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All Journal Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Scope: Journal of English Language Teaching
Mutiara Khofifah
State University of Malang
Arts Humanities Education Languange, Linguistic, Communication & Media

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Teaching Strategies to Cope High School Students with Special Needs in EFL Class Mutiara Khofifah; Mirjam Anugerahwati
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 8, No 1 (2024): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v8i1.61160

Abstract

Abstract. This study was conducted to investigate how students with special needs in a private school learn an English subject as a foreign language and to explore the English teaching strategies that are utilized by teachers at the secondary level. This study collected quantitative data from 3 teachers at Panjura Private School, Malang. This study used a case study in which the data collected from the interview guide and classroom observation checklist as the instruments to know the technique, challenges, and how the teachers solve the problem that comes from the challenges. The findings revealed that the primary challenges faced by teachers in inclusive classrooms are related to instructional strategies and media. Moreover, this study stands out for its focus on English language education for students with special needs in public schools, addressing a gap in previous research. It provides new insights into inclusive educational practices in a broader context, emphasizing the importance of understanding diverse classroom dynamics and meeting the needs of students with special needs in a general educational environment. Keywords: Student with special needs, private school, English teaching strategies
Pre-Service Teachers Strategies on Integrating ICT in EFL Classroom Mutiara Khofifah; Bambang Yudi Cahyono
Scope : Journal of English Language Teaching Vol. 10 No. 1 (2025): Scope: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/scope.v10i1.713

Abstract

Nowadays, Information and Communication Technology (ICT) has been emphasized in English as a Foreign Language (EFL) classroom. Despite the increasing emphasis on technology integration in language teaching, there remains a significant gap in understanding how pre-service teachers navigate this complex landscape. Using a qualitative research method, data for this study were collected through in-depth interviews with six pre-service English teachers enrolled in the Teacher Professional Education (Pendidikan Profesi Guru/PPG) Program in Indonesia. The findings revealed four major themes: teaching strategies (selection, development, and problem-solving), integration challenges (planning, technical, and student-related), affective challenges (confidence levels and personal challenges), and strategic solutions. The results indicate that while pre-service teachers face significant infrastructure and technical challenges; they demonstrated sophisticated approaches to technology integration, characterized by careful alignment with pedagogical objectives and adaptive problem-solving strategies. The study highlights the crucial role of teacher preparation programs in developing both technical competence and pedagogical confidence. These findings provide valuable insights for improving teacher education programs and professional development initiatives in technology integration for EFL contexts.
Co-Authors Bambang Yudi Cahyono Mirjam Anugerahwati