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Hadiyanto Hadiyanto
English Education Study Program, Faculty of Teacher Training and Education, Universitas Jambi, Jambi, 36361, Indonesia
Religion Humanities Education Library & Information Science Other

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Is Teaching a Deaf Student in an Inclusive English Classroom Challenging? A Qualitative Case Study Lisya Anggi Sapitry; Saharudin Saharudin; Mukhlas Abrar; Hadiyanto Hadiyanto
Journal of Educational Sciences Vol. 10 No. 8 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.8.p.173-189

Abstract

Inclusive English classrooms require teachers to provide meaningful access for students whose learning needs differ from those of the majority. This qualitative case study examined how an English teacher perceived the difficulty of teaching a deaf student and identified the challenges that appeared in classroom practice. Data were obtained from a semi-structured teacher interview and classroom observation at an Integrated Islamic School in Jambi, Indonesia, and were analyzed thematically. The findings indicate that teaching the student was perceived as moderately challenging rather than extremely difficult. The student participated successfully in written and visually supported tasks, but experienced barriers when lessons depended on oral instructions, listening, pronunciation, and spontaneous interaction. Four themes were identified: moderate teaching difficulty requiring pedagogical adjustment; communication and instructional accessibility; support, participation, and classroom relationships; and institutional readiness and the inclusive-classroom dilemma. Visual media, written explanations, gestures, repetition, and assistant-teacher mediation supported access, although academic participation remained limited. The study concludes that difficulty arises primarily from the accessibility of instruction rather than from the student's inability to learn. More specific teacher training, collaborative planning, and differentiated multimodal instruction are therefore needed.
Language Learning Strategies in the Writing Process: A Qualitative Inquiry of Senior High School Students' Experiences Ranti Setia Putri; Marzul Hidayat; Noprival Noprival; Hadiyanto Hadiyanto; Mukhlash Abrar
Journal of Educational Sciences Vol. 10 No. 8 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.8.p.206-221

Abstract

Writing in English as a Foreign Language (EFL) presents persistent cognitive and metacognitive challenges for Indonesian senior high school students. Despite growing evidence that Language Learning Strategies (LLS) mediate writing performance, the specific strategies students employ across different stages of the composing process remain underexplored at the secondary level in Indonesia. This qualitative case study investigates the LLS employed by six purposively selected Grade XI students (two per achievement level: high, mid, and low) in Jambi City during the English writing process and examines their perceptions of the role those strategies play in supporting writing development. Data were collected through semi-structured interviews analyzed using thematic analysis following Braun and Clarke's (2021) six-phase framework and Oxford's (1990, 2017) LLS taxonomy. Results reveal differentiated strategic profiles across participants: higher-achieving students deployed broad, metacognitively orchestrated repertoires across all writing stages, while lower-achieving students relied predominantly on compensatory and translation-based strategies with limited metacognitive engagement. The study underscores the critical role of metacognitive strategy use in EFL writing and calls for explicit, contextualized strategy instruction integrated into the process writing curriculum at the Indonesian secondary level.
Co-Authors Lisya Anggi Sapitry Marzul Hidayat Mukhlas Abrar Mukhlash Abrar Noprival Noprival Ranti Setia Putri Saharudin Saharudin