Managing Classroom Activities for Autistic Students in Improving English Vocabularies by Using Total Physical Response

Authors

  • Muhammad Andriana Gaffar Universitas Islam Nusantara
  • Riki Ruswandi Universitas Islam Nusantara
  • Wulandari Sri Wahyuni

DOI:

https://doi.org/10.29408/veles.v7i2.21342

Keywords:

Managing Classroom Activities, TPR, Vocabulary, Autistic Students

Abstract

English is one of the subjects studied in special education schools, and until now, are still many problems faced in the process of teaching this foreign language. Teachers' understanding of classroom management and appropriate learning strategies is a solution to overcome the problems that occur in learning English for children with autism. The application of the Total Physical Response (TPR) method is one of the effective methods used to learn English. The purpose of this study is to explore more information about classroom management activities and the application of the Total Physical Response (TPR) method at Satria Galdin Junior High School. The research approach used by the author is a qualitative method with a descriptive research design. Sources of data collection using interviews and observations. To analyze the data, the author uses descriptive techniques to present data based on the results of observations and interviews. The participants were selected using a purposive sampling technique. The participants of this study were students in the 2022/2023 school year, especially class VII of Satria Galdin Junior High School, as many as 20 people.  The results of this study can conclude that good classroom management supported by the application of the Total Physical Response (TPR) method in teaching English vocabulary is proven to be effective for student's mastery of English vocabulary and helps students maximize and explore their abilities. The effectiveness is seen in autistic students at Satria Galdin Junior High School.

 

References

Alfaris, M. M., Sauri, S., & Gaffar, M. A. (2021). Guidance and counseling management on personal, social, learning, and career development of SMK 19 Bandung students during Covid-19 pandemics. Journal of Social Work and Science Education, 2(2), 169–176. https://doi.org/https://doi.org/10.52690/jswse.v2i2

Amelia, S. (2021). Meningkatkan penguasaan kosakata bahasa Inggris anak berkebutuhan khusus melalui flashcards di sekolah khusus neeri 03 Jakarta Pusat.. JIPKIS: Jurnal Ilmiah Pendidikan Dan Keislaman, 1(2), 99–103. https://doi.org/https://doi.org/10.55883/jipkis.v1i2.11

Anggraheni, D. (2019). Pelatihan bahasa Inggris dan Pendidikan Agama Islam menggunakan Metode TPR (Total Physical Response) kepada anak berkebutuhan khusus. Jurnal CULTURE (Culture, Language, and Literature Review), 6(1).

Annisa, F. N. J. (2023). Penerapan metode Total Physical Response (TPR berbantuan media lagu sebagai bahan ajar interaktif falam pembelajaran bahasa Inggri sdi kelas III E E MIN 6 Bandar Lampung. UIN Raden Intan Lampung.

Blosser, J., & DePompei, R. (2019). Pediatric traumatic brain injury: Proactive intervention. Plural Publishing.

Bruce, C. D., Esmonde, I., Ross, J., Dookie, L., & Beatty, R. (2010). The effects of sustained classroom-embedded teacher professional learning on teacher efficacy and related student achievement. Teaching and Teacher Education, 26(8), 1598–1608. https://doi.org/https://doi.org/10.1016/j.tate.2010.06.011

Chao, C. N. G., Wing Sze, E. C., Forlin, C., & Ho, F. C. (2017). Improving teachers’ self-efficacy in applying teaching and learning strategies and classroom management to students with special education needs in Hong Kong. Teaching and Teacher Education, 66, 360–369. https://doi.org/https://doi.org/10.1016/j.tate.2017.05.004

Coopmans, M., & Rinnooy Kan, W. F. (2023). Facilitating citizenship-related classroom discussion: Teaching strategies in pre-vocational education that allow for variation in familiarity with discussion. Teaching and Teacher Education, 133, 104268. https://doi.org/https://doi.org/10.1016/j.tate.2023.104268

Curran, M. E. (2003). Linguistic diversity and classroom management. Theory Into Practice, 42(4), 334–340. https://doi.org/10.1207/s15430421tip4204_11

Delmolino, L., Hansford, A. P., Bamond, M. J., Fiske, K. E., & LaRue, R. H. (2013). The use of instructive feedback for teaching language skills to children with autism. Research in Autism Spectrum Disorders, 7(6), 648–661. https://doi.org/https://doi.org/10.1016/j.rasd.2013.02.015

Dewi, K. Y. F. (2019). Pengajaran bahasa Inggris untuk Anak Luar Biasa (ALB). Daiwi Widya, 6(1), 40–48. https://doi.org/https://doi.org/10.37637/dw.v6i1.200

DHARMA, K. P. D. I. T.-B., & NEHRULITA, H. (n.d.). Pengaruh metode Total Physical Response (TPR) terhadap pemahaman kosakata anak tunarungu.

Djigic, G., & Stojiljkovic, S. (2011). Classroom management styles, classroom climate and school achievement. Procedia - Social and Behavioral Sciences, 29, 819–828. https://doi.org/https://doi.org/10.1016/j.sbspro.2011.11.310

Donal, A. (2012). Improving the ESP students’ vocabulary by using pictures in Agribusiness Study Program of the University of Pasir Pengaraian. Edu Research, 1(1), 77–95.

Dweikat, K., Fayyoumi, N., Shehade, A., & Jarrar, H. (2023). Impact of Total Physical Response Method (TPR) on Vocabulary learning in the Palestinian school context. Journal of English Studies in Arabia Felix, 2(1), 50–59. https://doi.org/https://doi.org/10.56540/jesaf.v2i1.48

Engkoswara, A. K., & Komariah, A. (2010). Administrasi pendidikan. In Bandung: Alfabeta.

Er, S. (2013). Using Total Physical Response Method in early childhood foreign language Teaching Environments. Procedia - Social and Behavioral Sciences, 93, 1766–1768. https://doi.org/https://doi.org/10.1016/j.sbspro.2013.10.113

Evrim, E.-A., Gökçe, K., & Enisa, M. (2009). Exploring the relationship between teacher beliefs and styles on classroom management about actual teaching practices: A case study. Procedia - Social and Behavioral Sciences, 1(1), 612–617. https://doi.org/https://doi.org/10.1016/j.sbspro.2009.01.109

Fauzia, F. (2016). Metode TPR (total physical response) sebagai alternatif untuk meningkatkan kemampuan tahap awal berbahasa Inggris pada anak. Jurnal Penelitian Ilmu Pendidikan, 9(1). https://doi.org/10.21831/jpipfip.v9i1.10687

Handayani, S. (2013). Clasroom management in the teaching and learning of history.

Hashim, H. U., Yunus, M. M., & Norman, H. (2022). Autism children and English vocabulary learning: A qualitative inquiry of the challenges they face in their English vocabulary learning journey. Children, 9(5), 628. https://doi.org/https://doi.org/10.3390/children9050628

HORNE, S. E. (1980). Classroom management. British Journal of Teacher Education, 6(3), 228–235. https://doi.org/10.1080/0260747800060306

Huang, T.-H., & Wang, L.-Z. (2021). Artificial intelligence learning approach through total physical response embodiment teaching on French vocabulary learning retention. Computer Assisted Language Learning, 0(0), 1–25. https://doi.org/10.1080/09588221.2021.2008980

Inciman Celik, T., Cay, T., & Kanadli, S. (2021). The effect of Total Physical Response method on vocabulary learning/teaching: A mixed research synthesis. English Language Teaching, 14(12), 154–170. https://doi.org/10.5539/elt.v14n12p154

Juhji, J. (2017). Profesi pendidik dan tenaga kependidikan. Serang: Pusat Penelitian Dan Penerbitan LP2M IAIN Sultan Maulana Hasanuddin Banten.

Juta, A., & Wyk, C. Van. (2020). Classroom management as a response to challenges in Mathematics education: Experiences from a province in South Africa. African Journal of Research in Mathematics, Science and Technology Education, 24(1), 21–30. https://doi.org/10.1080/18117295.2020.1731646

Kuo, F.-R., Hsu, C.-C., Fang, W.-C., & Chen, N.-S. (2014). The effects of embodiment-based TPR approach on student English vocabulary learning achievement, retention and acceptance. Journal of King Saud University - Computer and Information Sciences, 26(1, Supplement), 63–70. https://doi.org/https://doi.org/10.1016/j.jksuci.2013.10.003

Marzuki, H. (2015). Improving students vocabulary mastery by using pictures media at the third grade of SDN 010 Kepenuhan. Universitas Pasir Pengaraian.

McDaniel, H. L., Braun, S. S., Bottiani, J. H., Lucia, D. De, Tolan, P. H., & Bradshaw, C. P. (2022). Examining developmental differences in teachers’ observed classroom management strategies across elementary, middle, and high school. School Psychology Review, 0(0), 1–21. https://doi.org/10.1080/2372966X.2022.2100275

Ngang, T. K., & Abdullah, N. A. C. (2015). Teacher leadership and classroom management practice on special education with learning disability. Procedia - Social and Behavioral Sciences, 205, 2–7. https://doi.org/https://doi.org/10.1016/j.sbspro.2015.09.003

Nugraha, M. (2018). Mnajemen kelas dalam meningkatkan proses pembelajaran. Tarbawi: Jurnal Keilmuan Manajemen Pendidikan, 4(01), 27–44. https://doi.org/10.32678/tarbawi.v4i01.1769

Nugraheni, N. E., & Kristian, L. D. (2018). Penerapan metode Total Physical Response (TPR) untuk meningkatkan keterampilan kosakata bahasa Inggris bagi siswa tunagrahita. Jurnal Lingua Applikata, 1(2).

Nurbaeti, R. T., Mulyadi, D., & Pratiwi, A. D. R. (2021). Model Continuing Professional Development (CPD) pada Sekolah Luar Biasa (SLB) Negeri Garut Kota. Jurnal Media Administrasi Terapan, 2(1), 34–41. https://doi.org/https://doi.org/10.31113/jmat.v2i1.8

Purwanti, D. (2015). Manajemen kelas di kelas V sekolah dasar negeris se-kecamatan danurejan Yogyakarta. BASIC EDUCATION, 4(4).

Rahmawati, I., Rahman, A., & Bunyamin, B. (2019). Penerapan metode Total Physical Response dalam mengajarkan bahasa Inggris materi kosakata di MTsN Sorong. Lisan: Jurnal Bahasa Dan Linguistik, 9(1), 14–27. https://doi.org/https://doi.org/10.33506/jbl.v9i1.732

Rahmi, W. (2017). The effectiveness of Total Physical Response Method in teaching English vocabulary to students with autism at SDLB Negeri 027701 Binjai. Universitas Sumatera Utara.

Sayd, A. I., Attubel, M., & Nazarudin, H. (2018). Implementasi metode Total Physical Response (TPR) dalam pembelajaran bahasa Inggris bagi anak-anak sekolah dasar inpres Liliba Kupang. Bisman-Jurnal Bisnis & Manajemen, 3(01), 17–24.

Shank, M. K., & Santiague, L. (2022). Classroom management needs of novice teachers. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 95(1), 26–34. https://doi.org/10.1080/00098655.2021.2010636

Sismona, S. (2020). The effect of using video on students’vocabulary mastery. 2nd International Conference Innovation in Education (ICoIE 2020), 331–336. https://doi.org/10.2991/assehr.k.201209.244

Tarigan, K. E., Ginting, F. Y. A., & Sitohang, C. A. R. (2021). Pembelajaran bahasa Inggris anak berkebutuhan khusus dengan menggunakan permainan Bingo di yayasan Slb Markus Medan. Indonesian Collaboration Journal of Community Services, 1(3), 67–76. https://doi.org/https://doi.org/10.53067/icjcs.v1i3.10

Ulva, M., & Amalia, R. (2020). Proses pembelajaran matematika pada anak berkebutuhan khusus (autisme) di sekolah inklusif. Journal on Teacher Education, 1(2), 9–19.

Wang, F., Hwang, W.-Y., Li, Y.-H., Chen, P.-T., & Manabe, K. (2019). Collaborative kinesthetic EFL learning with collaborative total physical response. Computer Assisted Language Learning, 32(7), 745–783. https://doi.org/10.1080/09588221.2018.1540432

Wardhani, P. I., Nisa, S. K., Ratnakannyaka, I. W., Damayanti, L., & Sari, D. E. (2020). Penggunaan gawai dalam pembelajaran bahasa Inggris bagi anak berkebutuhan khusus di SMK Negeri 8 Surakarta. Buletin Literasi Budaya Sekolah, 2(2), 156–163. https://doi.org/10.23917/blbs.v2i2.12844

Zhu, D., Chi, J., Xu, J., & Shen, L. (2022). Classrooms management in CFL education at all-girls secondary schools in the UAE. Cogent Education, 9(1), 2002132. https://doi.org/10.1080/2331186X.2021.2002132

Downloads

Additional Files

Published

2023-10-30

How to Cite

Gaffar, M. A., Ruswandi, R., & Wahyuni, W. S. (2023). Managing Classroom Activities for Autistic Students in Improving English Vocabularies by Using Total Physical Response. Voices of English Language Education Society, 7(2), 381–391. https://doi.org/10.29408/veles.v7i2.21342