CHAPTER II

LITERATURE REVIEW

2.1 Learning Style

2.1.1 Definition of Learning Style
Learning styles demonstrate the difference in the

individual's preferences in the knowledge acquisition process

(Kafadar, 2013). In another description, the learning style is an

individual's cognitive, sentimental and physiological education

that has reasonably clear measures of how individuals view the

learning environment, how they communicate with others and

how they respond (Keefe, 1979).

Learning style refers to the consistent way a student

responds to and uses stimuli in terms of learning or learning

style, a consistent way in which a student captures stimuli or

data, How to recall, think, and solve issues. Learning styles are

the ways in which each student learns from their peers

differently.

The learning style, according to DePorter and Hernacki

(2000), is a variant of how a person absorbs and then organizes

and processes knowledge. Learning styles are not only aspects of

interacting with information, seeing, listening, writing and

speaking, but also when reacting to something about the learning

environment (absorbed abstractly and concretely)

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According to Fleming and Mills (1992), learning style is the

tendency of students to adapt such strategies in their teaching as

a sort of duty to achieve a learning method that is in line with the

class or school learning requirements as well as the subject's

requirements. On the other hand, Drummond (1998) describes

the

6
style of learning as "the preferred mode and desired

learning conditions of an individual." That is, learning styles are

called a way of learning or conditional learning.

According to Kolb (1984), this learning style is

characterized by combining individual orientations that give

differential emphasis to the four fundamental learning styles

postulated in the theory of experiential learning, as a result of

inherited equipment, past experience, and the requirements of

the current environment. Kolb (1984) considered other potential

factors on the learning style of an individual and proposed that

personality, cognitive styles, temperaments, sensory systems,

and age constitute these.

2.1.2 Kinds of Learning style

Fleming and Mills (1992) propose the VARK (Visual, Auditory,
Read-write,

Kinesthetic) learning style category as follows:

1) Visual Style (V)

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Visual learning by way of seeing is a style of learning such

that the eyes play a significant role. By looking at photographs,

graphs, maps, posters, graphics, text data such as writing, and

so on, someone uses visual learning styles to obtain knowledge.

In general, visual learning styles tend to depict knowledge in the

form of maps, diagrams, graphs, flow charts, and visual

representations such as arrows, circles, hierarchies, and other

instruments that teachers use to present items that can be

conveyed in words. This includes the designs, patterns, shapes

and other formats used for marking and communicating data.

The following features are accessible to people who have a Visual

Learning

Style:

a. Often see the teacher's lips, who teaches;

b. Liked written instructions to look at, pictures and illustrations;

c. They typically see other friends who do something different

when instructios to do something are given;

d. Tend to use body motions when saying something in order to

convey or subs titute a word;

e. Don't like to talk in front of audiences and don't like to listen to

others;

f. This form can normally sit in a noisy or crowded situation

peacefully without b eing disturbed;

g. Study the material by reading notes and producing summaries

The required means or media for this Tife Visual Learner learning

style include, based on the features of the Visual Learning Style:

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a. In an explanatory state, the instructor uses body language or

images;

b. Media for photos, videos, posters and so on;Flow chart;

c. Graphics;

d. Mark the important parts of teaching materials by using

different colors;

e. Visual symbols.

2) Auditory Learning (A)

The Auditory Learning Style is a style of learning used by

an individual to acquire knowledge using the senses of the

ear. To achieve learning success, they therefore rely heavily

on their ears, such as listening to lectures, radio, dialogue,

conversation, etc. This Learning Style defines a preference for

knowledge heard or spoken. With this approach, students

learn most from lectures, tutorials, group discussion

recordings, interaction and material discussion. It means

speaking out loud or speaking to yourself.

The characteristics or features of the Auditory Learner

learning style include, based on the description above:

a. They can remember what they said and what other people
said well.

b. Remember well by always saying aloud and repeating

sentences;

c. Really like group discussions;

d. Particularly for things they don't understand, they like

longer discussions;

e. Recognizes and can even correctly and fully mimic a

variety of songs or TV commercials;

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f. Likes to speak;

g. Dislikes reading assignments (and is generally not a good

reader);

h. You can't recall what he just read well;

i. Lack of tasks for writing;

j. Less focus in the surrounding community to new things,

such as the arrival of new kids, the presence of a new

advertisement board, etc.

k. Difficult without producing a sound to operate quietly;

l. Easily distracted by sound and often difficult to focus when

no sound is at all present.

Reasonable media or means for Aural or Auditory Learning

styles include, in conjunction with these features,:

a. Attend class;

b. Discussion;

c. Discussing with friends about a subject;

d. Discussing with the teacher about a subject;

e. Using a recorder;

f. Remember interesting stories, examples or jokes;

g. Describe the materials obtained visually (pictures, power

points, etc.)

3) Read – Write

There are also learning styles that have more reading and

writing elements, in addition to learning styles that

emphasize the listening component. He would find it easy for

someone who has this learning style to grasp the learning

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material through reading or writing. Dictionaries, handouts,

textbooks, notes, lists, essays, reading guides and sharing

other forms of activities related to reading and writing are the

required media for the Read - Write style of learning.

4) Kinestetic or Tactile Learner (K)

Kinesthetic Learning Style) is a learning method by which

an individual obtains knowledge by action, touch, practice or

direct learning. This learning style contributes to (simulated

or real) interactions and exercises, while other modalities are

involved in the experienceThis includes lifelike lesson

presentations, simulations, videos and films, as well as case

studies, exercises and applications.

Based on the above explanation, the features or characteristics

Kinestetic or

Tactile Learner learning types are;

a. Likes to touch everything he finds;

b. It is difficult to be silent;

c. Has generally strong coordination of the body;

d. Likes the use of real things as learning aids;

e. Studying abstract things (symbols of mathematics,

diagrams, etc.);

f. Remember if physically actively involved in the learning

process;

g. Often try to make notes just to keep busy without taking

advantage of the results of the notes;

h. Like using computers

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i. Difficult if requested to be silent or be without physical

activity in a position for some time;

j. Playing with things around him often while listening or

doing something

Media or means that can be used for Kinestetic learning styles or

Tactile

Learners, based on these features, include:

a. Using all five senses: vision, touch, taste, hearing, smell;

b. The lab;

c. Visits to a field;

d. Speakers who give examples of everyday life;

e. The Request;

f. Exhibition, photography, samples;

g. Set of plants, insects and so on of different kinds

Kolb (1984), classified Student Learning Styles into four main

trends, namely: 1) Concrete Experience (CE). By stressing

elements of concrete interactions, prioritizing relationships

with others and attention to others' feelings, students learn

by feelings. Via new experiences, students are fully engaged,

and students appear to be more open and able to respond to

the changes they face.

2) Abstract Conceptualization (AC). By reasoning, students learn

and are more focused on critical examination of concepts,

systematic preparation, and intellectual comprehension of the

situation or situation at hand. Students construct ideas based

on structured preparation that translate their findings into

sound theory.
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3) Reflective Observation (RO). Students learn by studying,

focusing on observing before assessing, listening from different

perspectives to an event, and always listening to the meaning

of observing objects. Students will use their expectations and

feelings to shape opinions/opinions, evaluate and reflect on

various aspects of their experiences.

4) Active Experimentation (AE). Students learn by action (doing),

aspire to be successful in terms of the capacity to perform

tasks, dare to take risks, and influence others by their actions.

Students will value their results, their effect on others and their

accomplishments in completing their work. Students use

theory in order to address issues and make decisions.

In addition, Kolb argues that each individual is not dominated in

absolute terms by one particular learning style, but tends to

shape a specific combination and configuration of learning styles,

which he categorized into 4 (four) types:

Type 1) Diverger.
A mixture of Concrete Experience (CE) and Reflective

Observation (RO), or a combination of feeling and watching, in

other words. In the ability to visualize and see specific scenarios

from several different points of view, students with the

Diverger form have an advantage, then link them into something

round and whole.

To "observe" rather than "act" is his approach to any situation.

Type 2) Assimilator.

A mixture of Abstract Conceptualization (AC) and Reflective

Observation (RO), or a mixture of thought and observing, in other

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words. The benefit of students with the Assimilator style is to

understand and respond to different presentations of information

and arrange them in a logical, succinct and consistent format.

Type 3) Converger.

A combination of Abstract Conceptualization (AC) and

Reflective Observation (RO) or in other words a combination of

thought and doing. In any well-defined mission, students are able

to respond to various possibilities and can work effectively.

Students like to learn when faced with a question with a definite

answer, and instantly try to find the correct answer.

Type 4) Accomodator

This form is a mixture of Concrete Experience (CE) and

Active Experimentation (AE), or a combination of feeling and

doing, in other words. This type of student likes to apply subject

matter to solve specific problems they face in a variety of new

circumstances. The strength of this type of student is to have a

strong opportunity to learn from the outcomes of their own actual

experiences.

DePorter and Hernacki (2000) in the book Quantum Learning,

three learning modalities are described, namely Visual, Auditorial

and Kinesthetic (V-AK). DePorter and Hernacki propose three types

of learning styles based on the methods that people use to

process knowledge (perceptual modality). Visual learning styles

(learning by seeing), auditory (learning by listening), and

kinesthetic are the three learning styles (learning by moving,

working, and touching).

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The following are the types of learning styles proposed by

DePorter and

Hernacki (2000):

a. Visual Learning Styles

This modality accesses the visual image that is created and

which is remembered. Someone who has a visual learning style

tends to learn through visual relationships (vision).

People who have a visual modality have the following

characteristics:

1) Clean and neat,

2) talk swiftly,

3) willing, in the long term, to schedule and manage well,

4) thorough and detailed,

5) attach importance to appearance,

6) easier to remember what was seen than what was heard,

7) remembering something based on visual associations,

8) has the ability to spell letters very well,

9) usually not easily distracted by noise or noise while studying,

10) difficult to receive verbal instructions (therefore he often asks

for instructions in writing),

11) is a fast and diligent reader,

12) prefers to read than read,

13) in responding to everything, he is always alert, requires a

thorough explanation of the objectives and various other

related matters,
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14) If he is talking on the phone he likes to make meaningless

scribbles while talking,

15) forgetting to convey verbal messages to others,

b. Auditorial Learning Style

This modality accesses all kinds of produced or recalled

sounds and words. In this modality, music, tone, rhyme, internal

dialogue, and speech stand out. By listening, individuals who

appear to have an auditory learning style are likely to learn

better. They love listening to what others have to say to others.

Usually likes listening to audio tapes, lectures, discussions,

debates and verbal instructions (commands). They have a

tendency to better understand their tasks when the explanation

is given orally. Enjoy learning something that provides the facility

to ask and answer questions.

People who have the auditorial modality have the following

characteristics:

1) often talk to themselves while working (studying),

2) easily distracted by noise or noise,

3) shift your lips and when reading, say the writing in the novel,

4) prefer to listen (read) than read,

5) if reading then prefer to read aloud,

6) can repeat or imitate the tone, rhythm and color of the voice,

7) having difficulty writing things down, but very good at telling

stories,

8) speak in a well-patterned rhythm,

9) speaking very fluently,

10) prefer the art of music to other arts,

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c. Kinesthetic Learning Styles

All gestures and feelings that are formed or recalled are

accessed by this third modality. In this modality, motion,

coordination, rhythm, emotional responses, and physical comfort

are prevalent. When he is physically engaged in direct activities,

a person who has a propensity to kinesthetic learning styles can

learn better. When they are physically interested in learning, they

learn better and are able to learn and remember effectively

through activities that involve the whole body.

People who have the auditorial modality have the following

characteristics:

1) speak slowly,

2) responds to physical attention,

3) to touch others to gain their attention,

4) while talking to other persons, standing by,

5) lots of physical motion,

6) memorizing something by walking or seeing directly,

7) using fingers to point to the word being read while reading,

8) use a lot of body language (non-verbal), 9) unable to sit still in

a place for a long time,

10) want to do everything.

According to Mann (2006), There are 8 classes of response

style models based on his study at the university :

1) Obedient student : students follow what they are told to do,

obey the rules, obey on authority, conforming to the

provisions, looking at the teacher as an awardwinning person.

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2) Students who cannot stand alone : students rely heavily on

teachers to help in lessons

3) Students who are discouraged :student was not satisfied with

himself. In him mingled a sense of priceguilt and gloom.

4) Students who can stand alone : student believes in himself,

feels himself safe.

5) Students "heroes" : student saw himself as a special person,

other than ordinary people.

6) Student "hidden shooter" : student is hostile to the teacher

but not his resistance shown clearly. Be pessimistic about his

future.

7) Attention student : student is oriented towards social

relations. Like to joke, brag, a lot of talk makes people laugh.

8) Quiet student : student feels inadequate and powerless.

Teachers are seen as a threat against their identity. But on the

other hand, longing for attention and appreciation from the

teacher.

2.2 Learning Strategies

2.2.1 Definition of Learning Strategies
Learning strategies as learners shift from the focus on

elementary grade skills to the emphasis on content of secondary

grade, they face greater demands for reading textbook material,

taking lecture notes, working independently, and expressing

information in written compositions and on paper and pencil tests

(Schumaker and Deshler, 1984). For students who have not

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acquired certain essential academic abilities, the task of mastering

content often comes with failure, especially in inclusive general

education classes. In response to this challenge, several students

with learning disabilities, despite their awareness and ability

deficits, They have learned and use specialized learning

techniques to become successful, including those with learning

disabilities.

Simply put, a learning approach is the technique of a person

to have a mission done. More precisely, a learning strategy is a

way of getting a person to coordinate and using a specific set of

abilities to learn content or perform other activities more

efficiently and effectively in both school and non-academic

environments (Schumaker and Deshler, 1992). Therefore, teachers

that teach learning strategies teach students how to learn, rather

than teaching them particular curriculum material or specific

abilities.

Cohen (1998) defines language Learning strategies are those

processes that are deliberately chosen by learners and that may

lead to actions taken to enhance the learning or use of a second or

foreign language by storing, preserving, remembering and

applying knowledge about that language. It implies that the basic

methods Learning strategies are approaches or methods that

learners use to try to understand. Language learning techniques

are conscious or potentially conscious behaviour which can be

identified by learners throughout their learning process.

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A learning strategy is described by Schumaker and Deshler (2006)

as “an individual’s approach to a task. It includes how a person

thinks and acts when planning, executing, and evaluating per-

formance on a task and its outcomes.”. Most of the learning

thought is unintentionally achieved. Most of instance, only slow

down, unconsciously while reading information thats hard for

instance to comprehend. Also, we use a number of approaches to

help us coordinate and recall the two main components of the

learning process.

2.2.2 Features of Learning Strategies

Compared with learning techniques, strategies are often long-

range, and for learning techniques, often used interchangeably.

Learning strategies are the shortterm use of particular behaviors

or technologies, while long-term learning strategies are processes

and learners use various strategies in their distinct phases of the

learning process (Ellis, 1997). When faced with various issues,

learners employ different learning strategies, so learning

strategies are often problem-oriented, which can also be found in

Oxford’s studies.

Oxford (1990) described twelve main features of strategies

for language learning as follows:

1) Contribute the primary objective to communicative ability;

2) Allowing learners to become more self-directed;3) To extend

teachers role;

4) Are issue-oriented;
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5) Relevant acts taken by the students;

6) Provide many aspects of the learner, not just the cognitive

aspect;

7) Promoting directly and implicitly learning;

8) Not always at all measurable;

9) Are still conscious;

10) Able to be learned;

11) Versatile;

12) Are affected by a number of considerations.

Based on that features, all language learning strategies are

used in order to develop learners’ communicative competence.

2.2.3 Classification of Learning Strategies

Many studies have concentrated on how efficient or strong

language learners try to learn and have tried to identify which

techniques have functioned for them to find out which language

learning strategies are affectionate (Ellis, 1997). The expectation

is that less successful learners can teach and learn to strengthen

their language learning once successful learning strategies have

been established (Rubin, 1975)

Stern (1975) analyzed methods used by good language

learners, and the tactics found include:

a) Planning strategy: a style of personal learning or constructive

methods for learning

b) Active strategies: an active approach to the challenge of

learning;
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c) Empathy strategy: an outgoing approach to the target language

and sympathy for its speakers;

d) Systematic strategy: professional know-how about how to

approach a language;

e) Experimental strategy: a methodical yet versatile approach,

evolving and continuously revising the new language into an

organized system;

f) Semantic strategy: continuous quest for meaning; Strategy of

practice: ability to exercise;

g) Technique for communication: ability to use language in actual

communication;

h) Technique for monitoring: self-monitoring and important

attention to the use of language;

i) Technique for internalization: to establish a second language as

a separate reference framework and to learn to think in it.

Svensson (1987) describes that holistic and atomistic learning

strategies are two types of learning strategies. The content being

learned is connected with the expertise and experience they

already have by individuals who apply holistic learning strategies.

Furthermore, They also emphasize the importance of the

introduction of new knowledge in relation to existing knowledge

structures. In the meantime, individuals applying atomistic

learning techniques emphasize the importance of memorizing

and remembering lessons in order to prepare themselves for

examinations.
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According to Rubin and Oxford (2013), classified strategies into

two part, direct and indirect. Direct strategies include of Memory,
cognitive, compensation strategies. Indirect strategies include of
Metacognitive, affective, social strategies. Table 1.2 Classification
of Language Learning Strategies
Direct strategies Indirect strategies

1. Memory Strategies 1. Metacognitive

Strategies
2. Cognitive Strategies 2. Affective Strategies

3. Compensation 3. Social Strategies

Strategies

1) Direct Strategies

Direct strategies Focus on the storage and retrieval of

information that specifically affects the target language

strategies. Direct tactics are further divided into three

categories:

a. Memory strategies,

According to Oxford (2015), They are responsible for

understanding the recall and retrieval of new data. Strategies for

memory, also known as memonics. In the learning process of

foreign languages, they are necessary, especially in memorizing

English words. To associate the verbal with the visual, memory

techniques are commonly used.

a. Cognitive strategies

Cognitive strategies are to evaluate, reason, take notes,

receive and send messages. Practicing strategies are among the

most effective cognitive strategies. If students overuse cognitive

techniques, however, When they are extended or when phrases

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are moved From one language to another, usually from the

mother tongue to the target language.

b. Compensation strategies.

Compensation strategies allow learners in the field of

knowledge to solve difficulties created by such limitations.

Learners may use the new language, either understanding or

development with the help of these techniques. Oxford (1990)

notes that compensation mechanisms are meant to offset the

range of expression and writing of an inadequate learner.

2) Indirect Strategies

a. Metacognitive strategies, for coordinating the learning process

These strategies are used to monitor, control or self-direct

language learning; and metacognitive learning strategies are

established. Different mechanisms are involved, Such as

preparation, prioritization, setting priorities and selfmanagement.

b.Affective strategies, for regulating emotions.

Affective strategies are interventions such as self-

strengthening and constructive self-talk that help students gain

greater control over their language learning thoughts, behaviors,

and motivation. It can also assist them when they are learning

anything to develop high concentration.

b. Social strategies.social strategies for learning with others.

Since language is a form of social activity, it includes

communication with and between people. They promote

language learners to learn with others by making use of

techniques such as asking questions, cooperating with others,

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and empathizing with others. According Mufanti (2014), to

explore leaners social strategies that provided in speaking class

activities needs supportive teacher behaviors, i.e., building

leaners’ confident, giving motivation during the teaching,

listening attentively to students while speaking, giving hints and

encouragement, being responsive to student questions, creating

natural setting and showing students empathy.

Meanwhile, Weinstein and Mayer (1986) suggested 8 categories

of learning strategies based on the encoding process. The eight

learning strategies are as follows.

1) Basic Rehearsal Strategies, for example remembering names

or facts in sequence.

2) Nuanced rehearsal techniques, such as noting the material

covered or

underlining it.

3) Simple techniques for growth, such as creating mental

images or phrases that show relationships.

4) Dynamic techniques for creation, such as paraphrasing,

writing or illustrating the correlation between new information

and existing knowledge.Basic Organizational Strategies, for

example classifying or sorting things that must be learned.

5) Complex Organizational Strategies, for example making out

lines or developing diagrams or tables that show

relationships.
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6) Comprehension Monitoring Strategies, for example making

self-questioning to check understanding of the material being

studied.

7) Affective Strategies, for example studying in a quiet place to

avoid distractions, or being relaxed to overcome anxiety

about taking exams

2.3 Visually Impaired Student

2.3.1 Definition of Visual Impairment
Visual impairment takes a variety of forms, each posing a

different problems for field research. Visual disability is a concept

that refers to vision impairment or vision loss, according to Araluce

(2002). Taylor and Sternberg (1989) classify visual impairment as

a disorder in which the vision of the pupil adversely affects the

functioning of their education, called visual impairment.

On the other hand, visual impairment is described by Carney et

al (2003) as a term that refers to a severe loss of vision, even if

the individual uses corrective lenses. In addition, in an educational

sense, Parveen (2015) mentioned a term for visually impaired

people used to describe all people whose vision is compromised

by impairments in seeing. Moreover, Patton (2004) stated that any

disorder in which eyesight can not be corrected to what is

considered natural refers to visual impairment. Visual impairments

are not necessarily the same. The term visual impairment can also

be used to identify an eye condition and a disability as a result.

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It can be inferred, according to the following definition, that

visual impairment is a disorder in which the vision of a person is

not the same as that of a normal person in general. The visually

impaired should be educated according to the same general

standards in the same general way as the visually impaired.

Students with poor vision or those who are legally blind may need

assistance to more effectively use residual vision and to work with

special aids and materials.

In most cases, on admission to a course, students would know

if they have a particular eye disorder and, if so, what influence it

could have on their thesis. This is not always the case, however,

since certain eye conditions grow slowly, and which become

evident only under particular conditions of analysis. For example,

color blindness can become more apparent when a student is

asked to view multi-colored maps or examine on-screen graphic

images in preparation for a field course, or when asked to discern

field soil horizons or vegetation patterns.

The inability to accommodate properly when using a

stereoscope is another disorder that does not exist in the eye,

resulting in the student being unable to create a three-dimensional

image from pairs of overlapping aerial images, a widely used

resource for field research. In the case of color blindness, steps

may be taken to replace written or computer screens with

distracting colors.
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2.3.2 Categories of visual impairment .

WHO divided four levels of visual function, (1) normal vision; (2)

moderate visual impairment; (3) extreme visual impairment; and

(4) blindness, as described in the International Classification of

Diseases (2006 Update and Revision). Significant visual

impairment is classified under the term "low vision" combined with

extreme visual impairment: low vision combined with blindness

reflects all visual impairment.

There are two main categories for visually impaired students in

the process of learning according to Carney et al (2003): included

blindness and low vision.

1) Legal Blindness: This type is when no usable vision or field of

vision decreases to an angle of 20 degrees following correction

of a visual acuity range of 20/200 in the better eye. Visual

acuity of 20/200 means that at 20 feet, at 200 feet, the person

can see what is normally seen. A decreased field of vision

suggests that the person has tunnel vision, with poor peripheral

vision.

2) Blindness: This community reported that the person was totally

unaware of unreliable vision and primary dependence on other

senses. In this category, a person generally uses Braille as a

tool for reading and writing.

3) Poor vision: This category indicates that low vision reduces

central acuity in a better eye by 20/70 or less after correction.

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There are four types of visual disability, Manal also noted: (1)

partially sighted, (2) poor vision, (3) legally blind, and (4) fully

blind. Partially sighted means that the person has some trouble

seeing and reading content, and needs special assistance with

learning and reading. Low vision indicates that visual impairment

is more severe, where reading is not possible at normal distances.

In their settings, people with poor vision have to use helpful

devices to read and see. By using Braille, they can also

understand. Legally blind means a vision of less than 20/200 with

a restricted vision range. People who are legally blind are unable

to see anything clearly, be it close or far away. Totally blind means

that the person does not have any vision at all. Their eyes are not

able to interpret images, and they learn through non visual

resources, including Braille.

The key causes of visual deficiency worldwide are: uncorrected

refractive defects (myopia, hyperopia or astigmatism) (4%),

cataracts (33%) and glaucoma, according to the WHO (2%).

Besides, the age at which they become visually impaired also

influences their needs. Students who are born visually impaired

have different need for students who lose their sight during their

childhood or adolescence

2.4 Inclusive Education

According Sapon-Shevin in O’Neil (1994), Inclusive

education is a system of education programs that encourages

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children with special needs to study in daily classes with their

peers in neighboring schools. Stainback (1980) describes that

schools that serve all students in the same class are inclusive

schools. This school provides a strong, demanding program of

education, but adapted to the strengths and needs of each

student, as well as the support and assistance that teachers can

provide so that the student can study.

According to Alquraini and Gut (2012), Inclusive education

is when all students are put in age-appropriate general education

classes in their own community schools to receive high-quality

training, interventions and encouragement that enable them to

achieve success in the core curriculum, regardless of any

difficulties they may have.

The school and the classroom operate under the premise

that students with disabilities are as naturally capable as

students with disabilities. Thus, all students should be full

participants in their classes and in the local school setting. Much

of the movement is related to legislation providing students with

education in the least restrictive atmosphere (LRE). This means

that they are at the highest possible level like their peers without

disabilities, with the first choice placement for all students being

general education (Alquraini and Gut, 2012).

According to Ashman (1994), there are several integration

class models in Indonesia, such as;

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1) Regular classroom (full inclusion). Its means that disabled

students study in normal classes along with non-disabled

students and use the same curriculum

2) Regular classroom with Cluster. It means that disabled students

study in normal classes and even in special groups along with

non-disabled students.

3) Regular classroom with Pull Out. Its means that disabled

students study in a normal classroom along with non-disabled

students for a while, but then disabled students learn in a

separate classroom with their special counselor teacher.

4) Regular classroom with Cluster and Pull Out. It means that

disabled students study in normal classes and special groups

along with non-disabled students, and in some times pulled

from regular class to the separate class to learn with their

special counselor teacher.

5) Special class and various integration. It means that students

with disabilities study in special classrooms in regular schools,

but they can learn in regular classrooms with non-disabled

students in some subjects or lessons.

6) Full special class. It means that children with disabilities learn

in special classes in normal schools.

2.5 Language Learning of Visually

Impaired Student
The visually impaired students learn English by listening to the

teacher's explanation annd note taking all data that had already
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been clarified by using Braille. The teaching learning method, in

order to achieve the learning objectives, is carried out efficiently

and effectively. Thus, certain learning standards should be taken

into account by teachers. Generally, the principles of learning in

multicultural education are the same as the principles of learning

that are dominated by regular students. In this situation, there

are students in the inclusive class who are deviated from the

regular students, such as physical, academic, social, emotional

and sensory neurologists. As a result, teachers who teach in

inclusive class should apply general principles of learning as well

as special principles that are relevant to the deviation of the

student (Directorate of Special Education, 2004).

The general and basic teaching concepts of inclusive-class

students are discussed as follows:

First, general principles consisting of eight requirements, i.e. (1)

incentive principles, i.e. teachers should encourage learners to

learn in order to learn enthusiastically, (2) background principles,

i.e. teachers need to know the student well, (3) guidance

principles, i.e. teachers need to formulate the objectives clearly,

prepare the right material and method and establish effective

learning strategies, (4) principles of social partnership, i.e.

teachers should extend learning strategies that maximize student

interaction between students, teachers and the community, (5)

learning-working rules, i.e., teachers should give the student the

opportunity to try to practice, use observation and careful

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analysis to discover out, (6) The concepts of individualization,

i.e., teachers should be well aware of each student's early

abilities and characteristics, whether the student's ability to react

to the lesson, his speed and slow learning and actions. Thus, in

his teaching, students received sufficient attention and care, (7)

discover values, i.e. teachers establish teaching techniques that

effectively engage students in the learning process that impact

their physical, mental, social and emotional processes, (8)

principles of problem solving, i.e. teachers can inquire about any

issues that have arisen around them. Here, according to his skill,

the student is trained to formulate, locate, search for, analyze

and solve the problem (Directorate of Special Education, 2004).

Secondly, for visually impaired students who study in an

inclusive class, three principles are fundamental learning

concepts, such as (1) the concepts of concreteness, i.e. visually

impaired students learn mainly through the sense of hearing and

touch. They understand the world around them by operating on

tangible objects that can be touched and manipulated. By

naturally touching real object observation, They can understand

form, scale, surface characteristics, pliancy, temperature, etc. (2)

unified experience concepts, i.e. a philosophy of learning where

visual experiences seem to unite data. Not only can regular

students who enter the shop see shelves and actual items, but

also the interaction between the shelves and the objects in the

room. Visually impaired students, however, do not understand

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the relationships between them until teachers obviously teach

them to observe the world and clarify those relationships, (3)

learning by doing concepts, i.e. learning principles whereby

students with visual impairments specifically need clarification

and discovery in a real environment (Directorate of Special

Education,

2004).

2.6 Review of Previous Study

Based on the study about “Teaching and learning english

for visually impaired students”. It is concluded that The visually

disabled student received insufficient improvements to foreign

language learning instruction. The students used a range of tools

with the screen reader technology such as Non Visual Desktop

Access (NVDA) and Work Access with Speech (JAWS). These

results show that students with visual impairments may

potentially have specific ways of studying foreign languages

assisted by assistive technology. (Susanto and Nanda, 2018)

According Untari (2017) on their research entitled “Digging

Problem Faced in Learning English by Visual Impaired Students in

Inclusion Class” It illustrates that the process of learning English

by visually impaired students in inclusion class is (a) a teacher

core, so students learn English based on the instruction of

teachers. (b) the English material for visual impaired students

same with normal students, (c) visual impaired student used

screen reader laptop as a media in English learning process. The

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problem faced in learning English by visual impaired students in

inclusion class are (a) lack of vocabulary, they are

misunderstanding meaning of two words which have similar

meaning (b) Students with visual disability did not get additional

teachers who are unique in treating students with visual

impairment, (c) students with visual impairment have similar

attitudes to regular students because their teacher's view of

inclusion class inclusion

The last study was conducted by Conroy (2005) entitled

“English language learners with visual impairments: Strategies to

enhance learning” aimed to discuss Multiple teaching strategies

to improve the learning of visually impaired English language

learners. This descriptive study has increased as the overall U.S.

population of ELLs in special education services has increased

and the percentage of ELLs with visual impairments has also

increased in the last decade. In seven methods, this research

conducted 23 by pursuing the processes including complete

physical response, cooperative learning, learning centers,

interactive aloud reading, writing workshops, approach to

language experience, and guided reading. The consequence is

that these techniques have proven successful in promoting

learning and can be easily adjusted or adapted for use by visually

impaired students.