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English regular teacher's difficulties in teaching reading to a student with learning disabilities : a case study in 1st grade of Nurul Ilmi Bilingual Integrated Islamic School Bekasi
Tujuan utama dari penelitian ini adalah untuk menginvestigasi seberapa siap guru bahasa Inggris umum mengajar membaca untuk siswa dengan gangguan belajar. Fokus pene;itian ini untuk mendeskripsikan secara khusus kesulitan guru bahasa Inggris umum di Nurul Ilmi Bilingual Integrated Islamic School Bekasi dalam mengajar membaca. Penelitian ini adalah sebuah penelitian kualitatif dengan studi kasus sebagai metode penelitian yang digunakan. Data dikumpulkan melalui observasi, sedangkan sumber datanya adalah seorang guru bahasa Inggris umum dan seorang siswa kelas satu dengan gangguan belajar di NIBIIS. Penelitian ini dilaksanakan dari tanggal 11 Oktober hingga 15 November 2017. Hasil penelitian menunjukkan bahwa guru tidak siap untuk mengajar membaca untuk siswa dengan gangguan belajar berdasarkan daftar keterangan kesulitan guru tercatat oleh peneliti berdasarkan praktik pengajaran yang digunakan dalam mengajar membaca untuk siswa dengan gangguan belajar dalam Intervensi Kedua selama observasi di kelas. Umumnya, guru mengalami kesulitan pada; penggunaan strategi pengajaran secara langsung, membuat siswa mampu mengucapkanpikiran, penggunaan keseimbangan literasi, dan memberikan kesempatan untuk memberi tambahan terhadap tanggapan siswa.
The main aim of this study was to investigate how ready is the English regular teacher in teaching reading to a student with learning disabilities. The focus of this study was to specifically describe the teacher‘s difficulties in teaching reading to a first grade student with learning disabilities of Nurul Ilmi Bilingual Integrated Islamic School Bekasi. This was a qualitative research with a case study as the method of the study. The data were collected through observation while the data sources were one of English regular teacher and a grade one student with learning disabilities of NIBIIS. This study was held from October 11th until November 15th 2017. The result of the study showed that the teacher is not ready to teach reading to a learning disabilities students in relation with the references of the teachers‘ difficulties list which noted by the researcher related to the instructional practices used in teaching reading to learning disabilities students in Second Tier Intervention during classroom observations. The common difficulties were; the use of direct instructional strategies, getting students to ―think-alouds‖, the use of a balanced literacy approach, and giving opportunities to give elaborate to the students‘ responses. Further, the researcher suggests in order to overcome the inability of the teacher in teaching reading to a learning disabilities students, the teacher needs to have much trainings in teaching of inclusive setting.
SS00016809 | SK 16809 | UPT Perpustakaan UNJ (CD.02.2018.004) | Tersedia |
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