Teaching English to Children With Hearing Impairment: A Case Study in Special School

  • Ayu Agustina Dewi
  • Umi Yawisah IAIN METRO
  • Syahreni Siregar IAIN METRO

Abstract

This paper aimed to show the EFL classroom activities for children with hearing impairment conducted by the teacher, the teacher’s consideration in designing and implementing the EFL classroom activities, and challenges faced by the teacher in developing EFL classroom activities. The study was qualitative in nature. The data collected through observation, interview, and documentation. Additionally, this paper applied Miles and Huberman model to analyze the research data through some steps, namely, data reduction, data display and drawing a conclusion. In this research, the researcher observed the teaching process and interview the English teacher for children with hearing impairment at the eighth graders of SLB (Education of physically and mentally handicapped children) Negeri Metro. The results indicated that the teacher designed, and implemented the EFL classroom activities based on the students’ characteristics, needs, and abilities such as selecting the activity which provides instruments especially visual supports, modifying the classroom environment. Moreover, the teacher also faced the children’s limitations as her challenges but she had her own way to overcome the challenges such as giving a simple and easy activity and maximum visual supports to the students in the activity.

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Murphy, J., & Dodd, B. (2010). A diagnostic challenge: Language difficulties and hearing impairment in a secondary-school student from a non-English-speaking background. Child Language Teaching and Therapy, 26(3), 207–220. https://doi.org/https://doi.org/10.1177%2F0265659009349977
Paul, P. V., & Whitelaw, G. M. (2011). Hearing and deafness: An introduction for health and educational professionals. Massachusetts: Jones and Bartlett pub.
Puspitasari, D. (2019). English Language Teaching in Inclusive Class: a Challenge Desi Puspitasari Institut Agama Islam Negeri (IAIN) Ponorogo. Qalamuna - Jurnal Pendidikan, Sosial, Dan Agama, 11(1), 37–46.
Royle, A. (2008). The early learning of English as a foreign language by hearing impaired children, with particular reference to curriculum modification in special needs schools.
Sari, D. A. (2017). Teacher’s Obstacles: Teaching English for Deaf Learners at Seventh Grade of SLB Negeri Surakarta. State Islamic Institute of Surakarta.
Scott, W. A., & Ytreberg, L. H. (2001). Teaching English To Children (N. Grant, Ed.). https://doi.org/10.1086/680094
Smokotin, V. M., Alekseyenko, A. S., & Petrova, G. I. (2014). The Phenomenon of Linguistic Globalization: English as the Global Lingua Franca (EGLF). Procedia - Social and Behavioral Sciences, 509 – 513.
Wayner, D. S. (2001). Hearing and Learning: A Guide for Helping Children. Hear Again.
Westwood, P. (2011). Commonsense Methods for Children with Special Educational Needs (2nd Editio). New York: Taylor & Francis e-Library.
Wu-yang, X. (2017). Strategies of English Communicative Activities for Hearing-Impaired Secondary School Students Under Task-Based Language Teaching. US-China Foreign Language, 15(4), 222–226. https://doi.org/10.17265/1539-8080/2017.04.002
Yuliani, I. (2017). TEACHING ENGLISH VOCABULARY STRATEGY FOR DEAF STUDENTS IN SLBN 1 OF PALANGKA RAYA. State Islamic Institute of Palangka Raya.
Published
2019-06-28
How to Cite
DEWI, Ayu Agustina; YAWISAH, Umi; SIREGAR, Syahreni. Teaching English to Children With Hearing Impairment: A Case Study in Special School. Pedagogy : Journal of English Language Teaching, [S.l.], v. 7, n. 1, p. 10-19, june 2019. ISSN 2580-1473. Available at: <https://e-journal.metrouniv.ac.id/index.php/pedagogy/article/view/1430>. Date accessed: 25 feb. 2021.

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