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All Journal IALLTEACH (Issues In Applied Linguistics & Language Teaching) Mahakarya: Students' Journal of Cultural Sciences Proceeding International Conference on Education
Saadillah
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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INCLUSIVE ENGLISH EDUCATION: EMPOWERING LEARNERS WITH DISABILITIES THROUGH COOPERATIVE LEARNING APPROACHES Nor, Hidayah; Asiah, Nur; Saadillah
Mahakarya: Jurnal Mahasiswa Ilmu Budaya Vol. 4 No. 2 (2023)
Publisher : IAIN Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/msjcs.v4i2.5656

Abstract

This research aimed to explore effective cooperative learning strategies for learners with disabilities and identified the challenges teachers face in implementing these strategies in the classroom. A qualitative descriptive approach using a case study design was utilized for data collection, including observations, interviews, and documentation analysis. The collected data was analyzed deductively. The participants of this research were four English teachers and six disabled students of SMAN 4 Banjarbaru, South Kalimantan. The findings of this study revealed that teachers employ various cooperative learning strategies such as NHT (Number Head Together), Jigsaw, Round Robin, and STAD (Student Teams Achievement Divisions) to support students with disabilities. However, teachers encounter specific obstacles in implementing these strategies, including the unique characteristics of each student with a disability, requiring individualized adaptations. This implies that teaching and learning approaches for students with special needs cannot be standardized, and personalized attention and active involvement from both the teacher and other students are crucial for optimal learning outcomes. Keywords: cooperative learning, inclusive English education, disabled learners, learning strategies
Maximizing ELSA Speak for Developing English Fluency and Reducing Speaking Barriers in Language Learners Annisa Qatrunnada Mardiah; Saadillah
IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 7 No. 1 (2025): Issues in Applied Linguistics and Language Teaching
Publisher : English Language Education, Universitas Internasional Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37253/iallteach.v7i1.10421

Abstract

Many language learners face challenges in developing English speaking fluency, including mispronunciation, limited vocabulary, and low self-confidence. This study examines the effectiveness of the ELSA Speak application in improving speaking skills and reducing speaking barriers. Using an Explanatory Sequential Design, the research includes a quantitative phase followed by a qualitative phase. In the quantitative phase, students took pre-tests and post-tests to measure progress. Results showed significant improvement, especially in pronunciation. The qualitative phase involved interviews to explore students’ experiences using the app. Findings revealed increased confidence, reduced anxiety, and positive responses to the app’s real-time feedback and pronunciation correction features. Despite minor technical issues, students found ELSA Speak engaging and helpful for independent practice. The study concludes that ELSA Speak is an effective tool for enhancing fluency and addressing speaking difficulties. These results suggest that digital applications can support traditional language learning by providing structured and interactive speaking practice.
Navigating Pedagogical Challenges: Student-Teacher Experiences in the Amaliyah Tadris Program at Islamic Boarding Schools Learning Interests Fatimah, Putriana Ayu; Saadillah
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Faculty of Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

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Abstract

This study explores the real-life challenges faced by final-year high school students participating in the Amaliyah Tadris program at an Islamic boarding school, particularly when teaching English. Using a qualitative narrative inquiry approach, the researcher interviewed eight student-teachers from Darul Hijrah Islamic Boarding School for Female. These in-depth interviews captured their teaching experiences, the difficulties they encountered, and the strategies they used to overcome them. The findings reveal that many student-teachers struggled with nervousness, limited teaching experience, classroom management issues, and time constraints in preparing I’dad (Preparation Book). In addition, they faced external obstacles such as unmotivated students, poor classroom conditions, and difficulties in helping students with pronunciation and vocabulary. Despite these challenges, the participants demonstrated resilience by preparing independently, using visual aids and engaging activities, adapting their communication styles, and seeking support from mentor teachers. This research highlights the need for stronger guidance, better training, and emotional readiness for student-teachers before entering real classrooms. It also offers practical insights for improving teacher preparation programs, especially within Islamic boarding schools. The study emphasizes the importance of supporting young educators not only pedagogically, but also emotionally and psychologically, to help them grow into confident and capable future teachers.
Co-Authors Annisa Qatrunnada Mardiah Fatimah, Putriana Ayu Hidayah Nor, Hidayah Nurwijayanti