English Learning Objectives for Students with Intellectual Disability: A Case Study at SLB-AC Dharma Wanita Sidoarjo

In the context of special education, learning objectives for students with disability cannot be formulated formally following the general curriculum, but must be arranged according to the abilities and learning needs of students with intellectual disability. However, in its implementation, there is an inconsistency between the formulation of learning objectives in the lesson and teacher practice in the classroom. Therefore, this study aims to (1) analyze the formulation of learning objectives for students with intellectual disability in English lesson plans, and (2) identify the way the teacher formulates learning objectives for students with intellectual disability. This research uses a qualitative approach with a case study design. Data collection was carried out through a document analysis process on 21 English lesson plans and interviews with an English teacher at SLB-AC Dharma Wanita Sidoarjo. The instruments used were an ABCD model (Audience, Behavior, Condition, Degree) analysis table to identify the framework of learning objectives, and interview guidelines related to the way the teacher formulated learning objectives for students with intellectual disability. The research results revealed that the learning objectives formulated by teachers contained Audience, Behavior, and Condition, without a Degree component. This shows that the teacher prioritizes the real needs of students rather than fulfilling formal or administrative structures. In addition, the teacher formulated learning objectives through the stages of learning achievement analysis (CP), determining the learning phase, initial assessment, compiling learning objectives by simplifying indicators, and preparing lesson plans. These findings indicate that the teacher prioritizes functional and contextual learning objectives over rigid and administrative formulations.