NEEDS ANALYSIS FOR DESIGNING INCLUSIVE EFL SPEAKING INSTRUCTION FOR LEARNERS WITH BORDERLINE INTELLECTUAL FUNCTIONING
DOI:
https://doi.org/10.21009/ishel.v2i1.69385Keywords:
borderline intellectual functioning, english teachers, inclusive efl instruction, needs analysis, speaking skillAbstract
This study aims to analyze teachers’ perceptions and instructional needs for designing inclusive EFL speaking instruction for learners with Borderline Intellectual Functioning (BIF). The study addresses two research questions: (1) How do English teachers perceive the implementation of EFL speaking instruction for learners with BIF in inclusive classrooms? and (2) What instructional needs are required to design inclusive EFL speaking instruction for learners with BIF? This study employed a descriptive quantitative approach with a needs analysis survey design. The data were collected using a questionnaire distributed to 30 English teachers at the SMP/MTs level in Jakarta and Bekasi. The questionnaire consisted of 35 closed-ended Likert-scale items and 3 open-ended questions covering teachers’ understanding of BIF learners, instructional planning, teaching strategies, media use, material adaptation, assessment, instructional barriers, learning needs, and teachers’ understanding of scaffolding, Teaching-Learning Cycle, Communicative Language Teaching, Universal Design for Learning, and Picture Word Inductive Model. The closed-ended data were analyzed using descriptive statistics, including frequency, percentage, and mean scores, while the open-ended responses were analyzed thematically. The findings are expected to provide empirical input for designing inclusive, adaptive, visual, scaffolded, and communicative EFL speaking instruction for learners with BIF.
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