scholarly journals English Pedagogy for Student with Emotional and Behavioral Disorders In An Inclusive School

2021 ◽  
Vol 4 (1) ◽  
pp. 15-24
Author(s):  
Laela Hikmah Nurbatra ◽  
Desty Meidina Andhini
Keyword(s):  
Aggressive Behavior ◽  
Behavioral Disorders ◽  
Teaching Strategies ◽  
Learning Process ◽  
Qualitative Method ◽  
Emotional And Behavioral Disorders ◽  
Negative Influence ◽  
English Teacher ◽  
Inclusive School ◽  
Alternative Activities

Inclusive school is a public school that the student with special needs can be educated together with normal students. Expanding the potential that they have through the appropriate teaching strategies is crucial to implement, especially for the student with EBD. The student with EBD is a student that has aggressive behavior and substantial negative influence in the learning process. In accordance to that, the researcher wants to investigate (1) the teaching strategies used by the English teacher for the student with Emotional and Behavioral Disorders (EBD), (2) the implementation of teaching strategies used by the English teacher for the student with Emotional and Behavioral Disorders (EBD). Using qualitative method, the research involves one English teacher of SD Satu Atap Sumbersari 1 Malang Inclusive School. The instruments used were observation and interview. The current research revealed that there were three strategies used by the English teacher at SD Satu Atap Sumbersari 1 Malang Inclusive School. First, the teacher shows the interest towards students’ progress through communication to the student with EBD. Second, giving the student an understanding to have control for everything occurring in their life by giving the student with EBD punishment when break the rules. Third, conducting class activities relevant to students’ interest with alternative activities made by the English teacher.

scholarly journals Teacher’s Teaching Strategies in EFL Class

2021 ◽  
Vol 1 (3) ◽  
pp. 330-341
Author(s):  
Anrems Rafika Hayati ◽  
Zelvia Liska Afriani ◽  
Ali Akbarjono
Keyword(s):  
Small Group ◽  
Direct Instruction ◽  
Teaching Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Role Play ◽  
First Grade ◽  
English Teacher ◽  
Research Show

Abstract The purpose of this study was to analyze on how the implementation of teaching strategies used by English teacher and the reasons teacher used certain strategies for teaching in SMPN 20 Kota Bengkulu. The subject of this research is English teacher who taught at the first grade in SMPN 20 Kota Bengkulu. The researcher used Roy Killen’s theory to analyze the teaching strategies used by English teacher. The theory of Roy Killen has nine teaching strategies that can be applied by English teacher in teaching and learning process in the classroom. There are direct instruction, discussion, small-group work, co-operative learning, problem solving, research, role play, case study, and writing. The research method used by the researcher was qualitative approach. The techniques of data collection were observation, interview, and documentation. The results of this research show that the teacher used some varieties of teaching strategies which are: direct instruction, discussion, small-group, and role play. The reasons teacher those strategies because those strategies made students more actively on follow the learning process, students could learn together and share their knowledge each other. The teacher used the same strategies for teaching English at first grade, but in term implementation of teaching strategies, the teacher still has difficulties to apply strategies in class during Covid-19 pandemic. Keywords: Teacher, EFL, Teaching Strategies

scholarly journals Teacher’s Use of Code Switching And Their Motivation in English Class

2019 ◽  
Vol 7 (1) ◽  
pp. 71
Author(s):  
Paramytha Wijayanti. K D ◽  
Suparno Suparno ◽  
Hefy Sulistyawati
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Code Switching ◽  
English Teacher ◽  
Data Display ◽  
English Class ◽  
The Subject ◽  
Academic Year

<p>This research investigates the use of code-switching by the teacher in English class of SMP Negeri 4 Surakarta in the academic year 2015/2016. The subject of this research is the English teacher and the students of three classes in grade VII. The focus of this research is the teacher's code-switching covering the types, reasons/motivations, and the functions of code-switching. This research uses a qualitative method in the form of case study. Furthermore, the technique of analyzing data used in this research is interactive model consists of data reduction, data display, and conclusion/verification. The data in this research are teachers’ utterances, students’ utterances, and interview statements that are obtained from observation and interview. The implementation of code-switching in SMP Negeri 4 is a common practice since it brings an advantage to English teaching and learning process.</p>

Revisiting Conceptual Issues in the Measurement of Aggressive Behavior

1996 ◽  
Vol 22 (1) ◽  
pp. 29-35 ◽  
Author(s):  
Joseph H. Wehby ◽  
Frank J. Symons
Keyword(s):  
Aggressive Behavior ◽  
Behavioral Disorders ◽  
Direct Measurement ◽  
Emotional And Behavioral Disorders ◽  
School Age Children ◽  
School Age ◽  
Base Rates ◽  
Prediction And Control ◽  
Conceptual Problems ◽  
And Control

Primary among the issues in the study of school-age children with emotional and behavioral disorders (EBD) is the prediction and control of aggressive behavior. Definitional and conceptual problems in measurement have limited our ability to identify and describe classroom conditions that predict occurrences of aggression. In this paper, we revisit briefly a number of issues in the direct measurement of classroom aggression including low base rates, interactional sequences, and reliability.

Educators' Perceptions of Effectiveness of Programs for Students with Emotional and Behavioral Disorders

1996 ◽  
Vol 21 (3) ◽  
pp. 205-215 ◽  
Author(s):  
Virginia Smith Harvey
Keyword(s):  
Behavioral Disorders ◽  
Teaching Strategies ◽  
Staff Training ◽  
Emotional And Behavioral Disorders ◽  
Interagency Coordination ◽  
Program Components ◽  
Students With Ebd

Perceptions of staff in self-contained programs for students with emotional and behavioral disorders (EBD) in a district committed to inclusion, interagency coordination, and staff training were compared with perceptions in the same programs when the programs were newly developed and of staff working with children with EBD in mainstream settings. As self-contained programs for children with EBD became well-established, parent/school relationships noticeably improved. Even when relatively new, self-contained programs were perceived by staff to be superior to mainstream programs in resources and teaching strategies. Well established self-contained programs were perceived as superior to relatively new mainstream programs in resources, teaching strategies, program components, and parent/school relationships. Regardless of program, students with EBD were perceived as making moderate progress and as being moderately aggressive.

scholarly journals Requesting and Refusing Politeness Expression Teacher’s Instruction in Teaching Learning Process

2020 ◽  
Vol 3 (2) ◽  
pp. 32-43
Author(s):  
Bernieke Anggita Ristia Damanik
Keyword(s):  
Learning Process ◽  
Qualitative Method ◽  
Male Students ◽  
English Teacher ◽  
Good Communication ◽  
Learning And Teaching ◽  
Instructional Activities ◽  
Politeness Strategies ◽  
Teaching Learning ◽  
The Relationship

This research conducted to describe the request and refusal polite expression when teacher instruct students. The writer has chosen English teacher and the object is 1 teacher. The writer joins in the class and records the activities when teachers teach students. The data analyzed by using qualitative method. The types of politeness are based on the Brown and Levinson’s theory about politeness strategy that should people use when they instruct others. There are 24 male students and 30 female students who are follow this research. The research instrument to collect the data is through observation the conversation during learning and teaching process. All the utterances relate to politeness strategy produced by the students and teacher write down and 2 conversations are chose to be analyzed based on politeness strategies The result of this research shows that there are three types of instructional activities; motivating students (1 expression), informing students of objective (1 expression), helping students recall prerequisites (1 expression), presenting information and example (1 expression) and providing practice and feedback (7 expressions). Teacher used four types of them, Bald on Record (4 expressions), Positive Politeness (16 expressions), Negative Politeness (6 expressions), and off- record (2 expressions). There are 3 expressions are polite requests and no impolite refusal. From that result, the writer concludes that teacher often to use Positive Politeness by reasoning that it types of politeness strategy is to make the relationship between teacher and students more intimate during teaching learning process. This research can lead other researcher to conduct research on Politeness strategy. It also can lead the teachers and the students to make a good interaction by applying the politeness strategy in the classroom so that they can maintain a good communication one another

IMPLEMENTASI KURIKULUM BERBASIS INDUSTRI DI SMK MITRA INDUSTRI MM2100 CIKARANG - BEKASI

2020 ◽  
Vol 8 (2) ◽  
pp. 81-88
Author(s):  
Bambang Nurcahyono ◽  
Rita Retnowati ◽  
Entis Sutisna
Keyword(s):  
Curriculum Development ◽  
Learning Process ◽  
Qualitative Method ◽  
Process Approach ◽  
Development Model ◽  
Field Observations ◽  
Work Patterns ◽  
Block System ◽  
Comprehensive Picture ◽  
Dual Base

INDUSTRIAL BASED CURRICULUM IMPLEMETATION AT SMK MITRA INDUSTRI MM2100 CIKARANG-BEKASIThis study aims to obtain a fact-based picture in the form of data and information regarding the implementation of an industry-based curriculum at SMK Mitra Industri MM2100. This study uses a qualitative method, which is to make a complex and comprehensive picture with detailed descriptions from the eyes of the informants to produce a comprehensive exposure based on clear and real findings, events, processes and results related to the implementation of an industry-based curriculum. Data obtained through interviews, field observations and documentation studies. Based on data analysis, the following results are obtained: 1). The curriculum development model used at SMK Mitra Industri MM2100, is a model of curriculum development that is problem-centered by integrating several disciplines to form a concept of attitudes, skills and knowledge in accordance with the demands and needs of the industry which are oriented to the vision, mission and goals of the school. 2). The learning process at SMK Mitra Industri MM2100 uses a block system, which is designed to be oriented towards the merging of instruction and construction, so that the learning process approach refers to the dual base program to fully and fully cultivate industrial work patterns. 3). Challenges and obstacles in the implementation of industrial-based curriculum in SMK Mitra Industri MM2100 in the form of not wanting to change the principles of school/mental blockage, focusing on knowledge, school target is focus on graduation of students, not on the distribution of work at industries and bad networking with industry which can be overcome through socialization to all elements of the school and stakeholders involved.

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