The result of both journal

Hello come back to my blog and I'd like to share the last task about the result of both journal . So let's see..
The result first journal about
About the used method in teaching
hearing impaired students, the English
teacher and the school applied the use of total
communication method which is the combination of lip reading or oral language and sign language. It implies that the school including the English teacher supports the view that lipreading alone is not a sufficient media for language mastery. According to Lenneberg in Priyono (2012), the contact of hearing impaired
children would be very poor in comparison
with the hearing children if they only depend
on lipreading. About the general teaching method, the teacher used lecturing method, translation method, task-based language teaching, and a brief peer teaching if necessary such as when the teacher had problem in explaining the student because of the limited communication between the teacher and the student. It was not possible or difficult to implement some communicative language teaching such as jigsaw, discussion, debate, oral presentation, and communication games in English. It was also found that the teacher rarely implemented group works for the students. The problems were the students’ language poverty, pronunciation, hearing impairment, and the very limited time allocation for English subject because of the in effectiveness of teaching learning activities in the afternoon

And the result second journal about Due to the hearing loss and poor speaking ability, the hearing-impaired students mainly depend on their
visual input for processing information. Besides, as hearing-impaired students at large are curious, overactive, and unable to concentrate on what they do for long, their English teachers need to adopt intuitive and vivid methods together with oral and sign language to teach English such as the interactive English activities. The teachers also need to make the best use of the hearing-impaired students’ visual ability and keen observation to help them improve English communicative skills, especially reading and writing skills (LUO, 2007, p. 55). In the English class for the deaf students, the teachers should always keep to the communicative principles in
terms of teaching procedure, teaching organization, and teaching method (LI, 2015, p. 104). The author discovers that the following five out of the seven evidence-based effective and productive communicative activities as proposed by Stern (1992) can be used for teaching English to students with hearing disabilities because they are very suitable and effective activities to inject impetus, enthusiasm, and interest into the
English class for the deaf students.

I think enough this result both of the journal and thank you:)

Comparison of two journal

In this time I will explain about compare  2 journal so, let see
*First journal* about the implementation for student with hearing impairment, English is the most promoted and universal language in the world. Brown (2000: 118) states that English has become a tool for international communication in transportation, commerce, banking, tourism,
technology, diplomacy, and scientific
research. In Indonesia, English as a foreign
language has a very important role in
international communication. Primarily, it is
for increasing the competitiveness of the  nation toward the world.The importance of learning and
mastering English language is intended for
every student without exception. As we
know, not all of the students are similar.
There are some students who have special
needs. It can be mentioned that there are
normal and exceptional students. Blackhurst
and Berdine (1981: 9) define exceptional
children as children who have physical,
mental, behavioral, or sensory characteristics
that are different from the regular or majority
For students with hearing impairment,
logically, they will get difficulties in listening
skill and it can also bring the problem in
speaking skill. Without neglecting the
disability, listening and speaking are still the
parts and very important skills in English
language. Moreover, English is also tested in
*The second journal*about Learning English is conducive to the enrichment of the knowledge and overall development of the students with hearing impairment. Maxwell (1984, pp. 191-224) found that the people with hearing disabilities
have to learn English if they want to enter the mainstream society. They mainly learn to read and write in English and use written English to communicate with the people without disabilities so as to become better integrated into the mainstream society. Cawthorn and Chambers (1993) noted the advantages for hearing-impaired students to learn French as a second or foreign language: (1) It is helpful to expand
hearing-impaired students’ horizon of knowledge and reduce or eliminate the society’s discrimination and prejudice against them as a result of their disabilities to learn; (2) learning a foreign language like English adds
something new and interesting to their routine learning at school and in their lives; and (3) foreign language learning may help them focus on their study because learning a foreign language is different from learning
other subjects like math or the Chinese language.*The first journal*Considering the importance of
mastering English language and its skills such
as listening, speaking, reading, and writing, it
is interesting to study more in the case of
teaching and learning English language
process for hearing impaired students with
their inadequacy and problems of it. Curiosity
and excitement brought the researcher to
conduct a descriptive qualitative research for
that matter. The objectives of the research are
to describe the process of teaching and
learning English for students with hearing
impairment, identify the problems faced in
the teaching and learning process and identify
the teacher’s solutions for those problems. And then second journal The English communicative activities aim to improve the hearing-impaired students’ communicative
competence and help them acquire the English skills through communication (Howatt, 1984, p. 279) including the English knowledge and the knowledge about how to correctly use English in real communicative environment. I hopefully comparison two journal can be useful for us. Thank u

Journal Review (3) Finding Method

Hello Everyone!! this time i will continue last review about "The Implementation of Teaching for Student with hearing Impairment" i'd like to disscus about finding method

In the planning stage, it was found that the English teacher had already been aware about the regulation in the planning stage such as making the syllabus and lesson plan. The curriculum used in the school is different with the curriculum used in regular schools. It is in line with Standar SMALB from BSNP. They have different standard of content but they share a same regulation for
the standard of process including the regulation in making the syllabus and lesson plan which is based on Permendiknas number 41 in the year of 2007. The teacher also considered the principals and components of the lesson plan, but she did not make the valid written syllabus and lesson plan before teaching senior high school classes in the first semester in the academic year of 2012/2013. The absence of syllabus and lesson plan before the implementation of teaching learning process indicates the mistake or insufficiency in fulfilling the regulation of Process Standard from Permendiknas Nomor 41 Tahun 2007 that, “Setiap guru pada satuan pendidikan berkewajiban menyusun RPP
secara lengkap dan sistematis….” About the statement of the goal in the implementation stage, the English teacher delivered the learning goal generally in the beginning of the daily classroom lesson with simple and understandable way for the students. She also stated the purpose or benefit for learning the discussed material but she did not inform the syllabus or the goals in beginning of the semester to the students. The problems were the students’ language poverty, limited understanding, and the limited communication with the students because of their hearing impairment.




However, informing the syllabus. About the use of English language in the interaction between the teacher and the students, it was still very limited and difficult to be applied in the teaching learning process and daily activities. The problems were the students’ hearing and speech impairment, students’ language poverty, limited understanding and memory, and the very limited time allocation to learn and practice English because of the ineffectiveness of teaching learning activities in the afternoon. In the evaluation stage, the English teacher conducted it by giving task or assignment and daily quiz. The evaluation consisted of formative and summative tests. In the matter of assessment for students with hearing impairment, the English teacher did the cognitive assessment, communication
assessment, and personal/social/behavioral assessment. It is in line with the statement from Simeonsson & Rosenthal (2001) in Gargiulo (2012: 412) that the main objective of assessment for students with a hearing impairment is to put together an accurate picture of cognitive, communicative, and personal characteristics.
That's all my review and thank you.

Journal Review (2) : Research Method

Hi, Welcome back my blog!!  I would like to continue the reviewing about research method..


The researcher used the descriptive qualitative method in this research. Descriptive research describes and interprets events, condition, or situation, of the present. On the other hand, qualitative research is a research method based on post-positivism and naturalist paradigm (Joko Nurkamto, 2004: 3).
According to Lofland and Lofland (1984) in Moleong (2006: 157), sources of data in qualitative research are words and actions, the additional data can be documents or other sources. The event in this research was in the form of teaching and learning activities of English in the classroom. The
informants were the English teacher and the second grade of the senior high school students of SLBB YRTRW Surakarta that consisted of 4 students. The documents were the only one English textbook material entitled as “English for Students with Special Need“, syllabus, lesson plans, and students’
questionnaire result. Triangulation has been applied as the trustworthiness to check the validity of the
data. According to Moleong (2006: 330), triangulation technique is the technique to check the data by using something beyond the data. In this research, the researcher chose and took the data sources of triangulation from the teacher, students of the second grade of the senior high school class of SLBB
YRTRW Surakarta, and the researcher himself as an independent observer. Triangulation of the method was also performed by crosschecking the data collected through interview with those
obtained through observation and document analyses. The data in this research were analyzed by using interactive model of data analysis that includes collecting the data, reducing the data, presenting the data and drawing conclusion (Sutopo, 2002: 95). The first step was collecting the data from interview, questionnaire, observations, and document analyses. The second step was reducing the data in which by selecting, focusing, and simplifying the data. The third step was presenting the data by arranging those data in the form of description in order to come to the final step which was drawing.


That's all for me, i hope will be useful for us.  Thank you

The Implementation of Teaching English for Students with Hearing Impairment (introduction)

hello!! this time i will review an journal to my blog the title" implementation of teaching english for students with hearing impairment"

After i read the jounal that i chose, i took this international journal because it was interesting and we had to learn more details about the problems in hearing when learning to use English.

Why i did choose this journal?

This journal is an interesting topic for us to review because most people think English is a difficult language to understand starting from listening, speaking, reading and writing. This is a unity in mastering English, the first step that we must attention to listening because for respond or create conversations in social life.

Introduction

English is the most promoted and universal language in the world. Brown (2000: 118) states that English has become a tool for international communication in transportation, commerce, banking, tourism, technology, diplomacy, and scientific research. In Indonesia, English as a foreign

language has a very important role in international communication. Primarily, it is for increasing the competitiveness of the nation toward the world. The importance of learning and mastering English language is intended for every student without exception. As we know, not all of the students are similar. There are some students who have special needs. It can be mentioned that there are

normal and exceptional students. Blackhurst and Berdine (1981: 9) define exceptional children as children who have physical, mental, behavioral, or sensory characteristics

that are different from the regular or majorityof children who require special education and

related services to develop their maximum capacity. For students with hearing impairment,

logically, they will get difficulties in listening skill and it can also bring the problem in speaking skill. Without neglecting the disability, listening and speaking are still the parts and very important skills in English language. Moreover, English is also tested in the national examination for exceptional

schools that obviously includes SLBB.

I think enough intoduction review for my journal and don't forget to visit my next blog.

thank you

The last review The Old Man and the Sea

The last review chapter 6

That afternoon there are tourists on the Terrace. A female tourist sees the skeleton of the marlin moving in the tide. Not recognizing the skeleton, she asks the waiter what it is. He responds in broken English "eshark," thinking she wants to know what happened. She comments to her partner that she didn't know sharks had such beautiful tails. Meanwhile, back in Santiago's shack, the old man "was still sleeping on his face and the boy was sitting by him watching him. The old man was dreaming about lions" (127)

Throughout this final section, Santiago repeatedly apologizes to the marlin in a way that provides another way to read Santiago's sin. He says, "Half fish... Fish that you were. I am sorry that I went out so far. I ruined us both". Santiago's transgression is no longer his killing of the fish, but going out too far in the ocean, "beyond all people in the world". While the former sin helped account for the inescapable misery of the human condition, the latter focuses instead on avoidable misery brought about by intentional action. Santiago chose to go out so far; he did not need to do so, but in doing so he must surrender his prize, the marlin, to the jealous sea.

This understanding of Santiago's sin is strange because it seems to separate man from nature in a way which contradicts the rest of the novella. Going out too far is an affront against nature similar to the hubristic folly of Greek tragedy; he has courted disaster through his own pride. Nowhere previously in the novel was this apparent, though. The sea seemed to welcome him, providing him company and food for his expedition. There was no resistance from nature to his activities, except perhaps the sharks, but these were never made to be nature's avengers. This reading of Santiago's sin thus seems very problematic.

After Santiago sees the two sand sharks approaching, he says "Ay," a word which Hemingway describes as "just a noise such as a man might make, involuntarily, feeling the nail go through his hands and into the woods" (107). This is an explicit identification of Santiago with Christ. Later, Santiago carries the mast back to his shack, much as Christ carried the cross on his shoulders, falling several times (as Christ did on the Stations of the Cross) only to collapse on his bed to sleep "face down on the newspapers with his arms out straight and the palms of his hands up," recalling the crucifixion.

Santiago's discussion of luck after the second shovel-nosed shark attack is interesting dramatically, as it at once foreshadows Santiago's misfortune and offers the slightest illusion of hope for the reader as the novella approaches its end. He wonders to himself, "Maybe I'll have the luck to bring the forward half in. I should have some luck. No... You violated your luck when you went too far outside" (116). This clearly foreshadows the loss of the entire marlin. Later, though, Santiago remarks that "Luck is a thing that comes in many forms and who can recognize her?" (. This statement certainly suggests that luck may be with Santiago even if it is not apparent to him or to the reader. Of course, there is no luck for Santiago, but suggesting there might be makes Santiago's eventual misfortune more powerful.

That Santiago completes the novel undefeated and still in possession of his dignity is demonstrated by his conversation with Manolin. His first words to the boy are "They beat me. They truly beat me," referring to the sharks (124). Immediately, though, he moves to mundane matters such as what to do with the head of the marlin and what Manolin has caught in his absence. When Santiago refuses to fish with Manolin because of his own lack of luck, the boy says he will bring the luck. Soon, Santiago is talking about how to make a new killing lance in preparation of their next voyage. Finally, in the last sentence of the novel, we are told that "the old man was dreaming of lions," the same symbols of strength and youth which he enjoyed before his voyage (127). True to Hemingway's formula for heroism, Santiago, for all this trials and tribulations, remains the same unsuccessful but undefeated soul as before.

The female tourist at the end of the book represents the feminine incapacity to appreciate Santiago's masculine quest. For her, the marlin skeleton, a phallic symbol, is just "garbage waiting to go out with the tide" (127). She does not speak the waiter and Santiago's language, and so is ignorant of the old man's great deeds. Her misunderstanding is simple enough, but the fact that she is the only actual female character in the novel and that this episode appears on the last page gives it added significance.
Thank you

Experience to read blog

I would like share experience after reading my friend's various blog:)

https://anisyafafirda.blogspot.com/2018/11/wonder.html?showComment=1543241077030&m=1#c2293434627073631984

https://mutiaraaas07.blogspot.com/2018/11/muallaf-john-michaelson.html?m=1

https://sekarayuuud.blogspot.com/2018/11/wuthering-heights-by-emily-bronte.html?showComment=1543242526452&m=1#c9081990568355848418

https://aldihasyimash.blogspot.com/2018/11/review-new-earth.html?showComment=1543243453368&m=1#c4193351412128818107

https://salwaputty.blogspot.com/2018/11/review-simple-life-by-desi-anwar.html?showComment=1543244632980&m=1#c6610080032220331607

I found a lot of differences in the various blogs that I visited, starting with the unique writing methods and various interesting novels to read, so that they can add new vocabulary and not make it difficult for readers, while reading blogs from various friends, many benefits and getting messages the positive conveyed in the story. and with the many reads from various friend blogs I hope to be an added value for my self with various interesting novels.
Thank you