Collaborating Strategies for Teaching Children with Special Needs through Traditional Games and Audio Visuals

Abstract

Individuals of all ages can be taught the language of English, including children with special needs. As long as the right method is used, the learning will be successful. The research aims to assess the English vocabulary of children with special needs through audiovisual through involving traditional games. This is action research where the data are taken directly during three cycles: applying traditional games, watching audiovisuals, and collaborating both. The first cycle showed that students started to learn the vocabularies taught passively. Then in the second cycle, students began to be active and interested in the vocabularies taught through the video that had been shown. The third, they could finally understand and remember them through the video which is then applied to traditional games. However, before the three cycles were carried out, students were introduced to the material through pictures, where each image was given a brief explanation one by one and then the three cycles were carried out. The result reveals that students can learn and acquire simple vocabularies in games and videos. This is measured by students' ability to mention the vocabulary they remember after the third cycle based on questions given by the teacher.