THE HEARING-IMPAIRED STUDENT’S COMPREHENSION IN LEARNING ENGLISH THROUGH INTERACTIVE AUDIO-VISUAL VIDEO

Abstract

This study aimed to explore English comprehension among deaf students through English Interactive Audio-Visual Video (EIAVV), examine how comprehension was demonstrated during the learning process, and identify the factors influencing its development. A qualitative case study design was employed at SLB ABC Melati Aisyiah Deli Serdang. The participants consisted of one deaf student as the main participant, four supporting participants, and an English teacher as an additional source of information selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and comprehension tests. The data were analyzed using data condensation, data display, and conclusion drawing, while credibility was established through methodological triangulation and member checking. The findings revealed that deaf students were able to comprehend English learning materials through EIAVV, particularly vocabulary and contextual information presented through visual representations. Their comprehension was demonstrated through answering questions, recognizing vocabulary from visual cues, following instructions, completing tasks, and participating in classroom activities. However, difficulties remained in understanding longer sentences and complex language structures. Students’ comprehension was influenced by visual support, repetition, teacher adaptation, motivation, and individual learning characteristics. The findings suggest that EIAVV provides meaningful support for inclusive English learning when combined with adaptive teaching practices.