The objective of this study was to evaluate the effectiveness of contextual teaching method in teaching comprehension of words and phrases’. This pretest-posttest design quasi-experimental study compared any differences in achievement between the two groups of hearing-impaired students. The students were divided into two groups whereby the experimental group was taught using the contextual method and the control group the traditional method. A total of 120 hearing-impaired students from eight schools in peninsular Malaysia were used as subjects for the study. There were 60 students in the experimental group and 60 in the control group. Data on overall proficiency were analyzed using descriptive analysis. The results revealed that the overall performance of the experimental group on all two language skills show a higher mean increase compared to the control group. Thus, the findings indicate that the contextual method used by the teachers was able to increase the students’ Language skills and had contributed the general academic achievement of the students.
Hearing Impairment, Contextual Teaching, Students with special needs, Special Education school, Special Education Integration program.