Article Per Year (5 Year)
p-Index From 2021 - 2026
3.75
P-Index
This Author published in this journals
All Journal JPK (Jurnal Pendidikan Khusus) Jurnal Pendidikan Bahasa Inggris Wahana Didaktika Jurnal Basicedu ELT-Lectura Journal on Education Journal of English Education and Linguistics Journal of English Language and Education Jurnal Basicedu English Journal Antartika EXPOSE (Journal of English Education and for Specific Purpose) google scholar
Musiman, Musiman
Universitas Muhammadiyah Lampung
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 21 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 21 Documents
Search

 1   2   3 
Challenges Faced by English Teachers in Teaching Slow Learners with Special Needs in Inclusive Classrooms Dhafiya Fitriani; Musiman Musiman; Candraning Prihatini
Journal of English Language and Education Vol 11, No 5 (2026): ON PROGRESS
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i5.2690

Abstract

The implementation of inclusive education requires English teachers to deal with the diversity of students with special needs. However, there is a gap between inclusion and theory in the field, especially regarding teacher readiness and available support. This study aims to identify the challenges faced by English teachers in teaching students with special needs in inclusive classrooms, as well as the strategies used to overcome them. This study uses a descriptive approach with a qualitative method on one teacher in an inclusive class at SMPN 14 Bandar Lampung. Data was collected through observation and interviews. The participant in this study was one English teacher who was purposively selected based on his or her first-hand experience in dealing with students with various special needs (including blindness, learning difficulties, and attention deficits) in an inclusive classroom environment. Data were collected through non-participant classroom observation and semi-structured in-depth interviews. Data analysis was carried out using a qualitative descriptive method through three stages, namely data reduction, data presentation, and conclusion drawn. The study concludes that ongoing training and professional collaboration are essential to support the effectiveness of English teaching in inclusive classrooms.
Co-Authors Candraning Prihatini Dhafiya Fitriani Fini Widya Fransiska, Fini Widya Fitriani, Dhafiya Fitriyani , Dhafiya Hadiwinarto Hadiwinarto Hesti Hesti Hesti Hesti Kania Paswa Clearesta Mardiana Mark Philip C. Paderan Mark Philip Castillo Paderan Meida Fitriana Muhammad Kristiawan NOVTASARI, RIANTI Pratiwi, Dyah Sih Shella Aulia Putri Silva Anggreini Tiara Noviarini, Tiara Utami, Ratna Tri Vernanda, Ganesa Yansyah, Medi Zohri Hamdani