Ali Akbar Jono, M.Sc. Pd as a supervisor who always provides support, ideas and suggestions in the process of completing this task. The researcher hopes that this thesis will be useful for the researcher in particular and the readers in general.
INTRODUCTION
- Background of the Problems
- Identification of the Problems
- Limitation of the Problem
- Research Questions
- Research Objectives
- Significances of the Research
How the process of activities in learning English for students with mental retardation is given by the teacher. To find out the process of activities in learning English for students with mental retardation given by the teacher.
LITERATURE REVIEW
Theory Description
- Slowly
- Reading
- Speaking
- Listening
- Forgetful
- Learning Difficulties
- English Language
- Learning
- Learning English
- Students with Disabilities
- Understanding of Mental Retardation
The classification of children's mental retardation based on the need to learn is as follows (Aprianto, 2012): 1.). An educator classifies mental retardation based on an evaluation of the educational program presented to the child.
Related Previous Studies
The results of this Journal describing the difficulties commonly experienced by students with LD should facilitate the ability to design targeted and effective instructional interventions to promote the development of writing competence. For example, students who are challenged managing certain aspects of the writing process benefit from learning strategies that target their particular area of need (eg, planning, revising). Students who have limited knowledge of the essential elements and characteristics of good writing in all genres should acquire such knowledge.
Students who lack automation and fluency with lower-level transcription skills (e.g., handwriting and spelling) need meaningful and contextually situated opportunities to develop those skills. Finally, it is especially important for students who have yet to recognize and understand the purpose, power, value, pleasure, and relevance of writing. Students with learning disabilities have the opportunity to reach their full potential in this setting, which is designed to academically support and challenge students with and without identified disabilities (Waldron &. McLeskey, 1998).
Children with LD need the same high-level instruction as their peers and must practice working through writing problems with direct and explicit instruction in writing strategies (Dudley-Marling & Paugh, 2009). Focusing on students' strengths and teaching writing as a process can give children with LD the confidence to overcome their writing challenges and achieve success as writers. Patricia Jacobs and Dangling Fu research (2014) has a connection to the author's research on teaching writing for students with intellectual disabilities.
Thinking Framework
RESEARCH METHODS
- Research Approach
- Research Sites
- Research Subject
- Research Instruments
- Data Collection Technique
- Data Analysis Technique
- Data Validity Engineering
This research was conducted at SMP SLB Dharma Wanita Persatuan Provinsi Bengkulu in grade nine class students of mental disability. Subjects in this study were a child with a mental disability category in ninth grade at SLB Dharma Wanita Persatuan Provinsi Bengkulu. Interviews with teachers were conducted to obtain more detailed information about factors affecting the difficulties of learning English for mentally disabled students in SMP SLB Dharma Wanita Persatuan Provinsi Bengkulu.
Researchers participated in learning for students of ninth grade mental retardation in Senior High School SLB Dharma Wanita Persatuan Provinsi Bengkulu. These techniques can be expected to produce a conclusion related to the implementation of learning for mentally disabled students in Senior High School SLB Dharma Wanita Persatuan Provinsi Bengkulu. The number of mentally disabled students in SLB Dharma Wanita Persatuan Provinsi Bengkulu itself consists of 8 students.
Based on the results of the interview, observations and documentation, researchers concluded that teachers used media during the learning process for mental retardation. From the results of this study, researchers can conclude that to teach students with mental retardation. In using learning media for mental retardation, students should pay attention to the characteristics of the mentally retarded students themselves.
FINDINGS AND DISCUSSION
Findings
In the initial process of the study, the theme of difficulty factors for students with disabilities in learning English attracted the attention of the researchers to study it further. On the occasion of the visit of the Minister of Education and Culture, professor Dr. The sample of study subjects here were five developmentally disabled students who belonged to the mild and moderate category.
The difference in material delivery to students is based on the results of the assessment. So the researchers can conclude that the methods used during the learning of the mental retardation are methods of lectures, questions and answers and task, also by giving an individual approach. Students' interest in taking lessons when teachers use learning media is one of the features seen from the use of learning media.
The function of using learning media is also evident from the observation results. Based on the results of the interviews and observations described above, the researchers concluded that students responded positively when learning. For example, when the teacher gives explanations, students look for their own activities, which makes the atmosphere in the classroom less conducive.
Discussion
Teachers must use special strategies in educating children with special needs, especially students with mental disabilities. Because intellectual disability students forget easily and are slow to absorb the material delivered. Like the English teacher at SLB Dharma Wanita Persatuan Provinsi Bengkulu, they had to use a strategy, namely by applying an individual approach strategy, where the teacher could not teach mentally disabled students badly if the students did not understand.
The media used in learning is a media that is simple, easy to use and familiar to students with mental retardation. The right learning medium for mental retardation is a concrete, interesting and easy-to-use learning medium. This is where it is expected that learning media can be interesting and become the center for students with mental retardation.
This is the background of problems in learning English for children with mental retardation, and the problems include: it is difficult to read English texts and pronounce the vocabulary taught. This is affected by the thinking ability of students with mental retardation, which tends to be below the average child in general. According to the researcher from the results of the explanation above, the factors affecting the difficulty of learning English for students with mental retardation at SLB Dharma Wanita Persatuan Provinsi Bengkulu are influenced by several factors, including (1) the method factor used during learning with intellectual disabilities is the classical method. 2) teacher factors do not always use learning media, even the media used in learning are less varied and smaller.
Research Limitations
Dalam proses pembelajaran bahasa Inggris pada kelas tunagrahita, guru hendaknya memperhatikan karakteristik dan kebutuhan siswa serta membuat program pengembangan individu. Observasi faktor apa saja yang mempengaruhi kesulitan anak berkebutuhan khusus tunagrahita dalam belajar bahasa Inggris di SLB Dharma Wanita PBB Provinsi Bengkulu. Upaya apa yang dilakukan guru bahasa Inggris dalam menyampaikan materi pelajaran kepada siswa tunagrahita untuk meningkatkan pembelajaran anak tunagrahita?
Permasalahan atau kendala apa saja yang dialami dalam pembelajaran bahasa Inggris bagi anak berkebutuhan khusus dan disabilitas intelektual? Solusi apa yang Anda gunakan untuk mengatasi permasalahan pembelajaran bahasa Inggris pada anak berkebutuhan khusus dan disabilitas intelektual? P2 Upaya apa yang dilakukan guru bahasa Inggris dalam memberikan bahan ajar kepada siswa tunagrahita untuk meningkatkan pembelajaran anak tunagrahita?
Harus sabar banget buat siswa tunagrahita, kadang saya cuma jelasin terus lupa. V8. Kendala atau kendala apa saja yang dialami oleh anak berkebutuhan khusus tunagrahita dalam belajar bahasa Inggris? V9. Solusi apa yang Anda gunakan untuk mengatasi permasalahan pembelajaran bahasa Inggris pada anak tunagrahita berkebutuhan khusus?
CONCLUSIONS AND SUGGESTIONS
Conclusions
The process of learning English for children with special needs for mental retardation at SLB Dharma Wanita Persatuan Provinsi Bengkulu is going well, where the process of learning English for children with special needs is done flexibly, adapting to the students' abilities and adapting the special principles of learning with children with special needs . The learning process that is implemented is the same as the learning process in schools in general. Namely, the factors affecting the difficulty in learning English for students with mental retardation at SLB Dharma Wanita Persatuan Provinsi Bengkulu are influenced by several factors, including (1) the factor of the method used during the learning of the mentally retarded is the classical method; (2) the teacher does not always use learning media, even the media used in learning are less diverse and less interesting, so students get bored quickly; and the last are (3) factors that exist in students, including physiological factors, namely the condition of students who have difficulty speaking, cognitive factors, namely the students' below-average thinking abilities, which causes.
Solutions that the teacher can do to overcome the difficulties of learning English as learning in the students tunagrahita adapts to the character of each student and the material to be taught with an individual approach, materials, simplified to their abilities mental retardation, learning, while students are engaged in cooperative learning processes such as discussions and questions and answers as well as the use of creative and varied learning media.
Suggestion
Diperoleh dari: https://www.pdfdrive.com/prof-dr-sugiyono-method-research-quantitatif-kualitatif-dan-rd-intro-e56379944.html. SB7 Disebut anak tunagrahita, sehingga IQ-nya di bawah rata-rata anak pada umumnya. Sehingga guru sering mengulang materi penjelasan di kelas karena siswa cenderung mudah melupakan materi pelajaran.
SB9 Dalam pengajaran di kelas saya menggunakan metode diskusi, tanya jawab, sedangkan pada metode pembelajaran khusus saya untuk anak tunagrahita saya menggunakan metode pendekatan individual dengan tanya jawab berulang-ulang dengan materi yang sama, dan penggunaan media agar siswa mengingatnya dengan mudah. 3 Media pembelajaran Guru menggunakan buku mata pelajaran kemudian mencatat isi buku tersebut di papan tulis dan menjelaskan kosa kata benda, serta menunjukkan benda-benda tersebut di dalam kelas. 3 Media pembelajaran Guru menggunakan kertas berwarna sebagai media yang digunakan pada saat guru menjelaskan warna yang berbeda.
Menggunakan media kertas berwarna, digunakan pada saat guru menjelaskan warna yang berbeda. Respon siswa Siswa aktif memperhatikan.
