The Use of Drill Technique in Teaching English to Mentally Disabled Students at SLB PGRI Pademawu

Arumekkah, Kholifatur Rasulul (2020) The Use of Drill Technique in Teaching English to Mentally Disabled Students at SLB PGRI Pademawu. Diploma thesis, INSTITUT AGAMA ISLAM NEGERI MADURA.

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Abstract

n teaching and learning activities, the selection of teaching learning techniques by the teacher is very important in order to achieve a learning goal. Especially for children with special needs, teachers must choose right technique in accordance with the condition of their students. Drill Technique is one technique that is suitable for mentally disabled students who have IQs below the average. There are three problem statements in this study; First, how is the drill technique used in teaching English to mentally disabled students. Second, What are the problems of drill technique faced by the teacher. And third, how the teacher solved the problem of drill technique. This research was conducted to determine the use of drill technique in teaching English to mentally disabled students. Then, to find out what problems of drill technique faced by the teacher. And also how teachers solved the problem of drill technique. This research uses a qualitative descriptive design. Researcher used three ways to obtain data, namely observation, interviews, and documentation. While the subjects of this study were teachers and mentally disabled students at SLB PGRI Pademawu. The results of the research conducted by researcher can be concluded that the drill technique is one of the techniques used in teaching English by teacher at SLB PGRI Pademawu, this technique is very effective to make mentally retarded children understand the material delivered by the teacher and this technique is also effective at increasing memory of mentally disabled children. But when the teaching and learning process the teacher also faced several problems or difficulties. Such as, mentally disabled students feel bored when teaching learning activities because of repeated lessons. Second, mentally disabled students are very difficult to understand and remember and pronounce correctly the vocabulary. Third, they can not think abstractly. But, the teacher can deal with these problems or difficulties by inviting them to study outside the classroom when they feel bored, and to make understand, given the material taught, the teacher always repeats the material. Then, the teacher always prepares pictures according to the material being taught. Dalam kegiatan belajar mengajar, pemilihan tehnik pembelajaran oleh guru sangatlah penting agar mencapai suatu tujuan pembelajaran. Apa lagi untuk anak berkebutuhan khusus, guru harus memilih tehnik yang tepat sesuia dengan keadaan siswa-siswanya. Drill Tehnik merupakan salah satu tehnik yang cocok digunakan untuk anak tunagrahita yang memiliki IQ di bawah rata-rata. Ada tiga rumusan masalah dalam penelitian ini; pertaa, bagaimana dril tehnik digunakan pada saat pembelajaran bahasa inggris untuk anak tunagrahita. Kedua, Apa saja masalah yang di hadapi oleh guru ketika mengajar. Dan ketiga, Bagaimana guru memecahkan masalah yang dihadapi. Penelitian ini dilakukan untuk mengetahui penggunaan drill tehnik dalam pembelajaran bahasa inggris untuk anak tunagrahita. Lalu, untuk mengetahui masalah apa saja yang dihadapi oleh guru ketika mengajar anak tunagrahita. Dan juga bagaimana guru memecahkan masalah yang dihadapinya. Penelitian ini menggunakan desain deskriptif kualitatif. Peneliti menggunakan tiga cara untuk mendapatkan data yaitu observasi, wawancara, dan dokumentasi. Sedangkan subjek penelitian ini adalah guru dan siswa tunagrahita di SLB PGRI Pademawu. Hasil dari penelitian yang dilakukan peneliti dapat disimpulkan bahwa drill tehnik adalah salah satu tehnik yang digunakan dalam pembelajaran bahasa inggris oleh guru di SLB PGRI Pademawu, tehnik ini sangat efektif untuk membuat anak tunagrahita mengerti dengan materi yang disampaikan oleh guru dan tehnik ini juga efektif meningkatkan daya ingat anak tunagrahita. Namun ketika proses belajar mengajar guru juga menghadapi beberapa masalah atau kesulitan. Yaitu, siswa tunagrahita merasa bosan saat pembelajaran dikarenakan pelajaran yang diulan-ulang. Kedua, siswa tunagrahita sangat susah untuk paham dan mengingat serta mengucapkan secara tepat kosa kata yang diajarkan. Ketiga, mereka tidak bisa berfikir secara abstrak. Tapi mereka bisa menghadapi masalah atau kesulitan tersebut dengan cara mengajak mereka belajar diluar kelas ketika mereka merasa bosan, dan untuk membuat mengerti,mengingat dengan materi yang di ajarkan, guru selalu mengulang-ulang materi tersebut. Lalu, guru selalu menyiapkan gambar-gambar sesuai dengan materi yang diajarkan.

Item Type:	Thesis (Diploma)
Subjects:	?? m71A ?? ?? m71E ?? ?? m_051 ?? ?? m_071 ??
Divisions:	Fakultas Tarbiyah > Tadris Bahasa Inggris
Depositing User:	Mrs. Fatimah Aria Utami
Date Deposited:	24 Feb 2021 03:51
Last Modified:	24 Feb 2021 03:51
URI:	http://etheses.iainmadura.ac.id/id/eprint/733

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