TEACHING MEDIA IN LEARNING ENGLISH FOR ADHD STUDENTS
Abstract
This study aimed to identify the teaching media used in learning English for an ADHD student and to describe how the English teacher applied the media in the classroom. The study employed a qualitative approach with a case study design at An-Nur Islamic School. Data were obtained from the English teacher, shadow teacher, lesson plan or teaching module, and classroom observations. Data were collected through document analysis, classroom observation, and semi-structured interviews, and were analyzed using Miles, Huberman, and Saldaña’s interactive model of data condensation, data display, and conclusion drawing and verification. The findings identified six main teaching media: YouTube or animated video, animal flashcards, PowerPoint, audio, a whiteboard with picture and word cards, and printed worksheets. A visual cue card was additionally used by the shadow teacher as individualized classroom support. The media planned in the teaching module were also observed in classroom practice and confirmed through interviews. The teacher applied the media sequentially and adaptively through short and direct instructions, active interaction and movement, repetition, immediate positive reinforcement, and individualized support. The findings indicate that the role of teaching media in this classroom was closely connected to the way the teacher presented and adapted them to the student’s learning needs. The study does not measure statistical effectiveness; rather, it provides a contextual description of what media were used and how they were applied in English learning for an ADHD student.
Keywords: teaching media, English learning, ADHD students, inclusive classroom, qualitative case study
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