Studi Kasus Kompetensi Pedagogis Mahasiswa Praktik dengan Gangguan Spektrum Autisme dalam Pengajaran Bahasa Inggris

A Case Study of Autism Spectrum Disorder Student Teacher’s Pedagogical Competence in English Language Teaching

Penelitian ini bertujuan untuk mengetahui bagaimana mahasiswa praktik dengan gangguan spektrum autisme menerapkan kompetensi pedagogisnya dalam praktikum pengajaran bahasa Inggris, bagaimana mahasiswa praktik dengan gangguan spektrum autisme berinteraksi dengan siswanya dalam menerapkan kompetensi pedagogis dan bagaimana kemampuan bahasa Inggris mahasiswa praktik dengan gangguan spektrum autisme terkait dengan penggunaan bahasa kelas. Studi kasus ini mengamati seorang mahasiswa praktik dengan gangguan spektrum autisme yang berpartisipasi dalam praktikum pengajaran bahasa Inggris (microteaching dan Praktik Pengalaman Lapangan). Data dikumpulkan dengan menggunakan observasi, wawancara dan rekaman video. Data dianalisis dengan mendeskripsikan aktivitas mahasiswa praktik gangguan spektrum autisme dalam praktikum pengajaran bahasa Inggris berdasarkan delapan keterampilan mengajar dan sepuluh komponen komponen pedagogis, Flanders Interaction Analysis Coding (FIAC) dan Instructional Talk (IT) dan Management Talk (MT). Hasilnya menunjukkan bahwa berdasarkan delapan keterampilan mengajar, penjelasannya, pertanyaan, penguatan, variasi, dan keterampilan membuka dan menutup semuanya sangat baik sementara di bidang mengelola kelas, merencanakan proyek kelompok kecil, dan mengoordinasikan pekerjaan individu dan kelompok kecil, ia tampil lebih buruk. Dalam aspek 10 komponen pedagogis, ia kurang menguasai karakteristik peserta didik dan berkomunikasi dengan mereka. Guru telah memberikan banyak kegiatan interaktif di kelas, tetapi percakapan bahasa Inggris hanya terbatas pada kegiatan kelas dalam menjawab pertanyaan terkait topik.

This study investigates how the Autism Spectrum Disorder (ASD) student teacher applies his pedagogical competence in the English Language Teaching (ELT) practicum, how the ASD student teacher interacts with his students in applying pedagogical competence and how the ASD student teacher’s English proficiency is in relation to the use of classroom language. This case study observed an ASD student teacher who participates in ELT practicums (microteaching and Praktik Pengalaman Lapangan). The data were collected by using observation, interview and video recording. The data were analyzed by describing the activity of the ASD student teacher in ELT practicums based on eight teaching skills and ten components of pedagogical components, Flanders Interaction Analysis Coding (FIAC) and Instructional Talk (IT) and Management Talk (MT). The results indicate that based on eight teaching skills, his explanation, questioning, reinforcement, variation, and opening and closing skills were all excellent while in the areas of managing the classroom, planning small group projects, and coordinating both individual and small group work, he performed worse. In aspect of 10 pedagogical components, he was not so good at mastering the characteristics of learners and communicating with them. The teacher had given much interactive activity in class but English conversations was only limited to class activities in answering questions related to topics. The ASD student teacher’s English proficiency was good during ELT practicum. When experiencing difficulties in management talk, he made an effort to approach his students using humor and providing instructions. This study offers suggestions for English teachers, study programs and governments and recommendations for future research.