MULTISENSORY TEACHING TECHNIQUE IN TEACHING READING FOR EFL STUDENTS WITH DYSLEXIA: TEACHER’S PERCEPTION

Abstract

Dyslexia or “word blindness” is a developmental reading disorder which is a result from the inability to process graphic symbols. This research aims to know teacher’s perceptions on using multisensory teaching technique for teaching reading to students with dyslexia. This is an interview study in which collecting data is conducted through semi-structured interview in order to discover more in-depth information about multisensory teaching technique in teaching reading for dyslexic students. The participant of this research is an orthopedagogic teacher who works in an inclusive school. Based on the research results, the teacher perceives that teacher’s creativity and appropriate supporting media are necessary in implementing multisensory approach. The teacher also perceives that this approach has some advantages and disadvantages. The advantages include achieving the learning objectives, centered on children, friendly to children, motivating children in learning, making the students be more confident, and optimizing children's development. The disadvantages are expensive cost in providing supporting media and limited time allocation in implementation. In implementing a multisensory approach in teaching reading to dyslexic students, the teacher does the following strategies: learning adjustments, using code-switching, using concrete-semi concrete-abstract concepts, learning agreement, students’ reward, and the teacher and parent’s communications.