Vocabulary learning for slow learner students in inclusive elementary schools: A case of Magetan Regency, East Java, Indonesia

Main Article Content

Bambang Cahyono
Dahlia Asri
Rischa Trisnani

Abstract

This study aimed to describe and explain the conditions for learning vocabulary for slow learners in inclusive elementary schools. This research uses a descriptive-qualitative approach. Sampling was carried out on students with slow learners at 10 inclusive elementary schools in Magetan Regency, East Java, Indonesia, which were selected based on regional considerations. The data sources selected were 10 special accompanying teachers, vocabulary learning activities in class, and documents or archives related to slow learners. Data collection techniques include passive participant observation, in-depth interviews, and documentation. Data analysis uses an interactive analysis model, which is carried out through three activity flows: data reduction, data presentation, and drawing conclusions. The results of the study show that the vocabulary of slow learners is minimal when compared to that of other normal students. Slow-learner students have difficulty using vocabulary in reading and writing and are weak at stringing letters into words. Factors that hinder slow learners’ vocabulary mastery include being less accustomed to using Indonesian and the lack of support from parents. Teaching materials taught by the teacher include the introduction of new terms, synonyms, antonyms, and standard words, filling in gaps in sentences, and constructing sentences with the available words.

Downloads

Download data is not yet available.

Article Details

How to Cite
Cahyono, B., Asri, D., & Trisnani, R. (2024). Vocabulary learning for slow learner students in inclusive elementary schools: A case of Magetan Regency, East Java, Indonesia. Research Journal in Advanced Humanities, 5(1). https://doi.org/10.58256/e4hejt58
Section
Articles
Author Biographies

Dahlia Asri, Department of Indonesian Language and Literature Education, Post Graduate Program, Universitas PGRI Madiun, Madiun, East Java, Indonesia

Department of Guidance and Counseling, Faculty of Teacher Training and Education, Universitas PGRI Madiun, Madiun, East Java, Indonesia

Rischa Trisnani, Department of Guidance and Counseling, Faculty of Teacher Training and Education, Universitas PGRI Madiun, Madiun, East Java, Indonesia

Department of Guidance and Counseling, Faculty of Teacher Training and Education, Universitas PGRI Madiun, Madiun, East Java, Indonesia

How to Cite

Cahyono, B., Asri, D., & Trisnani, R. (2024). Vocabulary learning for slow learner students in inclusive elementary schools: A case of Magetan Regency, East Java, Indonesia. Research Journal in Advanced Humanities, 5(1). https://doi.org/10.58256/e4hejt58

References

Billy, P. P. (2016). Coping with slow learners. International Journal of Management and Applied Science, 2(12), 56–58. https://doi.org/http://www.auteachereducation.org/images/conf_book_2018.pdf

Borah, R. R. (2013). Slow learners: Role of teachers and guardians in honing hidden skills. International Journal of Educational Planning & Administration, 3(2), 139-143. https://www.ripublication.com/ijepa/ijepav3n2_04.pdf

Cahyaningrum, E. S., Sudaryanti, S., & Purwanto, N. A. (2017). Development of early childhood character values through habituation and example (Pengembangan nilai-nilai karakter anak usia dini melalui pembiasaan dan keteladanan). Jurnal Pendidikan Anak, 6(2), 203–213. https://doi.org/10.21831/jpa.v6i2.17707

Chan, T., & Yuen, M. (2015). Inclusive education an international school: A case study from Hong Kong. International Journal of Special Education, 30(3), 86–97. https://www.researchgate.net/publication/288243036

Chotitham, S., & Wongwanich, S. (2014). The reading attitude measurement for enhancing elementary school students’ achievement. Procedia-Social and Behavioral Sciences, 116, 3213–3217. https://doi.org/10.1016/j.sbspro.2014.01.737

Dapudong, R. C. (2014). ). Teachers’ knowledge and attitude towards inclusive education: basis for an enhanced professional development program. International Journal of Learning & Development, 4(4), 1–14. https://journals.sagepub.com/doi/10.1177/0047239520934018

Elviza, Y., Emidar, E., & Noveria, E. (2018). Increasing vocabulary mastery through crossword game techniques in class VIIA Junior High School in Sungai Penuh (Peningkatan penguasaan kosakata melalui teknik permainan teka-teki silang di kelas VII A SMPN 2 Sungai Penuh. Jurnal Pendidikan Bahasa Dan Sastra Indonesia, 1(2), 399–476. https://doi.org/10.24036/1361-019883

Galevska, N. A., & Pesic, M. I. (2018). Assessing children with special educational needs in the inclusive classrooms. Education Department, Antioch University. https://www.researchgate.net/publication/328891238

Gazlianty. (2011). Improving vocabulary skill by using puzzle game: A class-action research at second grade of SMAN 1 Narmada. Unpublished Thesis.

Gunawan, G., Sahidu, H., Harjono, A., & Suranti, N. M. Y. (2017). The effect of project based learning with virtual media assistance on student’s creativity in physics. Jurnal Cakrawala Pendidikan, 1(2). https://doi.org/10.21831/cp.v36i2.13514

Hacth, E., & Brown, C. (1995). Vocabulary, semantic, and language education (C. Cambridge (ed.)). University Press.

Harris, A. J., & Sipay, E. R. (2005). How to increase reading ability: A guide to developmental and remedial methods. Longman.

Hassanein, E. E. A., Alshaboul, Y. M., & Ibrahim, S. (2021). The impact of teacher preparation on preservice teachers’ attitudes toward inclusive education in Qatar. Heliyon, 7(9). https://doi.org/10.1016/j.heliyon.2021.e07925

Haycock, L. A., McCarthy, P., & Skay, C. L. (1998). Procrastination in college students: The role of self-efficacy and anxiety. Journal of Counseling and Development, 76, 317-324. https://doi.org/10.1002/j.1556-6676.1998.tb02548.x

Heemskerk, I., Volman, M., Admiraal, W., & Ten Dam, G. (2012). Inclusiveness of ICT in secondary education: Students appreciation of ICT tools. International Journal of Inclusive Education, 16(2), 124-205. https://doi.org/10.1080/13603111003674560

Hornby, G. (2015). Inclusive special education: Development of a new theory for the education of children with special educational needs and disabilities. British Journal of Special Education, 42(3), 234–256. https://doi.org/10.1111/1467-8578.12101

Hurlock, E. B. (2009). Developmental psychology: A lifelong approach, 5th edition (Psikologi perkembangan: Suatu pendekatan sepanjang kehidupan. Edisi Ke-5). Erlangga.

Jenkins, J. R., Stein, M. L., & Wysocki, K. W. (2004). Learning vocabulary through reading. American Educational Research Journal, 21(4), 767–787. https://doi.org/10.3102/00028312021004767

Khadijah, K., Arlina, A., Hardianti, R. W., & Maisarah, M. (2021). The bank street and center learning models and their influence on children's social-emotional (Model pembelajaran bank street dan sentra serta pengaruhnya terhadap sosial emosional anak). Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 5(2). https://doi.org/10.31004/obsesi.v5i2.1054

Khoirurrijal, Fadriati, Sofia, Makruti, A. D., Gandi, S., & Muin, A. (2022). Development of "Kurikulum Merdeka" (Pengembangan Kurikulum Merdeka). Literasi Nusantara Abadi.

Klesius, J. P., & Searls, E. P. (2006). Vocabulary Instruction. Reading Psychology, 12, 165-171. https://doi.org/10.1080/0270271910120206

Kucuker, S., & Tekinarslan, I. C. (2015). Comparison of the self-concept, social skills, problem behaviors, and loneliness levels of students with special needs in inclusive classrooms. Education Sciences: Theory & Practice, 15(6), 1559–1573. https://doi.org/10.12738/es.tp.2015.6.2331

Lestariningsih, M. D., & Parmiti, D. P. (2021). Improving early childhood vocabulary skills through "Wayang media papercraft" (Meningkatkan kemampuan kosakata anak usia dini melalui media wayang papercraft. Jurnal Pendidikan Anak Usia Dini Undiksha, 9(1), 71. https://doi.org/10.23887/paud.v9i2.35944

Liang, C. T., Rocchino, G. H., Gutekunst, M. H., Paulvin, C., Melo Li, K., & Elam-Snowden, T. (2020). Perspectives of respect, teacher-student relationships, and school climate among boys of color: A multifocus group study. Psychology of Men & Masculinities, 21(3). https://doi.org/10.1037/men0000239

Lozano, C. S., Wuthrich, S., Buchi, J. S., & Sharma, U. (2022). ). The concerns about inclusive education scale: Dimensionality, factor structure, and development of a short-form version (CIES-SF). International Journal of Educational Research, 21(3), 111. https://doi.org/10.1016/j.ijer.2021.101913

Maqfiroh, D. N. M., Khutobah, & Budyawati, L. P. I. (2020). Development of "Media MOTIF" (Educative monopoly) in multiple intelligence-based learning (Pengembangan media MOTIF (Monopoli edukatif) dalam pembelajaran berbasis multiple intelligence). Cakrawala Dini: Jurnal Pendidikan Anak Usia Dini, 11(1), 64–74. https://ejournal.upi.edu/index.php/cakrawaladini/article/view/24230/12062

McKeown, M. G. & Curtis, M. E. (2014). The nature of vocabulary acquisition. Psychology Press.

Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.

Muppudathi, G. (2014). Role of teachers on helping slow learners to bring out their hidden skills. International Journal of Scientific Research, 3(3), 98–99. https://www.iosrjournals.org

Petty, W. T., Herold, C. P., & Stoll, E. E. (1998). The state of knowledge about the teaching of vocabulary (Champaign (ed.)). National Council of Teachers of English.

Puspitorini, R., Prodjosantoso, A. K., Subali, B., & Jumadi, J. (2014). Use of comic media in science learning to increase motivation and cognitive and affective learning outcomes (Penggunaan media komik dalam pembelajaran IPA untuk meningkatkan motivasi dan hasil belajar kognitif dan afektif). Cakrawala Pendidikan, 33(3), 413–420. http://dx.doi.org/10.21831/cp.v3i3.2385

Borah, R. R. (2013). Slow learners: Role of teachers and guardians in honing hidden skills. International Journal of Educational Planning & Administration, 3(2), 139-143. https://www.ripublication.com/ijepa/ijepav3n2_04.pdf

Roe, B. D., Stoodt, B. D., Burns, P. C. (1998). The content areas. Houghton Mifflin.

Sandelowski, M. (2000). Focus on research methods. Whatever happened to qualitative description?. Research in Nursing & Health, 23, 334–340. https://www.researchgate.net/publication/12379711

Schmitt, N. (2000). Vocabulary in language teaching (Cambrige (ed.)). Cambridge University Press.

Shu, H., Anderson, R. E., & Zhang, H. (2005). Incidental learning of word meanings while reading: A chinese and American cross-cultural study. Reading Research Quartely, 30, 76-95. https://www.jstor.org/stable/747745

Sunismi. (2015). Developing guided discovery learning materials using mathematics mobile learning application as an alternative media for the students calculus II. Cakrawala Pendidikan, 34(5). https://doi.org/10.21831/cp.v3i3.7340

Tarigan, H. G. (2015a). Speaking as a language skill (Berbicara sebagai suatu keterampilan berbahasa). Angkasa.

Tarigan, H. G. (2015b). Vocabulary teaching (Pengajaran Kosakata). Angkasa.

Taylor, L. (1990). Teaching and learning vocabulary (Herefordsh). Prentice Hall International.

Terpstra, J. E., & Tamura, R. (2008). Effective social interaction strategies for inclusive setting. Early Childhood Education Journal, 35(5), 405–411. https://link.springer.com/article/10.1007/s10643-007-0225-0

Tomkins, G. E. & Hoskinson, K. (2005). Language art: Content and teaching strategies. (E. Cliffs (ed.); Third Edit). Merril.

Tyagita, B. P. A., & Iriani, A. (2018). Teacher pedagogic competency improvement strategies to improve school quality (Strategi peningkatan kompetensi pedagogik guru untuk meningkatkan mutu sekolah. Jurnal Manajemen Pendidikan, 5(2), 165–176. https://doi.org/10.24246/j.jk.2018.v5.i2.p165-176

Yada, A., Bjorn, P. M., Savolainen, P., Kyttala, M., & Aro, M. (2021). Pre-serviceteachers’ self-efficacy in implementing inclusive practices and resilience in Finland. Teaching and Teacher Education, 105. https://doi.org/10.1016/j.tate.2021.103398

Yuharto. (2014). Improving Indonesian vocabulary mastery through language game techniques in grade III SD Negeri Prabumulih II, Muara Lakitan District, Musi Rawas RegencyI (Peningkatan penguasaan kosakata bahasa Indonesia melalui teknik permainan bahasa di kelas III SD Negeri Prabumulih II Kecamatan Muara Lakitan, Kabupaten Musi Rawas). Universitas Negeri Jakarta.

Zakaria, N. A., & Tahar, M. M. (2017). The effect of inclusive education on the self-concept of students with special education needs. Journal of ICSAR, 1(1), 25–31. http://dx.doi.org/10.17977/um005v1i12017p025

Zeptyani, P. A. D., & Wiarta, I, W. (2020). The effect of project-based outdoor learning activities using audio visual media on early childhood learning behavior (Pengaruh project-based outdoor learning activity menggunakan media audio visual terhadap perilaku belajar anak usia dini. Jurnal Pendidikan Anak Usia Dini Undiksha, 8, 69–79. https://doi.org/10.23887/paud.v8i2.24740