PERBANDINGAN EFEKTIVITAS PEMBELAJARAN BAHASA ASING DAN BAHASA INDONESIA DALAM PEMBENTUKAN LITERASI AKADEMIK PESERTA DIDIK DI SEKOLAH LUAR BIASA (SLB)
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This study aims to compare the effectiveness of foreign language learning and Indonesian language learning in shaping the academic literacy of students in Special Education Schools (Sekolah Luar Biasa/SLB). Academic literacy is a fundamental ability that includes reading and writing skills, text comprehension, and the ability to express ideas orally and in writing within the context of formal learning. For students with special needs, academic literacy not only functions as a means of academic achievement but also as a tool to develop independence, communication skills, and social participation. Interviews were conducted to explore teachers’ experiences in teaching languages, the learning strategies applied, and the various challenges encountered in the teaching process.
Students with special needs have diverse characteristics in terms of cognitive, linguistic, and socio-emotional abilities. Therefore, the language learning process in special education schools requires a more flexible, individualized, and student-centered approach. Indonesian, as the national language, plays an important role in building basic literacy skills, while foreign languages can contribute to broadening students’ horizons, increasing self-confidence, and training cognitive abilities if taught using appropriate strategies.
The results of the study indicate that Indonesian language learning is considered more effective in developing the academic literacy of students in special education schools because it is closely related to the students’ cultural context and daily language use. Meanwhile, foreign language learning provides limited benefits and tends to focus on the introduction of basic vocabulary, so its contribution to academic literacy is not yet optimal. The main factors influencing the effectiveness of language learning include the characteristics of students’ special needs, the teaching methods used by teachers, and the availability of adaptive media and learning resources.
This study concludes that Indonesian language learning has a more significant role in shaping the academic literacy of students in special education schools compared to foreign language learning. Therefore, more contextual and inclusive language learning strategies are needed to optimally accommodate the needs of students with special needs.
Keywords: Academic literacy, Indonesian language learning, foreign language learning, Special Education School (SLB), special education, language learning.
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