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

Abstract

Sign 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.

Keywords:

• sign language
• deaf students
• special school
• teacher strategies

Public Interest Statement

Sign language is considered importance for the deaf people. They can only communicate using the sign language. Although they will learn directly when the turn into mature, it becomes the special school roles in teaching the language. In recent studies, there are a wide range of teaching method for understanding the sign language. This study discover that there are two effective method in teaching sign language. First, the teachers can educate the students using the manual method and secondly, teachers can use the speech-reading method to let them know the language. Both manual and speech-reading method provide some positive ways of learning for the deaf students. By using this method, students can easily understand the rules of using the sign language. Therefore, these method can be suitable for learning sign language.

1. Introduction

Education is considered a crucial aspect for every individual in Indonesia, as it is a lifelong process that is essential for individual and societal growth (Komarudin et al., 2019; Prasetiyo et al., 2020). The significance of education in Indonesia is recognized through Law Number 20 of 2003 concerning the National Education System, which outlines various forms of formal education, ranging from basic to higher education (Zid & Casmana, 2021). Among the formal educational institutions, special schools are recognized as one of the institutions that provide education on the learning process (Casmana et al., 2022; Huang et al., 2020; Jansen et al., 2017). These schools primarily focus on providing services to students with special needs, but they can also serve as a model for students to obtain knowledge and technology (Zid et al., 2020).

Teaching sign language poses a significant challenge for teachers, mainly concerning their proficiency in the language (Gangrade & Bharti, 2020; Hosemann et al., 2018, 2018). Sign language is the primary tool for communicating and conveying information from teachers to students. This indicates teachers require special skills to ensure their students can comprehend the material (Muzani et al., 2022). Without adequate understanding and proficiency in sign language, the learning process in the classroom can become ineffective for both teachers and students. Therefore, special school teachers must possess the skills to teach sign language effectively.

Inability to teach sign language effectively can lead to various problems in the classroom. One of the primary issues is that deaf students may face difficulties in comprehending classroom learning (Snoddon & Murray, 2019). This problem is especially prevalent among new students who have recently entered special schools, as they may lack the necessary skills to communicate effectively, including the use of manual language. Snoddon and Murray (2019) stated that the material prepared by teachers would be wasted, assuming students did not understand sign language, making it a crucial aspect of the learning process. Another challenge that teachers may encounter is difficulty in conducting classroom activities (De Picker, 2020; Dryer et al., 2016). This problem arises when teachers attempt to provide instructions during class conditioning that completely deaf students understand. Therefore, teachers must teach sign language as the first material in the learning process (Husen et al., 2022).

Teaching deaf students in a special school can be complex, as highlighted by various research studies. One of the primary complexities is that teachers need to possess sign language skills with an extensive vocabulary to ensure that all necessary material is effectively conveyed in the learning process (Gangrade & Bharti, 2020; Joy et al., 2020). For instance, teachers need to be well-equipped with related vocabulary in subjects such as Civic Education to deliver the content successfully (Rachmawati et al., 2022). Without adequate vocabulary, the material may be missed or misunderstood by the students. The second complexity lies in the conditioning of students. Teachers in special schools need to have the ability to condition students, which can be particularly challenging (Moffat et al., 2019; Wiesel et al., 2020). Unlike regular classrooms, where teachers can use verbal cues, teachers in special schools often need to establish direct physical contact to indicate that the class is ready to start. This conditioning process can be difficult to execute effectively. The third complexity in teaching deaf students is the challenge of communication when students ask questions but do not understand sign language (Knoll et al., 2017). This presents a significant challenge as the material delivered by teachers relies on sign language for communication. When students do not understand sign language, they struggle to communicate effectively. Therefore, it becomes crucial to teach sign language basics using specific methods to ensure effective communication between teachers and students.

Different methods can be used to teach communication and sign language to deaf students. One approach is the speech reading method, which can be relatively easy and effective in facilitating communication between teachers and students (Kilpatrick et al., 2017; Knoll et al., 2017; Moffat et al., 2019; Wiesel et al., 2020). This method involves focusing on the speaker’s mouth to understand the message, which can be useful for students who have recently entered special schools and are new to the learning process. On the other hand, using sign language can be a more time-consuming and challenging approach, but it is recognized as a suitable method for deaf students (Gangrade & Bharti, 2020; Joy et al., 2020 (Sarkadi et al., 2020).; Both methods can effectively facilitate communication between teachers and students. This present research investigates teacher strategies for teaching sign language to deaf students in special schools in Jakarta.

2. Deaf students

Deaf students experience varying degrees of hearing impairment, ranging from partial to complete inability to hear sounds (Dzulkifli et al., 2021; Mohammadi & Elbourhamy, 2021). The degree of hearing loss can have a significant impact on their ability to learn, communicate and interact with others. For instance, those with partial hearing loss may be able to perceive some sounds, but not all, while those who are completely deaf rely heavily on visual communication, such as sign language. While it was initially believed that completely deaf individuals were extremely rare, most severe hearing loss still perceive some sounds, albeit at a very low volume (Dzulkifli et al., 2021; Morgan & Kaneko, 2018). This means that the degree of hearing loss is unique to each individual and can range from mild to profound. Additionally, there are many different causes of hearing loss, including genetic factors, illness, injury, and exposure to loud noise. Deaf individuals can be classified into two main categories, the first is those with hearing loss, who can still perceive some sounds at a reduced level. The second are those who can still hear with or without assistive devices (Benson, 2016; Girli et al., 2016; Haualand & Holmström, 2019; Mohammadi & Elbourhamy, 2021).

Deaf children face unique challenges when it comes to language development and communication (Knoll et al., 2017). Their inability to hear spoken language can create significant barriers to communication, leading to difficulties in reading, writing, and speaking (Rienties et al., 2020). As a result, deaf students may require specialized educational services to address their needs. A language is a crucial tool for communication involving reading, writing, and speaking, and deaf children may face challenges in all three areas (S. Sarkadi et al., 2020). Deaf students can have varying degrees of hearing loss, ranging from complete to partial hearing loss, and even with hearing aids, they may still require special education services (Sarkadi Casmana et al., 2022). Therefore, it is crucial for teachers to develop inclusive classroom environments that provide opportunities for all students to communicate and interact.

3. Sign language

Sign language is a valuable tool for communication, utilizing manual communication, body language, and lip gestures (Dzulkifli et al., 2021; Haualand & Holmström, 2019). These methods enable individuals to convey messages and ensure the recipient understands them effectively. Sign language is primarily used by the deaf community for communication (Mohammadi & Elbourhamy, 2021). The most fundamental difference between spoken and sign language is their modality of production and perception. Spoken language is produced through the speech apparatus and perceived through the auditory system, whereas sign language is produced through hand movements, gestures, and visual devices, making it a visual-gestural language (Morgan & Kaneko, 2018). Due to its effectiveness in communication, many countries recognize sign language as an official language and have included it in their educational systems. In addition, sign language interpretation is also available in various settings, such as medical appointments, legal proceedings, and public events, to ensure effective communication and equal access to information for the deaf community.

Sign language is a unique form of communication that has been developed by the Deaf community over centuries. However, to ensure that sign language is easily understood by everyone, there are specific guidelines that need to be followed. These guidelines aim to standardize sign language and make it more accessible to those who are learning it. Bisindo sign language is a widely used form of sign language that is specifically designed for teaching sign language to beginners. This form of sign language follows a set of guidelines that are easy to understand and learn. It uses hand gestures and facial expressions to convey meaning and emotions, which are essential for effective communication.

The use of the Bisindo alphabet enables both teachers and students to understand and convey messages effectively (Dzulkifli et al., 2021; Haualand & Holmström, 2019). This alphabet serves as a crucial tool for converting gestures into letters and sounds, allowing for effective communication between individuals who use sign language and those who do not. Through the Bisindo alphabet, movements are translated into specific letters and sounds that can be easily understood by others. This process enables individuals to effectively convey their messages to others, regardless of their hearing ability.

Sign language varies significantly from country to country, with each having its own standards and types of languages. For instance, the United States and the United Kingdom share a common written language, but they have distinct sign languages known as American Sign Language and British Sign Language (Haualand & Holmström, 2019). This is also the case in many other countries, which means that there are differences in sign language across the globe. In the Indonesian context, one of the terms for using sign language is Bisindo, as shown in Figure 1.

Figure 1. Alphabet in Bisindo sign language.

(source: https://www.klobility.id/post/perbedaan-bisindo-dan-sibi)

4. Speech reading method

Speech reading, also known as lip reading, involves understanding the lip movements of the speaker during the conversation (Lee & Griffin, 2021; Snoddon & Murray, 2019). This method is a crucial component of language learning for deaf children, as it allows them to comprehend what others are saying orally (Wiesel et al., 2020; Williams et al., 2018). While speech reading, deaf students pay attention to facial expressions and language knowledge, which are crucial in teaching sign language to learners. Facial expressions and body language are significant aspects of sign language and provide important cues for communication. By focusing on these visual cues, deaf students can develop a better understanding of the spoken language and improve their communication skills.

Although the speech reading method is effective in helping students understand spoken language, there are some disadvantages to this approach (Hosemann et al., 2018; Mohammadi & Elbourhamy, 2021). (1) Not all phonics can be observed through lip movements. (2) Certain phonics cannot be distinguished through lip movements, such as bilabial sounds (p, b, m) and alveolar sounds (t, d, n), which appear the same when pronounced. (3) The interlocutors must be face-to-face and within close proximity. (4) Adequate lighting is required. (5) The speaker must articulate their speech clearly.

Based on the description above, the speech reading method serves as an important learning tool for deaf children to enhance their communication skills by relying on visual cues from the lip movements of the interlocutor (Kilpatrick et al., 2017). This approach allows students to prioritize observing and interpreting lip movements during conversations. Regular practice is essential for students to optimize their adaptation to this form of language communication in the learning process.

5. Manual method

The manual method, which involves hand gestures, effectively teaches sign language to deaf students (Morgan & Kaneko, 2018). One type of manual method is finger spelling, which involves using finger movements to symbolize letters, words, numbers, or sentences (Rillotta & Alexander, 2020; Wiesel et al., 2020). Finger spelling is a versatile technique that can be used to hint at a self-name, city name, abbreviation, acronym, or a word that does not have a corresponding sign. In using finger spelling, there are specific techniques to utilize it effectively and one essential factor is choosing a suitable position or place that is easy for the audience to see (Wiesel et al., 2020; Williams et al., 2018). Additionally, having relaxed hands is crucial to ensuring clear and accurate finger spelling. These techniques are essential in effectively teaching finger spelling and improving communication skills for deaf individuals.

Based on the aforementioned explanation, it can be concluded that the manual or sign method is an effective approach to teaching sign language to deaf children. The results indicate that the cue method improves the social interaction skills of deaf children, as evidenced by an increase in their average scores. According to the International Standard Organization (ISO) classification of deaf children (Hurt & Cook, 1979), the cue method can be used for children with varying levels of hearing loss, ranging from 20–30 dB, 30–40 dB, 40–60 dB, 60–75 dB and above. This implies that the cue method applies to all deaf individuals based on their hearing loss classification. However, the manual method is particularly suitable for deaf children with severe hearing loss, such as those unable to distinguish sounds or do not respond to auditory stimuli. This method is most beneficial for deaf children with hearing loss levels between 60–75 dB and above 75 dB.

Based on the problems explained and some previous research on teacher strategies in teaching sign language to deaf students, this research aims to determine the strategies used by special school teachers in Jakarta in teaching sign language. Specifically, it aims to describe and identify the strategies teachers use in utilizing speech reading and manual methods in teaching sign language to students with special needs. While there may have been previous research on this topic, teachers in Jakarta may have unique strategies for teaching sign language, with a particular emphasis on speech reading and manual methods. As such, this research seeks to provide a more comprehensive understanding of the specific strategies employed by teachers in Jakarta, which can aid in the development of effective teaching methods.

6. Research question

Based on the background and problems relating to this topic, the research questions in this research are as follows:

1. How do teachers in Jakarta Special Schools use speech-reading methods to teach language to deaf students?

2. How do teachers in Jakarta Special Schools use manual methods to teach language to deaf students?

7. Method

7.1. Research design

This research utilized a qualitative research design commonly employed in social and educational research (Creswell, 2014). The descriptive method was selected to describe the characteristics of the teaching strategies used in teaching sign language to deaf students in Jakarta’s special schools (Creswell, 2014). This research focused on two main strategies, namely the speech and manual methods. The first strategy is the use of speech methods, which is a popular approach for educating deaf students in exceptional schools. The second strategy is the use of manual methods in teaching sign language to deaf students in exceptional schools. This method involves utilizing hand gestures to convey messages and information, with finger spelling being a commonly used technique. The speech method involves utilizing visual cues from the speaker’s lip movements to aid in understanding spoken language. To gather comprehensive data, interviews, and observations were conducted on 10 teachers and five students who specifically taught and learned sign language. Each interview lasted 15–20 minutes to ensure maximum data collection, followed by observations on several teachers teaching deaf students.

7.2. Participants

Participants in this research were students and teachers from several special schools in Jakarta selected using the purposive sampling technique. The specific requirements for students included (1) outstanding Junior High School students in DKI Jakarta and (2) belonging to the deaf category. For teacher participants, the specific requirements were (1) senior teachers in special schools with at least five years of teaching experience and (2) having special skills in teaching deaf students. A total of five schools were selected for this research, each with two teachers who possessed the skills to teach deaf students. The selected schools include (1) State Special School 7 Jakarta, (2) Special School of Kembar Jaya I, (3) Special School of Budi Jaya, (4) Special School of Dian Kahuripan, and (5) Special School of Angkasa. These schools were selected because they had deaf students and special teachers with the right teaching skills. Table 1 provides adequate details about the participants. The participants in this research played an essential role in providing valuable insights into the effective teaching strategies for sign language instruction.

Table 1. Characteristics of research participants based on roles

No	Roles	Number of participants
1	Students	5
2	Teachers	10
Total		15

Based on Table 1, there are five special schools, and each enlisted two teachers specialized in teaching deaf students, as well as one deaf student, to conduct observations and interviews. The goal was to gain first-hand knowledge of the methods teachers use to teach their students speech reading and manual communication through sign language.

Table 2 provides a detailed overview of the demographic characteristics of the participants in this research. There were a total of 15 participants, consisting of 5 outstanding deaf students and 10 special school teachers, with two teachers from each of the five special schools selected for the study. The selection of these schools was based on specific criteria, including being a special school in Jakarta with deaf students and teachers who were proficient in teaching sign language. This careful selection was carried out to ensure that the study yielded optimal results.

Table 2. Characteristics of research participants based on school origin

No	Characteristic	Number of participants
1	Students from State Special School 7 Jakarta	1
2	Teachers from State Special School 7 Jakarta	2
3	Students from the Special School of Kembar Jaya I	1
4	Teachers from the Special School of Kembar Jaya I	2
5	Students from the Special School of Budi Jaya	1
6	Teachers from the Special School of Budi Jaya	2
7	Students from the Special School of Dian Kahuripan	1
8	Teachers from the Special School of Dian Kahuripan	2
9	Students from the Special School of Angkasa	1
10	Teachers from the Special School of Angkasa	2
Total		15

7.3. Data collection technique

The data collection techniques used to obtain maximum research results were interviews and observations. The participants were divided into two categories comprising five students and ten Elementary School teachers. The first technique was interviewing with an outstanding school teacher. The interview aimed to gather information about the use of speech and manual methods for teaching students with special needs. The interview questions were focused on the steps involved in using these methods, their benefits, and the difficulties encountered when teaching sign language. Each teacher and student involved was interviewed for 15–20 minutes, providing detailed information on the teaching methods used.

The second data collection technique used in this research was classroom observation. This technique was used to determine when teachers utilized speech and manual methods in teaching sign language to deaf students. Observations were conducted five times in five different special schools, with each observation lasting for 60 minutes. The observations allowed for a more comprehensive understanding of the teaching strategies used by teachers and provided a visual representation of how these methods were applied in the classroom. The combination of interviews and observations provided maximum data on the teaching strategies used to educate deaf students in special schools in Jakarta.

7.4. Data analysis

The qualitative data analysis technique used in this research was developed by Creswell (2014) and involved five steps. The first step involved transforming the raw interview data into a narrative format. Following this, codes were developed based on the narrative data. The second step involved eliminating any inappropriate data and matching the remaining information with the developed codes. The accuracy of the data was verified according to the codes. In the third step, the data was displayed to reflect the research topic (Creswell, 2014). In order to make it easier to conduct data analysis, this research utilized two codes (1) The use of speech and (2) manual methods to teach sign language, which corresponds to the research questions.

8. Findings

8.1. Teachers adopted speech-reading methods to aid deaf students in language teaching

Effective communication is paramount for teachers in the teaching process as it enables students to comprehend the material being taught. The success of the communication process depends on conveying messages in a language both parties can understand. However, this is challenging for students in special schools, particularly those with hearing impairments. Teachers in these schools need to possess the ability to communicate using sign language to ensure effective communication between them and students. One of the main challenges in teaching sign language to learners is their limited understanding of certain symbols and the language used, causing these teachers to adopt specific strategies to execute the teaching process effectively.

According to the research, teachers in special schools use a speech-reading method to teach sign language to students. This method involves observing lip movements, body language, facial expressions, and other contextual cues during communication because deaf students rely on speech to adapt to the learning process. To understand speech-language, it is essential to have a good grasp of the language context and possess knowledge of the message being conveyed. Mastering the language context is crucial as it allows one to compensate for knowledge gaps and better understand the speech being delivered.

I have several deaf students in my school, and from experience, using speech methods is one of the most effective ways to communicate with them. (Interview Teacher 2)

At first, it was difficult to teach sign language, however, I found that using speech language gradually became easier for students to understand as they adapted to it over time. (Interview Teacher 1)

Speech reading is not only a communication technique. It also helps students become more engaged in the learning process. During the interviews, it is found that using speech methods in teaching and communicating with deaf students is one of the most effective ways. Two main approaches can be used to teach deaf students how to read speech. The first is by giving them easy reading materials, such as age-appropriate magazines, to help them increase their vocabulary. This can be very helpful for Elementary School students. The second method is to provide direct practice slowly. The teacher gives examples and asks the students to follow and repeat them until they have mastered the material. Despite the initial difficulties, many teachers discovered that their students eventually become proficient in communicating through speech reading.

Assuming the teacher is skilled in teaching sign language with speech reading, students can follow and learn from it easily. This is because using speech reading involves understanding spoken words and observing body language, facial expressions, and the context in which the communication occurs. Learning sign language requires understanding the basic techniques of communication, including the ability to comprehend the teachings of the teacher, thereby enabling students to read and understand them.

There needs to be a correlation between intelligence and speech-reading ability, as well as visual memory, particularly for a deaf student who initially attended a special school. (Interview Teacher 4)

Meanwhile, for students to understand the basic techniques of communicating through sign language, they must have a solid grasp of several factors involved in communication. Basic communication is essential in helping someone understand and comprehend the message. Therefore, students first need to understand these techniques. One of the most important factors is that students who are deaf must possess a certain level of intelligence and proficiency in speech reading. This is critical because, without these foundational skills, it will be difficult for them to fully comprehend the message being conveyed. Teachers need to ensure their students possess the necessary skills before they start teaching sign language. In the special school where this research was conducted, students had a solid foundation and basic sign language proficiency, making them capable of effective communication.

Secondly, deaf students require the ability to understand and read speech in order to possess basic communication skills. This entails comprehending and interpreting the language spoken by other people. However, due to their limited auditory abilities, deaf students may face challenges in speech reading. It is essential to ensure they engage in daily practice to improve their skills in this area.

Teachers in special schools explained the main events in teaching speech reading or the use of its methods. These are summarized in Table 3.

Table 3. The three methods of teaching speech reading for deaf students

Technique	Description	Information
Visual Engineering	Visual engineering is a technique that optimizes vision. This involves arranging the classroom to allow the teacher and students to face each other in a half-circle, enabling everyone to see what is being taught. During the learning process, students are also positioned to face each other, enabling them to read the signs made by one another.	Teachers utilize various forms of visual media, such as photos, drawings, paintings, etc, to aid in conveying the intended message during the learning process.
Auditorial Techniques	Auditory techniques involve optimizing sound and speech in teaching language. Some teachers may use exaggerated pronunciation, such as an ape-like voice when speaking a single word, to help some deaf children who have partial hearing. However, it is important to note that this technique may not be effective for students with complete hearing disabilities.	In order to facilitate the use of auditory techniques, teachers can incorporate the use of mirrors. By facing the students and pronouncing words clearly while they observe their lip movements in the mirror, teachers can provide additional visual cues to aid in language comprehension.
Haptic Techniques	The haptic technique is a method in which the teacher uses touch to aid in language instruction. Students can use their fingertips to feel the air expelled from their mouths during speech and the resulting vibrations in the surrounding area, allowing the teacher to provide feedback on proper utterance formation. In order to teach the proper pronunciation of the letter/b/, a common technique involving the use of a small elongated piece of paper placed in front of the mouth is employed. Students then produces the sound/b/, and the movement of the paper can observe the effectiveness of their utterance due to the force of air expelled from the mouth. A similar technique can be used to teach the pronunciation of the letter/p/, with students using the same small piece of paper in front of their mouth to observe the resulting air explosion. The difference between the sounds/b/and/p/can be determined by the force of the air expelled from the mouth, with the paper rocking more vigorously for/p/due to the louder explosion of air	Haptic learning may not always be necessary for proficient students, as they may be able to imitate proper speech simply by observing lip movements. However, when introducing language to children, it is beneficial to use all available techniques to aid in language acquisition.

Table 3 shows a summary of the research findings on the three techniques used by teachers to teach sign language in special schools. These include visual, auditorial, and haptic techniques. Each technique has its strengths and limitations, one of teachers interviewed reported that visual techniques and speech reading could be used for new students who are not familiar with sign language, while haptic techniques are for the more proficient ones. These three techniques can be combined with the speech reading method to facilitate the learning of sign language by deaf students.

8.2. The use of manual methods in language teaching for deaf students

Another effective approach for teaching sign language to deaf students is the manual approach involving finger spelling. This method involves the use of hand gestures that represent letters or words in the language. When teachers use sign language, they employ body movements, particularly hand gestures, that students can see to comprehend the intended message. In addition, teachers emphasize the importance of facial expressions in aiding students’ understanding of the language. By using this method, teachers can ensure that their students can learn and communicate effectively in sign language, enabling them to participate fully in the learning process.

The manual method is usually easier for teachers to teach sign language to students. This method involves using specific codes and symbols demonstrated through finger movements and is complemented by facial expressions. (Interview Teacher 5)

The use of fingers, arms, and face plays a crucial role in using the manual method to teach sign language to students. The arm assists in conveying the message effectively, which helps students comprehend it easily. (Interview Teacher 4)

Moreover, for deaf students, sign language is a natural language used in everyday communication. According to information from the teacher, manual sign language is the mother tongue of deaf students. This is because deaf students can understand and use sign language more easily than spoken language. Teachers argue that the use of sign language is the norm for someone who is deaf, making it easier for students to understand and learn it. As a result, the manual approach to teaching sign language is an effective and natural method for deaf students to learn and communicate.

Even though sign language is often regarded as the natural language of the deaf, not all students are proficient in this method of communication. This is due to the fact that they may misinterpret signs in relation to specific words or phrases. Therefore, teachers need to incorporate various techniques when teaching sign language. One method is to provide sign language dictionaries, which help students understand and interpret the intended meaning of each sign based on its movements.

According to one of teachers, a seven-step process can aid deaf students in mastering sign language. Table 4 shows the direction of these steps.

Table 4. The seven ways of learning sign language for deaf students

No	Activity	Description
1	Start with letters and numbers	In sign language instruction, teachers usually commence with teaching basic and memorable words, such as letters and numbers.
2	Encourage students to learn in groups	When instructing sign language, teachers form groups to enable face-to-face communication among students. This approach fosters a collaborative learning environment, allowing students to practice and improve their sign language skills together.
3	Encourage students to join the community	Teachers also inspire and motivate their students to search for deaf communities beyond the classroom. This enables students to practice communicating through manual language and fosters connections with others who share similar communication needs
4	Enriching references with books and videos	In order to enhance the sign language vocabulary of deaf students, teachers can employ resources such as videos and books as reference materials. These tools provide students with visual examples of signs in use, thereby improving their ability to comprehend and remember new signs.
5	Continuous training	Teachers begin each meeting by using sign language, thereby ensuring that students are provided with continuous opportunities to practice and refine their sign language abilities.
6	Record important things in sign language	At each meeting, teachers introduce important vocabulary and notes that are relevant to the lesson. This approach allows students to acquire new vocabularies on a daily basis.
7	Take a sign language course	Teachers understand that classroom learning has its limitations, and they motivate students to pursue sign language courses outside of school to expand their knowledge and proficiency in sign language.

Table 4 shows a summary of the classroom observations conducted during sign language lessons taught by different teachers, each with their individual teaching styles. These findings identify seven steps adopted for teaching the manual method, which teachers usually follow when teaching sign language. The first step is to begin with letters and numbers. This provides an easy and enjoyable introduction for students, which helps to foster a positive mindset and make the learning process more enjoyable and effective. By starting with simple concepts, students can learn the basics of sign language and gradually build their knowledge and proficiency.

I always start with light and enjoyable activities, such as learning letters and numbers, when teaching sign language. This helps to engage students and promote communication. (Interview Teacher 1)

However, to prevent students from becoming disinterested, I utilize videos from YouTube as a teaching aid. The visual component of the videos facilitates understanding and makes the material more accessible for students. (Interview Teacher 6)

I personally make an effort to promote students to create groups and engage in communities outside of the classroom since the limited time for learning at school is not enough to fully develop their skills. (Interview Teacher 7)

Teaching numbers and letters is essential for deaf students, and it forms the basis for learning manual methods. This approach offers numerous benefits, including the fact that numbers and letters are fundamental in communication. When students are taught numbers and letters from one to 10 and A to Z, they can easily understand and retain the information. This is because numbers and letters are simple concepts that students can learn quickly and easily. Once students have mastered numbers and letters, they can move on to more complex concepts and vocabulary in sign language.

The use of learning media in the classroom is highly anticipated, as it can create a more enjoyable and effective learning experience for students. During the interview sessions with teachers, the use of various media was discussed, and YouTube videos were highlighted as one of the most frequently used media in the classroom. YouTube videos can be easily accessed and replayed by students at home, making them a convenient and effective tool for learning. With video media, students can review and repeat the lessons to better understand the content. This can be particularly helpful for students who may need more time to grasp the material or who require repetition to fully understand it.

A teacher suggested that promoting students to join sign language groups outside of school can enhance their practice and improve their proficiency in sign language. By communicating and practicing with other sign language users outside of school, students can become more confident and proficient in their use of the language. Joining sign language groups can also provide students with the opportunity to interact with a diverse range of people who use sign language, which can help broaden their understanding and appreciation of the language and its cultural context. Additionally, practicing sign language outside of school can also help students apply what they have learned in the classroom in real-life situations, which can further improve their proficiency.

9. Discussions

Sign language is a crucial means of communication for people with hearing disabilities, as they require unique tools to achieve optimal communication that differ significantly from those of the general population (Purkayastha et al., 2019). However, the communication needs of individuals who are deaf require unique tools that differ significantly from those of the general population. To achieve optimal communication, deaf students require visual communication tools. Previous research has suggested various strategies for teaching sign language to deaf students, including speech reading and manual methods (Dzulkifli et al., 2021; Griffin, 2021; Mohammadi & Elbourhamy, 2021). These findings are consistent with research conducted in several special schools in Jakarta, where teachers use a combination of speech reading and manual methods to teach sign language. The success of these methods has been demonstrated by the improvement in students’ communication skills, comprehension, and engagement in the learning process. Therefore, this research focuses on the significance of these two methods.

The use of the speech reading method offers numerous benefits in communicating messages and teaching sign language to deaf students. Firstly, speech-reading helps deaf students comprehend the conveyed messages since they can observe the movement of the speaker’s mouth (Gangrade & Bharti, 2020; Griffin, 2021). Additionally, using a loud voice while enunciating can assist some in understanding the learning materials and messages more effectively (Gangrade & Bharti, 2020; Haualand & Holmström, 2019). During classroom observations, it was noted that the teacher spoke loudly, with the hope the deaf students could understand it, despite their hearing disabilities. Teachers also explained that although some students fall into the category of deaf, some still have the ability to listen well. Therefore, this method is useful in such situations. Secondly, speech reading is an efficient method of conveying messages to deaf students. For example, according to research findings from a school, teachers consistently employ speech reading to ensure maximum comprehension of learning materials.

Apart from speech reading, the most prevalent method employed by every teacher in teaching sign language is the manual method (Reagan, 2020; Snoddon & Murray, 2019). The manual method involves using sign language and has numerous benefits, such as being easily learned and understood by deaf students (Meade et al., 2018; Mohammadi & Elbourhamy, 2021; Reagan, 2020). This method can also help students develop their motor skills and coordination, which are important for communicating effectively in sign language. For students who are born deaf and diagnosed by a doctor, sign language becomes their natural and daily mode of communication, which is also known as the manual method.

The use of the manual method is an engaging approach for teachers during the learning process. This is because deaf students have the same intellectual capabilities as individuals without any disabilities (Huang et al., 2020; Jarrett et al., 2018). Therefore, when deaf students learn the teaching materials, they can easily comprehend and study the materials, thereby enabling teachers to communicate more effectively. Once students have grasped how sign language learning process works, they can carry out learning activities and comprehend them optimally, which is an added advantage.

The novelty of this research lied in the special teaching strategies teachers employ in teaching sign language in schools. While previous research examined conventional methods, none had been conducted on the teaching strategies employed at Jakarta Special School for teaching sign language. The main novelty of this research was determining ways to use both speech reading and manual methods in teaching sign language. These findings were unique and significant, as previous research did not produce similar results, specifically in Jakarta. Furthermore, the study provides valuable insights into the challenges and strategies that teachers face when teaching sign language to deaf students in special schools. These insights can help inform future research on teaching sign language and inform the development of teaching practices and policies in special schools.

10. Implications for teaching sign language in schools catering to students with disabilities

Based on observations, the two methods mentioned earlier, namely the speech and manual methods, have several implications for teaching sign language in special schools. The speech method involves using spoken language and lip-reading to supplement the use of sign language, which can help students better understand the meaning of the signs being used. The manual method, on the other hand, involves the use of hand gestures and body language to communicate meaning. The findings suggest that teachers can apply sign language using the speech method, which has several benefits, such as being easily understood and visible to students. By incorporating the speech method as a habit in everyday life, teachers can make it more effective in teaching words and sentences to students. This can help students better understand the context of the language and improve their overall comprehension and communication skills. Moreover, the success of the speech method in teaching deaf students is a testament to the success of teaching sign language and demonstrates its optimal use in special schools. By combining the use of sign language with other communication methods, teachers can create a more inclusive and engaging learning environment for their students.

Secondly, the development of manual methods in teaching sign language implies that it is an alternative for teachers. Despite the perceived difficulty, the success of the teachers in this research demonstrates the potential for using manual methods to teach sign language. As a result, this has positive implications for teaching sign language to students in special schools who may have hearing impairments or other challenges.

11. Conclusion

Based on the research conducted on teaching sign language to deaf students in Jakarta special schools, two main conclusions can be drawn. The first pertains to using the speech reading method in teaching sign language, which is highly beneficial because it allows students to understand and predict the message being conveyed easily. Teachers use the technique of saying aloud the message and materials they want to convey, as some deaf students have residual hearing and can receive the message through speech. This method is found to be effective by some teachers. However, for students who are completely unable to hear, the use of speech in sign language instruction may have a limited impact, as their hearing abilities are not optimal.

The second finding of the research emphasizes the use of the manual method, which involves using sign language and hand gestures. This method allows teachers to convey a few easily understandable words directly to students. The effectiveness of this method relies on the students’ ability to understand the meaning behind the sign language conveyed. Therefore, the manual method is the most commonly used strategy by teachers in special schools to teach sign language, as it offers a natural way of communication for deaf students.

During the research process, despite obtaining comprehensive results regarding the strategies used by teachers, there were also obstacles encountered in data collection. One major challenge was the difficulty in finding schools with deaf students, which led to the use of multiple references to gather sufficient data. Additionally, there were limited informants, necessitating the inclusion of more participants in subsequent research to obtain more data. This finding highlighted the novelty of using these methods in sign language instruction, as they could enable students to communicate to the best of their abilities.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Totok Bintoro

Totok Bintoro, M.Pd. is a Lecture in Department of Special Education, Faculty of Education, Universitas Negeri Jakarta. Apart from teaching, he is currently a 4^th vice rector of Universitas Negeri Jakarta for Cooperation and International Affairs. His research interest is about teaching language for students, particularly sign language for deaf students. He also interested in the study with regard to disability studies. His email adress is [email protected]

Fahrurrozi

Fahrurrozi, M.Pd. is a lecture in department of Basic Education, Faculty of Education, Universitas Negeri Jakarta. He is currently a Dean in Faculty of Education. His research interest is about primary student, basic education, and others field in education. His email address is [email protected]

Adistyana Pitaloka Kusmawati

Adistyana Pitaloka Kusmawati, M.Pd. is a PhD. Candidate from Department of Basic Education, School of Postgraduate Studies, Universitas Negeri Jakarta. She has a lot of experience as a teacher in special school, including teaching ADHD, Deaf, Autism, and others disability student. Her research interest is about basic education, learning in special school, gamification for education. Her email address is [email protected]

Ratna Sari Dewi

Ratna Sari Dewi, S.Pd., M.Pd. is a lecture in department of English Education, Universitas Islam Negeri Syarif Hidayatullah, Jakarta. Her research interest focuses in languange and education. Her email address is [email protected]