The main objective of this research is to analyze: (1) the teaching strategies used by the teacher to teach English vocabulary to ADHD student in kindergarten; (2) the teacher’s implementation of teaching strategies to teach English vocabulary to ADHD student in kindergarten; (3) the ADHD student’s responses toward the implementation of teaching strategy used by the teacher to teach English vocabulary to ADHD student in kindergarten; (4) the challenges found by the teacher in implementing teaching strategy to teach English vocabulary to ADHD student in kindergarten; and (5) the teacher’s alternative ways to overcome the challenges in implementing teaching strategy to teach English vocabulary to ADHD student in kindergarten.
This case study research was conducted at TK Lazuardi Kamila Surakarta. The sampling used in this research was purposive sampling. In order to collect the data, I used three techniques of data collection namely interview, observation, and document analysis. The data were obtained from data sources; (1) informant (the teacher and the student), (2) event, and (3) document. Data triangulation, member checking, and external audit were used as techniques to validate the data in this research. The data in this research were analyzed by using Logic Model which consists of five steps: comparing, affirming, proceeding, affirming, and explaining data.
The research findings revealed that: (1) the teacher’s strategies to teach English vocabulary to ADHD student include introducing spoken form as well as written form, using analytical description to enhance the word meaning, using repetition and gradation of materials to strengthen memory connection, extending student’s vocabulary by using games, gross motor activity, role play, and dialogue practice; (2) in implementing the strategies, the teacher activates and engages the ADHD student to participate in pre-teaching, whilst teaching, and post-teaching; (3) the ADHD student’s responses toward the strategies of teaching learning English vocabulary are showing own idea, showing gesture, disregarding the teacher, keeping mind on teacher’s story; (4) several challenges which are faced by the teacher in teaching English vocabulary to ADHD student related to his attention deficit; and (5) providing teaching media and therapy tools, minimizing visual distracters, interspersing instruction and treatment, giving reward and punishment, and emphasizing color coding are several teacher’s ways to overcome the challenges. Furthermore, it is considered by the English teacher to apply strategies which are appropriate with the ADHD student’s conditions and needs, and engage aspects of vocabulary.
Keywords: Teaching Strategy, English Vocabulary, Young Learner, ADHD Student
