Academic journal article Asian Social Science

Cue Speech and Language Achievement of Hearing-Impaired Children

Academic journal article Asian Social Science

Cue Speech and Language Achievement of Hearing-Impaired Children

Article excerpt

Abstract

The purpose of this study was to identify the achievement in Malay Language among hearing-impaired students who uses cue speech as communication tools. Observations and interviews were used throughout the research. Samples involved in this study consisted of 6 students who have hearing impairment that used cue speech as a tools of communication, 4 parents of students either mother or father, a teacher who teach Malay Language and 2 teachers who teach other than Malay Language such as Mathematics and Music. Besides that, the headmaster of the school was also interviewed. All six students who were involved in this study were students from primary school. Two students were from standard four, two students were from standard five and two students were from standard 6. All of these students were randomly chosen with the purpose to view their achievement as a whole. Suggestions for future researches were also proposed to increase the level of language achievement for students with hearing-impairment that uses cue speech as communication tools.

Keywords: cue speech, achievement, sign language

1. Introduction

Hearing-impaired children are unable to speak and have poor in command of the language. This is caused by the inability of them to hear (Hallahan & Kauffman, 1997). Reed (1994) said children with hearing impairment are showing poor performance in subjects involving the usage of language because of their inability to hear and to speak. Most of the gifted children need teaching and learning methods which are different from typical children. Among these gifted children are those children with hearing-impairment. For most of these children, their main communication tool is sign language. However, there is another alternative to communicate with deaf people, it is through cue speech.

Teaching language to students with hearing-impairment is very different from teaching language to typical students. It can be seen in the context of the approach as well as method and strategy that be used to deliver the lesson. This situation exists because of the disability being faced in auditory sense. From functional aspect, language is a communication tool that acts as a medium to express feelings and thoughts. From structural aspect, language consists of numbers of sentences and there are various approaches of teaching language that had been implemented in education system for students who have hearing-impairment (Tan Chin Guan, 1981).

According to Hasnah (1988), gifted children usually use hand gesture and finger spelling to communicate. This causes the gifted children to have a big problem to communicate with others. However, sign language and finger spelling usage causes a problem for society to communicate with them because not everyone can understand and know the meaning of sign language that they use. This might happen because they do not learn the sign language or the cue speech that is used by deaf people.

Cue speech is use in Cued Speech Centre located at Malaysian Council for Child Welfare, Jalan Kampung Pandan, Kuala Lumpur. Cue speech was established on 1967 by Dr. R. Orin Cornett from Gallaudet University, Washington, America. It aims to help the hearing-impaired students in the country to read lip movement in English. According Kamarudin (1993) understanding is a process of getting meaning from oral communication, writing or the use of certain symbols. Listening comprehension is one of the four basic skills in learning language (Reed, 1994).

Based on the importance of this communication, there are problems among Malaysian hearing-impaired students in studying the same syllabus as the typical student. They need to sit for major examinations such as UPSR, PMR and SPM. However, they are often leftbehind, especially in terms of learning because of deafness. Heward and Orlansky (1992) noted that many researchers have found that hearing-impaired students' academic achievements are poorer than the typical student. …

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