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A STUDY ON TEACHER’S STRATEGIES IN TEACHING ENGLISH FOR STUDENTS WITH SPECIAL NEEDS

WARIDA, NAQIYATUL (2012) A STUDY ON TEACHER’S STRATEGIES IN TEACHING ENGLISH FOR STUDENTS WITH SPECIAL NEEDS. Other thesis, University of Muhammadiyah Malang.

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Abstract

English is taught from kindergarten until university. English become priority subject not only for public school but also for students with special needs school (SLB). SLB is formal institution providing education for students with special needs. They have physical weaknesses and difference communication way in learning process. So they need some strategies to ease the learning process. Hence, this research is focused on teacherÂ’s teaching strategies. Therefore, the researcher wants to investigate (1) the strategy used by teacher in teaching English for students with special needs, (2) the most dominant strategy used by teacher in teaching English for students with special needs, and (3) the teachersÂ’ reasons using the dominant strategy in teaching English for students with special need. The design of this research is descriptive quantitative. The subject of this research is one English teacher of SMPLB Tingkat Nasional-Lawang. The instruments used were observation and interview. The data gathered were analyzed through the following steps, namely: classifying, interpreting, arranging the data in the form of table and making conclusion. Based on the observation, it was found that there were three strategies used by the teacher. They were imitation and modeling strategies, demonstration strategy, and active strategy. From all of those strategies, there were dominant strategies used by the teacher in teaching English for students with special needs namely imitation and modeling strategy. The mean score obtained by observation in imitation and modeling strategy was 48. It was higher than demonstration and active strategies. The reason why the teacher used imitation and modeling strategy were: (1) Imitation and modeling lead to the concrete things. So, the students can understand directly the topic of the lesson with concrete things. (2) Students with special needs could learn to imitate a teacherÂ’s model in context of ongoing activities. So, the students could remember vocabulary or lesson easily. It can be concluded that students with special needs must be taught by using the suitable strategies based on their charecteristics.

Item Type: Thesis (Other)
Subjects: L Education > L Education (General)
Divisions: Faculty of Teacher Training and Education > Department of English Language Education (88203)
Depositing User: Mrs Ruli Alfi
Date Deposited: 09 May 2016 02:32
Last Modified: 09 May 2016 02:32
URI : http://eprints.umm.ac.id/id/eprint/29224

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