Abstract
This study aimed to describe the use of direct instruction in English learning for gifted students. This research applied a case study approach. The participants of this study were an English teacher and five students of a special junior high school for gifted students of grades 7 and 8 in the acceleration program. The data were collected through in-depth interview, focused-group interview, observation, and document analysis. The data were qualitatively analyzed through transcribing, data condensing, data displaying through a matrix, and conclusion drawing. The result showed that the teacher used the teaching strategies for direct instruction which were supported by some appropriate teaching aids. The impact of the strategies on the students were the students were actively involved in the teaching-learning process although they still encountered some difficulties in their English learning process. However, the teacher needed to employ other strategies which could meet the other needs of the gifted students in the teaching-learning process.
Highlights
In Indonesia, gifted people have not got the appropriate education
This study aims to investigate the teacher’s treatment through the strategies for direct instruction employed by the English teacher and the impact on the gifted students’ English learning process
Because the aim of this study was to investigate the implementation of the direct instruction strategy for gifted students, a case study approach was applied
Summary
In Indonesia, gifted people have not got the appropriate education. There still the lack schools which provide the appropriate teaching-learning activities for them. According to Dikpora Yogyakarta province (Eri-K, 2014), this program was banned recently in 2015 in order to avoid the discrimination between the average student and the high ability student. This situation is opposite to Undang- Undang No 20 Bab IV Pasal 5 Ayat 4 (2003, p.5) which states that “Warga negara yang memiliki potensi kecerdasan dan bakat istimewa berhak memperoleh pendidikan khusus.”. This regulation notes that the students with giftedness need to get a special education This situation is opposite to Undang- Undang No 20 Bab IV Pasal 5 Ayat 4 (2003, p.5) which states that “Warga negara yang memiliki potensi kecerdasan dan bakat istimewa berhak memperoleh pendidikan khusus.” This regulation notes that the students with giftedness need to get a special education
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