Special Assistant Teacher’s Strategy In Guiding Writing For Slow Learners: Case Study In The State Junior High School 18 Malang

Abstract

This research is motivated by the importance of responsive and inclusive teaching strategies in teaching English writing skills for SLSs. The main purpose of the research is to identify the obstacles faced by SATs and explore the adaptive strategies they apply in the learning process. This research uses a qualitative case study approach to gain an in- depth understanding of interactions and teaching strategies in the real context of an inclusive classroom. Data collection techniques were conducted through triangulation, including classroom observations, semi-structured interviews with SATs, and analysis of learning documentation. The researcher acted as both a teacher and a direct observer to capture the dynamics of learning authentically. The research location was State Junior High School 18 Malang, which has an inclusive education program and is supported by competent SAT staff. The research revealed that SAT faced various obstacles in teaching English writing to SLS, including limited vocabulary, low self-confidence, difficulty organizing ideas, and limited learning media. SAT responded to these challenges by implementing scaffolding strategies, using visual media, mind mapping techniques, individual mentoring, and providing emotional reinforcement. SAT also served as a connector between regular teachers and students, clarifying learning instructions contextually. This research emphasizes the importance of a holistic approach to writing instruction that combines linguistic techniques and emotional support. Strengthening motivation, an individualized approach, and creating an emotionally safe learning environment are central elements in building students’ readiness to express themselves through writing. The conclusions of this study confirm that teaching writing skills for SLS faces multidimensional challenges encompassing cognitive, linguistic, and affective aspects. The role of the SAT is crucial in designing learning tailored to the needs and characteristics of each student. This role has proven strategic in overcoming these challenges through the implementation of adaptive and inclusive learning strategies. This study provides recommendations for providing systemic support in the form of training, curriculum adaptation, and professional capacity development. With this approach, inclusive education can be implemented more effectively and sustainably.

Keywords: SAT’s strategies: Guiding: Writing skill: Special Assistant Teacher (SAT): Slow Learner Student (SLS)