Bridging Challenges and Expectations: Effective Strategies for Teaching English Speaking Skills to Slow Learners

Dwi Nurhayati Rahayuni; Imam Wahyudi Karimullah; Sonny Elfiyanto

Bridging Challenges and Expectations: Effective Strategies for Teaching English Speaking Skills to Slow Learners

Dwi Nurhayati Rahayuni, Imam Wahyudi Karimullah, Sonny Elfiyanto

Abstract

Every child born regardless of physical and mental condition has the right to receive a proper education. The right to education is a basic right that must be obtained by all children, including children with special needs. Recently, special need students can not only receive education through special schools but they can attend public schools side by side with regular students. The teacher's treatment in delivering material to special need students is certainly not the same as the treatment to regular students. Special assistant teachers have a very important role in assisting material to special need students. This research aims to examine the strategies used by teachers in delivering material, as well as the challenges and expectations in learning English for students with special needs. The research method used was direct interviews and surveys. The respondents are special assistant teachers and special need students. The results show that special assistant teachers have several teaching strategies. Although they face many challenges in applying the strategies, they can achieve the desired expectations. The strategies used show their effectiveness. It can be proven by the ability of special need students to apply the material received and put it into practice.

Keywords

teaching strategies; speaking skills; special assistant teacher; slow learner students

References

Ali, M. (2021). Prodi Magister Pendidikan Islam, Universitas Muhammadiyah Surabaya. Studia Realigia Jurnal Pemikiran Dan Pendidikan Islam, 5(2), 279–291.

Alloway, T. P., & Copello, E. (2013). Working memory: The what, the why, and the how. Australian Educational and Developmental Psychologist, 30(2), 105–118. https://doi.org/10.1017/edp.2013.13

Alviani, A. G., Ermayanti, & Santoso, L. M. (2023). Effectiveness of Retrieval Practice Learning Strategy in the Memory Storage Process to Improve Students Learning Outcomes on Cell Structure and Bioprocesses. Jurnal Penelitian Pendidikan IPA, 9(11), 9372–9380. https://doi.org/10.29303/jppipa.v9i11.4439

Amelia, W. (2016). Karakteristik Dan Jenis Kesulitan Belajar Anak Slow Learner Characteristics and Type of Learning Difficulties of Student With Slow Learner. Karakteristik Dan Jenis Kesulitan Belajar Anak Slow Learner Characteristics and Type of Learning Difficulties of Student With Slow Learner, 1(2), 53–58.

Cents-Boonstra, M., Lichtwarck-Aschoff, A., Denessen, E., Aelterman, N., & Haerens, L. (2021). Fostering student engagement with motivating teaching: an observation study of teacher and student behaviours. Research Papers in Education, 36(6), 754–779. https://doi.org/10.1080/02671522.2020.1767184

Chairunnisa, C., & Rismita, R. (2022). Educational challenges for children with special needs in inclusive primary schools. Jurnal Ilmiah Sekolah Dasar, 6(1), 48–56. https://doi.org/10.23887/jisd.v6i1.39722

Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, Supplement, 14(1), 4–58. https://doi.org/10.1177/1529100612453266

Ediyanto, E., Atika, I. N., Kawai, N., & Prabowo, E. (2017). Inclusive Education in Indonesia From the Perspective of Widyaiswara in Centre for Development and Empowerment of Teachers and Education Personnel of Kindergartens and Special Education. IJDS : Indonesian Journal of Disability Studies, 4(2), 04–116. https://doi.org/10.21776/ub.ijds.2017.004.02.3

Ediyanto, E., Mulyadi, A., Supriatna, A., & Kawai, N. (2018). the Education and Training Program Guideline for Special Guidance Teacher Competence Development in Indonesian Inclusive School. IJDS:Indonesian Journal of Disability Studies, 5(2), 251–267. https://doi.org/10.21776/ub.ijds.2018.005.02.15

Efendi, M. (2018). The Implementation of Inclusive Education in Indonesia for Children with Special Needs: Expectation and Reality. Journal of ICSAR, 2(2), 142–147. https://doi.org/10.17977/um005v2i22018p142

Esteve-gonzález, V. (2016). IN HIGHER EDUCATION (Issue June).

Fabiani, R. R. M., & Krisnani, H. (2020). Pentingnya Peran Orang Tua Dalam Membangun Kepercayaan Diri Seorang Anak Dari Usia Dini. Prosiding Penelitian Dan Pengabdian Kepada Masyarakat, 7(1), 40. https://doi.org/10.24198/jppm.v7i1.28257

Fadillah, P., Putri, R. F., & Sari, S. M. (2023). The Influence English Language Difficulties on Learning Outcomes among Children: A Case Study of State Junior High School. Absorbent Mind: Journal of Psychology and Child Development, 3(1), 35–42. https://doi.org/10.37680/absorbent

Fillia, A., & Kaltsum, H. U. (n.d.). Implementation of a Multiple Intelligence-based Learning Model for Students with a Tendency to be Slow Learners. Mi, 551–557.

Fitria, Apriliaswati, & & Wardah. (2015). a S78’<<211678’(17 ¶S English Speaking Problems in Speaking Performance.

Halidu, S., & Etango, Y. V. (2021). Improving Speaking Skills Through Role Playing Method in Class Iv Sdn 05 Dulupi Boalemo District. Novateur Publications International Journal of Innovations in Engineering Research and Technology, 8(10), 2394–3696.

Ika Febrian Kristiana, C. G. W. (2021). Buku ajar psikologi anak berkebutuhan khusus 1. 1–110.

Iqbal Sauqi, & Nova Estu Harsiwi. (2024). Menganalisis Belajar Siswa Berkebutuhan Khusus Slow Learner di Sekolah Dasar Negeri Keleyan 1. Morfologi: Jurnal Ilmu Pendidikan, Bahasa, Sastra Dan Budaya, 2(4), 29–42. https://doi.org/10.61132/morfologi.v2i4.797

Jesslin, J., & Kurniawati, F. (2020). Perspektif Orangtua terhadap Anak Berkebutuhan Khusus di Sekolah Inklusif. JPI (Jurnal Pendidikan Inklusi), 3(2), 72. https://doi.org/10.26740/inklusi.v3n2.p72-91

Kamala, I., & Minhalina, H. (2022). Science Learning for Slow Learner Students in Indonesia. Thabiea : Journal of Natural Science Teaching, 5(2), 161–173. http://journal.iainkudus.ac.id/index.php/Thabiea

Khoirin Nida, F. L. (2018). Membangun Konsep Diri Bagi Anak Berkebutuhan Khusus. ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal, 2(1), 45. https://doi.org/10.21043/thufula.v2i1.4265

Korikana, A. (2020). “Slow Learners- a Universal Problem and Providing Educational Opportunities To Them To Be a Successful Learner.” PEOPLE: International Journal of Social Sciences, 6(1), 29–42. https://doi.org/10.20319/pijss.2020.61.2942

Losberg, J., & Zwozdiak-Myers, P. (2024). Inclusive pedagogy through the lens of primary teachers and teaching assistants in England. International Journal of Inclusive Education, 28(4), 402–422. https://doi.org/10.1080/13603116.2021.1946722

Lumpkin, A. (2020). Effective Teaching and Learning—A Five-Step Process. Journal of Education and Culture Studies, 4(3), p32. https://doi.org/10.22158/jecs.v4n3p32

Marheni, K. I. (2017). Art therapy bagi anak slow learner. Prosiding Temu Ilmiah Ikatan Psikologi Perkembangan Indonesia, 1, 154–162. https://jurnal.unissula.ac.id/index.php/ippi/article/view/2185/0

Muhammad, Al-harthy, A. A. Q., Arabia, S., & Jat, Z. G. (2023). Early Identification and Intervention: Amplifying the Voice of Slow Learners. AITU Scientific Research Journal, 3882(2011), 17–25. https://doi.org/10.5281/zenodo.8394354

Mukhlis, A., Kirana Nur Havida, B., & Auliya Nurani, A. (2023). Special Assistance Teachers Learning Strategies for Slow Learner Students in Inclusive Elementary Schools. Jurnal Inovasi Pendidikan Dan Pembelajaran Sekolah Dasar, 7(1), 158. https://doi.org/10.24036/jippsd.v7i1.122424

Ningsih, R. P. (2022). Penerapan Pembelajaran Berbasis Gender Sosial Inklusi di SD Immersion Ponorogo. 56.

Paper, P. (2020). 374447Eng. October.

Rahayu, A. P., & Dong, Y. (2023). The Relationship of Extracurricular Activities with Students’ Character Education and Influencing Factors: A Systematic Literature Review. AL-ISHLAH: Jurnal Pendidikan, 15(1), 459–474. https://doi.org/10.35445/alishlah.v15i1.2968

Rasyada, A., Zulfah, R., & Hasanah, U. (2022). Peran Guru Dalam Proses Pembelajaran Anak Berkebutuhan Khusus Di Sdlbn 1 Amuntai. Islamic Education, 1(1), 1–8. https://maryamsejahtera.com/index.php/Education/article/view/1

Rofiah, N. H., & Rofiana, I. (2017). Penerapan Metode Pembelajaran Peserta Didik Slow Learner. NATURALISTIC : Jurnal Kajian Penelitian Pendidikan Dan Pembelajaran, 2(1), 94–107. https://doi.org/10.35568/naturalistic.v2i1.108

Sa’bani. (2009). Pembelajaran Keterampilan Berbicara. Pembelajaran Keterampilan Berbicara Di SMP Negeri 3 Salatiga, 5(1), 1–139.

Saldaria, E., Ariawan, V. A. N., & Cahyani, I. (2019). Speaking skill of elementary students reviewed by gender. Jurnal Prima Edukasia, 7(1), 20–27. https://doi.org/10.21831/jpe.v7i1.20363

Sugiarmin, M. (2003). Peserta Didik Berkebutuhan Khusus Dalam Pendidikan Inklusif. Http://File.Upi.Edu/Direktori/FIP, 1–13.

Ummah, M. S. (2019). Strategi Pembelajaran. Hasriandi, 11(1), 1–14. http://scioteca.caf.com/bitstream/handle/123456789/1091/RED2017-Eng-8ene.pdf?sequence=12&isAllowed=y%0Ahttp://dx.doi.org/10.1016/j.regsciurbeco.2008.06.005%0Ahttps://www.researchgate.net/publication/305320484_SISTEM_PEMBETUNGAN_TERPUSAT_STRATEGI_MELESTARI

UNICEF. (2017). Inclusive Education - Article 24. 08, 497367.

Vasudevan, A. (2017). Slow learners – Causes, problems and educationalprogrammes. International Journal of Applied Research, 3(12), 308–313. www.allresearchjournal.com

Wardah, E. Y. (2019). Peranan Guru Pembimbing Khusus Lulusan Non-Pendidikan Luar Biasa (Plb) Terhadap Pelayanan Anak Berkebutuhan Khusus Di Sekolah Inklusi Kabupaten Lumajang. JPI (Jurnal Pendidikan Inklusi), 2(2), 93. https://doi.org/10.26740/inklusi.v2n2.p93-108

Winarti, A., Iriani, R., Butakor, P. K., Meiliawati, R., & Syarpin, S. (2023). Transcript-Based Lesson Analysis: The Analysis of Classroom Communication in Chemistry Implementing Case-Based and Project-Based Learning. Indonesian Journal on Learning and Advanced Education (IJOLAE), 6(1), 1–13. https://doi.org/10.23917/ijolae.v6i1.23160

Zahid, N., Jamil, A., & Nawaz, I. (2023). Behavioral problems and academics of children in inclusive education – A cross-sectional survey. Heliyon, 9(2), e13496. https://doi.org/10.1016/j.heliyon.2023.e13496

Full Text: PDF

DOI: 10.15408/ijee.v12i1.44545