The Use of Differentiation Method in Teaching Speaking and English Vocabulary at SMP Tunagrahita

Amanda Sasmita, Soenarjati Djajanegara, Oom Rohmah Syamsyudin

Abstract


This study explores the application of the differentiation method in teaching English speaking and vocabulary to special needs students at SMP Tunagrahita in Jakarta. Utilizing a qualitative research approach, the study employed content analysis principles by examining academic articles, conducting observations, and interviewing junior high school teachers at Special Schools (SLB). The findings indicate that differentiated teaching methods effectively enhance English speaking and vocabulary skills among intellectually disabled students. These methods address diverse learning needs, improve student engagement, and contribute to a more inclusive educational environment. The research highlights the importance of adapting teaching strategies to meet the unique challenges faced by special needs students, suggesting that further studies could explore broader implementations of differentiated teaching in other educational settings.


Keywords


Differentiation; Teaching; English Speaking; Vocabulary; Special Needs Education

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DOI: https://doi.org/10.30998/senndika.v2i1.8424

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