Preliminary Teaching Practices In Special Remedial Classroom

Abstract

This study aims to explore teachers' practices at the beginning of teaching and learning in a Special Remedial Classroom. Six special Remedial Malay Language teachers were selected as participants in this research. This qualitative study used exploratory case study design, description, and illustration using an embedded method to obtain data through observation, document analysis, and interviews. The validity of the data was done by examining the impact of the researchers, briefing with colleagues and confirming from the participants. Data reliability was obtained through a trial audit. The findings indicate that there were several instances of teachers' practices which include close interaction with students; read al-Fatihah, and gave salutations to the prophet; taking shoes off and asking questions as well as explaining the topic to be learned. The findings contribute to the field of Malay Language in special remedial learning and promote the quality of teaching and learning within primary schools’ Malay Language in special remedial classrooms.

Keywords: Preliminary teachingSpecial Remedial ClassroomsSpecial Remedial StudentsSpecial Remedial Teacher

Introduction

Global education at a lower level is a component of the World Declaration on education for all: Meeting basic needs in Jomtien, Thailand. The declaration emphasized that the learning needs for learning problems require special attention to be given to provide equal access to education for all categories as an integral part of the education system. This means that every school must provide facilities and opportunities for all kinds of children to learn together, regardless of their physical, intellectual, emotional, and other needs. Schools should also use the most appropriate methods to provide the best education for all children.

Special Remedial Program has been implemented by the Ministry of Education Malaysia since 1960s to assist primary school students with special learning difficulties in mastering basic reading, writing and counting skills (3M). In 1983, the Integrated Curriculum for Primary Schools (ICPS) was introduced in Malaysia education system. The new curriculum is an effort to get back to the basics of education by focusing on 3M, and students who cannot achieve it are assisted through the Special Remedial Programme. Teaching and learning at Level One (Year 1-3) will enable teachers to identify students with 3M mastery problems. Next, the school is working to set up a Special Remedial Program to address the problem of mastering 3M's basic skills.

The Special Remedial Program is a continuing educational program involving a selected group of students and being taught according to the strategies and recommendations contained in the Buku Panduan Pemulihan Khas (2019). The Special Remedial Program is defined as an educational program provided for students experiencing difficulties in mastering complex 3M skills due to environmental factors. This program is run by a dedicated teacher, in a special area (Buku Panduan Pemulihan Khas, 2019). “The Special Remedial Programme” in the sense that will be used in this research refers to Sharifah Alwiah (1986) view of Special Remedial Education as “... a special action is taken to address the educational needs of disadvantaged students in special rooms in regular schools, in specialized centers attended by part-time students, in groups separated from regular schools and in the classroom for teaching specifically by remedial teachers” (p. 371). In addition, Ishak and Koh (1982) defined it as "special service to meet the needs of children with learning difficulties in normal schools" (p. 191).

According to the statement by the Kementerian Pelajaran Malaysia (1998), there are two concepts of remedial education: (a) Specialty Remedial Education in a special room; and (b) Remedial Education in the regular classroom. This research confines the study to Special Education in the specialty room. The Special Remedial Programme provides education for students who have been identified with literacy and numeracy skills problem. In this system, students are taken out of the ordinary classroom and taught in special or withdrawal classes. The teacher who teaches this class is known as the Special Remedial teacher. Classroom remedial education, in turn, refers to the education given by ordinary teachers in the regular classroom. In this system, teachers used an extra time to teach students with learning difficulties. Additional teaching in a regular classroom involves students individually or within small groups. They are assigned to the similar assignments which were given to the other students but with little modification.

In this research, remedial education is used interchangeably because it carries the same meaning as referring to all the strategies, programmes and services provided by primary schools to help "weak" students to master 3M skills in Special Remedial classes. Remedial education helps low-achieving year one to year three students achieve as other students of their age at the same school level. This research does not include special education services provided to students with special needs such as students who are blind, deaf, mentally retarded, members with disabilities as well as outstanding students.

Special Remedial Students are children with difficulty mastering 3M's basic skills due to environmental and non-cognitive factors. In the Special Remedial student classification, students with mild learning disabilities do not show any specific physical signs such as visual acuity and hearing loss. Special Remedial Students are also students who cannot master basic language skills. Jais and Mat Nor (1990) defined that, “remedial students and low-achieving students in a classroom, are equal. The term lower achievement does not mean that they are weak in all aspects or subjects. They may be only weak in one or two subjects or certain aspects in basic skills” (p. 9).

Kementerian Pelajaran Malaysia (2002) concludes that "the differences in the individual's interests, experiences, talents and learning styles have led to the delay in developing a skill in comparison to their peers. If they are not given the remedial education, they may fail to acquire the education that they need and their potential will be diminished. Through the Special Remedial Program, the needs of low-achieving students can be identified and fulfilled” (p. 2). In this research, the phrase "Special Remedial," is used specifically for students with learning disabilities in this country. When referring to studies from abroad, researchers use the phrase "students with learning disabilities," as the phrase is more common and programmes abroad include a wide variety of terms. In the context of this study, Special Remedial students learn in the classroom in which the placement criteria are set by the school according to their ability.

Special Remedial Teacher is a teacher who teaches the Malay language subject for a group of Special Remedial Students. Teachers who were selected as the sample of this study are those who are experienced or have taught the related subjects for more than three years. In this research, the special remedial class teachers identify the weaknesses and plan to overcome the weaknesses of the students. Furthermore, the practice of Special Remedial teachers in this research is to (a) conduct diagnostic tests. (b) carry out new tasks and should review the latest remedial teaching techniques for students with mild learning disabilities. (c) cooperate with other teachers and the headmaster in solving the problems faced by the Special Remedial students.

Problem Statement

The Special Remedial Program has been implemented by the Ministry of Education Malaysia since the 1960s to help primary school children with special learning problems to master basic reading, writing and counting skills (3M). In 1983, the New Elementary School Curriculum (NESC) was introduced to the education system in the country. The new curriculum is an effort to get back to the basics of education by focusing on 3M (reading, writing, and counting), and underprivileged students through the Special Remedial Program. Teaching and learning at Level 1 (Year 1-3) will enable teachers to identify students with 3M mastery problems. Next, the school is working to set up a Special Remedial Program to address the 3M basic ownership problem. The focus on eradicating these 3M issues is also covered in the Third Core: Empowering National Schools and, Fourth Core: Bridging the Education Gap in the Education Development Master Plan (PIPP) 2006–2010. Through these two core areas, several action are planned to ensure that students master the basic 3M skills at Level 1. The Ministry of Education Malaysia (KPM) empowers the Special Remedial Program by upgrading the remedial classes and providing adequate trained special education teachers in the Level 1 students (Kementerian Pelajaran Malaysia, 2006). The main objective of the Special Remedial Program in primary school is the mastery of 3M skills. The gap between students’ achievement levels and Special Remedial students is referred to; (a) difficulty in mastering 3M's basic skills, (b) failure to meet minimum standards, and (c) high-risk students to drop out of the education system (Buku Panduan Pemulihan Khas, 2019). One of the aspects of upgrading the remedial class is from the initial phase of teaching and learning. A good start to teaching can create effective teaching and learning. In this regard, the researcher attempts to analyse and discuss the beginning practice of teaching by the Special remedial teacher. In order to prepare Special Remedial students for a learning, teachers have to emphasize the beginning of the lesson which is usually neglected by the Special Remedial teachers. In this study, Special Remedial teachers referred to teachers who have a high level of knowledge, skills, and expertise in the Malay Language subject in particular.

Research Questions

What is the practice of Special Remedial teachers in the beginning stages of teaching in the Special Remedial Classroom? The beginning phase of teaching is important in preparing students for learning. In addition, Special Remedial students are categorized as weak in some aspects of learning. Therefore, the initial preparation before the beginning of the lesson content is very important both physically and spiritually.

Purpose of the Study

The purpose of this study is to explore the teaching practice in the beginning stages of Special Remedial students’ classroom. This study is a part of an ongoing study on the practice of teaching and learning for Malay language subject in the Remedial students’ classroom.

Research Methods

This is a qualitative study and the design of the study is a case study. The type of the case study used are exploration, description, and illustration using the embedded method. The main advantage of using case studies is to be able to understand the details of a case (Mohd Majid, 2005). In particular, this study is in the form of multi case studies. Also known as multiple field studies or multisite studies. The multi case study described by Merriam (1998) is a study involving various field of study and its data can further enhance the external validity or generalization of the findings. Data collection was obtained through observation, document analysis, and interviews to obtain an accurate picture of the teaching strategies used by the Special Remedial teacher. Diversifying this method of data collection is essential for triangulation or the strengthening of research data. Triangulation techniques are used to minimize bias and ensure the internal and external validity of data obtained and analysed by researchers (Gay, 1996). Six Special Remedial teachers were selected as participants. Participants were experienced and knowledgeable and they were directly involved in the teaching and learning process of Special Remedial education for Malay language subject. The selection of participants in qualitative studies is usually by purposive sampling (Gay 1996; Gay & Airsian, 2000). Participants who were selected could provide clear and accurate information for the study and the environment.

Findings

This research focus on the beginning of teaching practices for Special Remedial classroom. Six practices practiced by the Special Remedial teacher which are: (a) reading al-Fatihah, praying and caring, (b) being friendly with students, (c) disciplining students, (d) asking questions about titles, (e) explaining titles, and (f) continue to teach.

Conclusion

Some practices have been implemented by participants in a Special Remedial classroom, namely students-friendly practice, praying, ensuring students are disciplined, questioning their teaching or teaching content, explaining the topic of teaching, and teachers continuing to teach. Researchers found that students-friendly activities at the beginning of the study were practiced by participants P02, P04, P05, and P06. However, sometimes participant P02 continues to teach due to time constraints, or late student attendance to the Special Remedial room. In terms of prayer practice, participant P04 practiced recite du’a with their students during each lesson session. However, the phenomenon in the classroom is the pupil's ability for participant P04 to attend and du’ a fluently. Participant P05 recite al-Fatihah at the beginning of the lesson. Participant P06, however, gave his students instruction in prayer. Disciplining students at the beginning of the lesson by putting shoes and socks on, and wearing a kopiah is only practiced by participant P04. Explain the topic of the lesson practiced by participant P06. Meanwhile, the P05 participants questioned the students to explain the topic of the lesson and to continue the previous lesson. Finally, in the observation of practice, it was found that three participants P01, P02 and P03 continued to teach the lesson. Participants P01 and P03 began the study with an induction set. Meanwhile, P02 participants began the lesson by continuing to teach the contents of the lesson. Overall, participants used a variety of practices in the beginning stages of teaching in the Special Remedial classroom. Practices in the beginning stages of teaching and learning for Special Remedial students are crucial to change their thinking and behaviour. Overall, the research found that the most dominant and frequent practice of participants was student friendly. Participants P01, P04, P05, and P06 were found to be very attentive and engaged in the beginning phase of teaching.

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