Teacher’s Challenges in Teaching English Vocabulary Using Flashcards for Students with Intellectual Disabilities: A Case Study

Tria Arini; Diah Safithri Armin

doi:10.55909/jpbs.v5i4.1727

Authors

Tria Arini Prodi Tadris Bahasa Inggris, Universitas Islam Negeri Sumatera Utara, Sumatera Utara, Indonesia
Diah Safithri Armin Prodi Tadris Bahasa Inggris, Universitas Islam Negeri Sumatera Utara, Sumatera Utara, Indonesia

DOI:

https://doi.org/10.55909/jpbs.v5i4.1727

Keywords:

teacher’s challenges, teaching English vocabulary, flashcards, intellectual disabilities

Abstract

This study aims to find out the challenges faced by a teacher in using flashcards to teach English vocabulary to students with intellectual disabilities. This study was conducted at a special junior high school (SLB) in North Sumatra, focusing on one eighth-grade classroom consisting of 11 students with intellectual disability levels ranging from mild to severe. The participant of this study was one teacher, selected through purposive sampling, with the criteria of having taught English to students with intellectual disabilities for more than three years and having used flashcards in vocabulary teaching. Data were collected through three instruments, namely non-participant observation using an observation checklist, semi-structured interviews, and teacher artifacts such as lesson plans, flashcards, and student worksheets. The collected data were analyzed using thematic analysis based on the six phases developed by Braun and Clarke. The results show that the teacher faced four main challenges, namely (1) maintaining students' attention, which was often affected by their emotional condition before the lesson, (2) managing classroom order, since the teacher had to respond to different student behaviors at the same time, (3) balancing repetition, limited time, and student boredom, and (4) delivering instructions that were simple and easy for students to understand.

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