English teacher differentiated instruction strategies to teach slow learners in an inclusive English classroom

This item is published by Universitas Islam Negeri Sunan Ampel Surabaya

Ilmi, Nuril (2021) English teacher differentiated instruction strategies to teach slow learners in an inclusive English classroom. Undergraduate thesis, UIN Sunan Ampel Surabaya.

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Abstract

Teaching English in inclusive classes is not easy for beginners or experienced teachers because some students need special attention. Therefore, English teachers who teach in inclusive English classes are expected to provide Support Services such as providing Instruction that appropriate strategies to teach students with special needs such as slow learners. Differentiated Instructions are strategies for maximizing the teaching process of inclusive English classes. A qualitative case study investigates English teachers' strategies in providing Differentiated Instruction strategies in inclusive English classrooms. Open-ended questions and the interview guide were used as the instruments of this research. An open-ended question was made for English teachers in grades 7 and 8 to find out how the teacher's strategy in differentiated instruction. The researcher also interviewed to explore the strategies used by teachers in each teaching and learning process. The results of this study indicate that teachers use various strategies including, (1) cooperative learning, (2) direct instruction, (3) cognitive strategy instruction, and (4) Project-based learning. Teachers believe that, if these strategies are developed through proper practice, collaboration, and instructional teams with other teachers or professionals, and support from the school and the environment will be successful in improving students' skills and understanding in English lessons. These findings can be a reference for the school and Ministry of Education to Provide appropriate teacher training or workshop for English teachers in inclusive classes.