<![CDATA[This study aims to analyze the effectiveness of the TalkBack feature on Android smartphones in improving short story listening comprehension among visually impaired ninth-grade students at SLB-A YAPTI Makassar. A two-cycle Classroom Action Research (CAR) approach was employed, each comprising planning, implementation, observation, and reflection. Seven visually impaired students participated via total sampling. Data were collected through pre-tests and post-tests based on seven listening indicators, participatory observation, semi-structured interviews, and documentation. Findings indicate: (1) TalkBack effectively improved listening comprehension, with the class mean rising from 90.71 (pre-test) to 95.14 (Cycle II) and the highest individual gain reaching 17.33%; (2) obstacles were primarily technical-adaptive during Cycle I but declined significantly after intensive mentoring in Cycle II; and (3) student responses evolved from initial hesitation to positive acceptance marked by improved motivation, independence, and confidence. These findings confirm that mobile-based accessibility technology is an effective and inclusive alternative learning medium for students with special needs.]]>
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