Investigating English Teacher Strategies for Slow Learners in Grammar Learning
DOI:
https://doi.org/10.24256/ideas.v14i1.10429Keywords:
Cognitive; Grammar; Inclusive Classroom; Slow learner; Teaching StrategyAbstract
Inclusive education aims to meet the needs of students from diverse backgrounds. Among them are slow learners, whose learning ability is lower than that of their peers. However, its implementation is still not optimal. Consequently, there is a risk that the learning needs of slow learners will not be met. One of the causes is the limited number of teachers, as well as their low level of readiness to face the diversity of students in inclusive classes. To overcome these limitations, teachers need to be aware of teaching strategies that can accommodate their needs. In particular, English teachers need to be aware of the strategies they use when teaching grammar, which is known to be important yet challenging for language learners. In fact, there are still a few studies that explore the use of teaching strategies for grammar for slow learners in inclusive classrooms. Therefore, this study aims to explore strategies for teaching grammar to slow learners and their implementation in inclusive classrooms. The qualitative study with a descriptive design involved English teachers and class teachers in grade 8 at a junior high school. Data was obtained through semi-structured interviews and field observations, and analyzed using thematic analysis. The results of the study show that teachers use structural, cooperative, translanguaging, and affective strategies, as well as repetition and visual media assistance, in grammar teaching. This study concludes that grammar teaching strategies not only focus on cognitive development, but also on approaches that promote the mental development and attitudes of slow learners.
References
Ahmad, M., & Wilkins, S. (2025). Purposive sampling in qualitative research: A framework for the entire journey. Quality & Quantity, 59(2), 1461-1479. https://doi.org/10.1007/s11135-024-02022-5
Amelia, W. (2016). Karakteristik dan jenis kesulitan belajar anak slow learner. Jurnal Aisyah: Jurnal Ilmu Kesehatan, 1(2), 53-58. https://doi.org/10.30604/jika.v1i2.21
Andriani, A., Yuniar, V. D., & Abdullah, F. (2021). Teaching English grammar in an Indonesian junior high school. Al-Ishlah: Jurnal Pendidikan, 13(2), 1046-1056. https://doi.org/10.35445/alishlah.v13i2.956
Asri, O. S., & Nuroh, E. Z. (2023). Teacher strategies for teaching slow learners in low-grade primary schools. Journal of Teaching and Learning In Elementary Education, 6(2), 129. http://dx.doi.org/10.33578/jtlee.v6i2.8031
Beatty, L., Acar, S., & Cheatham, G. A. (2021). Translanguaging in inclusive classrooms: Learning with children and families. Young Exceptional Children, 24(3), 154-169. https://doi.org/10.1177/10962506211002536
Belmont, I., & Belmont, L. (1980). Is the slow learner in the classroom learning disabled? Journal of Learning Disabilities, 13(9), 32-35.
https://doi.org/10.1177/002221948001300909
Budiman, H. (2016). Penggunaan media visual dalam proses pembelajaran. Al-Tadzkiyyah: Jurnal Pendidikan Islam, 7(2), 171-182. https://doi.org/10.24042/atjpi.v7i2.1501
Cameron, D. (1997) Sparing the rod: what teachers need to know about grammar. Changing English: studies in reading and culture 4 (2): 229-239. https://doi.org/10.1080/1358684970040205
Casey, A., & Fernandez-Rio, J. (2019). Cooperative learning and the affective domain. Journal of Phyical Education Recreation & Dance, 90(3), 12-17. https://doi.org/10.1080/07303084.2019.1559671
Cheon, K. A. (2024). Comprehensive Understanding of Slow Learners (Borderline Intellectual Functioning). Journal of the Korean Academy of Child and Adolescent Psychiatry, 35(3), 153. https://doi.org/10.5765/jkacap.240023
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Fajriah, F., Samsudi, S., & Haryono, H. (2021). Developing Learning Service Models for Slow Learners to Optimize Inclusive Education in Semarang Junior High School. Innovative Journal of Curriculum and Educational Technology, 10(2), 108-122. https://doi.org/10.15294/ijcet.v10i1.47998
Ferrari, M. (2009). Borderline intellectual functioning and the intellectual disability construct. Intellectual and developmental disabilities, 47(5), 386-389. https://doi.org/10.1352/1934-9556-47.5.386
Furwana, D., Muin, F. R., Zainuddin, A. A., & Mulyani, A. G. (2024). Unlocking the Potential: Exploring the Impact of Online Assessment in English Language Teaching. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 12(1), 653-662.
Gayo, H., & Widodo, P. (2018). An analysis of morphological and syntactical errors on the English writing of junior high school Indonesian students. International Journal of Learning, Teaching and Educational Research, 17(4), 58-70. https://doi.org/10.26803/ijlter.17.4.4
Graus, J., & Coppen, P. A. (2015). Defining grammatical difficulty: A student teacher perspective. Language Awareness, 24(2), 101-122. https://doi.org/10.1080/09658416.2014.994639
Hakim, M. W., & Sari, D. M. M. (2022). Practicing contextual teaching and learning approach to enhance students’ higher order thinking skill on writing ability. Elsya: Journal of English Language Studies, 4(3), 298-308. https://doi.org/10.31849/elsya.v4i3.11541
Hermanto, H., & Pamungkas, B. (2023). Teacher strategies for providing access to learning for students with special needs in elementary schools. International Journal of Learning, Teaching and Educational Research, 22(4), 345-361. https://doi.org/10.26803/ijlter.22.4.20
Husnaini, H. (2022). Development of Self Esteem-Oriented Micro Teaching Materials for IAIN Palopo English Education Students. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 10(1), 538-560.
Ji, C., & Liu, Q. A. (2018). A study on the effectiveness of English grammar teaching and learning in Chinese junior middle schools. Theory and practice in language studies, 8(11), 1553-1558. https://doi.org/10.17507/tpls.0811.24
Laksono, K. T., Sumardi, S., & Putra, K. A. (2025). Challenges and Pedagogical Strategies in Implementing Translanguaging Among Indonesian EFL Teachers: A Case Study. JOLLT Journal of Languages and Language Teaching, 13(4), 1981-1993. https://doi.org/10.33394/jollt.v13i4.15100
Maftuh, M. S. J., Lawal, U. S., Ade, M., Lama, A. V., & Adzim, A. F. (2023). Understanding learning strategies: a comparison between contextual learning and problem-based learning. Educazione: Journal of Education and Learning, 1(1), 54-65. https://doi.org/10.61987/educazione.v1i1.496
Mansyur, A. R., & Bunyamin, A. (2022). Telaah problematika anak slow learner dalam pembelajaran. Education and Learning Journal, 3(1), 28-35. http://dx.doi.org/10.33096/eljour.v3i1.137
Mahmud, Y. S. (2018). AN ANALYSIS OF EFL JUNIOR HIGH SCHOOL STUDENTS’DIFFICULTIES IN SPEECH PRODUCTION. Premise: Journal of English Education and Applied Linguistics, 7(2), 15-33. https://doi.org/10.24127/pj.v7i2.1562
Manubey, J., Batlolona, J. R., & Leasa, M. (2021). Peer tutoring analysis in inclusive classes using character education approach. Journal of Education and Learning (EduLearn), 15(2), 303-311. https://doi.org/10.11591/edulearn.v15i2.19190
Miles, M.B., Huberman, A.M. and Saldana, J. (2014) Qualitative Data Analysis: A Methods Sourcebook. Sage, London.
Mukhlis, A., Havida, B. K. N., & Nurani, A. A. (2023). Special assistance teachers learning strategies for slow learner students in inclusive elementary schools. Jurnal Inovasi Pendidikan Dan Pembelajaran Sekolah Dasar, 7(1), 158-171. https://doi.org/10.24036/jippsd.v7i1
Mulyadi, A. W. E. (2017). Policy of inclusive education for education for all in Indonesia. Policy & Governance Review, 1(3), 201-212. https://doi.org/10.30589/pgr.v1i3.57
Normawati, A. (2023). How EFL learners perceive grammar in speaking and writing. Journal of English Educational Study (JEES), 6(1), 23-30. https://doi.org/10.31932/jees.v6i1.2208
O’Bannon, B., Puckett, K., & Rakes, G. (2006). Using Technology to Support Visual Learning Strategies. Computers in the Schools, 23(1–2), 125–137. https://doi.org/10.1300/J025v23n01_11
Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational psychologist, 38(1), 1-4. https://doi.org/10.1207/S15326985EP3801_1
Prasetyaningrum, A., Asrobi, M., & Maysuroh, S. (2023). Grammar learning strategies applied by English foreign language students. Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP, 10(1), 26-39. https://doi.org/10.33394/jo-elt.v10i1.7168
Robiansyah, M., & Rochmahwati, P. (2020). Socio-affective strategies employed by students in speaking class. ELTALL: English Language Teaching, Applied Linguistic and Literature, 1(1), 9-9. https://doi.org/10.21154/eltall.v1i1.2097
Sari, Z. P., Sarofah, R., & Fadli, Y. (2022). The implementation of inclusive education in Indonesia: Challenges and achievements. Jurnal Public Policy, 8(4), 264-269. https://doi.org/10.35308/jpp.v8i4.5420
Shaw, S. R. (2010). Rescuing students from the slow learner trap. Principal leadership, 10(6), 12-16.
Silaban, L. W., & Manurung, A. S. (2025). Analysis of Student Difficulties in Learning English Grammar in Junior High School Tunas Baru Jinseung. JELLT (Journal of English Language and Language Teaching), 9(1), 60-70. https://doi.org/10.36597/jellt.v9i1.19510
Slavin, R. E. (2015). Cooperative learning in elementary schools. International Journal of Primary, Elementary and Early Years Education, 43(1), 5-14. https://doi.org/10.1080/03004279.2015.963370
Souisa, T. R., & Yanuarius, L. (2020). Teachers' Strategies on Teaching Grammar: Facts and Expectations of Senior High School Teachers at Ambon. International Journal of Evaluation and Research in Education, 9(4), 1121-1127. https://doi.org/10.11591/ijere.v9i4.20643
Sorohiti, M., Nugraha, H. N. R., & Rahmawati, F. (2024). Teacher awareness, identification of learning difficulties, and effective teaching strategies for english grammar mastery. Indonesian EFL Journal, 10(1), 45-54. https://doi.org/10.25134/ieflj.v10i1.9330
Sugiyono. (2022). Metode penelitian kualitatif, kuantitatif, dan R&D. Alfabeta.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive science, 12(2), 257-285. https://doi.org/10.1016/0364-0213(88)90023-7
Tiana, D. M., Jimmi, J., & Lestari, R. (2023). The effect of grammar mastery and self-esteem towards students speaking skill. Scope: Journal of English Language Teaching, 7(2), 157164. https://doi.org/10.30998/scope.v7i2.15343
Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. Ascd.
Topping, K. J., Miller, D., Thurston, A., McGavock, K., & Conlin, N. (2011). Peer tutoring in reading in Scotland: Thinking big, Literacy, 45(1), 3-9. https://doi.org/10.1111/j.1741-4369.2011.00577.x
Verhagen, A., Dąbrowska, E., & Divjak, D. (2019). Grammar and cooperative communication. Cognitive Linguistics Foundations of Language. Berlin: De Gruyter Mouton, 271-290. https://doi.org/10.1515/9783110626476-012
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4
Wanabuliandari, S., Ardianti, S. D., Gunarhadi, G., & Rejekiningsih, T. (2021). Study Analysis of Confidence Level on Slow Learner Students. International Journal of Elementary Education, 5(4), 584-592. https://doi.org/10.23887/ijee.v5i4.39971
Wulandari, N. A., Amalia, S., & Ramdhani, M. I. (2022). Investigating speaking difficulties of senior high school students: linguistics and psychological problems. ENGLISH FRANCA: Academic Journal of English Language and Education, 6(1), 151-166. https://doi:org/10.29240/ef.v6i1.4271
Zhou, Z. (2017). The Investigation of the English Grammar Learning Strategy of High School Students in China. Theory & Practice in Language Studies (TPLS), 7(12). https://doi.org/10.17507/tpls.0712.11
Downloads
Published
Issue
Section
Citation Check
License
Copyright (c) 2026 Rizky Ummi Thahirah Nasution, Ahmad Amin Dalimunthe M.Hum., Ph.D.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access)
