An Analysıs of Learnıng Englısh Vocabulary for Hearıng Impaıred Student at Dharma Bhaktı Dharma Pertıwı Specıal School 2017/2018

Puri, Indah Retno; Rodiatun, Rodiatun; Susanto, Susanto

doi:10.30653/005.201921.36

Cited by 2 publications

(1 citation statement)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Hearing impairment is defined as a whole, or a partial loss of hearing ability caused by a variety of circumstances, including biological and environmental variables (Nasir et al, 2021). People with this type of condition communicate using a different way of communication which is using sign language (Puri et al, 2019). In Malaysia, pupils learning English use signing, known as Sign Exact English, as their third language and their mother tongue as their first language.…”

Section: The Learning Of Esl Among the Hearing-impaired Pupilsmentioning

confidence: 99%

Go Fish English Game: Enhancing Special Needs Pupils with Hearing Disabilities Vocabulary

Yasin,

Abdul Manaf,

Mohamad Shamshul

et al. 2023

IJARBSS

View full text Add to dashboard Cite

In 2013, The Ministry of Education (MOE) implemented the Common European Framework of Reference (CEFR) for English language learning in Malaysian primary and secondary schools. This framework involves special needs pupils with hearing disabilities -Murid Berkeperluan Pendidikan Khas (MBPK) Pendengaran as it has been standardized to be implemented to all pupils without discrimination. Innovation in language material is important for hearing-impaired pupils because they require more help in being a proficient language user compared to normal pupils. Therefore, this study seeks to help hearingimpaired pupils through an innovative card game known as 'Go Fish English game' by incorporating four language skills which are seeing, signing, reading and writing. The data for this research was collected through observation and interview sessions after the game was completed. The analysis for the data is meant to show the effectiveness of the vocabulary lesson as well as the comprehension level of the hearing-impaired pupils prior to the activity. The findings revealed that three out of four pupils were able to display the mastery of four language skills correctly based on the topic of the vocabulary lesson. Only one of the pupils did not manage to read the sentences correctly after the activity. Thus, this research has added value to enhance and strengthen vocabulary lessons with a gamification approach, namely Go Fish English Game towards special needs pupils with hearing disabilities. Further research can be conducted to explore and discover the possibilities of other types of gamifications in teaching and learning of different language skills focusing on special needs pupils with other disabilities according to specific age, gender, and proficient level of English language.

show abstract

Section: The Learning Of Esl Among the Hearing-impaired Pupilsmentioning

confidence: 99%

Go Fish English Game: Enhancing Special Needs Pupils with Hearing Disabilities Vocabulary

Yasin,

Abdul Manaf,

Mohamad Shamshul

et al. 2023

IJARBSS

View full text Add to dashboard Cite

show abstract

“Language means freedom to me” perspectives of Deaf and hard-of-hearing students on their experiences in the English as a foreign language classroom

Urbann,

Gross,

Gervers

et al. 2024

Front. Educ.

View full text Add to dashboard Cite

IntroductionTeaching English as a foreign language (EFL) to Deaf and hard-of-hearing (DHH) students is regarded as a major challenge.The aim of the study is to examine the perspectives of DHH students regarding their experiences in the EFL classroom.MethodsUtilizing a qualitative design, semi-structured interviews were conducted with 17 former DHH students who learned English at German schools for the DHH.ResultsThe findings reveal various language combinations within the EFL classroom, which entirely depend on the teacher. Several critical aspects of the EFL classes were highlighted, including the insufficient foreign sign language competences of teachers, the juxtaposition of German Sign Language (DGS) signs and spoken English, and the lack of Deaf cultural content and awareness in the teaching. Additionally, the absence of interactive engagement in the EFL classroom was noted as a significant issue. Based on the DHH students’ EFL learning experiences, both English and American Sign Language (ASL) served as foreign languages for young DHH individuals, particularly in the context of international communication and social media engagement.DiscussionThis study underscores the importance of integrating ASL into EFL classrooms to better support DHH students’ language learning needs. The findings highlight the critical role of teacher training in ASL and the necessity for standardized approaches to EFL instruction. By aligning teaching practices with students’ lived experiences and incorporating sign language, educators can foster more inclusive, effective learning environments that not only enhance academic success but also affirm students’ identities and rights.

show abstract

An Analysıs of Learnıng Englısh Vocabulary for Hearıng Impaıred Student at Dharma Bhaktı Dharma Pertıwı Specıal School 2017/2018

Cited by 2 publications

References 2 publications

Go Fish English Game: Enhancing Special Needs Pupils with Hearing Disabilities Vocabulary

Go Fish English Game: Enhancing Special Needs Pupils with Hearing Disabilities Vocabulary

“Language means freedom to me” perspectives of Deaf and hard-of-hearing students on their experiences in the English as a foreign language classroom

Contact Info

Product

Resources

About