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Jurnal Pendidikan Humaniora

Abstract

This study investigates the implementation of hybrid learning adopting a multisensory approach in an English classroom with dyslexic students. The participants involved in this study were dyslexic English learners and their English teachers. The participants were selected using a purposive technique and used qualitative methods. Data was collected using semi-structured interviews of five dyslexic English learners and four English teachers. The research findings revealed that most teachers and dyslexic learners prefer offline learning to online learning. As for taking English exams, the participants' perspectives were divided. However, most of them showed similar opinions on how to submit English assignments online. Regarding the source of English materials, English teachers believe that English learning materials are digital. Meanwhile, dyslexic learners preferred physical learning materials. Participants gave various reasons and considerations to support their preference for these four aspects of search. Furthermore, in hybrid English learning, the teachers integrated almost all visual, auditory, kinesthetic and tactile elements of the multisensory approach. They utilize a variety of learning media to support the use of the multisensory approach. In addition, there are some challenges faced by teachers in implementing multisensory approach in hybrid English learning.

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