TEACHER’S STRATEGIES IN TEACHING ENGLISH FOR MENTALLY DISABLED STUDENTS
THESIS
Nurhalim NIM. TE.161 779
ENGLISH EDUCATION PROGRAM
TARBIYAH AND TEACHER TRAINING FACULTY THE STATE ISLAMIC UNIVERSITY
SULTHAN THAHA SAIFUDDIN JAMBI
2020
TEACHER’S STRATEGIES IN TEACHING ENGLISH FOR MENTALLY DISABLED STUDENTS
THESIS
Submitted to fullfilment one the requirements to obtain the Undergraduate Degree (S1) in English Education Program of
Education Faculty of The State Islamic University of Sultan Thaha Saifuddin Jambi
NUR HALIM NIM. TE.161 779
ENGLISH EDUCATION PROGRAM
TARBIYAH AND TEACHER TRAINING FACULTY THE STATEISLAMIC UNIVERSITY
SULTHAN THAHA SAIFUDDIN JAMBI
2020
KEMENTERIAN AGAMA RI UNIVERSITAS ISLAM NEGERI (UIN) SULTHAN THAHA SAIFUDDIN JAMBI FAKULTAS ILMU TARBIYAH DAN KEGURUAN
Alamat: Jl. Jambi – Ma. Bulian KM. 16 Simp. Sungai Duren Kab. Muara Jambi 36363 Telp/Fax : (0741) 583183 - 584118 website : www.iainjambi.ac.id
THESIS AGREEMENT / FINAL TASK Document
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Revision date
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Case : Official Notes
Dean of Faculty of Education and Teacher Training The State Islamic University of
SulthanThaha Saifuddin Jambi
Assalamu 'alaikum wr.wb.
After reading, giving guidance and making some necessary correction, we agree that the thesis by:
Name : Nur Halim NIM : TE 161 779
Department : English Education Program
Title : Teacher’s Strategies In Teaching English For Mentally Disabled Students
Could be submitted to munaqasah exam (munaqasah) as one of the requirements for the undergraduate degree (S1) in English Education Program Faculty of Education and Teacher Training, The State Islamic University of Sulthan Thaha Saifuddin Jambi. So, we submit it to the faculty for an immediate process of final examination.
Jambi, 16 april 2020 Advisor I
Dr. Tuti Indriani, S.Ag, M.Pd.I NIP.19750110 200901 2 006
KEMENTERIAN AGAMA RI UNIVERSITAS ISLAM NEGERI (UIN) SULTHAN THAHA SAIFUDDIN JAMBI FAKULTAS ILMU TARBIYAH DAN KEGURUAN
Alamat: Jl. Jambi – Ma. Bulian KM. 16 Simp. Sungai Duren Kab. Muara Jambi 36363 Telp/Fax : (0741) 583183 - 584118 website : www.iainjambi.ac.id
THESIS AGREEMENT / FINAL TASK Document
code
Form code Date Valid Revision Number
Revision date
Page In.08-PP-05-
01
In.08-FM- PP-05-03
R-0 - 1-1
Case : Official Notes
Dean of Faculty of Education and Teacher Training The State Islamic University of
SulthanThaha Saifuddin Jambi
Assalamu 'alaikum wr.wb.
After reading, giving guidance and making some necessary correction, we agree that the thesis by:
Name : Nur Halim NIM : TE 161 779
Department : English Education Program
Title : Teacher’s Strategies In Teaching English For Mentally Disabled Students
Could be submitted to munaqasah exam (munaqasah) as one of the requirements for the undergraduate degree (S1) in English Education Program Faculty of Education and Teacher Training, The State Institute for Islamic Studies Sulthan Thaha Saifuddin Jambi. So, we submit it to the faculty for an immediate process of final examination.
Jambi, 16 April 2020 Advisor II
Edi Rozal, M. Pd
NIP. 19880803 201503 1 00
KEMENTERIAN AGAMA RI UNIVERSITAS ISLAM NEGERI (UIN) SULTHAN THAHA SAIFUDDIN JAMBI FAKULTAS ILMU TARBIYAH DAN KEGURUAN
Alamat: Jl. Jambi – Ma. Bulian KM. 16 Simp. Sungai Duren Kab. Muara Jambi 36363 Telp/Fax : (0741) 583183 - 584118 website : www.iainjambi.ac.id
THESIS APPROVAL/ FINAL TASK
The Thesis entitled “Teacher’s Strategies in Teaching English for Mentaly Disabled Students” yang telah dimunaqasyahkan oleh Sidang Fakultas Tarbiyah dan Keguruan (FTK) UIN STS Jambi pada :
Day : Thursday
Date : April 30th 2020
Time : 09.00-10.00 WIB
Name : Nurhalim
Place : Zoom Cloud Meeting
Student’s Number : TE.161779
Title : Teacher’s Strategies in Teaching English for Mentaly Disabled Students.
Telah diperbaiki sebagai mana hasil sidang di atas dan telah diterima sebagai bagian dari persyaratan Pengesahan Perbaikan Skripsi.
No Name Signature Date
1
Wahyuni Fitria, M.Pd NIP. 198606052015032004 (Chair)
22 Mei 2020
2
Reni Andriani, M.Pd NIDN. 2026059001 (Secretary)
22 Mei 2020
3
Monalisa, M.Pd
NIP. 197505152000032004 (Examiner I)
21 Mei 2020
4
Faiqah Mahmudah, M.Pd NIP. 198704172015032003 (Examiner II)
18 Mei 2020
5
Dr. Tuti Indriani, S.Ag., M.Pd.I NIP. 19750110 200901 2 006 (Advisor I)
19 Mei 2020
6
Edi Rozal, M.Pd
NIP. 198808032015031003 (Advisor II)
29 Mei 2020
Mengetahui, Dean
Education and Teacher Training Faculty the state of Islamic University Sulthan Thaha Saifuddin Jambi
Dr. Hj. Fadlillah, M.Pd NIP.196707111992032004
KEMENTRIAN AGAMA RI UNIVERSITAS ISLAM NEGERI SULTAN THAHA SAIFUDDIN JAMBI FAKULTAS ILMU TARBIYAH DAN KEGURUAN
Alamat: Fakultas Ilmu Tarbiyah dan Keguruan UIN STS Jambi. Jl. Jambi – Ma. Bulian KM. 16 Simp.
Sungai Duren Muara Jambi 36363
ORGINALITY THESIS STATEMENT
I who signed below stated that the thesis that I arrange as a requirement to get undergraduate degree which is entitled “Teacher’s Strategies In Teaching English For Mentally Disabled Students” is originally and truly my own work.
As certain parts of the thesis which I quoted from the work of other people, I have written the source clearly in accordance with the norms, rules and ethics of scientific writing.
If later found that some parts of the thesis are not my own work or indicated any element of plagiarism, I am willing to accept the consequences in accordance with rules and regulation prevail. Therefore, in writing this statement, I am in good health and mind.
Jambi, 16 april 2020
Nur Halim NIM. TE.161 779
Dedication
In the name of ALLAH SWT the most gracious and the most merciful, who has given researcher mercy and blessing, health and ability to finish this thesis.
The researcher dedicates this thesis to:
1. Both of my parents, my mother Saimah and my father Misbah who have educated me, prayed and supported to finish this thesis and to be successful in the future. Never forget to my beloved sisters Musringah S.Pd and my brother in law Fahruddin S.Psi and my beloved cousinDafa and Dea.
2. All of my brothers and my sisters in family of la_pasma especially in demisioner 7 and my classmate PBI B 2016 that I can’t mention it one by one 4 years being together with you all.
3. All my closest friends and my family, who always listens to my crazy ideas, raise me up when I’m turning down.
May Allah always love bless them all. Aamiin.
OMOOM
( : ٧٦ دئاملا )
O MESSENGER, PROCLAIM THE (MESSAGE) WHICH HATH BEEN SENT TO THEE FORM THY LORD . IF THOU DIDST NOT, THOU WOULDST NOT HAVE FULLFILLED AND PROCLAIMED HIS MISSION. AND ALLAH WIL DEFEND THEE FROM MEN (WHO MEAN MISCHIEF). FOR ALLAH GUIDETH
NOT THOSE WHO REJECT FAITH.
(QS. AL-MAAIDAH: 67)
ACKNOWLEDGEMENTS
Alhamdulillah, Firstly, In the name of Allah, the most gracious and merciful, the lord of universe. Because of His blessings, the researcher could finish this thesis as one of the requirement for S1 degree in English Education Programme of Education and Teacher Training Faculty of the State Islamic University of SulthanThahaSaifuddin Jambi.
Secondly, peace and salutation always be given to our prophet Muhammad SAW who has guided us from the darkness into the lightness.
The researcher realizes that this thesis would have not been completed without the help, advice and guidance from many people. Therefore, in this opportunity the researcher would like to express thanks and gratitude to following parties for their contribution:
1. Prof. Dr. H. Su’aidi MA, Ph.D Rector of the State Islamic University of Sulthan Thaha Saifuddin Jambi.
2. Dr. Hj. Fadlillah, M.Pd. as Dean of Faculty of Education and Teacher Training of The State Islamic University of Sulthan Thaha Saifuddin Jambi 3. Wahyuni Fitria, M.Pd as the chief of English Education Programme.
4. Dr. Tuti Indriani, S.Ag, M.Pd.i as my first advisor and Edi Rozal M.Pd as my second advisor.
5. All lecturers at English education program and all lecturers the Faculty of Education and Teacher Training of The StateIslamic University of Sulthan Thaha Saifuddin Jambi.
May Allah SWT always gives guidance and blessing to us. Amin Ya Rabbal Alamin.
Jambi,march 2020 Researcher,
Nur Halim NIM. TE.161 779
ABSTRACT
Name : Nurhalim
Study Program : English Education Study Program
Title : Teacher’s Strategies in Teaching English for Mentally Disabled Students.
This thesis discusses about the teacher’s strategies in teaching English for mentally disabled students with the aim to find out the strategies implemented by English teacher in the mentally disabled majors, this research includes qualitative researchwith descriptive qualitative design and this research was conducted at SLBN Prof. Dr. Sri Soedewi Masjchun Sofwan, SH Jambi Province with the subject of the research is one of English teacher in junior high school. the data was collecting by observation, documentation, and interview. In this research researcher analyzed data by reduction, display and drawing conclusions. Based on the result of the research, the researcher found that the strategies implemented by English teacher to teach mentally disabled students have been optimal by means of an individual learning. the teacher provides guidance to students based on their abilities or levels of mentally disabled students. Teaching strategies undertaken such as in English language learning, lesson plan, learning methods, instructional media and the role of the teacher are very important for the development learning of mentally disabled students, because they have limitation in accepting learning, these problems come when learning something. When learning, the teacher explains the concepts, describes and must know how each student that has a different to understanding the material delivered by the teacher towards learning English.
Keywords: Teacher’s Strategy, Special Education Need, Mentally Disabled.
ABSTRAK
Nama : Nurhalim
Program studi : Tadris Bahasa Inggris
Judul : Strategi Guru Bahasa Inggris Mengajar Siswa Tunagrahita di SLBNProf. Dr. Sri Soedewi masjchun sofwan, SH
skripsi ini membahas tentang strategi guru dalam mengajar bahasa Inggris untuk siswa tunagrahita dengan tujuan untuk mengetahui strategi yang diterapkan oleh guru bahasa Inggris di jurusan cacat mental, penelitian ini termasuk penelitian kualitatif dengan desain kualitatif deskriptif dan penelitian ini dilakukan di SLBN Prof. Sri Soedewi Masjchun Sofwan, SH Provinsi Jambi dengan subjek penelitian adalah salah satu guru bahasa Inggris di SMPLB. Pengumpulan data dilakukan dengan observasi, dokumentasi, dan wawancara. Dalam penelitian ini peneliti menganalisis data dengan reduksi, tampilan, dan penarikan kesimpulan.
Berdasarkan hasil penelitian, peneliti menemukan bahwa strategi yang diterapkan oleh guru bahasa Inggris sudah dirasakan optimal untuk mengajar siswa cacat mental melalui strategi individual learning. guru memberikan bimbingan kepada siswa berdasarkan kemampuan mereka atau tingkat siswa yang cacat mental.
Strategi pengajaran yang dilakukan seperti dalam pembelajaran bahasa Inggris, rencana pelajaran, metode pembelajaran, media pembelajaran dan peran guru sangat penting untuk pengembangan pembelajaran siswa tunagrahita, karena mereka memiliki keterbatasan dalam menerima pembelajaran, masalah ini datang ketika mempelajari sesuatu . Saat belajar, guru menjelaskan konsep, menjelaskan dan harus tahu bagaimana setiap siswa yang memiliki pemahaman berbeda dengan materi yang disampaikan oleh guru terhadap pembelajaran bahasa Inggris.
Kata kunci : strategi guru, sekolah luar biasa, tunagrahita.
TABLE OF CONTENTS
TITLE PAGE
OFFICIAL NOTE ... ii
ORIGINALITY STATEMENT ... iv
DEDICATION ... v
MOTTO ... vi
ACKNOWLEDGMENT ... vii
ABSTRACT ... viii
TABLE OF CONTENT ... xii
LIST OF APPENDICES ... xiv
CHAPTER I INTRODUCTION A. Background of the Problem ... 1
B. the Limitation of The problem ... 4
C. Focus of the Problem ... 4
D. The formulation of The Problem ... 5
E. Significance of the Research ... 5
CHAPTER II REVIEW OF RELATED LITERATURE A. Definition of teaching English strategy... 6
B. Special Education Need ... 6
C. Mentally Disabled ... 8
D. Instructional media ... 10
E. Relevant Study ... 12
CHAPTER III METHOD OF RESEARCH ... 14
A. Design of Research... 14
B. Setting and Subject of Research ... 14
C. Source of Data ... 14
D. Technique of Collecting Data ... 15
E. Technique of Data Analysis ... 16
F. Schedule of The Research ... 18
CHAPTER IV FINDING ... 19
A. Finding ... 19
B. Discussion ... 24
CHAPTER V CONCLUSION AND SUGGESTION ... 29
A. Conclusion ... 29
B. Suggestion ... 29
REFERENCE ... 30
APPENDICES ... 32
LIST OF APPENDICES
Instrument of collecting data ... 34
Observation sheet ... 36
Transcript of interview ... 38
Name of respondent ... 44
Lesson plans ... 45
Syllabus of the teacher ... 90
CHAPTER I INTRODUCTION
This chapter presents the discussion on the background of the study, focus on the problem, the formulation of the problem and objective and significance of the study.
A. Background of The Problem
In our daily life, people have the view that extraordinary children who are now called children with special needs get their own views by the community, they assume that children with special needs are not important to meet their educational needs, but this is not commensurate with the law of the Republic of Indonesia Number 20 of 2003 which reads:
"That the state fully guarantees children with special needs to obtain quality education services, the national education minister's regulation number 70 of 2009 concerning inclusive education for students who have disabilities and have special intelligence and talent potential. (Republic of Indonesia Law No. 20 of 2003 concerning the national education system.
Jakarta: intellectual discourse press, 2006)”
The right to education for children with special needs or children with disabilities is stipulated in law no. 20 of 2003 concerning the national education system article 23 states that:
"Special education (special education) is education for students who have difficulty in following the learning process because of physical, emotional, mental, and social disorders”.
The state also guarantees the right of students with special needs to attend regular school even. Article 31 paragraph (1) of the 1945 Constitution states that every citizen has the right to education. The Ministry of National Education (Kemendiknas) as the institution responsible for regulating education issued a policy through the Minister of National Education Regulation (Pemendiknas) no.70 of 2009 regarding inclusive education as a solution to the occurrence of discrimination for students with special needs to be able to receive proper
education. In Indonesia, special education is carried out through two channels, namely academic education competition (special schools) and at regular schools (inclusive education programs).
Children with special needs are defined as children who need education and special services to develop their full human potential (Halalah and Kaufaman, 1986). In the world of education, the word extraordinary is a nickname or designation for those who have deficiencies or experience a variety of disorders and deposits that are not as natural as normal people in general. Abnormalities or deficiencies possessed by those who are called extraordinary can be abnormalities in physical, social and moral terms. Special children can also be defined as children with special needs, because in order to fulfill their daily needs they need the assistance of educational services, social services, guidance and counseling services and various other types of special services.
In Indonesia, special or special education has been stipulated in the Republic of Indonesia law number 20 of 2003 article 5 paragraphs 2, 3 and 4.
Special schools for persons with disabilities known as SekolahLuarBiasa(SLB) have historically been established in Indonesia since 1901. The Government of Indonesia continued to pay attention to special education with the special education management directorate at the ministry of education in 2006. With the attention of governments with disabilities they were able to receive education so that they could live in the midst of society (Wardhani 2006).
With different characteristics from students in schools in general, learning provided by teachers in public schools with special schools will differ depending on the type of student needs. Special schools are divided into several sections, namely:
a. SLB A for blind people who have visual impairment
b. SLB B for the deaf who have impaired hearing and speaking functions c. SLB C is for mentally disabled people who have mental retardation, which
is divided into three namely mild mental retardation, moderate mental retardation and severe mental retardation.
d. SLB D for children with physical disabilities who have physical disabilities.
e. SLB E is for children with disabilities who have emotional barriers so that they behave deviate.
f. SLB F for children with multiple disabilities.
This research have one studies done by fitriani (2013) entitle “English Instructions for The Students with Special Need at Special Need School (SLB) Tebo. Base on this research the writer concluded English instruction for special need students can make the students understand with what the teachers want about the materials. Teaching and learning process have different with normally students.
In this study, researchers will discuss about SLB C or SLB which is intended for mentally disabled children. Mental retardation is someone who has intelligence below the normal average in general. Intellectual intelligence possessed by mentally disabled children is usually below 70. Besides intellectuals who are below average, according to Anin (1995: 11) "Mentally disabled children usually also have retardation in adjusting to their environment". Therefore special guidance is needed so that children can adapt to the surrounding environment well. Children with intellectual disabilities are classified based on the weight and lightness of their mental disabilities they have into several groups, namely mild mental retardation, moderate mental retardation and severe mental retardation.
Each of these groups has a different intellectual intelligence, the heavier the lower the IQ of a person.
SekolahLuarBiasaNegeri (SLBN) Prof. DR. Sri SoedewiMasjchunSofwan SH Jambi Provincehas a special teaching staff in providing English learning material which is divided into five majors, namely Blind, Deaf, Mentally Disabled, physical disability and autism. From each of these majors has a special English teacher which is still felt to be less than optimal in the teacher's strategy in providing learning material for each department in at SekolahLuarBiasaNegeri (SLBN) Prof. DR. Sri SoedewiMasjchunSofwan SH Jambi Province (Observation:
December 27, 2019).
The reason of choosing this school as an object of research is this school has a good achievement compared to other SLB in the Jambi Province. SLBN Sri SoedewiMaschunSofwan SH is the largest SLB in Jambi Province. In this study, the researcher will focus on mentally disabled students. Based on the result of the observation, the researcher found that mentally disabled students were more cheerful compared to other special needs students. Mentally disabled students were also more active in the learning process compared to other special needs students, especially in learning English. Researcher also found that children with intellectual disabilities are more concentrated in the learning process compared to other children with special needs such as children who are deaf, blind and autistic.
That achievement cannot be separated from the role of the teacher in the learning process at school. (Observation: January 08, 2020)
Based on the background above, the researcher is interested in conducting the research entitle Teacher’s Strategies in Teaching English For Mentally Disabled Students at SekolahLuarBiasaNegeri (SLBN) Prof. DR. Sri SoedewiMasjchunSofwan SH Jambi Province. The researcher wants to find out how the teacher’s strategies in teaching English at SekolahLuarBiasaNegeri (SLBN) Prof. DR. Sri SoedewiMasjchunSofwan SH Jambi Province.
B. Limitation of the problem
In line with the title and the aim of this research and due to the limited time owned by the researcher, because the limitation of the time the researcher limits this research which focus on teacher’s strategies in Teaching English For Mentally Disabled Students At SekolahLuarBiasaNegeri (SLBN) Prof. Dr. Sri SoedwiMasjchunSofwan SH Jambi Province.
C. Focus of the Research Problem
In this research, the researcher focus on investigating the Teacher’s Strategies In Teaching English for mentally disabled students at SekolahLuarBiasaNegeri (SLBN) Prof. DR. Sri SoedewiMasjchunSofwan SH Jambi Province.
D. The Formulation of the Problem
Base on the explanation in the background above the research questions is formulated as follows “What are The Teacher’s Strategies in Teaching English for Mentally Disabled Students at SekolahLuarBiasaNegeri (SLBN) Prof. DR. Sri SoedewiMasjchunSofwan SH Jambi Province?”
E. Significances of the Research
The result of the present study hoped to be useful and give benefits as follows:
a. The results of this research are expected to be useful for others SLB in Jambi province, because this research discusses how the teacher's teaching strategies in English in specific educational needs where the main purpose of the teacher in teaching at this school is so that students like the lessons first, especially in the eyes English language learning is then expected of students to be able to understand the lessons taught.
b. Further researchers, hopefully the results of this research can become guidelines for writing further research especially in children with special needs
CHAPTER II
REVIEW OF RELATED LITERATURE A. Definition of Teaching English Strategy
According to Abdul Majid (2013), in general explained that the learning strategy can be interpreted as any activity chosen that is that can provide facilities or assistance to students towards the achievement of certain learning goals. He also explained that learning strategies are also defined as a plan that contains a series of activities designed to achieve certain educational goals.
B. Special Education Need
According to Wardani (2015) children with special needs are children with special characteristics that are different from children in general without always showing mental, emotional or physical disabilities. Children with special needs are children who experience significant abnormalities (physical, mental- intellectual, social, and emotional) in the process of growth compared to other children of the same age who need special education services. Children with Special Needs (ABK) are another term to replace the word "Extraordinary Children (ALB)" which indicates a special disorder. Children with special needs have different characteristics from one another. Because of the characteristics and obstacles they have, ABK requires a form of special education services tailored to their abilities and potential, for example for the blind they require modification of reading texts into Braille and deaf writing communicating using sign language.
Especially competent children usually go to Extraordinary Schools (SLB) according to their respective specialties. SLB part A for the visually Blind, SLB part B for Deaf, SLB part C for mental retardation, SLB part D for the physically impaired, SLB part E for Behavioral Disorder / Emotionally Handicapped and SLB part G for Multiple Disabilities.
1. SLB A (Blind)
Blind people are individuals who have visual impairments. Blind people can be classified into two groups, namely: total blindness (Blind) and low vision.
Definition of Blind People according to Kaufman &Hallahan are individuals who have vision impairment or vision accuracy of less than 6/60 after being corrected or no longer have vision. Because blind people have fairness in the sense of sight, the learning process emphasizes the other senses, the sense of touch and the sense of hearing. Therefore the principle that must be considered in giving instruction to blind individuals is that the media used must be tactual and sound, for example the use of braille writing, embossed images, model objects and tangible objects.
2. SLB B (Deaf)
Deaf are individuals who have permanent or non-permanent hearing loss. Because they have a hearing impairment, hearing impaired individuals have a speech impediment, so they are commonly referred to as hearing impaired. How to communicate with individuals using sign language, for the finger alphabet has been patented internationally while for sign language varies in each country. At present in some schools total communication is being developed, that is, ways of communicating involving verbal language, sign language and body language.
Deaf individuals tend to have difficulty understanding the concept of something abstract.
3. SLB C (Mentally retardation)
According to WHO, a mental retardation has two essential things, namely intellectual function is significantly below average and there is an inability to adjust to the norms and speeches that apply in society.
4. SLB D (Physically Impaired)
Physically Impaired is an individual who has a movement disorder caused by neuro-muscular abnormalities and bone structures that are congenital, sick or accidental, including cerebral palsy, amputation, polio, and paralysis. The level of disruption in the physical disability is mild, which has limitations in carrying out physical activity but can still be increased through therapy, moderate namely having motor limitations and experiencing sensory coordination disorders,
severe, which has total limitations in physical movement and being unable to control physical movements.
5. SLB E (Behavioral Disorder / Emotionally Handicapped)
Behavioral Disorder is individuals who experience obstacles in controlling emotions and social control. Behavioral Disorder individuals usually show deviant behavior that is not in accordance with the norms and rules that apply around them.Behavioral Disorder can be caused by internal factors and external factors, namely the influence of the surrounding environment.
6. SLB F (Multiple Disabilities)
According to Johnston &Magrab, multiple disabilities are those who have developmental disorders including groups that have neurological developmental obstacles caused by one or two combinations of abnormalities in abilities such as intelligence, movement, language, or personal relationships in society.
C. Mentally Disabled
The education with children with disabilities in an environment assortment differences children, among which mentally disabled children the term mentally disabled child en are often referred to as mentally retarded children or other term mentally retarded, brain weak, weak memory, mental disability, and so forth. Definition of mentally disabled children can be seen from several aspect among others, from the social point of view as proposed by UsaSutisna, (1984;
34) that mentally retarded children are children who are mentally disturbed or because of disabilities so that their thinking power is weak and have difficulty adjusting to their social environment.
Beside from social aspect, the definition of child mentally disabled cam also seen in terms of education, James C. Mainord (1975) states that mentally retarded children if a child has such integration that it are not possible to be able to attend public school education".
There are several definitions of mental retardation, including:
1. The American Association on Mental Deficiency (AAMD) in the B3PTKSM, (p. 20) defines mental retardation / mental retardation as a disorder that includes general intellectual functions below the average (sub-average), i.e. IQ 84 and below based on individual tests; which appear before the age of 16 years; and show barriers to adaptive behavior.
2. Japan League for Mentally Retarded (1992: p.22) in B3PTKSM (p. 20-22), defines mental retardation / intellectual retardation is a slow intellectual function, i.e. IQ 70 and below based on a standard intelligence test;
deficiencies in adaptive behavior; and occur during development, which is between the conception period until the age of 18 years.
3. The New Zealand Society for the Intellectually Handicapped states about mental retardation is that a person is said to be mentally disabled if his intelligence is clearly below average and takes place during development and is hampered in the adaptation of behavior to his social environment.
4. Definition of mental retardation published by the American Association on Mental Retardation (AAMR). In the early 60s, mental retardation referred to the limitations of general intellectual functioning and the limitations on adaptive skills. Adaptive skills cover the areas of: communication, self-care, home living, social skills, community, self-control, functional academics, free time, and work. According to this definition, disability appears before the age of 18 years.
5. According to WHO, a mental retardation has two essential things, namely the intellectual function is significantly below average and there is an inability to adjust to the norms and speech applicable in society.
The way to identify a child, including mental retardation, is through several indications as follows:
1. Physical appearance is not balanced, for example the head is too small / big, 2. Cannot take care of themselves according to age,
3. Late speech / language development
4. There is no / less attention to the environment (blank view), 5. Poor coordination of movements (often uncontrolled movements),
6. Frequent saliva (fluid) from the mouth (drool).
D. Instructional Media
Media translated from the Latin "medius" which means "middle, approved, or introduction". Garlic & Ely (1971) said that the media that can be discussed are humans, materials, or events that build conditions that make students able to obtain knowledge, skills or attitudes. Specifically understanding the media in the teaching and learning process using graphic, photographic, or electronic tools to collect, process, and rearrange visual and verbal information.
The media is any tool that can be used as a conduit of messages to achieve the goals taken (Djamarah, 2002: 137). While learning is a process, way, and action that makes people or living things learn (KBBI, 2002: 17). So, learning media is the media used in the learning process as a conduit of messages between the teacher and students so that the learning objectives are successful.
According to AsrorulMais there are two types of learning resources, namely:
1. By design learning resources
Learning resources that are deliberately designed specifically for learning purposes. For example, textbooks, modules, audio programs, video programs, OHP transparency and others.
2. Learning resources by utilization.
Learning resources that are not designed for learning purposes, but are available and can be used for learning purposes. For example, rice fields, markets, newspapers, television broadcasts, factories, terminals and others.
Within the scope of a segregate or inclusive learning media it should cover all types of learning media for all students including children with special needs such as visual impairment, hearing impairment, mental retardation, mental retardation, speech impairment, HIV / AIDS impairment, gifted, talented, learning difficulties, slow learning , autistic, victims of drug abuse, indigo and others. And until now the need for learning media for students, especially for children with
special needs including schools that provide segregate or inclusive education is felt to be inadequate. Therefore, in order to improve the quality of education, the learning media is strived as expected. This is where the importance of planning, implementing and monitoring the procurement and management of learning media in schools providing segregate and inclusive education (Asrorul, 2016; 64).
In his book entitled Learning Media for Children with Special Needs Asrorul explains that learning media in extraordinary schools and other public schools have the same learning media but there are some special media in extraordinary schools such as braille, embossed maps, speech dictionaries, tape recorders and others. The media used in the learning process is.
1. Graphic Media
Graphic media is a type of media that captures the message to be conveyed in the form of verbal communication symbols. These symbols mean that they need to be understood correctly, so that the process of delivering the message can work well and efficiently. In addition to these functions specifically, graphics function to attract attention, clarify the presentation of ideas, illustrate or decorate facts that might be quickly forgotten if not graphed (visualized). The forms of graphic media include: (a) photographic images, (b) sketches, (c) diagrams, (d) charts, (e) graphs, o cartoons, (g) posters, (h) maps , (i) flannel boards, and () bulletin boards.
2. Audio Media
Audio media related to the sense of hearing. Message delivered through audio media is poured into auditive symbols, both verbal and non-verbal. Some media that can be included in the audio media group include: (a) radio, and (b) magnetic tape recorder, cassette tape recorder.
3. Projection Media
Silent projection media have similarities with graphic media, in the sense that they can present visual stimuli. Graphic materials are also widely used in silent projection media. Motion projection media also require graphic materials such as captions. By using a computer device (multi media), motion projection engineering can be more varied, and can be done almost entirely using computer
equipment. To teach skills (motor skills) motion projection has many advantages compared to stationary projection. Some projection media include: (a) frame film, (b) chain film, (c) loop film, (d) transparency film, (e) motion film 8 mm, 16 mm, 32 mm, and ( ) television and video.
Harmer (2007) states that there are several types of instructional media that can be used by teachers:
a. The students themselves
The students are the most useful resources in the classroom (Harmer, 2007:176). By using the students themselves, teacher can do many things in the classroom.
b. Realia
Realia is defined by Nunan (1993:313) as object and teaching prop’ from the world outside the classroom that are used for teaching and learning. So, it can be inferred that realia is unmodified real things inside or outside the classroom which is used by the teachers for teaching learning process. Realia can be used as starting point to introduce the lesson and/or understanding concepts of the material.
c. Pictures
Picture or graphic materials refer to material which is utilized by the teachers to convey message messages to the students. This kind of material includes drawings, charts, graphs, posters, cartoons, etc. Pictures are utilized for several purposes. Harmer (2007) explained that pictures can be used multiple ways comprising:
1. Drilling
2. Communication 3. Understanding 4. Ornamentation 5. Predicting 6. Discussing d. Course book
Course book is a form of print media. It contains materials or verbal information through print. It can also be used as basic instructional guide by the teachers. The most important aspect of course book use is for teachers to try to engage students with the content they are going to dealing. This means arousing the student interest in topic and making sure that they know exactly what we want them to do before get them to open their book and disappear, heads-down in the pages, while still try to talk to them. Many teachers want to use their course books as a kind of springboard for their lesson, rather than as a manual to be slavishly followed. While their base much of their teaching on the contents of the course book, they reserve the right to decide when and how to use it constituent parts.
e. Boards
Board refers to chalkboard/blackboard, whiteboard, and interactive whiteboard (IWB). Like pictures, board also is used for several purposes. Harmer (2007) describes that teachers can use boards as
1. Notepad 2. Explanation aid 3. Picture frame 4. Public workbook 5. Game board 6. Noticeboard
f. Overhead projector
By using overhead projectors, the students can see in front of the class the materials which is writer or drawn in a transparent. The transparent will be projected by using projectors.
g. Flipcharts
Another instructional media that may be used by the teacher is flipchart.
Flipchart is an instructional media which contains big sheet of paper. It is mostly used to write down some important points in group discussion (harmer, 2007).
Several benefit of flipchart is portable, accessible, and easy to use.
h. Computer based presentation technology
Harmer (2007) said this instructional media has two vital components.
They are hardware and software for this instructional media is computer and LCD projector. This instructional media combine both audio and visual material. By using computer based presentation technology - or so called multimedia presentation - enables the teacher to convey much larger information to the students (blythe-lord, 1991. Kemp&smellie, 1989.and witich&schuller, 1973).
E. Relevant Study
This research have one studies that relevant with the research which has done with fitriani (2013) with title: “English instruction for the students with special need at special need school (SLB) Tebo. Base on this research the writer concluded English instruction for special need students can make the students understand with what the teachers want about the materials. Teaching and learning process have different with normally students.
There are some differences among my research from those have been mentioned. Base on my research “English teaching strategy for mentally disabled at SekolahLuarBiasaNegeri (SLBN) Prof. DR. Sri SoedewiMasjchunSofwan SH Jambi Province, English teaching strategy for mentally disabled students have some variation between other students in normally school. The teachers have different strategy such as good body language, clearly of pronunciation, intonation, easily materials. One of the important that point of mentally disabled students is because of them having.
CHAPTER III RESEARCH METHOD A. Method and Design of The Research
This study used structured, planned and procedural ways to conduct a scientific researched by combining all the potential and resources that have been prepared (Mukhtar, 2013: 38). In terms of type the research data, researcher used a qualitative method. This research is a qualitative descriptive study from an educational perspective. Descriptive research is research that seeks to explain the current problem solving based on the data obtained.
B. Setting and Subject of the Research
1. Setting of the Research
The research was conducted at Sekolah Luar Biasa Negeri (SLBN) Prof.
DR. Sri Soedewi Masjchun Sofwan SH. It is located on pematang sulur telanai pura kota jambi.
2. Subject of the Research
The subject of the research was the English teacher of Eighth Grade Junior High School of Mentally Disabled at Sekolah Luar Biasa Negeri (SLBN) Prof.
DR. Sri Soedewi Masjchun Sofwan SH Jambi Province.
C. Source and Kind of Data
1. Kind of data
In this research, the researcher got the primary data from the teacher of mentally disabled studentsatSekolahLuar Biasa Negeri (SLBN) Prof. DR. Sri Soedewi Masjchun Sofwan SH Jambi Province.According to Sugiono (2010:225) primary data is the data has been taken directly from respondent that correlated with this research.
2. Source of Data
Source of data in this research consisted of English teacher in mentally disabled at SekolahLuarBiasaNegeri (SLBN) Prof. DR. Sri SoedewiMasjchunSofwan SH Jambi Province, documentation and students assessment that supporting this research.
D. Data Collection Technique and Instruments of Collecting the Data.
Technique of data collection in this research conducted by observation, interview and documentation. In this research, the researcher used data collection technique as followed:
1. Observation
In this method the researcher made direct observations on the object of research because the researcher wantedto know closely at the activities carried out. Through observation, the researcher learned about behavior the meaning to that behavior. Furthermore, the researcher chose passive participation, mean the researcher presented at the scene of action but didn’t interact or participate.
Researcher gotthe data by observing how the teacher's strategy in providing English learning atSekolahLuarBiasaNegeri (SLBN) Prof. DR. Sri SoedewiMasjchunSofwan SH Jambi Province.
In collecting observation data, the data collection instrument intended by the researcher to use field notes and video recorder that found events in the field.
Observations were made while learning is taking place by observing the teacher who provided learning material directly and observing the teacher's strategy in providing English learning.
2. Documentation
Based on Arikunto (2002: 206) documentation is a method used to looking for the data about cases or variables in notes from transcripts, books, epigraph magazines, and meeting agenda illustrations.
The documentation intended here that the researcher trying to get activity data in the form in the learning process in English, books used by teacher in
teaching English, lesson plans and others relating to the documentation that found by researcher.
3. Interview
Interview is the process of communication or interactionto collect information by way of question and answered between researcher and respondent (Sukardi, 2003: 79).
In this stage, the researcher interviewed a number of data sources such as the English teacher with unstructured interview methods and archiving the data using audio recording. The things questioned by researcher at this interview stage revolve around when the learning process took place such as how the teacher prepared teaching material, how the teacher started learning and this is summarized in how the English teacher strategy in providing learning toward mentally disabled students atsekolahLuarBiasaNegeri (SLBN) Prof. DR. Sri SoedewiMasjchunSofwan SH Jambi Province.
In this research, researcher usedunstructured interview. So, the researcher interviewedEnglish teacher to get information about teaching English strategy for mentally disabled students at sekolahLuarBiasaNegeri (SLBN) Prof. DR. Sri SoedewiMasjchunSofwan SH Jambi Province.
E. Technique of Data Analysis
Data analysis method that used in this research are:
1. Data Reduction
Data reduction mean summarizing, choosing the main points, focusing on the things that are important in finding themes and patterns. Thus the reduced data provided a clearer picture and make it easier for researcher to do further data collection. Data reduction is part of the analysis. Data reduction is a form of analysis that sharpens, classifies, directs, discards unnecessary, and organizes data in such a way that the final conclusions drawn and verified.
2. Data Display
After the data has been reduced, the next step was to display the data.
Presentation of the data is directed so that the resulting reduction data is organized
in a relationship pattern, so that it is more easily understood and plans for further research work. In this step the researcher tried to compile relevant data so that it can be information that concluded and has a certain meaning. The process can be done by displaying data, making connections between the phenomenon to make sense of what actually happened and what needs to be followed up to achieve the research objectives. A good data presentation is an important step towards achieving a valid and reliable qualitative analysis.
3. Drawing Conclusion
The third step in the analysis of qualitative data is drawing conclusion and verification. Conclusion drawing involves stepping back to consider what the analysed data mean and to assess their implications for the questions at hand.
Verification, integrally linked to conclusion drawing, entails revisiting the data as many times as necessary to cross-check or verify these emergent conclusions about teaching English process for Mentally Disabled students at SekolahLuarBiasaNegeri (SLBN) Prof. DR. Sri SoedewiMasjchunSofwan SH Jambi Province.
F. Research schedule
Schedule of research is a frame work to allocate the time to conduct this thesis. The schedule is related to the preparation of proposal until final report.
No Activities
2020
January February March April May
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1
Preparation Of Proposal
X X X
2
Improvement of proposal
X
3
Preparation of seminar
X
4
Improvement of seminar
X X
5
Research permit
X
6
Preparation of research
X X
7
Improvement of research
X X
8
Arrangement of writing task
X X X
9
Improvement of writing task
X X
10 Final report
CHAPTER IV FINDING A. Findings
According to Mulyasa (2016) Basic teaching skills is an important role in creating creative, professional and fun learning, these basic teaching skills include the skills to open a lesson, to explain a lesson and to close a lesson. Based on the results of observations, interviews and documentation of the teaching and learning process applied by PutriRahmawatian English teacher in the mentally disabled department, they have similarities as school in general.
1. Pre-Teaching
Based on the results of research conducted by researcher toward English teacher in the department of mentally disabled SLBN Prof. Dr. Sri SoedewiMasjchunSofwan, SH The teacher's skills in opening lessons in mentally disabled were the same as the teacher's skills in opening lessons in school in general, the teacher came first to the class, then the teacher greeted students like a good morning!, how are you?, Have you breakfast for this morning? But it has differences with schools in general. In schools in general, the teacher greeted for all students in the classroom. but in SLBN Prof. Dr. Sri Soedewi Masjchun Sofwan, SH The teacher greeted the students in class one by one. According to PutriRahmayanti in this way the teacher will be closer to students and students will feel comfortable with their teacher. In schools in general before the teacher ensures students’ attendance and starts the lesson, the teacher asked one of the students to lead his friends to read prayers, but in SLBN Prof. Dr. Sri SoedewiMasjchunSofwan, SH The teacher did not ask students to lead the prayer, the prayer leader before the lesson was his own teacher. As stated by PutriRahmawati, the delivery of prayer will be done by the teacher.this is because the students with mentally disable program have serious limitations. After the prayer was done and led by the teacher, the next process the teacher ensures student attendances and repeat lessons that have been learned at the previous
meeting. According to the headmaster of SLBN Prof. Dr. Sri Soedewi Masjchun Sofwan, SH The teacher was emphasized not only asking about the previous lesson but the teacher was emphasized to teach the lesson at the previous meeting even though this was only a few minutes. It expected that students would be able to remember the lessons that had been taught. After the opening series of lessons conducted by the teacher is completed, the teacher provide material to be taught on that day. Pre-teaching going on about 25 minutes.
The teacher has an important role in the learning process, especially in mentally disabled students. Mentally disabled students really need a special approach from a teacher. The teachers have a very heavy task in guiding, directing mentally disabled students. This potential needs to be exploited by teachers in their strategic role and successful in teaching by playing their role as motivators of learning.
As stated by Triyono, S.Pd, M.Ed as the headmaster of the SLBN Prof. Dr.
Sri Soedewi Masjchun Sofwan, SH In Jambi province. The role of the teacher in this school is very important in encouraging student learning to increase student desire or student motivation to learn, inspiring students and teachers have a difficult task because the character of their students are different from sudents in general, due to limitations in thinking. However, there are also students who are quick to accept lessons and some are slow in accepting learning especially in English subject, so teachers need patience in dealing with them. Then the role of a teacher is very strategic in teaching students.
Based on research conducted by researcher about the role of teacherinmentally disabled students at SLBN Prof. Dr. Sri Soedewi Masjchun Sofwan, SH. Jambi province concluded that the role of the teacher was very important and very strategic in directing, guiding mentally disabled students to stay enthusiastic and get good results when in the learning process. As a teacher, they must be able to plan, implement and evaluate students so the learning objectives can be achieved. Strategic planning also considered as a process carried out by the teacher in giving direction to the mentally disabled students. As conveyed by Putri Rahmawati to researcher about the preparation of English
learning planning in the mentally disabled students. For now SLBN Prof. Dr. Sri Soedewi Masjchun Sofwan, SH. Jambi Province does not have to be guided by the lesson plan as a result of the teacher's creativity but the teacher is emphasized to adjust the ability of mentally disabled students by simplifying the material. Pre- teaching going on about 25 minutes.
2. Whilst-Teaching
After the teacher opened the lesson the next step the teacher gave the learning materials, at school in general the teacher gave lessons that referenced from syllabus and teacher's lesson plan. But in SLBN Prof. Dr. Sri Soedewi Masjchun Sofwan, SH syllabus and lesson plan of teachers were only a requirement of the 2013 curriculum. As stated by Triyono, the SLBN Prof. Dr. Sri Soedewi Masjchun Sofwan, SH in this school does not refer to syllabus and lesson plan of teachers in the learning process, lesson plan and syllabus are only as a requirement of K13. So, the teachergave lessons not have to based on syllabus, lesson plan or books. Before the teacher gives the material to students, the teacher asked some questions about the material to be taught, as in schools in general, only the difference between schools in general and SLBN Prof. Dr. Sri SoedewiMasjchunSofwan, SH is the teaching material. as conveyed by PutriRahmawati teaching material taught for mentally disabled students in SLBN Prof. Dr. Sri SoedewiMasjchunSofwan, SH was not in accordance with the level of their school even though they were in junior high school but the teaching material taught was teaching material in elementary schools. Like, the introduction of thing’s name, the introduction of animal’s name, the recognition of the days’ name, the introduction of the letter or the number, and so on.
After a series of questions the teacher completed, the next step the teacher gave teaching material to be taught. In the learning process, especially in English subject, one of the right steps in order to achieve the learning objectives, the teacher must have a learning strategy, from the results of the research strategy applied by the English teacher in the mentally disabled department of SLBN Prof.
Dr. Sri Soedewi Masjchun Sofwan, SH is an individual approach. As stated by
Putri Rahmawati, the teacher's strategy in dealing with them, who have the differences in personalities and characters when teaching English subject, the teacher used an individual approach strategy by approaching them and in this way the teacher can take the attention of students and know what they want when studying. Because the purpose of teachers in this school is to made they happy and like the lesson, not obliging them to understand. so the only way is to approach them and the teacher taken a position as a friend or their best friend, because if the teacher take a position as their teacher they will stay away because there is a distance between the teacher and students, and things like this do not make them comfortable, how they like the lesson if they are not comfortable with the teacher.
3. Post-Teaching.
Post teaching is closing the lesson when the teaching learning process. In closing the lessons that applied by teachers in SLBN Prof. Dr. Sri SoedewiMasjchunSofwan, SH have similarities with schools in general. Before closing and the end of the teaching and learning process, the teacher asked about difficulties in materials based on the students understood, the teacher gave homework to the students, the teacher made conclusions of the materials and the teacher gave motivation to students as their enthusiasm for learning.
B. DISCUSSION
Based on the results of research conducted by researcher showed that the strategies implemented by English teachers in the mentally disabled majors were individual learning strategies. Individual learning is learning that emphasizes help and guidance to each individual. Individual learning is a strategy to regulate teaching and learning activities in such a way that each student receives more attention than can be given in the context of managing teaching and learning activities in large groups of students. According to Duane (1973), individual teaching is a way of organizing learning programs in each subject, arranged in a
certain way provided for each student to be able to spur the paces of learning under the guidance of the teacher.
Based on the results of researcher's interviews with English teacher majoring in about the strategies used when the learning process took place said that the teacher's strategy in dealing with those who had a wide variety of differences in personality and character trained when teaching English in particular, teacher used individual learning strategies by approaching them, in this way the teacher knew the potential for student learning in class on that day.
Putri Rahmawati as an English teacher in the mentally disabled students department in carrying out the learning process by using the individual learning strategy the teacher also applied several methods and media including:
1. learning method
a. Question and answer method
Question and answer is a way of presenting learning material through the form of questions that need to be answered by students. According to her with this method, among others could be developed skills to observe, interpret, classify, make conclusions, and apply. Question and answer method had a goal so that students could understand or remember about what was learned.
b. Task Method
The assignment method is a method of presenting materials where the teacher gave specific assignments so those students do learning activities. When working on assignments carried out by students could be done in class, in the school yard, and in the library or at home as long as the task could be done. This method was given because this method able to stimulate students to actively learned; stimulate students to recall lessons that have been learned.
c. Method of Exercise
The method of training was a good way of teaching to instill certain habits, as well as a mean of maintaining good habits. According to her this
method was a method that must exist in the learning process because this method was a method that instilled habits of students in the learning process
d. Habituation Method
The habituation method is a method that can be used to habituate students to think, behave, and act according to the guidance of religious teachings.
According to her this method was very important for the formation of student character in students, especially for students with special needs.
2. Learning Media
Learning media is a learning aids that were used in accordance with the objectives and contents of learning materials as an effort to make it easier to convey information from learning resources to recipients of information, with the aim of get better learning outcomes in teaching and learning activities. Thus, an educator in conducting the teaching and learning process must be able to choose between suitable media with material that will be given to mentally disabled students as a specific strategy. And the media for mentally disabled students was the same as normal students in general.
Putri Rahmawati as a mentally disabled student’s English teacher said that in the learning process students with mentally disabled students were not too difficult in media because the media that teacher used same as students in general.
But only in the learning material being simplified because they had limitations in accepting learning, the material delivered by the teacher was only a few percent that they able to receive, of course the teacher had an important role in designing strategies for mentally disabled students, required time and patience in teaching depending on their respective abilities in receiving lessons, and sometimes the teacher used drawing media or the other media, depending on they tends to where the desired to learn from the students. But also sometimes the teacher used laptops and speakers but that rarely, because the infrastructure and also the students’
condition do not support using the media. And in every media that had its own difficulties, if the drawing media were not too difficult, but in the media writing and listening had serious difficulties, because they must be repeated many times
then they understod a little in the lesson. And according to her, it was very appropriate for mentally disabled students to use drawing media or toys media, because they saw the object directly. in this case sometimes the teacher invited them to sing using English songs but what they could easily remember and the lyrics were easy for them to hear, like songs are you sleeping or sometimes the teacher invited them to learn with games. Because they had limitations in accepting English language learning, the teacher tried to direct them with these media. The results of research conducted by researcher toward English teacher mentally disabled students in the application of learning media for mentally disabled students that teacher used learning media such as media in general schools.
In the teaching and learning process that was applied by teachers in SLBN Prof. Dr. Sri Soedewi Masjchun Sofwan, SH was inseparable from the teacher's goals. The main purpose of the teachers in this school was to create learning security for students with disabilities so that students like the lesson. And the strategy implemented by the English teacher in the mental retardation department was felt to be optimal because with this strategy it was expected that the teacher guided students to achieve the vision and mission of SLBN Prof. Dr.
Sri Soedewi Masjchu Sofwan, SH.
CHAPTER V CLOSING A. Conclusion
Based on the result of the research "Teacher’s Strategies in Teaching English for Mentally Disabled Students at SLBN Prof. Dr. Sri Soedewi Masjchun Sofwan, SH in Jambi Province. The researcher found that the strategies implemented by English teacher to teach mentally disabled students have been optimal by means of an individual learning. the teacher provides guidance to students according to their abilities or levels of mentally disabled students.
Teaching strategies undertaken such as in English language learning, lesson plan, learning methods, instructional media and the role of the teacher are very important for the development learning of mentally disabled students, because they have limitation in accepting learning, here problems come when learning something. When learning, the teacher explains the concepts, describes, must know how each student that has a different to understanding the material delivered by the teacher towards learning English.
B. Recommendation.
From the description above, the researchers tried to give suggestions to the school, among others:
1. for headmaster of the school
The headmaster is expected to conduct training on the 2013 curriculum in developing learning plans for teachers in the school.
2. For Teachers in the school
Teachers are expected to attend training on the 2013 curriculum which is packaged in the form of specific learning
3. for schools
Schools are expected to complement the facilities and infrastructure related to supporting the success of student learning and teaching.
4. for Students
Students are expected to be able to continuously improve performance in the learning process both academically and non-academically.
5. for parents / guardians of students
Parents are expected to support students in the learning process by providing motivation and support to their children, despite their limitations in understanding learning.
