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.