A Case Study: The Process of English Teaching Writing for Students With Special Needs At Harmony Junior High School of Surakarta

Abstract

This study aimed to describe the learning objectives, materials, and teaching procedure in process of teaching writing for students with special needs at Harmony school. Subject of this study was an English teacher of seventh grades in junior high school at Harmony school. The type of this study is a descriptive qualitative. The methods of collecting data were interview, document review, and observation. The data in this study includerecording, field note, and transcription of the interview with the English teacher, syllabus and lesson plans, and observation of the teaching procedure. There were some steps for analyzing data, namely collecting, identifying, taking a note, listing, coding, rereading, reducing, and drawing conclusion. The results of the study showed that (1) There were three learning objectives in teaching writing for students with special needs that were to improve the writing skills, to introduce writing as communication tools, and to introduce the descriptive text, (2) the materials used the syllabus in curriculum 2013 focusing the description of family members and animals, (3) the teaching procedure in teaching writing for students with special needs have three steps that were pre-teaching (opening, reviewing), while teaching (teaching and practicing), and post-teaching (evaluating and closing)