TEACHING ENGLIH TO INTELLECTUAL-DISABILITY STUDENTS AT SLB NURUL IKHSAN NGADILUWIH KEDIRI ACADEMIC YEAR 2019/2020

NAILA ROSYIDA, 17203163040 (2020) TEACHING ENGLIH TO INTELLECTUAL-DISABILITY STUDENTS AT SLB NURUL IKHSAN NGADILUWIH KEDIRI ACADEMIC YEAR 2019/2020. [ Skripsi ]

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Abstract

ABSTRACT Rosyida, Naila. Student Registration Number.17203163040. 2020. Teaching English to Intellectual-Disability Students at SLB Nurul Ikhsan Ngadiluwih Kediri Academic Year 2019/2020. Sarjana Thesis. English Education Department, Faculty of Tarbiyah and Teacher Training. State Islamic Institute (IAIN) of Tulungagung. Advisor: Dr. Susanto, S.S., M. Pd. Key words : Teaching English, Intellectual-disability Students Education belongs to all people from all circles of the society of life regardless of their gender, faith, social status, race and even intellectual background. In Indonesia’s education, the students condition does not always have a physical and normal mentally where they still have limitations. In that case, they are required to have the same mastery of English. However, teaching intellectual-disability students was very different from normal students. From this phenomenon the researcher is interested in taking the title to find out the process of learning English for children with special needs. Especially intellectual-disability. The formulation of the research problem was how do the English teacher facilitate the students’ learning to Intellectual-disability students at SLB Nurul Ikhsan Ngadiluwih Kediri. The study belonged to descriptive research with a qualitative approach. The type of this research is descriptive research. Descriptive research in this study was intended to describe how the teacher facilitates the students’ learning of intellectual-disability. The technique analysis refer to data reduction, data display, drawing conclusion and verification. The subject of this study is English teacher and vice-headmaster of the curriculum. The method of collecting data are observation, interview, and documentation. The findings showed that in facilitating the students’ learning, the teacher conducted various and constructive activities. There were 1) Making a lesson plan before do teaching and learning process. The purpose of this way is to determine what methods, media, and strategies will be suitable to be applied in the learning process of students including intellectual-disability students. 2) Providing teaching strategies that suitable to students in the teaching and learning process. The strategy that is used is a cooperative strategy where the teacher divides students into several groups and each group is given the task to complete together. This strategy aims to make students able to interact and accept individual differences that exist among their group and be able to improve their social skill within the school and outside school. 3) Motivating students during teaching and learning process through several activities such as conveying goals, giving appreciation to students, and stating information the next material. The aim of its activity are to the growing the motivation of students to learn, so the goal of teaching and learning is achieved and effectively. 4) Directing the students to practice form study groups where students teaching and learning activities can be held when study groups have been formed. In addition to helping students form study groups, teachers are also required to be able to guide each study group which later has difficulty understanding the material and doing an assignment. 5) Paying attention to students’ readiness to study before starting lessons, such as playing Islamic song through a loudspeaker to open their hearts and minds to be ready to receive lessons. Besides, by preparing the cleanliness of the class, preparing the media and writing tools to be used, and training students concentration by repeating the previous material. 6) Evaluating Students’ outcomes to know the students’ competency of how well students understand the material being taught. The evaluation was conducted at the end of the lesson, mid-semester, and at the end of the semester.

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