Assessing English learning among deaf students: A case study of assessment practices at SLB Negeri 1 Buleleng

Abstract

Instructing English to learners with hearing impairments presents unique challenges because communication largely depends on visual and non-verbal channels, including sign language, hand movements, facial expressions, and body gestures. Compared with hearing students, deaf learners frequently encounter difficulties in vocabulary acquisition, which can hinder their language development. This research investigates the assessment practices used to evaluate the English learning progress of students with hearing impairments at SLB Negeri 1 Buleleng. Employing a qualitative case-study design, data were collected through classroom observations and an interview with the English teacher. The results indicate that both ongoing and end-of-learning assessments are implemented. Ongoing assessment activities consist of vocabulary recall exercises and student presentations, while end-of-learning evaluations are conducted through visually supported multiple-choice tests designed to accommodate students’ learning needs.