DEVELOPING MULTIMEDIA-BASED ENGLISH LEARNING MATERIALS FOR STUDENTS WITH INTELLECTUAL DISABILITIES IN SPECIAL NEEDS SCHOOLS: A NEEDS ANALYSIS AND INSTRUCTIONAL MATERIAL EVALUATION

Abstract

This study investigates the instructional needs for developing multimedia-based English learning materials tailored to seventh-grade students with intellectual disabilities in Special Needs Schools (SLB) in Jakarta. Using a descriptive qualitative design and triangulated data sources, the research involved semi-structured interviews with ten SLB teachers, an evaluation of the textbook Dare to Speak English, and an analysis of instructional materials currently used by teachers. Findings highlight the critical need for materials that integrate text, visuals, audio, and interactive features to support students' comprehension of abstract concepts and promote memory retention. Teachers emphasized that such multimedia components are essential, not supplementary, and that interactivity—through games, quizzes, simulations, and feedback systems enhances engagement and learning effectiveness. However, significant gaps remain in terms of consistency, adaptability, and digital integration across existing materials. The evaluated textbook, while aligned with the curriculum and content quality, lacks technological features and interactive elements necessary for inclusive education. The study concludes that the development of multimedia-based instructional materials must be inclusive, adaptive, flexible, and technologically supported to ensure equitable and effective learning outcomes for students with intellectual disabilities. These findings serve as a foundation for future instructional design that meets the demands of inclusive, digital-age pedagogy in special education contexts.