TOUCHING THE WORDS: ENHANCING ENGLISH VOCABULARY FOR SPECIAL NEEDS STUDENTS WITH SENSORY INTEGRATION BARRIERS

Redite Kurniawan, Zainuddin Zainuddin, Khusniatul Khukmi

Abstract


One of the problems for students in inclusive school are facing sensory barriers to integration, and require teaching materials and learning media with proper sensory activities to aid their learning. However, existing teaching materials and books do not fully accommodate the needs of students with sensory disorders, especially touch sensory. Thus, the study proposes the development of a tactile sensory book product for students with special needs at MTs. Terpadu Ar-Roihan Lawang Malang (inclusive school), specifically those facing sensory integration barriers. This study aimed to develop tactile sensory learning materials to enhance English language learning for students with sensory integration barriers in inclusive school. The first research question was focused on the development process of the tactile book, while the second research question was focused on the effectiveness of the book in enhancing English vocabulary knowledge of the students. The study used Research and Development (R&D) through Analysis, Design, Development, Implementation, and Evaluation (ADDIE) step process. This study found that the media and content of the book were considered excellent based on the evaluation of validators, with a score of 3.67 and 3.8 respectively. A total of 5 students with sensory integration barriers participated in the study. By analysing with SPSS Wilcoxon test, the score was 0.025 which indicating that there is a statistically significant difference between the pre- and post-test scores. The findings suggest that tactile sensory learning materials can be an effective tool for enhancing English learning for students with touch sensory integration barriers in inclusive education.

Keywords: tactile sensory book, English vocabulary, special needs student


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References


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