Teaching and Learning English for Visually Impaired Students:  An Ethnographic Case Study

Susanto, Susanto; Nanda, Deri Sis

doi:10.35542/osf.io/jy26f

Cited by 5 publications

(5 citation statements)

References 11 publications

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“…By having the further and detail explanation above, the researcher discovers that the first previous research conducted by [2] Lintangsari, Alies Poetri. Emaliana, I., (2019), the second previous research conducted [6], and the present research, have several similarities. The main engaged factors found are the teaching approach and attitudes that lecturer have while conducting the learning English process, the better engagement that students will have.…”

Section: English Examination Resultssupporting

confidence: 72%

Factors Affecting Blind Students’ Engagement in Learning English

Asri¹,

Adrianto²

2021

Educafl

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Universitas Brawijaya (UB) with the assistance of Pusat Studi dan Layanan Disabilitas (PSLD) have implemented an inclusive education environment, as the need for equal education chance for different abilities Indonesians. There is an assumption that engagement from a combination of language learning or learning language’s cognitive, social, and affective aspects can affect the learning process and academic achievement of a special need student. To reach the research objective, interview sessions and classroom observations session were aimed at measuring the students' language learning engagement based on three-domains; cognitive, affective and social, in students’ perspective and ongoing activities. This research shows fluctuate results based on the interviews and observations data of two blind students. The main engaged factors found are positive teaching approaches and attitudes, also both students’ learning autonomy.

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Section: English Examination Resultssupporting

confidence: 72%

Factors Affecting Blind Students’ Engagement in Learning English

Asri¹,

Adrianto²

2021

Educafl

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“…The learners gain not only language skill -reading, speaking, listening, and writing but also literary skillthe skills of paraphrasing, summarising and interpreting. For further research, it can be studied how literary work as authentic material can be used for teaching students with disabilities, such as visual impairment (Jenks, 2005;Susanto & Nanda, 2018), for improving students' academic literacy (Mukhroji, 2020), and for developing other teaching strategies to face students' learning problems in EFL classroom (Alquraishy, Sagban, & AlMumar, 2020;Huwari, 2019).…”

Section: Discussionmentioning

confidence: 99%

Using Literary Work as Authentic Material for the EFL Classroom in Indonesia

Nanda¹,

Susanto²

2020

Preprint

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Literary work can be used as authentic material in the EFL classroom to achieve the language development of the learners. This study aims to discuss the role of literary texts and the benefits of using the texts for the EFL classroom. The study was conducted at the English Education Study Program, Bandar Lampung University, Indonesia. The reasons in choosing specific literary texts in the EFL classroom are evaluated and the main criteria to select the literary texts are discussed such as the motivation and the language use of the learners. It is found that the texts can facilitate the enjoyment of the learners while they are learning. The study concludes that the literary texts not only enhance the language development but also enrich the cultural representations while studying English.

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“…This journal indicated that the hearing impaired students are no more able likely than hearing students to be visual learners and are no stronger in their visual skills and habits with sign language skills. The third journal by Susanto and Nanda (2018) entitled "Teaching and Learning English for Visually Impaired Students: An Ethnographic Case Study". This research discussed on the teaching and learning of English at school of impaired students.…”

Section: Hearing Impaired Students In Learning English Vocabulariesmentioning

confidence: 99%

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

Puri

Rodiatun

Susanto

2019

JEES

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This study aimed to discover the hearing impaired students’ techniques in learning English vocabulary. The hearing impaired students learned mostly differently with normal people in acquiring meaning of words. The data were acquired qualitatively. The instruments used was observation and interview at the tenth grade of hearing impaired students at Dharma Bhakti Dharma Pertiwi Special School. The result showed the various techniques used by the hearing impaired students. in conclusion, the techniques used by the students was totally different for each students depending on the rest of their hearing sense.

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Teaching and Learning English for Visually Impaired Students: An Ethnographic Case Study

Cited by 5 publications

References 11 publications

Factors Affecting Blind Students’ Engagement in Learning English

Factors Affecting Blind Students’ Engagement in Learning English

Using Literary Work as Authentic Material for the EFL Classroom in Indonesia

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

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