A STUDY OF COMMUNICATION TEHNIQUE TEACHER ON EDUCATING DIXLEXIA CHILDREN IN SEKOLAH KEBUTUHAN KHUSUS BANGUN BANGSA SURABAYA

PSIKOLINGUISTICS PROPOSAL

BY

: NONIK ROSITA M.S NIM : 07360187

FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG

2011/2012

CHAPTER I INTRODUCTION 1.1 Background of the study Psycholinguistics or psychology of language is the study of the psychological and neurobiological factors that enable humans to acquire, use, comprehend and produce language. Initial forays into psycholinguistics were largely philosophical ventures, due mainly to a lack of cohesive data on how the human brain functioned. Modern research makes use of biology, neuroscience, cognitive science, linguistics, and information theory to study how the brain processes language. There are a number of subdisciplines with non-invasive techniques for studying the neurological workings of the brain; for example, neurolinguistics has become a field in its own right. Psycholinguistics covers the cognitive processes that make it possible to generate a grammatical and meaningful sentence out of vocabulary and grammatical structures, as well as the processes that make it possible to understand utterances, words, text, etc. Developmental psycholinguistics studies children's ability to learn language. In psikolinguistic there are two of disorder such as mental disorder and physicall disorder. In there the writer will explaine about one of part mental disorder that is brain disorder. Many kinds of brain disorder itself,but in there the writer will be explain about part of brain disorder that is dixlexia. Dixlexia is a broad term defining a learning disability that impairs a person's fluency or comprehension accuracy in being able to read, and spell,and which can manifest itself as a difficulty with phonological awareness, phonological decoding, orthographic coding, auditory short-term memory, and/or rapid naming. Dyslexia is separate and distinct from reading difficulties resulting from other causes, such as a non-neurological deficiency with vision or hearing, or from poor or inadequate reading instruction.It is believed that dyslexia can affect between 5 to 10 percent of a given population although there have been no studies to indicate an accurate percentage. There are three proposed cognitive subtypes of dyslexia: auditory, visual and attentional.Although dyslexia is not an intellectual disability, it is considered both a learning disability and a reading disability. Dyslexia and IQ are not interrelated, since reading and cognition develop independently in individuals who have dyslexia. Accomplished adult dyslexics may be able to read with good comprehension, but they tend to read more slowly than non-dyslexics, and may perform more poorly at nonsense word reading (a measure of phonological awareness), and spelling. Moreover, reading is a very important individual needs and occupy a central position for human life in the era of globalisation. Without poor people will read the information, knowledge,

and lagged behind in all the progress and changing times. Reading is a dual and simultaneous process, which contains two processes and a combination of mental and physical processes. During reading activities take place not articulator is involved, but also mental psychological interfere in determining the quality and results read by individuals. The inability to read in children is often generalized as a weakness of intelligence. In fact, he could be dyslexic. Dyslexia or reading difficulties such disorders, according to Jacinta F. Rini, M. Psi, from Herman Consulting, basically due to neurological disorders. The symptoms, the ability to read the child is under the proper ability to consider the level of intelligence, age and education. According to research conducted by John Bradford (founder of Direct Learning, an organization development program for Learning Disabilities in the USA), dyslexia affects more men than women. This disorder is not a form of physical disability, such as visual difficulties. He is more directed at how the brain processes and process information that is being read the child. This disorder is a disorder in treating the letters and words as symbols that are caused by reduced ability to integrate meaningful written material. The problem seems to reflect a basic organizational pattern of neurological disorders because of biological or endogenous (Helen M. Robinson, 1968:167). Unexpected difficulty reading (difficulty reading to someone who does not comply with the cognitive abilities of the person or not according to age, skill level and education level), other than that there are problems associated with fonologik. At preschool age children, a history of language delay or do not seem to sound from a word (difficulty playing the rhythmic words, the confusion in the face of similar words, difficulty getting to know the letter) along with a family history of suffering from dyslexia, shows factor significant risk to suffer from dyslexia. At school age children usually complain of a lack of appearance in school but often parents and teachers do not realize that these children have difficulty reading. Usually the child will be seen too late to talk, do not learn the letters in kindergarten and did not learn to read in elementary school. Children will be increasingly left behind in terms of lessons while teachers and parents often wonder why more and more children with a good level of intelligence have difficulty reading. So from the problems mentioned above, the writer interesting to investigate what kind of communication techniques used by teacher in teaching dixlexia childrens in Sekolah Kebutuhan Khusus Bangun Bangsa Surabaya.

1.2

Statement of problem Based on the background above, this study tries to answer the problems as follow: What

kinds of communication teaching technique used by teacher in teaching dixlexia children in Sekolah Kebutuhan Khusus Bangun Bangsa Surabaya. 1.3 Purpose of the study Related with the problem, the purposes of this study is to know about kinds of communication teaching technique used by teacher in teaching dixlexia children in Sekolah Kebutuhan Khusus Bangun Bangsa Surabaya. 1.4 Signifcant of the study This study will give the contribution in the field of Psikolinguistic study especially for students and lecturers of English Department, Faculty of Teacher Training and Education, University of Muhammadiyah Malang. The contribution for lecturers of English Department is lecturers get broader knowledge about dixlexia. It is because this thesis is explained in detail of dixlexia. Furthermore, they also get additional references of dixlexia. In addition, students get additional knowledge of Psikolinguistic especially that is related with dixlexia. This thesis also can be used as a reference when they study about Psikolinguistic subject. 1.5 Scope and limitation In this study, the writer realizes that it is necessary to limit the scope of this study. The writer concentrates this study on the investigation of kinds of communication teaching technique used by teacher in teaching dixlexia children in Sekolah Kebutuhan Khusus Bangun Bangsa Surabaya. . This study limited to teacher as the teacher who teach in Sekolah Kebutuhan Khusus Bangun Bangsa. and the factors influencing of dixlexia used by dixlexic student. The data of the study is taken from the Sekolah Kebutuhan Khusus Bangun Bangsa 1.6 Definition of key terms It is important to define the key terms used in this study in order to help the readers avoid misunderstanding of the analysis. 1. 2. Study is abilities and approaches applied to learning Communication is the activity of conveying meaningful information. Communication requires a sender, a message, and an intended recipient, although the receiver need not be present or

aware of the sender's intent to communicate at the time of communication; thus communication can occur across vast distances in time and space. Communication requires that the communicating parties share an area of communicative commonality. The communication process is complete once the receiver has understood the sender. 3. 4. 5. 6. A technique is a procedure used to accomplish a specific activity or task In education, a teacher (or, in the US, educator) is a person who provides schooling for pupils and students. Educate is to developing the innate capacities of, especially by schooling or instruction and to provide with knowledge or training in a particular area or for a particular purpose Dixlexia is a broad term defining a learning disability that impairs a person's fluency or comprehension accuracy in being able to read, and spell,and which can manifest itself as a difficulty with phonological awareness, phonological decoding, orthographic coding, auditory short-term memory, and/or rapid naming. 7. Children is generally a human between the stages of birth and puberty.

CHAPTER II REVIEW OF RELATED LITERATURE 2.1 Psikolinguistics Psycholinguistics is a branch of study which combines the disciplines of psychology and linguistics. It is concerned with the relationship between the human mind and the language as it examines the processes that occur in brain while producing and perceiving both written and spoken discourse. What is more, it is interested in the ways of storing lexical items and syntactic rules in mind, as well as the processes of memory involved in perception and interpretation of texts. Also, the processes of speaking and listening are analyzed, along with language acquisition and language disorders. Psycholinguistics as a separate branch of study emerged in the late 1950s and 1960s as a result of Chomskyan revolution. The ideas presented by Chomsky became so important that they quickly gained a lot of publicity and had a big impact on a large number of contemporary views on language. Consequently also psycholinguists started investigating such matters as the processing of deep and surface structure of sentences. In the early years of development of psycholinguistics special experiments were designed in order to examine if the focus of processing is the deep syntactic structure. On the basis of transformation of sentences it was initially discovered that the ease of processing was connected with syntactic complexity. However, later on it became clear that not only syntactic complexity adds to the difficulty of processing, but also semantic factors have a strong influence on it. All the same, certain principles of sentence processing that were formulated at that time are still valid. One of them, namely the principle of minimal attachment means that when processing a sentence which could have multiple meanings people most frequently tend to choose the simplest meaning, or the meaning that in syntactic analysis would present the simplest parse tree with fewest nodes. Thus, a sentence Mary watched the man with the binoculars by most language users would be interpreted that it was Mary, and not the man, who was using binoculars. One other principle worth noting is the principle of late closure which states that there is a tendency to join the new information to the current phrase, or clause, which explains why in a sentence such as John said he will leave this morning the phrase this morning would be understood as relating to the verb leave and not to said. Other psycholinguistic investigations into how processing of texts occurs led to conclusions that complex sentences with multiple clauses are interpreted faster and with less mental effort when the clauses are not reduced. When it comes to speech the experiments show that the interpretation

of sentences can vary depending on the placing of pauses, or disfluencies. Additionally, is has been proven that visual contact between speakers also has a strong influence on the ease, or difficulty of processing texts. During experiments subjects were listening to some sentences and those who saw the speaker could understand what the speech was about better, while those who did not see him often had difficulties with it. The recent tendencies in psycholinguistics show increasing interest in discourse processing, and in particular in the ways readers create a mental representation of the narrative world. The focus of interest is on the role of readers schemata and the problem of inferences about the read subject matter. It has been proved that certain inferences are made in the very process of reading, while others are made later in order to resolve some problems or inconsistencies. The issues of background knowledge and automaticity of drawing inferences are still being investigated. 2.2 Dyslexia Dyslexia has been around for a long time and has been defined in different ways. For example, in 1968, the World Federation of Neurologists defined dyslexia as "a disorder in children who, despite conventional classroom experience, fail to attain the language skills of reading, writing, and spelling commensurate with their intellectual abilities." According to the U.S. National Institutes of Health, dyslexia is a learning disability that can hinder a person's ability to read, write, spell, and sometimes speak. Dyslexia is the most common learning disability in children and persists throughout life. The severity of dyslexia can vary from mild to severe. The sooner dyslexia is treated, the more favorable the outcome; however, it is never too late for people with dyslexia to learn to improve their language skills. Children with dyslexia have difficulty in learning to read despite traditional instruction, at least average intelligence, and an adequate opportunity to learn. It is caused by an impairment in the brain's ability to translate images received from the eyes or ears into understandable language. It does not result from vision or hearing problems. It is not due to mental retardation, brain damage, or a lack of intelligence. Dyslexia can go undetected in the early grades of schooling. The child can become frustrated by the difficulty in learning to read, and other problems can arise that disguise dyslexia. The child may show signs of depression and low self-esteem. Behavior problems at home as well as at school are frequently seen. The child may become unmotivated and develop a dislike for school. The child's success in school may be jeopardized if the problem remains untreated. 2.3 The types of dyslexia There are several types of dyslexia that can affect the child's ability to spell as well as read.

"Trauma dyslexia" usually occurs after some form of brain trauma or injury to the area of the brain that controls reading and writing. It is rarely seen in today's school-age population. A second type of dyslexia is referred to as "primary dyslexia." This type of dyslexia is a dysfunction of, rather than damage to, the left side of the brain (cerebral cortex) and does not change with age. Individuals with this type are rarely able to read above a fourth-grade level and may struggle with reading, spelling, and writing as adults. Primary dyslexia is passed in family lines through their genes (hereditary). It is found more often in boys than in girls. A third type of dyslexia is referred to as "secondary" or "developmental dyslexia" and is felt to be caused by hormonal development during the early stages of fetal development. Developmental dyslexia diminishes as the child matures. It is also more common in boys. Dyslexia may affect several different functions. Visual dyslexia is characterized by number and letter reversals and the inability to write symbols in the correct sequence. Auditory dyslexia involves difficulty with sounds of letters or groups of letters. The sounds are perceived as jumbled or not heard correctly. "Dysgraphia" refers to the child's difficulty holding and controlling a pencil so that the correct markings can be made on the paper. 2.4 Dyslexia diagnose Dyslexia is a difficult disorder to diagnose. There are many factors the psychologist or other health professional reviews to diagnose the disability. The testing determines the child's functional reading level and compares it to reading potential, which is evaluated by an intelligence test. All aspects of the reading process are examined to pinpoint where the breakdown is occurring. The testing further assesses how a child takes in and processes information and what the child does with the information. The tests determine whether a child learns better by hearing information (auditory), looking at information (visual), or doing something (kinesthetic). They also assess whether a child performs better when allowed to give information (output), by saying something (oral), or by doing something with their hands (tactile-kinesthetic). The tests also evaluate how all of these sensory systems (modalities) work in conjunction with each other. The tests administered are standardized and are considered highly reliable. The child should not feel as if there is something wrong because testing is occurring. Many of the tests use a gametype or puzzle format which can help make the child feel more comfortable. Children should get a good night's sleep prior to the testing and have a good breakfast. If the testing is done in a school setting, the teacher can prepare the child by talking about the person who will come and do special work with the child. With young children, the psychologist may visit the child's classroom before the testing so that the child is familiar with him. Whether or not the testing is done at school, the parent may want to talk to their child about a new person coming to work with them. However,

parents should not try to coach the child concerning the testing. It is recommended that parents not be present during the testing. A standard battery of tests can include, but is not limited to, the following: 1. Wechsler Intelligence Scale for Children-Third Edition (WISC-III) 2. Kaufman Assessment Battery for Children (KABC) 3. Stanford-Binet Intelligence Scale 4. Woodcock-Johnson Psycho-Educational Battery 5. Peabody Individual Achievement Tests-Revised (PIAT) 6. Wechsler Individual Achievement Tests (WIAT) 7. Kaufman Tests of Educational Achievement (KTEA) 8. Bender Gestalt Test of Visual Motor Perception 9. Beery Developmental Test of Visual-Motor Integration 10. Motor-Free Visual Perception Test 11. Visual Aural Digit Span Test (VADS) 12. Test of Auditory Perception (TAPS) 13. Test of Visual Perception (TVPS) 14. Peabody Picture Vocabulary Test-Revised 15. Expressive One-Word Picture Vocabulary Test 16. Test for Auditory Comprehension of Language 2.5 Dixlexic Student A dyslexic student struggles with processing the language they see and hear. Written words are difficult for the child to understand as they see it differently to the way everyone else does. Just because they cant read it doesnt mean they dont know the word, but in a test situation or in a class room, this can be detrimental to their experience at school. Most schools rely on reading and writing in order to assess the childs ability. This means that a child with dyslexia is immediately disadvantaged. People with dyslexia struggle to recognize the sounds within words. Phonics are difficult especially with letter combinations that change the sound a letter makes. Teaching a dyslexic child to read is difficult but it is possible and many dyslexic children go on to live normal lives. 2.6 Kinds of techniques used to teaching the Dyslexic Student Good techniques can be reinforced, teachers are encouraged to display posters on the walls as continual reminders of the words that are specifically difficult for dyslexic students. They can also stick the words onto the ceiling, wall and floor or on other appropriate surfaces. Words can be

positioned in creative ways, for example words like tall, taller and tallest can be placed on the ceiling. Having pictures and information about famous people who are sufferers or supporters of dyslexia is really important. These people can be easily identified with and can be used as good role models. For example, a very good way to do this is by having a Leonardo Da Vinci screen saver on their computer to inspire them to greater ambitions. In order to understand how to teach dyslexic children it is necessary to understand what causes the condition. The English language has 26 letters and contains 44 sounds, or phonemes. All words are made up of one or more phonemes; for example sounds like ba and da or mu and nu. To learn to read, a child must be able to sound out phonemes and build them into words. Unfortunately the brains of dyslexic children, right from birth, cannot clearly distinguish phonemes that make rapid sound shifts. For example, the sound "ba" starts with a "b" made by pressing the lips together, and flows into "aaaah" made further back in the mouth. The time between the "b" and "aaaah" is just 40 milliseconds (a millisecond is one-thousandth of a second), but most babies can hear it just fine. Some, however, need five times that long, 200 milliseconds or more, to really hear such sounds. Other phonemes, like mu, make sufficiently slow sound shifts and therefore do not pose a problem. In order to aid students to learn to hear the extra sounds, words must be broken down and enunciated more slowly. To most people, when they hear the word bag they will report that they hear three sounds. Even though they have really only heard one short burst, their brains are able to interpret the mush and separate the individual components. This is the task that dyslexics find so difficult to accomplish. It should also be understood by the teacher that just as everyone has a dominant hand, we also each have a dominant eye and ear. For most people this is the right ear, and sounds that are heard by the dominant ear are transmitted directly to the language centre in the left-brain. On the other hand sounds captured by the left ear go first to the right brain before being transmitted back to the language centre in the left-brain. The second circuit is longer and some of the information is lost or corrupted along the way, making sound recognition more difficult. Using mnemonics that are chosen according to each students own interests can be an aid to help with commonly made spelling errors. Applying colour codes to classify folders and textbook spines by subject is an easy way to make sure students take the right books and equipment to the classes. This characteristic is often mistaken as forgetfulness, and since taking the right books to class is important, it ensures that the student does not feel inadequate, or any different to the other students. Having taught dyslexic students using many of these different teaching techniques has

afforded us with an opportunity to compare and assess these different approaches. One of the most successful techniques was using hands-on practical exercises as a way of engaging the students interest. This approach will also provide the student with a mental image they can remember and refer back to. Additionally, making models of related objects has also been observed to assist with learning to remember a series of items. By teaching chemistry, using actual experiments, the student was encouraged to set up the experiment for themselves and then watch the ensuing reaction. To understand the structure of molecules, you can build them either from a model kit or by using Plasticine with plastic or metal rods. This is far better than just writing down a chemical reaction equation. The ability to see the structure of a molecule, using colours to identify the components and structure of the chemicals, made it easier for the vocabulary to be learnt. For example when teaching physics, a prism or even a crystal ornament can be used to demonstrate how white light can be split into the spectrum of colours. This session developed into a light show on the wall, and because of the fun that the student had doing this they found learning and understanding the concept much easier. We have developed several teaching techniques that address some of these key topics. For example, to help students discern words that contain fast phoneme transitions, we employ a modified speech pattern, which puts more emphasis on key words. Identifying the particular key words that contain these fast sound transitions requires some practice, but having become familiar with the common ones and by speaking with appropriate emphasis and pauses improves the ability of the student to absorb the information. One point to bear in mind though is the possibility that the student could feel patronised or even bored by the monotone of the voice. So there is a balance that has to be achieved while using this technique. Another teaching method is to encourage the student to make a dictionary of their own that contains words related to the subject that they are studying. This approach has been observed to be very successful, and also has the added benefit of becoming a useful revision tool. As another exercise a student is allowed to make their own audiocassette recording of the things they need to remember. This can be beneficial because it teaches the student how to verbalise their thoughts, as well as improving their diction and listening skills by being able to hear their own voice. The experience of hearing your own voice can be an unsettling experience for most people, so at first a student may find it difficult to find the self-confidence that this process will demand from them. They may require several attempts before they become comfortable and are happy with the outcome. We have also observed that students can find it difficult to read continuously from overhead projection sheets, or from digital projectors. This is beginning to become more widely recognised,

and some universities have taken steps to assist students by ensuring they are given access to printed copies of these presentations if they are unable to take notes from the displayed material quickly enough. This removes the frustration that comes from constantly struggling to keep up with the rest of the class and instead gives the student the opportunity to listen and focus on what the lecturer is saying instead. Students are also being encouraged to record lectures so that they can listen to them again in their own time. Another novel teaching technique that we have used is to encourage the student to only write on the left hand page of their notebook. This allowed them space for corrections and improved the setting out of their work. Otherwise they had a tendency to clutter their work with large numbers of corrections which made it illegible for later revision. The right hand side of the page was then used for drawing diagrams, or making sketches of the information written. This is a good way to jog the memory when reviewing the notes and while preparing for a test. Additionally it is possible to use coloured pens, or even highlighters, to make each important section colour coded for easy identification. An extension of this concept, through the use of mnemonics, is to get the student to think of their own acronyms and phrases to aid their ability to remember lists of items. It is very important that the student is able to invent their own phrases as this will aid their memory, but having a back-up suggestion already prepared for them can often be a useful prompt. Students can also be encouraged to design their own posters and stick them to the walls in their bedroom, or the room they use for study, since this is also a good memory aid. Additionally, when working closely with a student away from a normal classroom environment, it is better to structure the lessons into smaller time allotments. This allows the student to focus their attention on the task at hand and gains the maximum benefit from the time available. It also facilitates the breakdown of each task into smaller and more distinct steps. By structuring the lessons in this way, using short breaks to help to maintain a high level of concentration, the student can also learn to improve their study techniques when working by themselves. It is also important to help the student develop their public speaking skills by having short five-minute informal talks. This gives them another way of expressing their thoughts. For students who have not had the opportunity to learn to use a computer early on at school, it seems just another thing to learn. Usually they need all of their time and energy to be focused on learning the subject information itself. Developing computer skills and keeping up with new software and styles of presentation can be an added burden that should be avoided if it is causing the student to lose focus on the core subject material. Initially having had extra time allocated at school, can give some students the feeling of being different and singled out. However after explaining that there are many students with similar disabilities that get extra time, I was able to put these students at ease.

Dyslexic students need a lot of encouragement, whether it is by contacting them several times a week or taking them on excursions to maintain their interest. Most importantly though, students should be encouraged to be proud of their own work, and this needs to be reinforced by all other family members. Since dyslexia typically does not occur within a family in a predictable pattern, it is most likely that other members of the same family may not have this disability. Therefore without appropriate counselling, they may find it very difficult to understand why their child or sibling requires extra assistance to master a subject that they possibly found easy for themselves. Frequently, dyslexic students are unfairly labelled as dumb, or incompetent. However, this is clearly not always the case, since with the right approach these students can achieve results that are at least equal to those of regular students.

CHAPTER III RESEARCH OF METHODOLOGY This chapter presents the procedures used in conducting the research. It covers Research Design, Research Subject, Research Instrument, Data Collection, and Data Analysis. 3.1 Research design The design on this study was descriptive research. Ary. et. al. (2002: 23) says descriptive research is designed to obtain information concerning the current status of phenomenon. It is directed toward determining the nature of the situation as it exists at the time of study. And according to W. Best (1970: 25) descriptive research describes what is. It involves the description, recording, analysis, and interpretation of condition that exist. Furthermore, this research used qualitative research. Trask (1999:256) states, Qualitative approach is a trend towards the description and explanation of language use within naturally occurring social and cultural setting. Qualitative employs conservation, document analysis, interview and recording. This research employed document analysis. Best explains in documentary analysis, the following may be used as source of data: records, reports, printed forms, letters, autobiographies, diaries compositions, themes or other academic works, books, periodicals, bulletins, or catalogues, syllabi, court decision, pictures, films and cartoon Best (1981: 107). This research analyzed kinds of communiction techniques used by teacher in teaching dixlexia children. Based on the definitions of descriptive research above, this study wanted to describe the dixlexia that is used by teacher. This study related to the problem of what kinds of communication techniques used by teacher in teaching dixlexia children Sekolah Kebutuhan Khusus Bangun Bangsa Surabaya . 3.2 Research subject In conducting Psikolinguistics research, the subject of the study is needed. The subject of this research is teacher of Sekolah Kebutuhan Khusus Bangun Bangsa as of the teacher for the students. 3.3 Instrument

1. Observation 2. Interview 3. Questionnaire 4. Collect the data

3.4 1.

Data collection The writer did some steps of this research. They are :

Primary Research In the first steps the writer made instrument to get the data. Then asking permission to the headmaster of Sekolah Kebutuhan Khusus Bangun Bangsa. After getting permission from the head master of Bangun Bangsa the writer does some activities to support her research.

2.

Collecting the Data To collect the data the writer uses interview and observation as the instruments. Interview for the teacher and observation is used to observe the teaching learning process in the classroom.

3.

Result The result of this research described about what kinds of teaching techniques used by teacher in teaching dixlexia student. 3.5 Data analysis After all the data were collected, the next step was the data analysis. The process of

analyzing the data in this study is focused on understanding the equality what kinds of teaching techniques used by teacher in teaching dixlexia studen in Sekolah Kebutuhan Khusus Bangun Bangsa Surabaya. According to Sugiyono (2008: 338 - 345), there are three main components in the process of analyzing data that should be comprehended, namely: reducing the data, presenting the data, and making conclusion as well as verification. 1. Reducing the Data Reducing the data is the process of selecting, focusing, and arranging the data from the note, observation, and questionnaire so that the conclusion of the research can be well accomplished. 2. Presenting the Data Presenting the data is the process in which the data (the unit of information) are described in form, so that it enables the researcher to make a conclusion. Generally, the data are presented in the form of sentence arranged systematically and logically. Besides, the data are also presented in a sort of scheme and table. 3. Making Conclusion and Verification After presenting the data, the next process is making conclusion. In collecting the data, the researcher makes notes about everything related to the research she found, so that they can help her in making the conclusion. The last technique of analyzing data is making verification. To verify the result of the research, the researcher presents the notes that are related to the research as what kinds of

teaching techniques used by teacher in teaching dixlexia student REFERENCES Frost, J. A. & Emery, M. (1995). "Academic Interventions for Children with Dyslexia Who have Phonological Core Deficits." ERIC Clearinghouse on Disabilities and Gifted Education Reston VA. (ED385095). Retrieved on 08/11/07, from, http://www.ericdigests.org/1996-1/academic.htm Tomlin son, C. A. (1999). Differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development. Tomlinson, C. A. (2000). Differentiated instruction: Can it work? The Education Digest. 65 (5) 25-31. Tomlinson, C.A. (2003). Fulfilling the promise of the differentiated classroom: Strategies and tools for responsive teaching. Alexandria, VA: Association for Supervision and Curriculum Development. Tomlinson, C.A. (2001). How to diffentiate instruction in mixed-ability classrooms. 2nd ed. Alexandria, VA: Association for Supervision and Curriculum Development Finch G. 1998. How to study linguistics. Houndmills: Palgrave Macmillan. Brown K. (Editor) 2005. Encyclopedia of Language and Linguistics 2nd Edition. Oxford: Elsevier. Wilson R. A. (Editor) 1999. The MIT encyclopedia of cognitive sciences. London: The MIT Press.