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p-Index From 2021 - 2026
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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Mesada: Journal of Innovative Research
Nur Ayu Dwi Hartini
State Islamic University of North Sumatra
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Other

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Teachers’ Multi-Experiences in Teaching Vocabulary for Students with Special Needs in Early Childhood Education Nur Ayu Dwi Hartini
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 2 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i2.11860

Abstract

This research examines the experiences of teachers in teaching vocabulary for students with special needs in early childhood education, focusing on the challenges faced and strategies used by teachers. This research was conducted in one of private schools that focuses on early childhood education in North Sumatra, Medan. Participants consisted of 2 teachers who have at least one year of experience in teaching early childhood students with special needs. A descriptive qualitative approach was adopted, utilizing Interpretive Phenomenological Analysis (IPA) to examine how teachers interpret and navigate their experiences. The findings revealed four main challenges: (a) language and communication barriers, (b) behavioral and emotional challenges, (c) lack of skills and experience, and (d) limited parental involvement. In terms of strategies, teachers employed (a) verbal methods, (b) gestural techniques, (c) visual aids, and (d) active parental involvement. These findings highlight the need for teacher training and stronger collaboration with parents to improve vocabulary acquisition for students with special needs.
Teachers’ Challenges in Teaching Pronunciation to Preschool Students with Special Needs Nur Ayu Dwi Hartini
Mesada: Journal of Innovative Research Vol. 2 No. 1 (2025): Januari-Juni
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/s068bj09

Abstract

This qualitative study explores the challenges faced by preschool teachers in teaching pronunciation to children with special needs, focusing on two teachers from a private school in Medan, Indonesia. Data were collected through semi-structured interviews and classroom observations, revealing key issues across three themes: individual student challenges, teaching methodology, and external factors. The study highlights difficulties such as speech delays, motor control issues, and behavioral challenges, which hinder students' pronunciation development. Additionally, teachers reported struggles with inadequate training, time constraints, and large class sizes, which limit the effectiveness of individualized instruction. Parental involvement also emerged as a challenge, with some parents lacking the knowledge to support language development at home. The study suggests that improving teacher training and fostering better collaboration with parents could enhance the learning outcomes for students with special needs. A limitation of the study is the small sample size, and further research with a larger, more diverse group of teachers is recommended to gain broader insights into the challenges of teaching pronunciation in this context.
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