Effective strategies and practical implementation in teaching english to deaf students: Insights from a qualitative case study of communication approaches and learning media
DOI:
https://doi.org/10.61511/jgedsic.v3i1.2025.1897Keywords:
deaf students, implementation of the strategies, teaching strategiesAbstract
Background: Deafness is a condition when a person cannot hear, either partially or completely. Deaf students have different ways of communicating with other people, including the way they learn things. Teachers need to use special methods in teaching deaf students so that the objectives of the teaching and learning process can be achieved. This research aims to identify the strategies used by teachers in teaching English to deaf students and find out how these strategies are implemented. Methods: This research uses a qualitative descriptive method and is based on a case study at SMPLB Karya Bakti Don Bosco Wonosobo (Special School for the Deaf). To find answers to these problems, this study interviewed an English teacher about the strategies implemented during the learning process in the classroom. To obtain more in-depth data, researchers also conducted classroom observations. Findings: This research shows that teachers use sign language strategies, read lips and use various media. As for the implementation of this strategy, the teacher focuses more on enriching students' vocabulary, the teacher speaks slowly and clearly when using sign language. teachers teach simple conversations; teachers use varied media. Conclusion: Teaching English to deaf students requires tailored strategies such as sign language, lip-reading, and media use, which must be implemented with patience and persistence to support effective learning. Novelty/Originality of this article: The findings in this study emphasize the fact that teaching deaf students requires excessive effort and great persistence, and the strategies presented in this study can be useful for other English teachers teaching deaf students.
References
Abidin, Z. (2021). Implementasi Reward Dan Punishment Terhadap Peningkatan Kosa Kata Bahasa Inggris Di Bintana Research And Literacy Shelter Indonesia. Semantic Scholar, 20 (2). https://doi.org/10.35719/fenomena.v20i2.62
Arikunto, S. (2002). Metodologi Penelitian Suatu Pendekatan Proposal. PT. Rineka Cipta.
Ary, D. (2010). Introduction to Research in Education. Wadsworth.
Bishaw, B. (2012). Teaching English to the Students With Difficulties in Inclusive.
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE Publications, Inc. https://spada.uns.ac.id/pluginfile.php/510378/mod_resource/content/1/creswell.pdf
Douglas, B. (2000). Principles English Learning and Teaching, Fourth Edition. State University.
Fatimah, N. H. (2019). Teacher’s Strategies in Teaching English for The Hearing-Impaired Students. English Education Jurnal. 7(2). https://doi.org/10.20961/eed.v7i2.35818
Hamzah, B. U. (2016). Model Pembelajaran Menciptakan Proses Belajar Mengajar Yang Kreatif Dan Efektif. Bumi Aksara.
Kodiango, O. W., & Anne, S. (2016). Challenges Faced by The Hearing Impaired Learners in Composition Writing and in Answering Comprehension Questions in English Language Lessons. Kenya. European Journal of Education Studies. http://dx.doi.org/10.46827/ejes.v0i0.327
Miles, M., Mathew, B., & Huberman, M. (1994). An Expanded Sourcebook: Qualitative Data Analysis. Sage Publication.
Moleong, L. J. (2007). Metodologi Penelitian Kualitatif. Remaja Rosdakarya.
Ngalimun, N. (2016). Strategi Dan Model Pembelajaran. Aswaja Pressindo.
Patricia, P. (2010). Using a Sign Language in the Teaching of English to Deaf Pupils. Bergen.
Patricia, P. (2015). The Teaching of English To Deaf Pupils in Norway. Statped vest.
Pratama, A. (2016). The Implementation of Teaching and Learning English of Students with Hearing Impairment. English Department Teacher Training and Education Faculty of Sebelas Maret University Surakarta.
Shields, M., & Madelyn, L. (2017). Strategies to Address Educational Needs of Students Who are Deaf or Hard of Hearing. TEACH Journal of Christian Education, 11(2). https://doi.org/10.55254/1835-1492.1357
Siregar, N. (2022). Peran Pendidik/Guru dan Peserta Didik dalam Proses Kegiatan Belajar Mengajar Bahasa Inggris di SMP Plus Yayasan Sirajussa’adah Limo Depok. Semantic Scholar, 2(1). https://doi.org/10.47492/eamal.v2i1.1091
Somad, S., Permanarian, P., & Tati, H. (1996). Orthopedagogik Tunarungu. Ditjen Dikti.
Sugiyono, S. (2007). Metode Penelitian Kuantitatif Kualitatif dan R & D. Elfabeta.
Sunanto, J., & Hidayat, H. (2016). Desain Pembelajaran Anak berkebutuhan Khusus Dalam Kelas Inklusif. JASSI Anakku, 17(1). https://doi.org/10.17509/jassi.v16i1.5738
Tsuladze, M. (2015). Teaching and Learning of Deaf Student in Ordinary Vocational Education Setting. The Georgia Case”. Master’s Thesis. Master of Philosophy in Special Needs Education, Department of Special Needs Education, Faculty of Educational Science, University of Oslo.
Winarsih, M. (2007). Intervensi Dini bagi Anak Tunarungu dalam Pemerolehan Bahasa. Depdiknas.
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2025 Ayu Puspita Ningsih, Yulian Purnama, Irra Wahidiyati
This work is licensed under a Creative Commons Attribution 4.0 International License.
