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All Journal EDUCAFL : E-Journal of Education of English as a Foreign Language New Language Dimensions
Kayla Artamevia Putri
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Education Languange, Linguistic, Communication & Media Other

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An EFL Teacher's Challenges in Teaching English for Elementary School Students in an Inclusive Education Context Kayla Artamevia Putri; Ista Maharsi
EDUCAFL: Journal on Education of English as Foreign Language Vol. 7 No. 1 (2024): EDUCAFL
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.educafl.2024.007.01.06

Abstract

Compared to other countries, the development of inclusive education in Indonesia remains underdeveloped. EFL teachers teaching in inclusive classrooms, in particular, encounter complexity of problems in the field. This paper aims to explore how an EFL elementary school teacher faces challenges in teaching students with special needs. Data were collected from semi-structured interviews and analyzed using Braun and Clarks’ thematic analysis (2006). Results indicate that teachers need to adjust the running government curriculum to meet the students’ needs. Then, during the implementation of the curriculum shadow teachers play crucial roles as the classroom teachers have limited time and attention. The shadow teachers can focus on helping and facilitating the students with special needs. More importantly, creative teaching strategies that can engage and cater all students (both regular and students with special needs) are required.
What Matters in Online Speaking Classrooms?: Practical Implications Ramadhani, Dwiansari; Kayla Artamevia Putri
New Language Dimensions Vol. 5 No. 2 (2024): New Language Dimensions, December 2024
Publisher : English Department, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/nld.v5n2.p148-157

Abstract

This paper aims to propose practical implications of designing online speaking classrooms by presenting several issues and key aspects that need to be reevaluated by teachers or course designers. Several studies regarding factors motivating and hindering students’ speaking performance in online modes have been conducted but they do not discuss the interrelationship between each factor. Drawing from previous references, the study breaks down certain conditions that should be fulfilled if students’ positive attitudes and improved performance in online speaking classrooms should be achieved. Those conditions are related to the learning activities developed by the teacher, the choice of learning platforms, the exposure to inputs and resources, and the teacher’s preparedness for technology operation. At the end of this article, practical solutions are proposed to manage related issues and hence recommend suggestions for speaking teachers to improve more effective online classroom activities accordingly. I believe when designed effectively, online speaking classrooms can be one solution's alternative to facilitate practice regardless of learners’ education level and occupation.
Co-Authors Dwiansari Ramadhani Ista Maharsi