling the educational rights of students
would not only be given in class or a particular race,
but all students of the country with some different
background should be accommodated to achieve the basis
of justice, democratic, and non-discriminatory. So we
have to maintain the principles of education that
Education held in democratic and just and not
1
discriminatory to uphold human rights, religious
values, cultural values, and the plurality race.
We can realize together that the nation of
Indonesia has vast archipelago, and Indonesia also has
tribes, races, cultures, religions, different beliefs.
In addition, the government must also consider the
differences of the presence of physical and or
mental, as students who have been visually impaired,
deaf or talk-back, quadriplegic, etc. which are in the
country, to be a material consideration in maintaining
adaptive educational system for those who have serious
physical and mental retardation.
Concerning with the educational needs of citizens
who have physical limitations or mental illness, the
government has issued several regulations related to
it. One of them is the Law No. 4 of 1997 on the
disabled. One article in the Law stipulates that every
person is entitled to an education at all units,
bands, and levels of education. We need to understand
more, that the fulfillment of education is not only
from the side of person acceptable to enter on a board
of education, but how the institution able to
accommodate the needs of person or student. Thus it is
2
essential in fulfilling the educational rights of
person in personal. Because the next chapter also
explained that the government and society are obliged
to fulfill the rights of working on personal.
Law No. 20 of 2003 on National Education
System, Chapter 5, verses 1 to 4 have mentioned that:
1. Citizen has a right to obtain a quality education.
2. Citizens who have physical disadvantage, emotional,
mental, intellectual, and or social groups are
entitled to special education.
3. Citizens living in remote or underdeveloped and
isolated indigenous communities are entitled to
special education services.
4. Citizens of countries that have the potential of
intelligence and special talents are entitled to
special education.
On the other hand, education makes people grow
into their own as an individual person, as an
independent social being that are part of the
national. Integral education in life should be able to
shelters and support all components of the nation,
regardless of social background, economic, tribe,
religion and belief, gender, and physical and mental
3
differences and variations. Education like this is
called education inclusion. Many school systems today
tend toward inclusion, or incorporate students with
disabilities into the general education classroom,
because of many benefits in inclusion. The inclusions
may be not for all students with disabilities.
Inclusion in public education has dramatically
changed how students with disabilities are taught.
Where they once learned in separate classes taught by
special educators, many children with a range of
disabilities now learn in typical classes led by
general education teachers.
Until now, the fulfillment of the educational
rights for students has been targeting as an important
social project by many institutions in the form of
segregation or inclusion. One of them is SMU 1
Batukliang. As it many public schools, the
implementation of learning in SMU 1 Batukliang has the
same system with public colleges. But SMU 1 Batukliang
has able to receive and accommodate the student in
personal method.
Being the inclusion school is not easy. At least
the school should handle themselves with innovations
for Visual impairment students to follow the process
4
of learning well. In addition, schools also should be
able to provide awareness to all academicians that
undergraduate students can also follow the blind
education in public schools. Restructuring the
curriculum, teaching methods, teaching aids, teacher
competency, evaluation, and academic services must be
arranged in such a way that would take time and a
substantial investment. This is because learning model
requires the inclusion of media, infrastructure
facilities, curriculum, teacher competence, academic
and non academic services in such a way, to be able to
serve all students without exception.
From these various problems, the author felt
interested in studying inclusion school model
developing at SMU 1 Batukliang. How SMU 1 Batukliang
runs English language teaching and learning for
students? Between visual impairment students that
blends with the normal students, how do the teachers
make learning in the classroom?. All the places to be
addressed and further examined using more than raise
the educational level of the nation, opened the
school's vision of inclusion, and aims to provide a
new view of society that children should not have
school in SLB. There are schools that can teach and
5
educate them with the inclusion, so they can mingle
with all people that will improve their maturity and
independence.
As one of inclusion schools in Indonesia, SMU 1
Batukliang has become a model for other schools in the
case of personal service. But what are the services
provided is completely SMU 1 Batukliang inclusion? How
it will be the implementation of learning activities
is the essence of education? For this reason, research
and studies like this need to be held, as a reference
material for government-related institutions in the
implementation of learning for visual impairment
students in various fields of knowledge, including the
English language.
B. Reasons for Choosing the Topic
1. The researcher is interested in describing an
English language teaching learning for visual
impairment students because the impaired student has
weakness in visualization. It has a big deal to
language as communication tools.
2. The researcher thinks that it is more difficult to
teach visual impairment students with some
weaknesses in reading the text, moreover foreign
6
language (English). The researcher wants to know how
to teach English for visual impairment students
.
C. Research Questions
1. What materials are covered in English course for
visual impairment students at second grade of SMU 1
Batukliang in The Academic Year of 2013/2014?
2. What methods are implemented in English teaching
and learning process for visual impairment students
at tenth grade of SMU 1 Batukliang in the academic
year of 2013/2014?
3. What obstacles results in English teaching and
learning for visual impairment students at tenth
grade of SMU 1 Batukliang in the academic year of
2013/2014?
4. How does the teacher cope with the obstacles in
English teaching and learning for visual impairment
students at tenth grade of SMU 1 Batukliang in the
academic Year of 2013/2014?
D. Objectives of the Study
1. To describe the language materials in English
course for visual impairment students at SMU 1
Batukliang in The Academic Year of 2013/2014.
7
2. To describe some teaching and learning methods
applied in English for visual impairment students
at SMU 1 Batukliang in The Academic Year of
2013/2014.
3. To describe some obstacles results in English
teaching and learning for visual impairment
students at SMU 1 Batukliang in The Academic Year
of 2013/2014.
4. To describe some copes with the obstacles in
English teaching and learning for visual impairment
students at SMU 1 Batukliang in The Academic Year
of 2013/2014.
E. Significances of the Study
This research is expected to be able to give
information for the researcher himself and people in
educational environment and dealing with teaching
materials, teaching methods, and learning assessments
for visual impairment students effectively and
efficiently. By doing this research, the researcher
that it will give contribute some benefits for
teachers, students with visual impairment, readers,
8
and the researcher in the future, here are the
benefits for each of them:
a) Teachers
It is expected to be kind of teaching method and
reference for the teachers in developing or creating
new more interesting methods and techniques of
teaching English for the visual impairment students
especially in inclusive school, so that they can
teach successfully.
b) Students
The researcher hopes that the students will get an
appropriate treatment in English learning so that
they are going to learn English comfortably and
easier to be implemented in daily activities
independently, and to motivate visual impairment
students to compete with normal students.
c) For the school, this research will be expected to be
a reflection for teaching and learning process at
SMU 1 Batukliang. And as the implementation guide of
an evaluation of English for students with visual
impairment. It can be a consideration to change the
best strategy in teaching English; moreover it can
9
be improve the quality of English teaching and
learning.
1. Theoretical Framework
a. English Language Teaching and Learning
1. Foreign language Teaching and Learning
English has been recognized as an
International Language. That is people who come
from diverse backgrounds geography, religion and
culture has had an agreed media to communicate
with each other, namely English. In foreign
language teaching and learning Edward Anthony
said that there are three hierarchical elements,
namely approach, method, and technique. An
approach is a set of assumption dealing with
nature of language, learning, and teaching.
Method is described as an overall plan for
systematic presentation of language based upon a
selected approach. Technique is the specific
activities manifested in the classroom that were
consistent with a method and therefore were in
harmony with an approach as well.
10
There are nine approaches in foreign
language teaching and learning:
1. Grammar translation
2. Direct method
3. Reading
4. Audio lingual
5. Oral-Situation
6. Cognitive
7. Affective – Humanistic
8. Comprehension – Based
9. Communicative
2. Characteristics of Visual Impairmentsa. Type of Visual Impairments
Students with non-correctable vision
problems have visual impairments. Depend
on the severity of the condition. To
qualify as a visually impaired student,
certain criteria must be met, like low
visual acuity, visual field limitation,
progressive eye disease, or cortical
visual impairment.
11
Partially Sighted: A visual impairment
that adversely affect a student's
educational performance even when
corrected to the extent possible.
Low Vision: If someone's vision is between
20/70-20/160 and cannot be corrected, the
student has moderate to low vision.
Legally Blind: From 20/200-20/400 is
legally blind with severe low vision. From
20/400 20/1000 is profound visual
impairment, and is very close to total
blindness.
Totally Blind: The lack of light
perception is known as total blindness or
total visual impairment.
At one point the term visual impairment
referred to an eye disorder at the tissue
level, but subsequently, visual impairments
took on a broader meaning to include the
consequence of a functional loss of vision
caused by a number of eye disorders1.
1 http://www.education.com/reference/article/visual-impairment
12
Many factors determine how visual
impairments affect students’ learning
experience. Age of onset and severity of vision
loss, as well as presence of multiple
disabilities, are some of the factors that make
each student’s situation unique. The cause of
visual impairment and overall functioning level
of a student also determine how the visual
impairment affects a student's development. In
general, visual impairments have cognitive,
academic, social and emotional, and behavioral
effects.
b. Sociological characteristic
Students with visual impairments face
tremendous challenges in school, both
academically and socially. With struggles to
keep up in inclusive classes, these students
may not put forth the time and effort to learn
how to develop social skills. Social
difficulties in children with visual
impairments are typically caused by a lack of
information about the visual aspects of
interacting with others. These difficulties
are often reinforced by others’ hesitancy to
13
establish relationships with and communicate
appropriate expectations to individuals with
visual impairments.
Visual impairment indirectly causes
personal problems. Personal problems are
caused incline by negative attitude by their
environment. Students with visual impairment
have difficulties in mastering social skill,
because that skill usually comes by
visualization. They also incline feel
suspicious to others, offended and dependence
to others2.
3. Causes of visual impairment
Types of impairment are different for
different causes of visual impairment. In total
vision loss for example there may be total
darkness of the visual fields. Other types
include visual impairment in glaucoma, age-
related macular degeneration and so forth.
a. Visual impairment in glaucoma
2 http://pustaka.ut.ac.id/puslata/online.php?
menu=bmpshort_detail2&ID=282
14
This condition is due to the rise of
normal fluid pressure inside the eyes. The type
of vision is usually like a tunnel. The intact
vision remains in the center while
progressively the peripheries start decreasing.
The center of the tunnel reduces in size
progressively till total vision is lost if left
uncorrected.
b. Age-Related Macular DegenerationA central area of woolly or cottony
opacity obscures the central part of the
vision. The peripheries may be normally seen.
AMD usually blurs the sharp, central vision
that is needed for closely viewed activities
like reading, sewing, and driving. This is a
painless condition.
c. CataractThere is general clouding of the vision.
As the whole eye lens is affected the blurring
of vision may be diffuse until it is totally
lost. There may be other symptoms like
photophobia – inability to see the light;
diplopic – double vision etc. Cataracts are
very common in older people.
15
d. Diabetic RetinopathyDiabetes leads to damage of the smaller
arteries and blood vessels at the back of the
eyes over the retina. Diabetic retinopathy is
the most common diabetic eye disease and a
leading cause of blindness in adults. Usually
vision impairment in diabetics begins as black
spots or floating shapes that appear in the
field of vision. Slowly complete vision may be
lost if left unchecked.
e. Near sightednessMyopia or near sightedness or short
sightedness means a person can see nearby
objects clearly but distant objects appear
blurred. High myopia may lead to vision
impairment.
f. Retinitis PigmentosaThis is a genetic or inherited condition.
Initially it manifests as night blindness. As
the disease progresses there may be a tunneling
of vision with loss of peripheral vision
followed by complete blindness.
b. Teaching students with visual Impairment
16
Students with visual impairments must be
taught compensatory skills and adaptive
techniques in order to be able to acquire
knowledge from methods other than sight. The
presence of a visual impairment can potentially
impact the normal sequence of learning in
social, motor, language and cognitive
developmental areas.
A visual impairment can make learning very
difficult. Students with visual impairments
have unique educational needs which are most
effectively met using a team approach of
professionals, parents and students. In order to
meet their unique needs, students must havespecialized services, books and materials in
appropriate media (including Braille), as well as
specialized equipment and technology to assure
equal access to the core and specialized
curricula, and to enable them to most effectively
compete with their peers in school and ultimately
in society. There must be a full range of program
options and support services so that the
Individualized Education Program (IEP) team can
select the most appropriate placement in the
17
least restrictive environment for each individual
student with a visual impairment.
c. Methods of Teaching English as Foreign Language
1. Definition of Method
According to Douglas Brown that method is
a generalized set of classroom specifications
for accomplishing linguistic objectives.
Methods tend to be concerned primarily with
teacher and student roles and behaviors and
secondarily with such features as linguistic
and subject-matter objectives, sequencing, and
materials. They are almost always thought of as
being broadly applicable to a variety of
audiences in a variety of contexts.3 Language
teaching in the twentieth century was
characterized by frequent change and innovation
and by the development of sometimes competing
language teaching ideologies. Much of the
impetus for change in approaches to language
teaching came about from changes in teaching
method. The method concept in teaching the
notion of systematic set of teaching practiced3 H. Douglas Brown, Teaching by Principles An Interactive Approach to LanguagePedagogy, (New York: Longman, 2000 ),2nd Ed, p. 16.
18
based on a particular theory of language and
language learning is a powerful one and the
quest for better methods was a preoccupation of
many teachers and applied linguists throughout
the twentieth century. Common to each method is
the belief that the teaching practices it
supports provide a more effective and
theoretically sound basis for teaching than the
methods that preceded it. It can be define that
method is a procedure or process for attaining
an object as a systematic plan followed in
presenting material for instruction during the
process of teaching and learning, when the
latter suggests the dynamic interplay between
teachers and learners.
2. Several methods used in English Language
Teaching
These are several methods that used in English
Language Teaching:
a. Grammar Translation Method (GTM)
This method out the traditional teaching
of classical Latin and Greek when living
language began to be widely taught in the
19
nineteenth century. It was the dominant
method until the end of century and has
continued to be used in one form or another
until the present day. But it has long been
“out of fashion”. Grammar Translation Method
are used for whom foreign language learning
meant a tedious experience of memorizing
endless lists of unusable grammar rules and
vocabulary and attempting to produce perfect
translations of stilted or literary prose.4
b. Direct Method (DM)
This method developed as a revolution
against the Grammar-Translation Method at the
end of nineteenth century. It was based some
extent on the new sciences of the nineteenth
century, especially linguistics and
psychology. The direct method receives it is
name from the fact that meaning is to be
conveyed directly in the target language
through the use of demonstration and visual4 Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in LanguageTeaching, (New York: Cambridge University Press, 2001) Second Edition,p. 6.
20
aids, with no recourse to the students’
native language.5 Languages are seen as system
of communication, primarily oral, in which
word are used together in sentences, a
sentences are used discourse. Languages are
believed to be learned best in a natural way,
by haring words and sentences in context and
imitating what you hear.
c. Total Physical Response (TPR)
Total Physical Response method was
developed by James Asher. Total Physical
Response consists basically of obeying
commands given by the instructor that involve
an overt physical response.6 This method is
suitable for beginners’ course only, and
later needs to be supplemented by activities
and techniques from other methods. It aims to
develop listening comprehension before
production, to associate language with
action, and to reduce stress in language
learning.
5 Diane Larsen and Freeman, Techniques and Principles In Language Teaching, (NewYork: Oxford University Press, 2000), p. 23.6 Stephen D. Kranshen, Principles and Practice in Second Language Acquisition, (NewYork: Prentice Hall International (UK) Ltd. 1987), p. 140.
21
d. The Silent Way
According to Jack and Theodore that The
Silent Way is the name of a method of
language teaching devised by Caleb Gattegno.
It is based on the premise that the teacher
should be silent as much as possible in the
classroom but the learner should be
encouraged to produce as much language as
possible.7 These method contrasts almost
totally with TPR, instead of giving extensive
active listening comprehension practice, the
teacher is silent for most of the time,
giving only singe examples of new sentence
and produce similar ones.
e. The Audio-Lingual Method
Audio-lingual is primarily an oral
approach to language teaching, it is not
surprising that the process of teaching
involves extensive oral instruction. The
focus is on immediate and accurate speech,
there is little provision for grammatical
explanation or talking about the language.8
Audio Lingual holds that language learning is7 Jack C. Richards and Theodore S. Rodgers, Op.cit., p. 81.8 Ibid., p. 64.
22
like other forms of learning. Since language
is a formal, rule governed system; it can be
formally organized to maximize teaching and
learning efficiency.
f. Communicative Language Learning Method
Communicative Language Learning (CLL) is
the name of a method developed by Charles A.
Curran which was given to a set of belief
which included not only a re-examination of
what aspects of language to teach , but also
a shift in emphasis in how to teach.9
g. Suggestopedia
Developed by Georgi Lozanov,
Suggestopedia sees the physical surroundings
and atmosphere of the classroom as of vital
importance. By ensuring that the students are
comfortable, confident and relaxed, the
affective filter is lowered, thus enhancing
learning10. By using suggestopedia method, the
learners learn not only from the effect of
direct instruction but from the environment
in which the instruction takes place.
9 Jeremy Harmer, The Practice of English Language Teaching, (England: PersonEducational Ltd, 2001), 3rd Ed. p. 84.10 Ibid., p. 89.
23
2. Material Selection
1. Concept of Material Selection
Language instruction has five important
component: students, a teacher, materials,
teaching methods, and evaluation.11 Allwright
argues that materials should teach students to
learn, that they should be resource books for
ideas and activities for instruction/learning, and
that they should give teachers rationales for what
they do. From allwright we know that He emphasizes
that materials control learning and teaching.
Materials are the center of instruction and one of
the most important influences on what goes on in
the classroom.
In this case, the role of technology should
be applied as much as possible so that the visual
impairment students can compete and follow the
lessons well. very important for them to be able
to read Braille writing. As we know the visual
impairment students cannot see or look the
textbook, we need suitable materials for them and
also understand their accommodation.
11 http://iteslj.org/Articles/Kitao-Materials.html
24
2. Material for Tenth Grade
All teaching materials need to possess
certain characteristics, and these apply equally
whether we are considering printed course books,
ancillary readers, visuals of many kinds,
recordings, films, or any other kind of
instructional materials. They need to be
realistic, relevant, interesting, encouraging, and
compatible.12
There are some materials for tenth grade
students, according to education curriculum unit
level (KTSP), the materials cover introduction,
meeting and leaving, offering, invitation and
agreement. They also cover some genres (recount,
narrative and procedure). Teaching process also
uses some media (textbooks, video and audio tapes,
computer software, and visual aids).
3. Material for Visual Impairment Students
The form of teaching material is analyzing
which presents or informs about the language to be
learned.13 So how to make a suitable materials for12Peter Strevens, New Orientations in the Teaching of English, p. 27.13Brian Tomlinson, Material Development in Language Teaching, (UK: CambridgeUniversity Press, 2003), p. 1.
25
visual impairment students? we need special
materials in order to the lessons can be informed
to visual impairment students. we can use special
hardware for the visual impairment students, such
as scanners and Braille displays, vocal syntheses
and screen readers. Besides we should know some
common accommodations for visual impairment
students :
a) Alternative print formats, which may require text conversion
b) Magnification devices
c) Bright, incandescent lighting
d) Raised lettering or other tactile cues
e) Adaptive computer equipment
f) Readers for exams
g) Priority registration
h) Recorded lectures
i) Lab or library assistants14
F. Research Methodology
14 http://www.northwestern.edu/disability/faculty/strategies/visual-impairments.html
26
The research method is used in ways in which
research in the research process. This is done to
determine the selection of appropriate methods in
influencing the success or failure of research, as
with any method, is expected to obtain objective data.
1. Type of Research.
The type of research is case study research.
The case study is the investigation depth (in-depth
study) of a social unit such that it produces well-
organized picture and details on these social
units.15
2. Research Approach.
The approach in this study is a qualitative
approach, namely the research procedures which
produce descriptive data in the form of words
written or spoken about people and behaviors that
can be observed.16
3. Subject
In a qualitative study did not use the term
population, but according to Spradley called "Social
Situation" or social situation that consists of
three elements: places, actors, and activities that15 Saifudin Azqar, Metode Penelitian, (Yogyakarta: Pustaka Pelajar,1998), p.816 Lexy J Moleong, Metodologi Penelitian Kualitatif , (Bandung: PT RemajaRosda Karya, 2005), p. 4
27
interact synergistically.17 So the subjects of this
study are visual impairment students.
G. Techniques of Data Collection
In terms of the way or data collection
techniques, the data collection techniques can be done
by observation, interviews, questionnaires,
documentation, and fourth combined. As in this study,
the researcher will use data collection methods as
follows:
a. Observation
The observation is carried out by means of
observation and recording of the object under study,
then recording conducted necessary to obtain the
corresponding data to the research. Methods of data
collection will be conducted to see firsthand how
the evaluation techniques applied in English course
for students with visual impairment in MAN
Maguwoharjo and to observe directly form about the
English language.
b.Interview 17 Sugiyono, Metode Penelitian Pendidikan, (Bandung: Alfa Beta, 2010),p.297
28
The interview is a process of interaction,
dialogue, question and answer verbally committed by
two or more persons directly to obtain the required
information. In the interview, the interview took
only a guideline that outlines the things that will
be requested.18 The targeted interviews conducted by
researchers directly is :
1) Visual impairment students of MAN Maguoharjo.
Information to be excavated is about how their
English language teaching and learning
experience as well as the obstacles they
encountered in the teaching and learning
process.
2) English teacher who teaches visual impairment
students. The information will be applied on
the subject of this study that related to how
the planning process of teaching and learning
English.
c. Documentation
Documentation is a technique of data collection
by gathering and analyzing documents, whether
written documents, pictures, and electronic.19
18 Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, ( Jakarta:Rineka Cipta, 1991), p.12819 Nana Syauhid Sukma Dinata, Metodologi Penelitian Pendidikan, ( Bandung:PT Remaja Rosda Karya, 2004) , p.221.
29
H. Data analysis technique
Data analysis is the process of systematically
searching and compiling the data obtained from
interviews, field notes, and other materials, so it
can be understood easily, and its findings can inform
others.20
In analyzing data had been collected, the
researcher uses descriptive qualitative research. As
using this technique, the researcher collects data,
arranges data and presents data. The qualitative
method is kind of research without using any
calculation or statistic procedure. To know the
English learning process at MAN Maguoharjo Sleman, the
steps done are as follow:
1. Data Reduction.
Data reduction is a form of analysis that
classifying, directing, and organizing data in such
way, so that it can be reduced data verification.21
20 Sugiyono, Metode Penelitian Pendidikan, p.334.21 Mattew B. Meles, dkk., Analisa Data Kualitatif, (Jakarta: UI Press, 1993), p..16
30
Collecting the data obtained from interviews,
observations, and documentations.
2. Data Display.
The data have been reduced and then made the
presentation of data. The presentation of data can
be done in the form of brief description, charts,
relationship between categories, and so on. The most
frequent form of data display for qualitative
research data in the past has been narrative text.
By data display, then the data is organized,
arranged in a pattern of relationships that would be
easily understood.22
3. Conclusion Drawing/Verification.
conclusion drawing and verification. Presented
preliminary conclusion is still tentative and will
change if not found evidence that supports strong
data collection on the next stage.23 The conclusion
in qualitative research may be able to answer the
formulation of the problem that formulated from the
beginning, but maybe not, because as has been stated
issues and problems in the qualitative research is
still tentative and will be developed after research
in the field. From the explanation above, the22 Ibid., p. 34123 Ibid., p. 345
31
researcher will apply this technique to describing
and analyzing data from the result or research about
English language teaching for students with visual
impairment systematically.
32
REFERENCES
Arikunto, Suharsimi, 1991, Prosedur Penelitian SuatuPendekatan Praktik, Jakarta: Rineka Cipta
Johnson,Elaine B. Contextual Teaching and Learning, (California: Corwin Press, Inc,2002),
Harmer,Jeremy The Practice of English Language Teaching, (England: Person Educational Ltd, 2001),
Larsen, Diane and Freeman, Techniques and Principles In Language Teaching, (NewYork: Oxford University Press, 2000)
Meles, Mattew B., dkk.,1993, Analisa Data Kualitatif,Jakarta: UI Press
Moleong, Lexy J, 2005, Metodologi Penelitian Kualitatif ,Bandung: PT Remaja Rosda Karya
Purwanta, Adi sedia, Inclusive Education; ideological andSocialization, Papers
Saifudin, Azqar, 1998, Metode Penelitian, Yogyakarta:Pustaka Pelajar
Sukmadinata, Nana Syauhid, 2004, Metodologi PenelitianPendidikan, Bandung: PT Remaja Rosda Karya
Wiraatmaja, Rokhiyati, 2004, Metode Penelitian TindakanKelas, Bandung: Rosda Karya
Woolkfolk, Anita E. Education Psychology, (Canada: Pearson Education Canada Inc.2006)
33