ANALYSIS OF TEACHER'S STRATEGIES IN TEACHING ENGLISH FOR STUDENTS WITH SPECIAL NEEDS OF DEAF IN SMPLB B WANTUWIRAWAN SALATIGA IN THE ACADEMIC YEAR 2019/2020

MAHANI, ADINDA (2020) ANALYSIS OF TEACHER'S STRATEGIES IN TEACHING ENGLISH FOR STUDENTS WITH SPECIAL NEEDS OF DEAF IN SMPLB B WANTUWIRAWAN SALATIGA IN THE ACADEMIC YEAR 2019/2020. [UNSPECIFIED]

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Abstract

ABSTRACT Mahani, Adinda. 2020. Analysis Of Teacher Strategy In Teaching English For Students With Special Needs Of Deaf In Smplb B Wantuwirawan Salatiga Academic Year 2019/2020. A Graduating Paper Submitted To The Board Of Examiners As A Partial Fulfillment Of The Requirements For The Bachelor Degree Of Sarjana Pendidikan (S.Pd). State Institute For Islamic Studies (IAIN) Salatiga. Counselor: Aprilian Ria Adisti, S.Pd. Keywords: English Language Teaching, Teaching Strategy, Students with special needs of Deaf. Teachers and teaching strategies are the main reasons for successful learning. However, there is little research that explains teaching strategies in special schools, so this is the main topic of this research. The purpose of this study is to describe the practice of special education, especially in terms of teaching strategies used by English teachers of students who have special needs, they are deaf who are studying in Extraordinary Junior High Schools. This study was conducted at SMPLB B Wantuwirawan, Salatiga where deaf students received English lessons. This study was qualitative research. The research used observation, interviews, and documentation to collect the data. The data were analyzed in three steps: (i) Data Reduction (ii) Presentation of data, and (iii) Withdrawal The teachers implement the SMPLB learning into three strategies, namely; a) Direct learningb) Group discussionsby c) Peer tutors.There are some problems found in this teaching-learning process.; They are a) Students of different grades learnt english in one class b) the scholl does not have teachers majoring inExtraordinaryEducation (PLB) c) Students do not improve their vocabularies, d) There is no room for developing children's communication, such as a language laboratory, e)The school does have therapists of deaf children.

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