Teacher Challenges in Giving Instructional support services to slow learner students in Inclusive English Class in SMAN 1 Porong

This item is published by Universitas Islam Negeri Sunan Ampel Surabaya

Rizki, Putri Ainur (2019) Teacher Challenges in Giving Instructional support services to slow learner students in Inclusive English Class in SMAN 1 Porong. Undergraduate thesis, UIN Sunan Ampel Surabaya.

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Abstract

Teaching English in inclusive class is not easy for beginner or experienced teacher since there are some students who need special attention. Therefore, English teacher who teach in inclusive English class is expected to be able to provide Instructional Support Services and appropriate strategies for teaching students with special needs such as slow learner students. Instructional support services is the procedures to maximize the process of teaching inclusive English class. Qualitative case study investigated the challenges faced by English teacher in giving Instructional Support Services in inclusive English class and the strategies dealing with these challenges. Observation checklist by Tomlinson and Allan and interview guidelines are used as instruments of this study. Observation was conducted in three times for an English teacher in 3 different classes to find out the challenges faced by the teacher. The study was also interviewed to explore the strategies used by teachers in dealing with these challenges. The result of this study indicates that teacher faced four types of challenges, would to (1) content: difficulties in providing concrete material, (2) process: difficulties in managing time, (3) product: difficulties in assessment, and (4) learning environment: large classes and untrained teachers without collaboration with special education. To overcome these challenges, the teacher used several types of strategies such as using appropriate materials, developing appropriate practice, collaboration and instructional teaming with other teachers or professionals, and support from the school and the environment. This findings can be reference for the school and Ministry of Education to provide appropriate teacher training or workshop for English teacher in inclusive class.