Abstract
<p style="text-align:justify">This study aims to measure the effectiveness of “multiplex teaching method” in mastering vocabulary for deaf students. Multiplex teaching method consists of picture language, sign language, printed-word language, written language, and spoken language. The research was designed as a single subject research (SSR) with baseline, intervention, and maintenance phase (A-B-A’ design). The research subjects consisted of two deaf students in special school of SLB Bhakti Luhur Malang, Indonesia. In addition, a special education teacher and an observer were involved in this study. The intervention instrument comprised five lesson plans (LP), each containing a vocabulary of four words. The data were analyzed using intra-condition and inter-condition graphical inspection with a focus on data stability, trends, and score changes. The effectiveness was determined by the Percentage of Non-Overlapping data (PND). The change of score from A'/A achieved by Subject-1 was 7.86 points, while Subject-2 obtained 7.68 points. Subject-1 obtained an average PND B/A of 100% and average PND A'/B of 82.5%. Subject-2 achieved an average PND B/A of 99% and PND A’/B of 90%. Thus, multiplex teaching method is very effective in helping deaf students master vocabulary.</p>
Highlights
One of the studies in the field of educational psychology is investigating various things related to learners, learning, and teaching (Reynolds & Miller, 2003)
This study aims to measure the effectiveness of multiplex teaching method (Janssen, 2007) in improving vocabulary mastery for deaf students
Based on the results of this study, it can be concluded that multiplex learning method is effective for improving vocabulary mastery of deaf children
Summary
One of the studies in the field of educational psychology is investigating various things related to learners, learning, and teaching (Reynolds & Miller, 2003). Learning problems of children with special needs are no exception. They experience difficulty in reading words, reading comprehension, written expression, and mathematics which represents spectrum disorders of approximately 5% to 15% of the school-age population (Grigorenko et al, 2020). One of students with special needs is those who experience deafness, including those with early cochlear implantation. They are inhibited from absorbing speech signals and spoken language, leading to limited phonological awareness (Johnson & Goswami, 2010). In relation with listening process, orthographic processing involves seeing the written words without the need to pronounce them. Phonological decoding is more effective for absorbing new vocabulary because it helps 'open' pronunciation of words, allowing children to identify and understand new vocabulary (Mathews & O’Donnell, 2020)
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