Persepsi Guru Bahasa Inggris tentang Karakteristik Siswa Gifted dan Non-Gifted serta Strategi Diferensiasi
Kata Kunci:
gifted, non-gifted, pembelajaran berdiferensiasi, strategi pembelajaranAbstrak
Dalam belajar Bahasa Inggris sebagai Bahasa asing setiap peserta didik berbeda dari segi pengalaman, motivasi, semangat, kecepatan, serta bakatnya. Anak yang berbakat (gifted) akan belajar dengan cepat dan lebih fokus dibandingkan dengan anak-anak yang tidak berbakat (non-gifted). Penelitian ini adalah penelitian dasar yang bertujuan untuk mengeksplorasi karakteristik anak-anak yang memiliki bakat khusus dalam belajar bahasa Inggris sebagai bahasa asing (gifted children) dan yang kurang berbakat (non-gifted) ditinjau dari dua sudut pandang persepsi guru Bahasa Inggris di sekolah dasar dan bagaimana pembelajaran berdiferensiasi yang digunakan guru untuk memfasilitasi perbedaan siswa. Instrumen yang digunakan dikembangkan dari karakteristik anak gifted dan non-gifted khusus dalam konteks pembelajaran bahasa asing. Data dikumpulkan melalui kuesioner persepsi, observasi kelas, dan Focus Group Discussion. Data kuantitatif adalah perhitungan prosentase respon dan rata-rata skor pilihan pada kuesioner persepsi yang menggunakan 5-point Lickert Scale. Ada lima orang guru yang terlibat di tiga sekolah dasar yang dipilih sebagai setting penelitian yaitu: satu sekolah dasar negeri, satu sekolah dasar swasta, dan satu sekolah dasar nasional plus. Hasil penelitian menunjukkan bahwa ada kesesuaian yang tinggi antara teori dan persepsi guru dalam menilai apakah peserta didik berbakat (gifted) dalam belajar bahasa Inggris sebagai bahasa Asing. Persepsi guru terfokus pada domain kosa kata, struktur kalimat, kemampuan menyimak, serta semangat dalam belajar.
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