STRATEGIES IN TEACHING ENGLISH FOR STUDENTS WITH MENTAL RETARDATION AT SLB C YAKUT PURWOKERTO

Nurotun, Aliah (2022) STRATEGIES IN TEACHING ENGLISH FOR STUDENTS WITH MENTAL RETARDATION AT SLB C YAKUT PURWOKERTO. Skripsi thesis, UIN Prof. K. H. Saifuddin Zuhri Purwokerto.

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Abstract

In Indonesia, English is known as a foreign language that is taught to students from an early age. Many strategies can be applied to teach English, but students with special needs require the teacher to more thoroughly sort out the strategies that will be used, one of them is for students with mental retardation. Teaching English to students with special needs such as mental retardation requires the right strategies so that the material is delivered properly. This study aimed to analyze the strategies that is used in teaching English for students with mental retardation and the implementation of those strategies. This is a qualitative research with a descriptive technique that was conducted in SLB C Yakut Purwokerto, especially in 8th grade. The data collection techniques are observation, interview, and documentation. The data analysis techniques are data reduction, data display, and verification. The subject of study is an English teacher as a homeroom teacher in 8th grade at SLB C Yakut Purwokerto. Then, the object of study is teachers’ strategies in teaching English for students with mental retardation. In the result of the study, based on observations and interviews that have been implemented, the strategy used by teachers is a blended strategy which consists of the Total Physical Response (TPR) strategy and kinesthetics learning strategy. The teacher employed these techniques to get her charges involved in class activities, become more active, and pay attention to what was being taught. There are six steps of TPR strategy there are the teacher prepares or chooses the vocabulary to be demonstrated, the teacher demonstrates vocabulary gradually, the teacher stops the demonstration and encourages the student to respond to verbal commands, the teacher adds additional responses and commands, teacher insert games in between lessons, and teachers assess students' progress and understanding. Moreover, for two workable activities of kinesthetics learning strategy there are teacher ask student to stand up and teacher doing little things during learning activities. From the results of observations that have been carried out based on strategies that the teacher has applied, students with mental retardation can be invited to discuss simple things during learning activities. These things have the purpose of which was to maintain student focus during learning, increasing student activity and role during the learning process. Keywords: Teaching English as Foreign Language (TEFL), Teaching Strategy and Mental Retardation

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