The teaching process began with a Review, where the teacher revisited the previous lesson on shapes, encouraging students to recall the number of sides in each shape to activate prior knowledge and establish a foundation for new learning. Following this, the Motivation phase set a positive tone as students led a prayer and engaged in an interactive song, creating an inviting classroom atmosphere. The Presentation introduced new concepts through music, incorporating greetings, introductions, and farm animal sounds to make learning more engaging and memorable. In the Discussion stage, students actively participated in a Bahasa Indonesia-to-English exchange, taking turns greeting and introducing themselves, supported by customized flashcards with embossed animal images and Braille captions to reinforce comprehension through multisensory learning. The Generalization phase involved a review activity with fellow interns and buddies, reinforcing vocabulary and auditory memory through sound-based recall exercises. Finally, the Evaluation phase assessed students' ability to identify farm animals, mimic their sounds, and use key phrases in greetings and introductions. As an ongoing learning strategy, students were encouraged to practice English with their peers, promoting language development, social interaction, and confidence-building in a meaningful and supportive environment.

The practicum was an enlightening experience, demonstrating the effectiveness of multisensory teaching strategies. The combination of tactile materials, auditory cues, and interactive discussions provided students with a comprehensive and engaging learning experience. However, further refinement of instructional materials could improve accessibility and deepen student engagement.

One of the key challenges was the language barrier. Limited proficiency in Bahasa Indonesia posed difficulties in communication, while students had minimal prior exposure to English. This challenge underscored the importance of using visual, tactile, and auditory teaching aids, along with collaborative learning approaches, to bridge the gap effectively.

The practicum was a transformative experience, requiring adaptability, patience, and creativity in teaching. Working with students with visual impairments reinforced the significance of inclusive teaching strategies that cater to diverse learning needs. Despite the language challenges, the students' enthusiasm and willingness to learn made the experience deeply rewarding. Their resilience and eagerness to communicate highlighted the power of inclusive education in fostering confidence and independence.

To improve future practicum experiences at SLB Negeri Surakarta, if given an opportunity, and also in my future teaching endeavors, several key aspects should be considered. First, enhancing instructional materials by incorporating more tactile-based learning tools, such as 3D models, textured surfaces, and interactive audio guides, can make lessons more immersive and accessible. Additionally, providing future SEA Teachers with basic Bahasa Indonesia training would facilitate smoother communication and foster stronger connections with students. Encouraging peer-assisted learning, where students work collaboratively in pairs or small groups, can further promote language acquisition, social interaction, and cooperative learning. The integration of assistive technology, such as screen readers, digital Braille displays, and voice-command applications, can significantly enhance accessibility and engagement for students with visual impairments. Lastly, embedding cultural context within English lessons can make language learning more relatable and enjoyable, allowing students to connect new knowledge with their lived experiences. By implementing these strategies, practicum experiences can become more inclusive, effective, and impactful for both educators and learners.