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18 
 

ELTALL (ENGLISH LANGUAGE TEACHING, APPLIED LINGUISTICS 
AND LITERATURE) 

Vol. 1 No. 1, 2020  
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 
 
 
 

 

	
AUDIOBOOK	FOR	INCLUSIVE	STUDENTS:		

ITS	EFFECTIVE	PRACTICE	
	

Rizky	Amalia	Utomo;	Faizatul	Istiqomah	
Institut	Agama	Islam	Negeri	(IAIN)	Ponorogo;		
Institut	Agama	Islam	Negeri	(IAIN)	Tulungagung		

	
riskyli62@gmail.com	

Abstract	
The	 purpose	 of	 this	 study	 is	 to	 describe	 audiobook	 as	 learning	 media	 and	 to	
describe	factors	influencing	the	successful	used	of	audiobook	by	the	blind	students	
in	inclusive	school.	This	study	was	conducted	at	MA	Muhammadiyah	1	Ponorogo.	
The	instruments	were	observation,	 interview,	and	documentation.	The	result	of	
this	 study	 revealed	 that	 the	 process	 of	 the	 use	 audiobook	 for	 supporting	
references	 in	 learning	English,	 the	 teacher	 introduces	an	audio	application	and	
then	installing	it	on	a	blind	students’	hand	phone	or	laptop.	The	factor	influencing	
the	successful	use	of	audiobook	by	the	blind	students	there	are	two	factors	that	
are	 internal	 and	 external	 factor.	 Internal	 factor	 that	 influencing	 the	 success	 of	
blind	students	in	English	learning	by	using	audiobook	the	existence	of	enthusiasm	
from	within.	External	factor	that	from	parents,	teacher,	caregivers,	and	also	their	
friends.	All	of	them	always	help	the	blind	students	when	needed.		

Key	word:	audiobook,	learning	media,	blind	students,	inclusive	school	
	
INTRODUCTION	

In	Indonesia,	English	is	adoption	as	the	foreign	language.	It	is	include	in	
curriculum	 education	 that	 every	 school	 runs.	 It	 becomes	 a	 local	 content	 in	
Elementary	school,	a	compulsory	subject	in	Junior	School	and	Senior	High	School	
and	a	complementary	subject	of	the	higher	education	institution	(Natria,	2007).	

Education	is	a	basic	right	for	all	citizens	without	exception.	It	can	be	found	
in	 the	 1945	 constitution	 of	 Indonesia,	 article	 31(1),	 which	 states	 that	 every	
citizen	has	the	right	to	get	proper	education	and	teaching	accessibility.	It	includes	
everyone,	no	matter	their	religions,	wealth,	ability,	and	ethnicity.	Law	no.	20	of	
2003,	on	National	Education	System,	chapter	4,	article	5,	paragraph	1	and	2	also	
states	that	every	citizen	has	the	same	right	and	opportunity	to	acquire	qualified	
education.	Besides,	citizens	who	have	special	needs	such	as	physical,	emotional,	
intellectual	 and	 social	 disabilities	 are	 entitled	 to	 obtain	 special	 education.	 It	
means	that	people	with	disabilities	have	the	same	right	as	other	people	to	study	
through	inclusive	education	(Aryanti,	2014).	

In	Indonesia	has	been	regulated	in	law	no.8	of	2016	concerning	persons	
with	disabilities.	Recognize	that	disability	is	an	evolving	concept	and	disability	is	
the	result	of	interactions	between	people	with	limited	abilities	and	attitudes	and	



 

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AND LITERATURE) 

Vol. 1 No. 1, 2020  
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 
 
 
 

 

the	 environment	 that	 hinders	 their	 full	 and	 effective	 participation	 in	 society	
based	on	equality	with	others	(Appendix	Act	19	of	2011	concerning	Ratification	
of	the	CRPD	,	opening	translation	of	CRPD	letter	(e)	Recognizing	that	disability	is	
an	 evolving	 concept	 and	 that	 disability	 results	 from	 the	 interaction	 between	
persons	 with	 impairments	 and	 attitudinal	 and	 environmental	 barriers	 that	
hinders	 their	 full	 and	effective	participation	 in	 society	on	an	equal	basis	with	
others,	(Convention	on	the	Rights	of	Persons	with	Disabilities),	Preamble,	CRPD.	

Fundamental	principles,	practices,	educational	material	and	teaching	aids	
used	 to	 teach	various	 subjects	 to	 students	with	 special	needs	are	 few	and	 far	
between.	 In	 some	 cases,	 material	 has	 been	 prepared	 for	 internal	 use	 at	
specialized	schools	or	in	other	closed	environments.	In	other	cases,	knowledge	
has	 been	 passed	 from	 teacher	 to	 teacher	 as	 part	 of	 workplace	 training.	 No	
systematic	material	 on	 pedagogical	 principles,	 practices,	 educational	material	
and	teaching	aids	exist	for	areas	such	as	teaching	first	language	teaching,	foreign	
language	 teaching,	 mathematics	 and	 music	 for	 the	 blind.	 The	 project	 has	
collected	and	collated	information	on	good	inclusion	practices	in	five	select	areas	
(teacher	 skills,	 alternate	 media,	 and	 support	 structures,	 preparation	 for	
inclusion	and	teaching	environment.	

According	to	Cynthia	Ann	Bowman	(2004)	disabilities	the	right	to	receive	
a	free	appropriate	public	education	in	the	most	integrated	setting	possible.	Equal	
access	to,	and	subsequent	success	in,	education	is	the	gateway	to	changing	many	
other	 areas	 of	 life	 for	 individuals	 with	 disabilities.	 It	 is	 necessary	 to	 first	
recognize	the	difficult	journey	to	the	legal	right	of	integration.	

For	persons	who	are	blind,	learning	a	foreign	language	can	further	reduce	
the	 gap	 that	 is	 caused	 by	 the	 vision	 loss	 and	 at	 the	 same	 time	 increase	
recreational	opportunities.	More	specifically,	it	enables	persons	who	are	blind	to	
access	different	kinds	of	media.	a	 foreign	 language	can	allow	a	person	who	 is	
blind	to	access	various	e-books	and	audio	books	widely	available	on	the	internet.	

Based	on	the	research	by	Andi	Hamzah	Fansury	(2019)	audiobooks	are	
educational	materials	 that	blind	 learners	can	use	 in	every	situation	and	every	
time	without	being	tied	to	any	place	or	without	other	people’s	help.	Audiobooks	
produced	 for	 blind	 learners	 can	 create	 an	 environment	 to	 provide,	 enrich,	
inform,	guide	and	teach	subjects	fully	by	creating	an	environment	to	learn	and	
also	develop	independent	learning	skill	to	solve	problems	and	answer	questions	
as	well	as	discuss	different	course	related	topics.	

Learning	process	in	inclusive	class	based	on	reality	in	the	field	the	teacher	
still	use	the	same	learning	method	as	other	normal	students,	but	at	the	end	of	the	
learning	the	teacher	has	an	approach	for	blind	students.	

Based	on	descriptive	above,	researcher	will	know	audiobook	as	English	
learning	 media	 is	 used	 by	 the	 blind	 inclusive	 school	 students	 of	 MA	
Muhammadiyah	1	Ponorogo.	
	



 

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ELTALL (ENGLISH LANGUAGE TEACHING, APPLIED LINGUISTICS 
AND LITERATURE) 

Vol. 1 No. 1, 2020  
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 
 
 
 

 

METHODS	
In	 this	 research,	 the	researcher	uses	qualitative	research	method.	Data	

were	collected	through	observation,	interview,	and	documentation.	In	this	study	
the	researcher	acts	as	a	key	instrument,	full	participant	as	well	as	data	collectors,	
while	other	 instruments	are	supporting	and	 the	presence	of	 the	researcher	 is	
known	by	 the	 informant.	So,	by	directly	attending	 the	researcher	can	 interact	
socially	with	 the	 school	principal,	English	 teacher,	blind	students,	 and	related	
parties	to	get	data	about	audiobook	as	English	learning	for	blind	students	at	MA	
Muhammadiyah	1	Ponorogo	with	full	observation	as	a	researcher.	The	result	of	
data	collection	was	analyzed	by	the	following	steps,	namely	data	reduction,	data	
display	and	drawing	conclusion.			
	
FINDING	AND	DISCUSSION		
1. Audiobook	 as	 English	 Learning	Media	Used	 by	The	Blind	 Inclusive	 School	

Students	at	MA	Muhammadiyah	1	Ponorogo	
Inclusive	 education	 means	 education	 where	 all	 students	 are	 equal	

participants	in	the	learning	process.	Provision	of	inclusive	education	is	based	
on	 the	 belief	 that	 those	 with	 disabilities	 should	 not	 have	 to	 depend	 on	
specialized	 services	 alone	 to	benefit	 from	educational	 resources,	 activities	
and	practices	that	are	otherwise	available	to	all	(Julka,	2015).	

The	 school	 accommodates	 all	 children	 regardless	 of	 physical,	
intellectual,	social,	emotional,	or	other	condition.	Because	every	child	has	the	
right	 to	gets	proper	education.	As	an	MA	Muhammadiyah	1	Ponorogo	 is	a	
school	 that	 accommodates	 children	 who	 have	 special	 needs.	 So	 that	 in	
learning	tailored	to	the	needs	of	children	instead	of	children	who	are	adapted	
to	the	speed	and	nature	of	the	learning	process.		

Before	we	know	more	about	 teacher’s	 teaching	English	at	 inclusive	
class,	first	we	must	understand	the	condition	and	situation	of	students	in	the	
class.	 In	MA	Muhammadiyah	1	Ponorogo	it	organized	an	education	system	
that	 has	 normal	 students	 and	 blind	 students	 in	 one	 class,	 in	 term	 of	
application,	 preparation,	 and	 regarding	 the	 learning	 model.	 In	 MA	
Muhammadiyah	1	Ponorogo	is	not	much	difference	between	normal	students	
and	 blind	 students,	 however	 in	 teaching	 and	 learning	 activities	 that	
distinguish	 between	 normal	 students	 and	 blind	 students	 is	 from	 the	
approach	 taken	by	 the	 teacher	during	 the	 learning	activities.	According	 to	
Stella	 Olivia	 (2015)	 “teachers	 are	 required	 to	 collaborate	 with	 other	
professions	 or	 human	 resources	 in	 planning,	 implementation,	 and	
evaluation.	The	approach	for	the	blind	students	is	to	reread	the	material	to	
them,	the	teacher	explains	the	material	in	near	blind	students.	In	this	case	the	
teacher	would	explain	about	message	the	short	text	directly	translated	by	the	
teacher,	 because	 blind	 students	 are	 limitation	 of	 physic,	 they	would	 have	
difficulty	in	interpret	of	main	the	text.	Sometimes	the	teacher	asked	to	blind	



 

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ELTALL (ENGLISH LANGUAGE TEACHING, APPLIED LINGUISTICS 
AND LITERATURE) 

Vol. 1 No. 1, 2020  
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 
 
 
 

 

students	 to	 wrote	 the	 message	 in	 braille	 after	 listening	 to	 the	 teacher’s	
explanation.	 Another	 approach	 used	 by	 the	 teacher	 is	 to	 introduce	 audio	
applications	which	are	installed	on	hand	phone	or	laptop	for	blind	students	
to	study	in	class	or	outside	the	classroom.		

As	submitted	by	Andi	Hamzah	Fansury	(2019)	there	is	an	audiobook	
can	be	used	by	the	blind	student	in	the	classroom	or	at	home,	to	give	them	
access	to	books,	documents,	exercises	and	other	material	either	existing	or	
adopted	 in	any	digital.	Based	on	Andi’s	definition	 “audio	books	have	been	
used	to	teach	children	to	read,	as	a	method	for	the	blind	to	have	access	to	
books,	 and	 as	 a	 learning	 format	 for	 everything	 from	 learning	 a	 foreign	
language,	 guitar	 lessons,	motivational	 seminars,	 and	 cooking	 lessons.	 The	
self-help	industry	utilizes	audio	books	to	tape	workshops,	conferences	and	
basically	uses	them	as	a	learning	tool.	

	
2. Factors	 Influencing	 Successful	 Used	 of	 Audiobook	 by	 The	 Blind	 Inclusive	

School	Students	at	MA	Muhammadiyah	1	Ponorogo	
Audiobook	media	 that	 used	 in	 English	 learning	 process	 always	 had	

successful	 to	 blind	 students.	 The	 observation	 and	 interview	 with	 blind	
students	of	MA	Muhmmadiyah	1	Ponorogo	had	some	factor	influencing	as	
the	reason	for	using	audiobook.	

In	 every	 learning	 process	 that	 is	 done	 certainly	 not	 always	 run	
smoothly.	In	every	learning	there	must	be	various	problems	that	interfere,	
hinder,	 complicate	 or	 even	 lead	 to	 failure	 in	 achieving	 the	 learning	
objectives.	But	in	this	school	MA	Muhammadiyah	1	Ponorogo	keep	trying	to	
find	ways	to	succeed	the	blind	students,	so	that	no	blind	students	are	 left	
behind	in	 learning,	especially	 in	English	learning,	various	ways	have	been	
done	starting	from	the	approach	as	has	been	done	by	teacher.	The	teacher	
used	the	approach	by	explaining	or	reread	the	material	for	blind	students,	
because	 for	 teacher	 all	 students	who	were	 taught	 had	 to	 understand	 the	
material	as	a	whole,	so	as	not	to	be	left	behind.	Another	way	here	the	school	
is	invited	to	work	together	with	the	orphanage	in	making	learning	successful	
by	introducing	an	audio	application	and	then	installing	it	on	a	blind	students’	
hand	phone	or	laptop.	So	that	can	make	it	easier	for	the	blind	students	to	
understand	 the	material	 that	has	been	 taught	without	having	 the	 teacher	
repeat	the	material	many	times.	

The	 factor	 of	 influencing	 successful	 in	 English	 learning	 by	 used	
audiobook,	 which	 is	 two	 factors:	 factor	 internal	 and	 external.	 They	 are	
factors	 which	 come	 from	 inside	 the	 individual.	 According	 to	 H	 D	 Brown	
(2007)	these	factors	are	specified	by	the	individual	students	like	motivation,	
attitude,	 personal	 practice	 and	 study	 habits.	 Each	 of	 these	 factors	 is	 an	
individual	element	of	learners′	ability	to	acquire	a	foreign	language	but	each	
component	 also	 interacts	with	 another.	 They	 are	 factors	 that	 come	 from	



 

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AND LITERATURE) 

Vol. 1 No. 1, 2020  
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 
 
 
 

 

outside	the	individual.	Based	on	H	D	Brown	(2007)	external	factors	can	be	
different	 for	 each	 individual,	 but	 their	 common	 attribute	 is	 that	 they	 are	
based	solely	on	the	circumstances	outside	of	the	control	and	influence	of	the	
learner”.		

Internal	factor	that	influencing	the	success	of	blind	students	in	English	
learning	by	using	audiobook	the	existence	of	enthusiasm	from	within.	They	
follow	 the	 lesson	 they	 sitting	 in	 front.	 They	 appear	 to	 be	 active	 when	
attending	the	lesson,	sometime	they	also	ask	and	give	opinions.		

In	the	learning	blind	students	needed	encouragement	or	motivation.	In	
addition,	 another	 internal	 factor	 needed	 also	 external	 factor.	 On	 external	
factors	they	are	numbering	of	point	to	help	blind	students,	so	that	learning	
is	successful	namely:	family	factor	and	community	factor.	These	factors	help	
the	blind	students	in	learning	are	from	the	support	and	encouragement	of	
the	family	and	the	teacher.	The	way	parents	and	teacher	educated	and	pay	
attention	to	their	students	will	affect	success	in	learning.	

	
CONCLUSION	

The	process	of	the	used	audiobook	for	supporting	references	in	learning	
English,	the	teacher	introduces	an	audio	application	and	then	installing	it	on	a	
blind	students’	hand	phone	or	laptop.	For	our	laptops,	we	installed	NVDA	and	for	
the	 hand	 phones,	 we	 put	 talk	 back	 and	 smart	 voice.	 After	 the	 application	 is	
installed	on	the	hand	phone	or	laptop	the	blind	students	are	activated	and	they	
can	use	directly.	Here	blind	students	can	choose	the	material	what	they	need	to	
learn,	they	can	learns	through	the	internet	by	using	Google	or	web	to	search	for	
e-books	 related	 to	 the	material	 in	 finding	material	 they	use	 the	help	of	 audio	
applications,	so	they	can	search	for	himself	without	the	need	for	help	from	her	
friends.	

The	 factor	 influencing	 the	 successful	 use	 of	 audiobook	 by	 the	 blind	
students	 there	 are	 two	 factors,	 that	 are	 internal	 and	 external	 factor.	 Internal	
factor	that	influencing	the	success	of	blind	students	in	English	learning	by	using	
audiobook	 the	existence	of	enthusiasm	 from	within.	External	 factor	 that	 from	
parents,	teacher,	caregivers,	and	also	their	friends.	All	of	them	always	help	the	
blind	students	when	needed.		

The	 successful	 of	 using	 audiobook	 as	 media	 for	 students	 in	 learning	
English	 at	 MA	 Muhammadiyah	 1	 Ponorogo	 are	 providing	 opportunities	 for	
students	 to	 learn	 language	 by	 utilizing	 and	 practicing	 the	 material	 in	 all	
composition	of	learning	language.		

	
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AND LITERATURE) 

Vol. 1 No. 1, 2020  
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 
 
 
 

 

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