CHALLENGES EXPERIENCED BY THE ENGLISH TEACHER IN TEACHING 12nd GRADE STUDENTS WITH SPECIAL NEED AT SLB NEGERI 1 AMUNTAI

Abstract

Students with special needs require adapted teaching strategies to ensure equal access to education; however, teaching English to them remains challenging, particularly at the high school level. At SLB Negeri 1 Amuntai, 1 grade students present diverse learning characteristics, including autism and hearing impairments, which demand innovative and flexible approaches from the teacher. This study aims to identify the challenges faced by the English teacher in teaching these students. The research employed a descriptive qualitative method, collecting data through interviews, observations, and documentation, supported by triangulation to ensure validity. The subject of the research was the English teacher of 12th grade at SLB Negeri 1 Amuntai, while the object was the teaching challenges encountered in the classroom. The findings reveal three main challenges. First, adapting communication strategies by using visual and interactive media to ensure material accessibility and a supportive learning environment. Second, maintaining student engagement through varied techniques such as games, visual tasks, and positive reinforcement, while continuously adjusting to students’ progress. Third, evaluating success through observation, assessments, and student feedback to measure participation, comprehension, and speaking skills. The study implies that adaptive, student-centered strategies are crucial in special needs education. It recommends continuous teacher training, the integration of technology-based media, and further research on effective models for inclusive English teaching.