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All Journal JMM (Jurnal Masyarakat Mandiri) Abdi: Jurnal Pengabdian dan Pemberdayaan Masyarakat Jurnal Abdi Insani Indonesian Journal of Educational Assesment Interference: Journal of Language, Literature, and Linguistics Sawala : Jurnal pengabdian Masyarakat Pembangunan Sosial, Desa dan Masyarakat Bakti Budaya: Jurnal Pengabdian kepada Masyarakat Jurnal Pendidikan dan Pembelajaran Stairs: English Language Education Journal
Agustina, Imas Wahyu
Pendidikan Bahasa Inggris, Universitas Negeri Jakarta
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Teacher’s Roles in Teaching English to Students with Special Needs: Strategies, Challenges, and Impacts Shofiyyah Nur Azka; Rafi Antar Saputra; Imas Wahyu Agustina; Dhini Aristy; Ajeng Amanatillah
STAIRS: English Language Education Journal Vol. 6 No. 1 (2025): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.6.1.3

Abstract

Despite increasing global efforts to promote inclusive education, teaching English to students with special needs remains a significant challenge, including in the teacher’s role in shaping an inclusive learning environment. This study explores the critical role of teachers in special needs education by addressing three key issues: The teaching strategies employed, the challenges teachers encounter, and the impact on the learning process. Employing a qualitative and systematic approach, the study analyzed 30 peer-reviewed articles published within five years between 2020 and 2024. The analysis revealed that the most commonly applied strategies in teaching English to students with special needs were Individualized and Differentiated Instruction, Multisensory and Visual Learning, and Collaborative Teaching supported by professional development. Among the challenges identified, student-related factors emerged as the most prominent, followed by those related to teachers and systemic and policy issues. The learning impacts were classified into five thematic categories, each demonstrating positive, negative, and/or mixed implications. The review highlights the need for targeted teacher training, increased support structures, and stronger interprofessional collaboration.
Multimodal and Reflective Pedagogies in Enhancing EFL Academic Presentation Skills: A Case Study Rika Andayani; Hanip Pujiati; Imas Wahyu Agustina
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2026): Januari 2026
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v5i1.6916

Abstract

Academic presentation skills are crucial components of academic literacy in English as a Foreign Language (EFL) context, yet many students continue to experience challenges in delivering effective academic presentations. This study explores how EFL students’ academic presentation skills are enhanced through classroom-based instructional practices. Employing a qualitative case study design, the research was conducted in an undergraduate EFL classroom at English Education Study Program, Universitas Negeri Jakarta, Indonesia. Data were collected through classroom observations, students’ academic presentation videos, reflective journals, and semi-structured interviews. The data were analyzed thematically to identify patterns related to students’ skill enhancement over the course of the instructional process. The findings reveal that students’ academic presentation skills were enhanced through iterative presentation practice, explicit instruction on presentation structure and language use, and reflective activities that encouraged self-awareness and peer feedback. In addition, the integration of visual and verbal resources supported students’ confidence and clarity in presenting academic content. This study highlights the importance of pedagogically structured support and reflective learning in enhancing EFL students’ academic presentation skills. The findings offer practical insights for EFL lecturers seeking to design effective academic presentation instruction and contribute to the growing body of qualitative research on academic literacy development in higher education.
Co-Authors Ajeng Amanatillah Alvin Harya Putra Andayani, Rika Angelina, Shely Ardani, Hanun Nisrina Chelsea , Julian Dhini Aristy Eva Leiliyanti, Eva Hanip Pujiati Hartanto, Muhammad Dimas Hazalia Zahra Munir Ilza Mayuni Ilza Mayuni Ines Nur Irawan Kurniawan Aji Subianto Lasito, Lasito Luthfi, Nadia Maharani, Suci Maulidya, Alga Dilfa Suci Mochammad Faisal Agiel Noval, Ahmad Yazid Nugraha, Nalika Ligar Katiasa Palupi, Tara Mustikaning Permana, Sudarya Pieter Pieter Pieter Pieter Pieter Pieter Putra, Alvin Harya Rafi Antar Saputra Rahma, Alya Rika Andayani Shofiyyah Nur Azka Sri Sulastini Sulhizah Wulan Sari Tanila, Melvira Tara Mustikaning Palupi Tara Mustikaning Palupi Tara Mustikaning Palupi Tara Mustikaning Palupi Uwes Chairuman Wita Awaliyah Zulfi, Nada Amalia