ANALISIS STRATEGI PEMBELAJARAN BAHASA INDONESIA UNTUK SISWA SLOW LEARNER PADA KELAS III-b SEKOLAH DASAR MUHAMMADIYAH 08 DAU KABUPATEN MALANG
| Main Author: | Suryaniningsih, Suryaniningsih |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2018
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| Subjects: | |
| Online Access: |
http://eprints.umm.ac.id/38006/1/PENDAHULUAN.pdf http://eprints.umm.ac.id/38006/2/BAB%20I.pdf http://eprints.umm.ac.id/38006/3/BAB%20II.pdf http://eprints.umm.ac.id/38006/4/BAB%20III.pdf http://eprints.umm.ac.id/38006/5/BAB%20IV.pdf http://eprints.umm.ac.id/38006/6/BAB%20V.pdf http://eprints.umm.ac.id/38006/7/LAMPIRAN.pdf http://eprints.umm.ac.id/38006/ |
Daftar Isi:
- Education is an important thing that should be enjoyed by everyone, including the slow learner. Slow lerner when the learning process in the classroom takes a longer time in the appeal with peers. The condition of slow learner students varies, depending on the aspect that is experiencing delay. But in general the deficiency has a domino effect, where a delay in one aspect can affect other aspects. This study aims to: (1) Describe the implementation of Indonesian learning strategies for slow learner students, (2) Describe forms of methods used by teachers in Indonesian subjects for slow learner students, (3) Knowing obstacles and learning solutions for students slow learner. This study uses a qualitative approach with descriptive methods. As a source of data or informants selected teacher class III-b in the elementary school. Data analysis on teacher learning has applied expository and contextual strategy in learning implementation, grouped into three parts of analysis that is in early stage of teacher applying expository strategy in stage preparation and contextual phase of inquiry, second stage is this activity teacher apply expository strategy at phase correlation, aplication and presentation, and contextual strategies in the questioning and authentic assessment stages. The final activity is the teacher applying aplication stage expository strategy and contextual strategy of reflection phase. The results showed: (1) Implementation of learning strategy of Indonesia have maximal, teacher use multi strategy at learning process, starting from early stages of learning up to final stage of learning, (2) Teachers use multi method in learning Indonesian, that is method of lecture, answer, demonstration and assignment, (3) obstacle faced by teacher more to condition of student and time. Teachers provide handling by taking advantage of time, giving motivation to students and the use of a more simple language to facilitate slow learner students in understanding the material.