Adaptif Guru dalam Pembelajaran Bahasa Inggris Kelas Rendah Sekolah Dasar: Studi Kualitatif di SDN 3 Tempurejo Blora
DOI:
https://doi.org/10.51574/judikdas.v5i4.5966Keywords:
Guru, Kelas Rendah, Pembelajaran Bahasa Inggris, Sekolah Dasar, Strategi AdaptifAbstract
Pembelajaran Bahasa Inggris pada kelas rendah sekolah dasar memerlukan strategi yang disesuaikan dengan karakteristik peserta didik yang berada pada tahap perkembangan berpikir konkret, memiliki rentang perhatian relatif pendek, serta kemampuan bahasa yang beragam. Penelitian ini bertujuan mendeskripsikan strategi adaptif guru dalam pembelajaran Bahasa Inggris pada kelas rendah di SDN 3 Tempurejo, Kabupaten Blora. Penelitian menggunakan pendekatan deskriptif kualitatif. Data diperoleh melalui observasi kelas, wawancara mendalam dengan guru, dan dokumentasi perangkat pembelajaran. Analisis data dilakukan melalui tahap kondensasi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa strategi adaptif guru terwujud secara eksplisit dalam kerangka delapan ranah, yaitu penyesuaian materi, kombinasi metode, pemanfaatan media visual, dukungan bahasa secara bertahap, penyesuaian aktivitas, pemberian bantuan (scaffolding), penguatan motivasi, serta evaluasi proses secara berkelanjutan. Kerangka ini mencerminkan fleksibilitas keputusan pedagogis guru terhadap dinamika kelas. Kendala yang dihadapi meliputi variasi kemampuan awal, keterbatasan waktu, ketersediaan media, serta kepercayaan diri siswa. Temuan ini mempertegas pentingnya keputusan pedagogis yang adaptif dalam menciptakan pembelajaran Bahasa Inggris yang sesuai bagi young learners.
References
Ananda, V. R., Husna, N., & Hamid, F. (2026). Implementing Kurikulum Merdeka: Teachers’ strategy in teaching English in elementary school. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 14(1), 102–115. https://doi.org/10.24256/ideas.v14i1.10011
Braun, V., & Clarke, V. (2021). Can I use TA? Should I use TA? Should I not use TA? Comparing reflexive thematic analysis and other pattern-based qualitative analytic approaches. Counselling and Psychotherapy Research, 21(1), 37–47. https://doi.org/10.1002/capr.12360
Creswell, J. W., & Poth, C. N. (2024). Qualitative inquiry and research design: Choosing among five approaches (5th ed.). SAGE Publications.
Jaya, P. H., & Putri, A. B. (2025). Teachers' strategies in teaching English for inclusive students: A case study in Balirejo public elementary school. Jurnal Fundadikdas (Fundamental Pendidikan Dasar), 8(2), 88–94. https://doi.org/10.12928/fundadikdas.v8i2.13440
Khoirotunnisa, U., & Retnawati, H. (2025). Kesulitan guru bahasa Inggris dalam mengajar siswa sekolah dasar. Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya, 8(2), 215–228. https://doi.org/10.30872/diglosia.v8i2.1253
Komahnesi, S., & Agustina, D. (2025). English teaching strategies of the elementary school teachers at Pekalongan. J-ELLiT: Journal of English Language, Literature, and Teaching, 9(1), 9–15. https://doi.org/10.17977/um046v9i12025p9-15
Miles, M. B., Huberman, A. M., & Saldaña, J. (2020). Qualitative data analysis: A methods sourcebook (4th ed.). SAGE Publications.
Nasution, D. F., & Fahriany. (2026). Investigating teacher’s strategies in teaching English language to young learner: A comparative study between 1st and 3rd grade of elementary school. Indonesian TESOL Journal, 7(1), 32–45. https://doi.org/10.24256/itj.v7i1.7699
Nasution, M. A., Santoso, D., & Kembaren, F. R. W. (2025). Exploring Indonesian EFL teacher’s strategies in teaching English to young learners. Scope: Journal of English Language Teaching, 9(2), 112–120.
Ningtyas, S. M., & Lestari, L. A. (2024). The implementation of differentiated instruction on English subject: A case study. RETAIN: Journal of Research in English Language Teaching, 12(2), 39–46. https://doi.org/10.26740/rt.v12i02.62491
Pratiwi, S. G., Fatimah, N., & Akhsan, N. R. (2021). Teachers strategies in teaching English to young learners in private primary schools in Yogyakarta. Ahmad Dahlan Journal of English Studies, 8(2), 145–156. https://doi.org/10.26555/adjes.v8i2.19246
Purba, N. A. (2026). Exploring teachers’ strategies in teaching English to young learners: Classroom practices, rationales, and challenges. Sensei International Journal of Education and Linguistic, 5(1), 1–16. https://doi.org/10.53768/sijel.v5i1.223
Purnawati, A. S., & Kalisa, P. (2026). English Teaching Strategies For Young Learners In Bilingual Elementary Classes In An EFL Context. Journal of English Language and Education, 11(4), 310–324. https://doi.org/10.31004/jele.v11i4.2670
Putri, N. L. V. W., & Mangunsong, F. M. (2024). Empowering educators: Exploring teacher understanding and implementation of differentiated instruction in Indonesian primary schools. Mimbar Sekolah Dasar, 11(3), 412–428. https://doi.org/10.53400/mimbar-sd.v11i3.75215
Tomlinson, C. A., & Imbeau, M. B. (2023). Leading and managing a differentiated classroom (2nd ed.). ASCD.
Widayanti, N. K. A., Budasi, I. G., & Ramendra, D. P. (2024). The implementation of differentiated instruction and its impact on student engagement in English class. Jurnal Pendidikan Bahasa Inggris Indonesia, 12(2), 85–96. https://doi.org/10.23887/jpbi.v12i2.3905
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Husnia Dwi Wulan Nuraini, Husna Imro’atush Sholihah, Ahmad Teguh Purnawanto
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
By submitting an article manuscript, the author agrees to all policies set forth by the journal and publisher.
The author declares that:
- They have been authorized by their co-authors to enter into this agreement.
- The work described has not been officially published before, except in the form of an abstract or as part of a lecture, review, thesis, or preprint journal.
- The work is not currently under consideration for publication elsewhere.
- Its publication has been approved by all authors and by the responsible authorities—either implicitly or explicitly—of the institution where the work was conducted.
- They have obtained the right to reproduce any material that has been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors publishing in Jurnal Ilmu Pendidikan Dasar Indonesia agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike (CC BY-SA 4.0) License, which allows others to share the work with acknowledgment of the authorship and initial publication in this journal.
- Authors may enter into additional non-exclusive contractual agreements for the distribution of the journal's published version of the work (e.g., posting it to an institutional repository or publishing it in a book), with acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their websites) before and during the submission process, as this can lead to productive exchanges, as well as earlier and increased citation of the published work.
3.png)
