Dyslexia and Efl Teaching and Learning: a Case Study in Bali Children Foundation, Singaraja-Bali

DYSLEXIA AND EFL TEACHING AND LEARNING: A CASE STUDY IN BALI CHILDREN FOUNDATION, SINGARAJA-BALI by Ketut Mirani Kusuma Dewi This research was conducted in an attempt to give general overview how dyslexia influence students in learning English as Foreign Language, dyslexic students\u27 responses in Innovative Teaching Method provided by teacher and the performance of dyslexic students in the four language skills. The subjects of this research were students of Bali Student Foundation (Yayasan Samiarsa Seminyak) class VI & VII who were confirmed dyslexic by Youth Shine Academy using Dyslexia Screening Test. By using European Language Portfolio, Classroom observation and teacher\u27s note, the researcher observed dyslexic students in EFL learning and narrated using case study report. Based on the data analysis, the study identified some findings.First, each dyslexic student displays a different set of features, but there is one common problem all dyslexics face - it is difficulty with the written language, a failure to recognize and interpret what is perceived. Dyslexia is a problem that many students face and have great difficulty coping with in a school environment. However, with the help and support of the teacher, dyslexic students can become successful learners. The role of teachers is to make educational adjustments to facilitate learning and create successful class environment. Some improvements have been obtained by dyslexic students using Innovative Teaching Methods with different time accumulation depend on complexity of their problems. The dyslexic students perform better in Speaking and Listening rather than in Writing and Reading but by time and strategy they can show improvement in Writing and Reading. Key words: EFL teaching & Learning, Dyslexia and EFL DISLEKSIA DAN PEMBELAJARAN EFL: STUDI KASUS DI BALI CHILDREN FOUNDATION, SINGARAJA-BALI oleh Ketut Mirani Kusuma Dewi Penelitian ini dilakukan untuk memberikan gambaran umum bagaimana pengaruh disleksia pada siswa dalam pembelajaran Bahasa Inggris sebagai Bahasa Asing, tanggapan siswa disleksia dalam Metode Pengajaran Inovatif yang diberikan oleh guru dan kinerja siswa disleksia dalam empat keterampilan berbahasa. Subyek penelitian ini adalah siswa dari Bali Children Foundation (Yayasan Samiarsa Seminyak) kelas VI & VII yang dikonfirmasi disleksia oleh Youth Shine Academy menggunakan Uji Disleksia. Dengan menggunakan European Language Portfolio, observasi Kelas dan catatan guru, peneliti mengamati siswa disleksia di pembelajaran EFL dan melaporkan dengan menggunakan studi kasus. Setiap penderita menampilkan gejala yang berbeda, tapi masalah umum anak dysleksia - adalah kesulitan dengan bahasa tertulis, kegagalan untuk mengenali dan menafsirkan apa yang dirasakan. Disleksia adalah masalah kesulitan belajar yang banyak siswa hadapi dan alami dalam lingkungan sekolah. Namun, dengan bantuan dan dukungan dari guru, siswa disleksia dapat menjadi pelajar yang sukses. Peran guru adalah melakukan penyesuaian untuk memfasilitasi pembelajaran dan menciptakan lingkungan kelas yang sukses. Beberapa perbaikan telah didapat oleh siswa disleksia menggunakan Metode Pengajaran Inovatif dengan akumulasi waktu yang berbeda tergantung pada kompleksitas masalah mereka. Para siswa disleksia tampil lebih baik dalam Berbicara dan Mendengarkan bukan di Menulis dan Membaca tetapi dengan waktu dan strategi mereka dapat menunjukkan perbaikan dalam Menulis dan Membaca

New Expression: March 1999 (Volume 22, Issue 5)

March 1999, Volume 22, Issue 5, edition of New Expression, a news publication researched, contributed, written, and edited by Chicago high school journalistshttps://digitalcommons.colum.edu/ycc_newexpressions/1165/thumbnail.jp

The Hilltop 11-9-1990

This document created through a generous donation of Mr. Paul Cottonhttps://dh.howard.edu/hilltop_902000/1010/thumbnail.jp

Race, Place, and Family: Narratives of the Civil Rights Movement in Brownsville, Tennessee, and the Nation

This dissertation examines the Civil Rights Movement through the experiences of primarily two African American families with roots in Brownsville, Tennessee. This study, based on archival research and oral histories, chronicles three generations of citizens affiliated with the NAACP whose translocal civil rights struggles include both the South and urban North. It highlights various tactics individuals used to secure their rights and identifies African American entrepreneurship as a form of non-violent protest, focusing on the African American funeral home as a gateway enterprise which contributed to the establishment of other businesses or "staple institutions" that helped to sustain the Black community during segregation

Alumni Gazette: The College of William and Mary

Title of gazette varies

2000 April

MSU Clip Sheet newsletters published in April of 2000

The Power of a Promise: Education and Economic Renewal in Kalamazoo

In the first comprehensive account of the Kalamazoo Promise, Michelle Miller-Adams addresses both the potential and challenges inherent in place-based universal scholarship programs and explains why this unprecedented experiment in education-based economic renewal is being emulated by scores of cities and towns around the nation.https://research.upjohn.org/up_press/1009/thumbnail.jp

Watching children: A history of America\u27s race to educate kids and the creation of the \u27slow-learner\u27 subject

On January 25, 2011, United States President Barack Obama delivered his State of the Union address to Congress and to the nation. As part of that address, President Obama articulated his vision for American education and stated that America had to win the race to educate our kids (Obama, 2011, state of the union). Mr. Obama\u27s speech and his Race to the Top policy stand as statements in a discourse that expects fast-paced education based on universal standards and quantitative measures. Tracing a history of American schooling, one sees that this discourse has been dominant in this society for most of the past hundred years. However, while policy makers often tout \u27science\u27 as the foundation for decisions in America\u27s race to educate children, a \u27science\u27 that employs a one-dimensional concept of universal time and linear progress is problematic when applied to human learning. Drawing from Michel Foucault\u27s methodological \u27toolbox\u27, the current study is a critical ontology asking how American society has constructed education as a time-oriented endeavor in which we race to educate our children. A \u27Foucauldian analysis\u27 allows us to question our understandings of ourselves and helps us question the power that rules over our lives, and in an examination of this history, the current study shows how notions of universal time and linear progress have gained power in American schools. As part of this history, the study illustrates how the American government, newspaper media, and academic journals have created a \u27slow learner\u27 subject as an object of power used to explain vast economic inequalities in society, justify dividing practices that sort students based on intellectual measures, and instill anxiety about the pace of education into American society. However, the current study also interrupts the discourse of universal time and linear progress now used in American schools in two ways. First, the current study highlights inconsistencies in the dominant narrative of \u27fast-\u27 and \u27slow-\u27 learners by illustrating a broader understanding of these subjects than how they are characterized in the discourse. Second, the current study problematizes the constructed binaries made possible with notions of universal time and linear progress by introducing alternative models of time and progress (e.g., relativity theory; quantum theory; chaos theory) that are more accurate in describing the phenomenon of time and arguably are more appropriate for use in American schools. The significance of the dissertation emerges when we realize that in considering education policies, we must question the discourse of time that shapes how we view our students and ourselves, and we must question why we race to educate our kids