The teacher strategies in teaching sign language for deaf students in special schools Jakarta

AbstractSign language is a unique language that relies heavily on visual communication, body language, and lip movements, and is often supplemented with voice. For individuals with special needs, such as deaf students in schools for the deaf, learning this language is essential. However, to effectively teach sign language, teachers require specialized strategies that cater to the unique learning needs of their students. To address this need, this research used a qualitative approach with a descriptive research method to describe sign language learning strategies for students in schools for the deaf in Jakarta. Data were collected from five students and ten teachers at schools through interviews and observations. The results showed that teachers use three main strategies for teaching sign language to deaf students, including (1) the speech method, comprising spoken language and signing, and (2) the manual method, consisting of only sign language. These two methods were frequently utilized and contributed to the proficiency of students and their active participation in classroom learning. In conclusion, the research provides valuable insights into the teaching strategies used for sign language instruction and emphasizes the importance of using specialized strategies to effectively teach this language to individuals with special needs.