Teacher’s Strategies and Classroom Management Techniques in Teaching English at SMP Inklusi TPA Jember
DOI:
https://doi.org/10.31539/leea.v4i1.1417Abstract
The research aims at explaining the teacher’s strategies and classroom management techniques applied in teaching English to mental retardation students at SMP Inklusi TPA Jember. This is a descriptive qualitative research. The subject of the research was an English teacher at SMP Inklusi TPA Jember. The data were collected through a non-participant observation and interview. The data were analyzed through identification, classification, data reduction, and description. The findings were: 1) the teacherused three kinds of strategies, i.e. imitation and modeling strategy, demonstration strategy, and active strategy with imitation and modeling strategy as the most used; 2) from 7 classroom management techniques listed by Sarosdy, Bencze, Poor and Vadnay (2016), there were only 5 techniques applied by the teacher including showing respect for students, showing professionalism, applying class techniques, applying positive attitude of teacher’s role and knowing the students.
Keywords: Mental Retardation, Teachers Strategies, Classroom Management, Teaching Disable
References
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Artiyah, A. (2016). A study on EFL teaching and learning of students with mental retardation (MR) in the center of the child rehabilitation (a study at SMALB-C YPAC Semarang). Undergraduate (S1) thesis, UIN Walisongo. http://eprints.walisongo.ac.id/id/eprint/6173
Barbra, M & Joyline, N. (2014). The Inclusion of Children with Mental Disabilities: A Teacher’s Perspective. International Journal of Humanities Social Sciences and Education (IJHSSE). 1 (1). 65-75.
Brown, H.D.(1994). Teaching by Principle: An Interactive Approach to Pedagogy (1st Edition). New York: Addison Wesley Longman, Inc.
Delphie, B. (2006). Pembelajarananakberkebutuhankhususdalam setting inklusi. Bandung: PT RefikaAditama.
Fakolade, O.A, Adeniyi, S.O & Tella, A. 2009. Attitude of teachers towards the inclusion of special needs children in general education classroom: the case of teachers in some selected schools in Nigeria. International Electronic Journal of Elementary Education .1 (3).
Fleury, K. (2019). East Otago High School.Respect: resilience, excellence, support, pride, engagement, creativity, teamwork. Retrieved February 5, 2020.https://eohs.school.nz/2019/03/importance-of-respect/
Hsu, Hui-Ching and Lin, Chien-Hui.(2006). The Effects of Total Physical Response on English Functional Vocabulary learning for Resource Classroom Students in the Elementary School. (http://www.enews.sjses.chc.edu.au/TotalPhysicalRespons/vocabulary.html)
Jacob, B.A & Ryan, J. (2018). Brookings. How life outside of a school affects student performance in school Brookings. https://www.brookings.edu/research/how-life-outside-of-a-school-affects-student-performance-in-school/
Mercer, C. D and Mercer, A. R. (1989). Teaching students with learning problem (3rd edition). Newyork: MacMillan Publishing Company.
Gnanaguruvammal. (2010). Knowledge and attitude towards mental illness among teachers in the selected schools in sivagangai district, Tamilnadu. Masters thesis, Matha College of Nursing, Manamadurai. http://repository-tnmgrmu.ac.in/id/eprint/5479
Omrod, J. E. (2004). Educational psychology. Developing Learners (3rd Edition). New Jersey: Prentice Hall Inc Pearson Education.
Onyekuru, B.U.D &Njoku, J. (2012).Classroom management of mental retardation. International Journal of Learning and Development.2 (5).105-111.
Parsons, R. D, Hinson, S.L and Brown, D. S. (2001).Educational psychology.A practitioner researcher model of teaching. USA: Wadsworth, a division of Thomson Leraning Inc
Raty, L.M.O, Kontu. E.K, & Pirttimaa. R.A. (2016). Teaching children with intellectual disabilities: Analysis of research-based recommendations. Journal of Education and Learning. 5 (2). 318-336.
Resti, A.S. (2017). Teaching English to Mental Retardation Students at SMPLB Negeri Pembina Samarinda in Academic Year 2017/2018. Undergraduate Thesis. Education and Teacher Training Faculty, State Institute of Islamic Studies Samarinda.
Rochyadi, E. (2005). Pengembangan Program Pembelajaran Individual bagi Anak Tunagrahita. Jakarta: Depatemen Pendidikan National.
Santrock, J. W. (2008). Educational Psychology (3rd edition). New York: McGraw-Hill.
Supriyanto, D. (2019). Teachers’ Attitudes Towards Inclusive Education: A Literature Review. Indonesian Journal of Disability Studies (IJDS). 6 (1). 29-37.
Sarosdy, Bencze, Poor&Vadnay. (2006). Apllied Linguistic 1 (for BA Students in English). Bolcsesz: Konzorcium
Taylor, R.L & Sternberg, L. (1989).Teaching students with mental retardation. Pp 124-149. Ed Exceptional Children. New York: Springer-Verlag New York Inc. DOI https://doi.org/10.1007/978-1-4612-3602-3_6
Wills-Jackson, C. (2018). Implementing Gamepla Implementing Gameplay Skills t y Skills to Increase Eye Contact and e Contact and Communication for Students with Emotional Behavioral Disorder and Comorbid Disabilities. STARS Electronic Theses and Dissertasions, 2004-2019. https://stars.library.ucf.edu/etd/5979
Artiyah, A. (2016). A study on EFL teaching and learning of students with mental retardation (MR) in the center of the child rehabilitation (a study at SMALB-C YPAC Semarang). Undergraduate (S1) thesis, UIN Walisongo. http://eprints.walisongo.ac.id/id/eprint/6173
Barbra, M & Joyline, N. (2014). The Inclusion of Children with Mental Disabilities: A Teacher’s Perspective. International Journal of Humanities Social Sciences and Education (IJHSSE). 1 (1). 65-75.
Brown, H.D.(1994). Teaching by Principle: An Interactive Approach to Pedagogy (1st Edition). New York: Addison Wesley Longman, Inc.
Delphie, B. (2006). Pembelajarananakberkebutuhankhususdalam setting inklusi. Bandung: PT RefikaAditama.
Fakolade, O.A, Adeniyi, S.O & Tella, A. 2009. Attitude of teachers towards the inclusion of special needs children in general education classroom: the case of teachers in some selected schools in Nigeria. International Electronic Journal of Elementary Education .1 (3).
Fleury, K. (2019). East Otago High School.Respect: resilience, excellence, support, pride, engagement, creativity, teamwork. Retrieved February 5, 2020.https://eohs.school.nz/2019/03/importance-of-respect/
Hsu, Hui-Ching and Lin, Chien-Hui.(2006). The Effects of Total Physical Response on English Functional Vocabulary learning for Resource Classroom Students in the Elementary School. (http://www.enews.sjses.chc.edu.au/TotalPhysicalRespons/vocabulary.html)
Jacob, B.A & Ryan, J. (2018). Brookings. How life outside of a school affects student performance in school Brookings. https://www.brookings.edu/research/how-life-outside-of-a-school-affects-student-performance-in-school/
Mercer, C. D and Mercer, A. R. (1989). Teaching students with learning problem (3rd edition). Newyork: MacMillan Publishing Company.
Gnanaguruvammal. (2010). Knowledge and attitude towards mental illness among teachers in the selected schools in sivagangai district, Tamilnadu. Masters thesis, Matha College of Nursing, Manamadurai. http://repository-tnmgrmu.ac.in/id/eprint/5479
Omrod, J. E. (2004). Educational psychology. Developing Learners (3rd Edition). New Jersey: Prentice Hall Inc Pearson Education.
Onyekuru, B.U.D &Njoku, J. (2012).Classroom management of mental retardation. International Journal of Learning and Development.2 (5).105-111.
Parsons, R. D, Hinson, S.L and Brown, D. S. (2001).Educational psychology.A practitioner researcher model of teaching. USA: Wadsworth, a division of Thomson Leraning Inc
Raty, L.M.O, Kontu. E.K, & Pirttimaa. R.A. (2016). Teaching children with intellectual disabilities: Analysis of research-based recommendations. Journal of Education and Learning. 5 (2). 318-336.
Resti, A.S. (2017). Teaching English to Mental Retardation Students at SMPLB Negeri Pembina Samarinda in Academic Year 2017/2018. Undergraduate Thesis. Education and Teacher Training Faculty, State Institute of Islamic Studies Samarinda.
Rochyadi, E. (2005). Pengembangan Program Pembelajaran Individual bagi Anak Tunagrahita. Jakarta: Depatemen Pendidikan National.
Santrock, J. W. (2008). Educational Psychology (3rd edition). New York: McGraw-Hill.
Supriyanto, D. (2019). Teachers’ Attitudes Towards Inclusive Education: A Literature Review. Indonesian Journal of Disability Studies (IJDS). 6 (1). 29-37.
Sarosdy, Bencze, Poor&Vadnay. (2006). Apllied Linguistic 1 (for BA Students in English). Bolcsesz: Konzorcium
Taylor, R.L & Sternberg, L. (1989).Teaching students with mental retardation. Pp 124-149. Ed Exceptional Children. New York: Springer-Verlag New York Inc. DOI https://doi.org/10.1007/978-1-4612-3602-3_6
Wills-Jackson, C. (2018). Implementing Gamepla Implementing Gameplay Skills t y Skills to Increase Eye Contact and e Contact and Communication for Students with Emotional Behavioral Disorder and Comorbid Disabilities. STARS Electronic Theses and Dissertasions, 2004-2019. https://stars.library.ucf.edu/etd/5979
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Published
2020-12-29
How to Cite
Prystiananta, N. C. (2020). Teacher’s Strategies and Classroom Management Techniques in Teaching English at SMP Inklusi TPA Jember. Linguistic, English Education and Art (LEEA) Journal, 4(1), 177–191. https://doi.org/10.31539/leea.v4i1.1417
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