Autistic Student Teacher’s Pedagogical Competence in the English Language Teaching

  • Tiyas Saputri Universitas Negeri Surabaya, Surabaya,  Indonesia
  • Syafiul Anam Universitas Negeri Surabaya, Surabaya,  Indonesia
  • Ahmad Munir Universitas Negeri Surabaya, Surabaya,  Indonesia
Keywords: Autistic, Student teacher, Pedagogical Competence, ELT, Practicum

Abstract

Objective: This study aims to investigate the autistic student teacher’s pedagogical competence in the English Language Teaching (ELT) practicum based on eight teaching skills, the difficulties he faced, and the strategies to support the autistic student teacher applying his pedagogical competence in the ELT. Method: The method used was a descriptive qualitative with a case study approach. Data collection techniques used in this study were observation, interview, and video recording. Data analysis techniques were dividing observational field notes, doing data reduction, describing and identifying the activity of the autistic student teacher applying his pedagogical competence in the ELT practicums based on the eight teaching skills, and making a conclusion. Results:  The results of the study indicated that the autistic student teacher’s pedagogical competence in English Language Teaching based on the eight teaching skills in the eighth grade of inclusion class at 39 Junior High School Surabaya was good, although it was not successfully completed. It was obtained that he only did five to eight teaching skills. He had only skills in questioning, doing reinforcement, doing variation, explaining, opening and closing the class. Three teaching skills had yet to be fully mastered by him. The difficulties faced by him were classroom management, small group discussion and organizing small group discussion and individual work with the students. Novelty: This study focused on the autistic student teacher’s pedagogical competence in the English Language Teaching (ELT) practicum based on eight teaching skills. No study investigates the pedagogical competence of autistic student teacher in ELT, mostly the previous researches investigated the pedagogical competence of the student teacher with a normal condition.

Abstract View: 45 PDF Download: 21 Similarity Check Download: 6
Download data is not yet available.

Metrics

Metrics Loading ...

References

Aktekin, N. C., & Celebi, H. (2020). ELT student teacher identity construction: Exploring teacher roles and domains of expertise. International Journal of Language Education, 113–128. https://doi.org/10.26858/ijole.v4i2.10655

Amalia, I. (2019). Students’ perception of the implementation of the integrating of four skills in teaching pronunciation. Elite Journal, 1(2), 141-154.

Bhattacharjee, A., Das, A., Alam, N., & Suthar, S. (2024). Autism spectrum disorder: Advances in understanding and intervention strategies. International Journal of Social Impact, 9(1), 137-149. https://doi.org/10.25215/2455/0901016

Cahyo, H., Setiawan, C., Latipah, E., & Putranta, H. (2021). Teacher’s experiences in character education for autistic children. International Journal of Evaluation and Research in Education (IJERE), 10(1), 65-78. https://doi.org/10.11591/ijere.v10i1.20743

Channa, W. M., & Sahito, Z. (2022). Effect of pedagogical competences of english language teachers on their students’ academic achievement: A qualitative study. Theory and Practice in Language Studies, 12(11), 2274–2281. https://doi.org/10.17507/tpls.1211.06

Conti, D., Trubia, G., Buono, S., Di Nuovo, S., & Di Nuovo, A. (2019). Affect recognition in autism: A single case study on integrating a humanoid robot in a standard therapy. Qwerty - Open and Interdisciplinary Journal of Technology, Culture and Education, 14(2), 1-12. https://doi.org/10.30557/QW000018

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed). SAGE Publications.

Delgadoa, P., Vargasb, C., Ackermanc, R., & Salmerón, L. (2018). Don’t throw away your printed books: A meta-analysis on the effects of reading media on reading comprehension. Educational Research Review, 25, 23–38. https://doi.org/10.1016/j.edurev.2018.09.003

Dirsa, A., Anggreni Bp, S., Diananseri, C., & Setiawan, I. (2022). Teacher role as professional educator in school environment. International Journal of Science Education and Cultural Studies, 1(1), 32–41. https://doi.org/10.58291/ijsecs.v1i1.25

Emiliasari, R. N. (2018). An analysis of teachers’ pedagogical competence in lesson study of MGMP SMP majalengka. Eltin Journal, Journal of English Language Teaching in Indonesia, 6(1), 22-33. https://doi.org/10.22460/eltin.v6i1.p22-33

Firman, F., Friscilla, W. T., Cicyn, R., & Fellicia, A. S. (2019). An analysis of English as a foreign language (EFL) teachers pedagogical competence and readiness in maintaining the implementation of the 2013 curriculum. Educational Research and Reviews, 14(13), 474–483. https://doi.org/10.5897/ERR2019.3705

Ghufron, M. A., Taufiq, A., & Riskiyanto, M. (2022). Pre-service english teachers’ pedagogical competence in teaching english: A case of teaching internship program (TIP). English Learning Innovation, 3(1), 27–41. https://doi.org/10.22219/englie.v3i1.19382

Giraldo Martinez, Z. L., & Ramos Carvajal, S. A. (2021). Teaching english online to students with autism spectrum disorder and down syndrome during the COVID-19 pandemic. Íkala, 26(3), 715–730. https://doi.org/10.17533/udea.ikala.v26n3a13

Harsch, C., Müller-Karabil, A., & Buchminskaia, E. (2021). Addressing the challenges of interaction in online language courses. System, 103, 1-12. https://doi.org/10.1016/j.system.2021.102673

Hsieh, M. F., & Teo, T. (2023). Examining early childhood teachers’ perspectives of collaborative teaching with english language teachers. English Teaching & Learning, 47(1), 1–20. https://doi.org/10.1007/s42321-021-00102-5

Ikwuegbu, Z. B. (2022). ELT teachers and school principals perspectives regarding the supervisory process in turkey. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 42(3), 2431–2467. https://doi.org/10.17152/gefad.1136783

Jakonen, T., Jauni, H., & Sert, O. (2024). Achieving joint attention and understanding of task responsibilities in synchronous hybrid L2 classroom group work. Applied Linguistics, 1-12. https://doi.org/10.1093/applin/amae017

Kartimi, K., Gloria, R. Y., & Anugrah, I. R. (2021). Chemistry online distance learning during the COVID-19 outbreak: Do TPACK and teachers’ attitude matter? Jurnal Pendidikan IPA Indonesia, 10(2), 228–240. https://doi.org/10.15294/jpii.v10i2.28468

Kristiansen, S. D. (2022). Exploring pupils’ and teachers’ perspectives on face-to-face promotive interaction in cooperative learning. Education 3-13, 50(1), 54–69. https://doi.org/10.1080/03004279.2020.1833060

Lupușoru, C. G., Oroian, B. A., Cămănaru, E. M., Cojocaru, T., & Szalontay, A. (2024). Navigating challenges and supportive strategies in adult autism. Bulletin of Integrative Psychiatry, 100(1), 161–170. https://doi.org/10.36219/BPI.2024.1.16

Megawati, F., Shah, S. S. A., Anugerahwati, M., Ubaidillah, M. F., Mustofa, M., & Agustina, S. (2023). Narratives of experiences in international teaching practicum: lessons from an EFL pre-service teacher. Journal of English Education and Teaching, 7(4), 1156–1176. https://doi.org/10.33369/jeet.7.4.1156-1176

Puspitasari, E., Pratolo, B. W., & Mahfiana, A. M. I. (2020). Teacher’s belief about the implementation of curriculum 2013 in english language. Ethical Lingua: Journal of Language Teaching and Literature, 7(1), 1-10. https://doi.org/10.30605/25409190.171

Sandra, L. A., & Kurniawati, L. A. (2020). Differentiated instructions in teaching english for students with autism spectrum disorder. Jet Adi Buana, 5(1), 41–53. https://doi.org/10.36456/jet.v5.n01.2020.2274

Sari, H. I., & Anwar, C. (2021). English foreign language teaching anxiety of Indonesian pre-service teachers of undergraduate internship program. EduLite: Journal of English Education, Literature and Culture, 6(2), 222-237. https://doi.org/10.30659/e.6.2.222-237

Sevy-Biloon, J., Recino, U., & Munoz, C. (2020). Factors affecting English language teaching in public schools in ecuador. International Journal of Learning, Teaching and Educational Research, 19(3), 276–294. https://doi.org/10.26803/ijlter.19.3.15

Shobikah, N. (2020). Competences in english. Journal of Research on English and Language Learning (J-REaLL), 1(1), 23. https://doi.org/10.33474/j-reall.v1i1.5280

Siregar, R. A. (2020). The effective 21st-century pedagogical competence as perceived by pre-service english teachers. Pedagogy : Journal of English Language Teaching, 8(1), 1-23. https://doi.org/10.32332/pedagogy.v8i1.1953

Sjølie, E., Espenes, T. C., & Buø, R. (2022). Social interaction and agency in self-organizing student teams during their transition from face-to-face to online learning. Computers & Education, 189, 1-23. https://doi.org/10.1016/j.compedu.2022.104580

Smith, I. C., & White, S. W. (2020). Socio-emotional determinants of depressive symptoms in adolescents and adults with autism spectrum disorder: A systematic review. Autism, 24(4), 995–1010. https://doi.org/10.1177/1362361320908101

Sophya, I. V. (2021). English language teaching for Autism Spectrum Disorders (ASD) learners during pandemic era. ELT Forum: Journal of English Language Teaching, 10(3 SE-Articles). https://doi.org/10.15294/elt.v10i3.47846

Sugihartini, N., Sindu, G. P., Dewi, K. S., Zakariah, M., & Sudira, P. (2020). Improving teaching ability with eight teaching skills. Proceedings of the 3rd International Conference on Innovative Research Across Disciplines (ICIRAD 2019, 1-7. https://doi.org/10.2991/assehr.k.200115.050

Sumekto, D. R. (2023). Promoting student teachers’ teaching practicum within designated speaking class. English Review: Journal of English Education, 11(3), 641–656. https://doi.org/10.25134/erjee.v11i3.8587

Takriyanti, R., Sulistiyo, U., Sartika, D., Hamdan, H., & Chaniago, F. (2022). Teachers’ strategies in teaching english to students with special needs. Pioneer: Journal of Language and Literature, 14(2), 1-10. https://doi.org/10.36841/Pioneer.V14i2.1746

Turlybekov, B., Seidaliyeva, G., Abiev, B., & Kazyhankyzy, L. (2024). Development of professional-pedagogical competence in future English language teachers. International Journal of Innovative Research and Scientific Studies, 7(3), 1009–1016. https://doi.org/10.53894/ijirss.v7i3.3009

Utami, R. P., Suharyadi, S., & Astuti, U. P. (2021). EFL teachers’ problems and solutions in teaching english to students with intellectual and developmental disability. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 6(1), 173-185. https://doi.org/10.21093/ijeltal.v6i1.912

Wood, R., & Happé, F. (2023). What are the views and experiences of autistic teachers? Findings from an online survey in the UK. Disability & Society, 38(1), 47–72. https://doi.org/10.1080/09687599.2021.1916888

Xygkou, A., Siriaraya, P., She, W. J., Covaci, A., & Ang, C. S. (2024). Can I be more social with a chatbot?”: Social connectedness through interactions of autistic adults with a conversational virtual human. International Journal of Human–Computer Interaction, 1–18. https://doi.org/10.1080/10447318.2023.2292880

Published
2024-05-20
How to Cite
Saputri, T., Anam, S., & Munir, A. (2024). Autistic Student Teacher’s Pedagogical Competence in the English Language Teaching. IJORER : International Journal of Recent Educational Research, 5(3), 715-732. https://doi.org/10.46245/ijorer.v5i3.599
Section
Articles
Abstract viewed = 45 times
PDF downloaded = 21 times Similarity Check downloaded = 6 times