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Abstract
Speaking is about hearing and inability to hear or hear correctly may hamper the expected communication of meaningful words. For the deaf and hard of hearing, production of meaningful sound becomes difficult because of inability to process auditory information properly. Hence, engagement in exercise that will involve oral language might be a difficult task. This study therefore investigated the attitudes to and knowledge of oral English by the deaf and hard of hearing learners and their teachers’ perception. Descriptive survey research design was employed and a total of 100 deaf and hard of hearing students and 29 teachers were purposively selected. Attitudes to Oral English Scale, Perceived Knowledge of Oral English and Perceived Adequacy of Oral English with reliability of 0.78, 0.81, and 0.77 respectively were the instruments used to collect relevant data. Data collected were analysed using simple descriptive statistic such as percentage and Pearson Product Moment Correlation. The results revealed that deaf and hard-of-hearing students have positive attitudes towards the English language but possess poor knowledge of oral English and exhibit a negative disposition towards the teaching of oral English to the deaf and hard-of-hearing. Additionally, there was no significant relationship between their attitudes towards oral English and their knowledge of oral English. Hence, alternative arrangement should be provided for the deaf and hard of hearing to compensate for the oral English learning.
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Copyright (c) 2024 Olubukola Abiodun Olufemi-Adeniyi, Olaotan Oladele KUKU, Samuel Olufemi Adeniyi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Ciptaan disebarluaskan di bawah Lisensi Creative Commons Atribusi-BerbagiSerupa 4.0 Internasional.
References
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- Antia, S. D., Jones, P. B., Reed, S., & Kreimeyer, K. H. (2009). Academic status and progress of deaf and hard-of-hearing students in general education classrooms. Journal of Deaf Studies and Deaf Education, 14, 293–311. doi:10.1093/deafed/ enp009
- Apriliyanti, D. L. (2023). Teachers’ challenges in teaching English to stidents with special needs: How to cope with them? Indonesian Journal of Community and Special Needs Education, 3(2), 131-140.
- Cawthon, S. W. (2001). Teaching strategies in inclusive classrooms with deaf students. Journal of deaf studies and deaf education, 6(3), 212-225.
- Choudhry, A. M., Noor, H. S., Shahid, R., Muktar, T., Zahra, S. M., & Butt, G. A. (2021). Academic performance of hearing impaired children who received early intervention. Journal of Pharmaceutical international, 33(57a) 227-234.
- Cooc, N. (2019). Teaching students with special needs: International trends in school capacity and the need for teacher professional development. Teaching and Teacher Education, 83, 27-41.
- Daud, M. K. M., Noor, R. M., Rahman, N. A., Sidek, D. S., & Mohamed, A. (2010). The effect of mild hearing loss on academic performance in primary school children. International Journal of Pediatric Otorhinolaryngology, 74, 67–70
- El-zraigat, I. (2012). Assessing special needs of students with hearing impairment in Jordan and its relation some variables. International Educational Studies, 6 (2), 63-72
- Flo, B. K., Matziorinis, A. M., Skouras, S., Sudmann, T. T., Gold, C., & Koelsch, S. (2022). Study protocol for the Alzheimer and music therapy study: An RCT to compare the efficacy of music therapy and physical activity on brain plasticity, depressive symptoms, and cognitive decline, in a population with and at risk for Alzheimer’s disease. PloS one, 17(6), e0270682.
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- Khasawneh, M. A. (2021). Problems teaching English to deaf students. Indonesian Journal of Creative Counseling, 1(2), 32-42.
- Marschark, M, Shaver, D. M, Nagle, K. M, & Newman, L. A. (2015). Predicting the academic achievement of deaf and hard-of-hearing students from individual, household, communication, and educational factors. Exceptional Children, 81(3), 350-69
- Movallali, G., Jalil-Abkenar, S. S., & A'shouri, M. (2015). The efficacy of group play therapy on the social skills of pre-school hearing-impaired children. Archives of rehabilitation, 16(1), 76-85.
- Mulwafu, W., Kuper, H., & Ensink, R. J. H. (2016). Prevalence and causes of hearing impairment in Africa. Tropical Medicine and International Health, 21(2), 158-165.
- Nugroho, F. A., & Lintangsari, A. P. (2022). Deaf students’ challenges in learning English; A literature review. Indonesian Journal of Disabilities Studies, 9(2), 217-224.
- Olatoke, F., Ologe, F. E., Nwawolo, C. C., & Saka, M. J. (2008). The prevalence of hearing loss among children with CSOM in Nigeria and its effect on academic performance. Ear Nose Throat Journal, 87, 5–15
- Podury, A., Jiam, N. T., Kim, M., Donnenfield, J. I., & Dhand, A. (2023). Hearing and sociality: the implications of hearing loss on social life. Frontiers in Neuroscience, 17, 1245434.
- Westwood, P. (2018). Inclusive and adaptive teaching: Meeting the challenge of diversity in the classroom. Routledge.
- World Health Organization [WHO] (2017). Health statistics and information system WHOQOL: Measuring quality of life. Retrieved from www.who.int/healthinfo/survey/ whoqol-qualityoflife/en/
References
Ahmadi-Azad, S., Asadollahfam, H., & Zoghi, M. (2020). Effects of teacher’s personality traits on EFL learners’ foreign language enjoyment. System, 95, 102369. https://doi.org/10.1016/j.system.2020.102369.
Antia, S. D., Jones, P. B., Reed, S., & Kreimeyer, K. H. (2009). Academic status and progress of deaf and hard-of-hearing students in general education classrooms. Journal of Deaf Studies and Deaf Education, 14, 293–311. doi:10.1093/deafed/ enp009
Apriliyanti, D. L. (2023). Teachers’ challenges in teaching English to stidents with special needs: How to cope with them? Indonesian Journal of Community and Special Needs Education, 3(2), 131-140.
Cawthon, S. W. (2001). Teaching strategies in inclusive classrooms with deaf students. Journal of deaf studies and deaf education, 6(3), 212-225.
Choudhry, A. M., Noor, H. S., Shahid, R., Muktar, T., Zahra, S. M., & Butt, G. A. (2021). Academic performance of hearing impaired children who received early intervention. Journal of Pharmaceutical international, 33(57a) 227-234.
Cooc, N. (2019). Teaching students with special needs: International trends in school capacity and the need for teacher professional development. Teaching and Teacher Education, 83, 27-41.
Daud, M. K. M., Noor, R. M., Rahman, N. A., Sidek, D. S., & Mohamed, A. (2010). The effect of mild hearing loss on academic performance in primary school children. International Journal of Pediatric Otorhinolaryngology, 74, 67–70
El-zraigat, I. (2012). Assessing special needs of students with hearing impairment in Jordan and its relation some variables. International Educational Studies, 6 (2), 63-72
Flo, B. K., Matziorinis, A. M., Skouras, S., Sudmann, T. T., Gold, C., & Koelsch, S. (2022). Study protocol for the Alzheimer and music therapy study: An RCT to compare the efficacy of music therapy and physical activity on brain plasticity, depressive symptoms, and cognitive decline, in a population with and at risk for Alzheimer’s disease. PloS one, 17(6), e0270682.
Jobling, A., & Moni, K. B. (2004). I never imagined I’d have to teach these children’: Providing authentic learning experiences for secondary pre‐service teachers in teaching students with special needs. Asia‐Pacific Journal of Teacher Education, 32(1), 5-22.
Khasawneh, M. A. (2021). Problems teaching English to deaf students. Indonesian Journal of Creative Counseling, 1(2), 32-42.
Marschark, M, Shaver, D. M, Nagle, K. M, & Newman, L. A. (2015). Predicting the academic achievement of deaf and hard-of-hearing students from individual, household, communication, and educational factors. Exceptional Children, 81(3), 350-69
Movallali, G., Jalil-Abkenar, S. S., & A'shouri, M. (2015). The efficacy of group play therapy on the social skills of pre-school hearing-impaired children. Archives of rehabilitation, 16(1), 76-85.
Mulwafu, W., Kuper, H., & Ensink, R. J. H. (2016). Prevalence and causes of hearing impairment in Africa. Tropical Medicine and International Health, 21(2), 158-165.
Nugroho, F. A., & Lintangsari, A. P. (2022). Deaf students’ challenges in learning English; A literature review. Indonesian Journal of Disabilities Studies, 9(2), 217-224.
Olatoke, F., Ologe, F. E., Nwawolo, C. C., & Saka, M. J. (2008). The prevalence of hearing loss among children with CSOM in Nigeria and its effect on academic performance. Ear Nose Throat Journal, 87, 5–15
Podury, A., Jiam, N. T., Kim, M., Donnenfield, J. I., & Dhand, A. (2023). Hearing and sociality: the implications of hearing loss on social life. Frontiers in Neuroscience, 17, 1245434.
Westwood, P. (2018). Inclusive and adaptive teaching: Meeting the challenge of diversity in the classroom. Routledge.
World Health Organization [WHO] (2017). Health statistics and information system WHOQOL: Measuring quality of life. Retrieved from www.who.int/healthinfo/survey/ whoqol-qualityoflife/en/