835-Article Text-1383-1-10-20210608

LINGUISTICA ANTVERPIENSIA, 2021 Issue-2
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ISSN: 0304-2294
Teaching Similarities and Differences between Non

Directive Teaching and Enhancing Self Esteem of
Special Education Students
Senin M.S1, MohdNorazmi bin Nordin2, Norathirah NabilaAbd Mutalib3, IntanMaizuraAbd
Rashid4, MohamadZaid Mustafa3, Abdul Rasid Abdul Razzaq3, Badarudin Ibrahim3
1
Independent Researcher, Malaysia
2
Cluster of Education and Social Sciences, Open University Malaysia
3
Universiti Tun Hussein Onn Malaysia
4
Universiti Teknologi MARA, Malaysia
Issue Details Abstract

Issue Title: Issue 2
Received: 25 March, 2021 The world of education is rich in teaching strategies that involve a
Accepted: 27 April, 2021
Published: 15 May, 2021
variety of methods and resources. Each teaching strategy has its own
Pages: 2697 – 2707 characteristics and is determined based on the situation and
circumstances of students. This diversity of teaching strategies makes
Copyright © 2021 by author(s) and
Linguistica Antverpiensia
the implementation of teaching by teachers is not static and always
dynamic according to current needs. Teachers who are creative and
sensitive to current changes will be able to adapt the right teaching
strategies to students. Teaching strategies are not fixed, they can be
modified as needed. This statement is in line with the existing needs in
special education. With different levels of ability of students with special
needs, then teaching strategies should also be different and creative. Of
course, the appropriate strategy must be chosen to ensure that students
receive the knowledge that is presented well. This review article
discusses two selected teaching strategies, namely non directive teaching
(NDT) and enhancing self esteem (ESE) which are seen to be suitable
for special education. The discussion in this article is hoped to provide a
brief overview to subsequent researchers in conducting further studies.
Keywords
enhancing self esteem, non directive teaching, teaching strategy, review
article
INTRODUCTION
Discussions related to teaching strategies involve various arguments
related to their needs and implementation. There are various types of
teaching strategies that can be implemented by teachers who teach students
with special needs (MBK). Among the teaching strategies are non
directive teaching and enhancing self esteem. This study describes the
similarities found in both models namely NDT and ESE. There are some
significant similarities between the two in various aspects. Among those
2697 LINGUISTICA ANTVERPIENSIA

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involved are basic concepts, teacher roles and implementation.
Determi
nation of
Direction
by
Students
Themsel
ves
The Similaritie
Concept s Between The Role
That NDT and Of The
Students ESE Teacher
Are Is Only
Positive As An
And Agent Of
Able To Change
Succeed
Figure 1: Equations Between NDT and ESE
THE CONCEPT BETWEEN NDT AND ESE

If seen in both of these models, all decisions and the direction of learning
and their problems are determined by the students themselves. Teachers
only play a role as agents of stimulus or change. The teacher's action in
preparing activities or in the form of questioning in conversation is only in
the form of a medium for students to evaluate their own
results(Badaruddin et al., 2021, Abdul Rasid et al., 2021). As explained in
the NDT Model, the teacher who acts as a facilitator will try to show the
way to the students in choosing the solution that the students feel is right to
their problems(Santibuana et al., 2021; Nor Diana et al., 2021; Zarina et
al., 2021; Khairul et al., 2021; Rohani et al., 2021). Once students state
their decisions, the teacher will provide strong support to them to
implement their decisions.
Similarly, in the ESE Model, the environment is only a stimulus and a
medium for student learning. The environment that involves the teacher
does not fully determine the direction of a student's learning. It acts as a
stimulus and helps in increasing students' self -confidence. It is with this
confidence that they will determine their own ways and needs of learning.
The first equation which is the determination done by this student will give
continuity to the next equation which is the role of the teacher. The second
similarity involves the role of teachers in implementing the learning
process based on the two models that have been discussed. If examined,
the teacher who is present in the process of student learning only acts as an
agent that enables change(Ahmad Shafarin et al., 2021; Junaidah et al.,
2021; Farah Adibah et al., 2021; Ahmad Shakani et al., 2021; Muhamad
Amin et al., 2021). It should be noted again, that in the end the decision
will be made by the student. In both selected models, either NDT or ESE
the role of the teacher is more prone to providing assistance rather than
solving it.
As stated in the NDT Model, it is clearly stated that the role of the teacher
is almost identical to that of a counselor. By using several techniques and

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developmental phases in its implementation, teachers will assist students in
decision making(Mohd Ali et al., 2021; Parimala et al., 2021; SitiJamilah
et al., 2021; Nor Fauziyana et al., 2021; Noel et al., 2021). Similarly to
what the ESE Model explains, teachers need to act as a stimulus to build
students ’self -confidence to continue learning. By using several methods
as well as activities, teachers will try to help students learn according to
their own style. The concept that each student is positive and has their own
abilities to succeed is also a similarity found in the two models built.
Naturally, every human being is born with certain talents and abilities and
it is the responsibility of them and those around them to hone their existing
abilities(Farah et al., 2021; Syahrul et al., 2021; Quah et al., 2021; Ahmad
Syarifuddin et al., 2021; Jumiah et al., 2021). Both of these models, NDT
and ESE, highlight the same thing in assessing a student. In the NDT
Model for example, it is explained that teachers need to be open in
accepting students unconditionally because they have their respective
positive sides. Therefore, this model emphasizes that teachers need to find
that positive point and try to assist them in making a positive assessment
of their problems. The same is true of what is described through the ESE
Model. Conceptually, teachers need to place a high notion that every
student can succeed(Irma et al., 2021; Suzana et al., 2021; Rohanida et al.,
2021; Nazrah et al., 2021; Shahrulliza et al., 2021).
DISCUSSION
In this section, the description revolves around the differences between the
two models in this Personal Family Model, namely NDT and ESE. In
addition to the similarities that we can examine in both, we can also assess
some of the differences that exist between them such as the basic
principles applied, the description of the terms in stating the
developmental process, the function of teachers and also techniques in its
implementation(Mohd Arafat et al., 2021; Sumaiyah et al., 2021; Hifzan et
al., 2021; Shahrul et al., 2021; Helme et al., 2021).
Terms In The
Process Of
Basic Development
Principles Teacher
of the Function
Model Differe
nces
Betwe
en
NDT
and
ESE
Figure 2: Differences Between NDT and ESE
As is known, the approach used is almost the same where it states that, in
the end the student himself will act as a decision maker in choosing the

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action to be taken. Nevertheless, if research is made in more depth, these
basic principles have differences. For the NDT Model, awareness is
nurtured is basically born from within the student himself and it occurs
within the scope of the discussion only. It may take a long time, but it does
not involve some other factors. NDT is the question of how the teacher
reacts to help the student make a decision to solve the problem.
This is different from the practice in the ESE Model where it involves a
broad environment in determining the decisions to be made. For example,
the participation of teachers alone is not enough to ensure the excellence of
a student, but it involves other influences such as peers, learning activities,
school support and others. This is what is meant by the basic principles
practiced by these two models. if observed, NDT implements this model
like a counselor in an interval of time the counseling process takes place.
In contrast to the ESE Model, where it is implemented with so many
external influences.
Terms In The Process of Development

The next difference is related to the use of terms in explaining the
developmental process of model implementation. For NDT, the use of the
term Developmental Phase in describing how the implementation of this
model is carried out by teachers in helping their students who are facing
problems. The intended phase is the phase of determining the relief
situation, exploring problems, developing resolutions, planning and
decision making, integration of implementation and follow -up action.
These phases describe the sequence of things that teachers and students do
to make a decision on a problem. In contrast to what the ESE Model uses
in explaining the implementation of the model. The ESE model, uses the
term State of Growth or Stage of Development for that purpose. The stages
that are meant are Clever Palate, Passive Users and also Heavy Mouth
Users. These phases explain the personality of students related to learning
as well as the role of teachers and the environment to help those involved.
Teacher Function
Third is the difference in terms of the role and function played by teachers
to realize the goal of helping students achieve objectives. Basically,
teacher involvement is the same in both aspects i.e. agents in change.
However, if examined in terms of preparation materials or products
provided are different from each other. The NDT model, states that the
teacher acts as a facilitator or more to become a counselor indirectly
(Abdul Jalil et al., 2021; Mohd Noh et al., 2021; Mustafa et al., 2021;
Roszi et al., 2021; Tumisah et al., 2021). This gives a clear meaning that
teachers need to act in providing some counseling sessions as well as
preparation in terms of questioning techniques.

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The ESE model explains that, in producing students with high self -
confidence, teachers need to use their creative nature in creating learning
activities that are more collaborative and highlighting students' abilities.
This proves that, as teachers who adopt the ESE Model in teaching, they
not only need to be creative in providing guidance, but they also need to be
creative in planning effective learning activities.
CONCLUSION
In conclusion, the Personal Family Model has its own way of helping
students and teachers to achieve the desired objectives. By taking a
positive response to students and accepting them as they are, this model is
seen to be more democratic in its implementation. There are various
similarities as well as differences between the two as shown in the table 1
below.
Table 1: Similarities and Differences in Personal Family Models (NDT
and ESE)
Aspects/ N E
Models D S
T E
Determination of Direction by
Similarit Students Themselves
ies The Role Of The Teacher Is
Only As An Agent Of Change
The Concept That Students Are
Positive And Able To Succeed
Basic Principles of the Model
Differen Terms In The Process Of
ce Development
Teacher Function
It turns out that these two models have similarities and differences
between them. What is certain, however, is that NDT and ESE have their
own strengths to be implemented in teaching. The selection of an
appropriate model is based on the type of problem, student category,
environment, resources and more. Teachers are very important agents in
making these models work well.
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LINGUISTICA ANTVERPIENSIA, 2021 Issue-2

Teaching Similarities and Differences between Non

Issue Details Abstract

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THE CONCEPT BETWEEN NDT AND ESE

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Terms In The Process of Development

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