The implementation of audio storytelling activities in teaching speaking for visual impaired students : A narrative inquiry study in SLBN Handayani Sukabumi

Fajriah, Allifna Nur’Izzati (2021) The implementation of audio storytelling activities in teaching speaking for visual impaired students : A narrative inquiry study in SLBN Handayani Sukabumi. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

Children start to learn about many things with something that they see and hear, visually impaired children need to adapt to their visual impairment and struggle to learn about such things. Thus, this research attempts to explore the implementation of audio storytelling activities in teaching English speaking for visual impaired students. The importance of this research is to analyse the teacher’s experience and the problems in implementing audio storytelling activities for visual impaired students speaking ability. This study is conducted to portrait the language education that happens to visual impaired students.” “This study uses qualitative method, especially using narrative inquiry design that involves a participant who was experienced in teaching to visual impaired students. In this study, the selected participant is a special education teacher who teaches English, the participant was also selected from his location of teaching to ensure the quality factor should be fulfilled as it becomes influential. In the data collection process, the researcher conducts one-on-one interview with the intended participant and asks for photos of activities carried out by the participant with his student.” The result of this study shows that there are several highlighted points toward the result of the interview. First, the challenge faced by Mr Apong in teaching English to VIS comes from the government regulation. Second, in implementing audio storytelling activities Mr Apong used some steps in his teaching strategies called a Three Phase Technique. Third, in speaking aspects, Mr Apong found a slight improvement of his student after being treated by audio storytelling, the student tent to be more excited in learning especially when he heard a story that he was interested in. Fourth, the problem that Mr Apong encountered while applying audio storytelling activities, he said that he got difficulty in understanding the material that he would convey since he did not graduate from English education department. In conclusion, the findings show that there are some important points that should be concerned by the policy makers, and the teacher of special need himself/herself toward the teaching English for visual impaired students. In the term of audio storytelling the teacher needs to enhance and explore the English teaching materials and strategies that will be delivered to the students.

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