Nurasiah, Siti (2022) COOPERATIVE LEARNING STRATEGIES FOR ENGLISH LANGUAGE LEARNERS WITH DISABILITIES AT SMAN 4 BANJARBARU. Skripsi, Tarbiyah dan Keguruan.

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ABSTRAK

In Indonesia, English is a foreign language but has a significant role, so that every school provides it. However, English education is still not optimal. Especially for people with disabilities. This study is worth looking into ELLs with disabilities and various challenges faced by the teacher in the classroom management. The research problems were formulated in the following way: 1). What are the types of Cooperative Learning Strategies that used by the teacher for English Language Learners with disabilities? 2). What are the challenges faced by the teacher while implementing Cooperative Learning Strategies for English Language Learners with disabilities?. In this research, the researcher would like to know the type of cooperative learning strategies, such as Kagan strategies, may help ELLs with disabilities. A secondary goal from this research are to find out the challenge and obstacle for the teachers while implementing the cooperative learning strategies towards ELL students with disabilities in the classroom. Research method: 1). This research use a descriptive research design with a qualitative methodology, 2). Cooperative Learning strategies and ELL with disabilities were the focus of this investigation, 3). Observation, interview, and documentation were used as research tools, 4). The data was analyzed inductively. The following were the research findings: the description at SMAN 4 Banjarbaru as an Inclusive school, learning process, English learning process, ELLs with disabilities, implementation of cooperative in English subject for ELLs with disabilities, the type of cooperative learning strategies that used and challenges toward implementing the strategies. The types of cooperative learning strategies used by teachers for students with disabilities are NHT (Number Head Together), Jigsaw, Round Robin, and STAD (Student Teams Achievement Divisions). The challenges faced by teachers in implementing cooperative learning strategies for students with disabilities are: a) The differences between each child with special needs it means that the character of each child with a disability is different, so the teacher must adapt to the specifics that exist in them. It means that the handling between one child with special needs and another child with special needs is not the same as handling related to teaching and learning activities, and b) Children with special needs require special attention and handling, it means that teachers are required to be more active so that children with disabilities can learn optimally and involve the active role of other students.

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