How Instructors Conducted English Teaching as Foreign Language for Visual Disability Learners

Abstract

This qualitative study aimed to explore English teaching strategy by the professional English instructors and their belief on selecting the strategy. Three instructors and students from two classes of SLBA YAPTI MAKASSAR were observed and interviewed. The strategy implemented was an eclectic method mingling the Grammar Translation (GT) and Audio Lingual (AL) equipped with computer applications. GT was purposefully applied for obtaining the basic language competence. Words and pronunciation were firstly introduced. All the learned words were repeatedly pronounced and followed by spelling exercise as a word memorizing process. To introduce the meaning was done by: (a) direct touch to the objects either real or artificial, and followed by the equivalent translation to deeply memorize the words, or (b) Meldict usage, a digital dictionary application. The word was rehearsed and practiced by translating English phrases or sentences into Indonesian or vice versa. AL strategy was expected to develop the language skills by computer application NVDA (screen reader) by which letters, words, sentences or stories can be pronounced and replayed by the instructors. The instructors and students believed that integrated use of strategies like GT and AL and electronic instruments is an effective strategy for visual disability.