Fauzi Yudiashari, 2014
THE METHODS AND TECHNIQUES USED IN TEACHING ENGLISH AT TWO PRIVATE PRIMARY INCLUSIVE SCHOOLS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
THE METHODS AND TECHNIQUES USED IN TEACHING
ENGLISH AT TWO PRIVATE PRIMARY INCLUSIVE SCHOOLS
A Qualitative Research
Composed by
Fauzi Yudiashari
Std. No: 1006918
ENGLISH EDUCATION DEPARTMENT
POSTGRADUATE SCHOOL
INDONESIA UNIVERSITY OF EDUCATION
THE METHODS AND TECHNIQUES USED IN TEACHING
ENGLISH AT TWO PRIVATE PRIMARY INCLUSIVE SCHOOLS
Oleh
Fauzi Yudiashari
S.Pd Universitas Pendidikan Indonesia, 2009
Sebuah Tesis yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Magister Pendidikan (M.Pd.) pada Prodi Pendidikan Bahasa Inggris, Sekolah Pascasarjana
© Fauzi Yudiashari 2014
Universitas Pendidikan Indonesia
Juni 2014
Hak Cipta dilindungi undang-undang.
Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian,
Fauzi Yudiashari, 2014
THE METHODS AND TECHNIQUES USED IN TEACHING ENGLISH AT TWO PRIVATE PRIMARY INCLUSIVE SCHOOLS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
PAGE OF APPROVAL
The Methods and Techniques Used in Teaching English at Two Private
Primary Inclusive Schools
A Research Paper
By:
Fauzi Yudiashari
NIM. 1006918
Approved by
Supervisor
Prof. Dr. Didi Sukyadi, M.A.
NIP. 196706091994031003
Head of English Education Program
Postgraduate School
Indonesia University of Education
Prof. Emi Emilia, M.Ed., Ph.D.
ABSTRACT
CONTENTS
Statement ... i
Preface ... ii
Acknowledgement ... iii
Abstract ... iv
Table of Contents ... v
CHAPTER 1 INTRODUCTION 1.1. Background ... 1
1.2. Research questions………… ... 3
1.3. Aims of the study………. ... 3
1.4. The scope of the study………. ... 4
1.5. The significance of the study………. ... 4
1.6. Clarification of key terms………. ... 5
1.7. Organization of the Paper………. ... 6
CHAPTER 2 LITERARY REVIEW 2.1. Inclusive Education. ... 7
2.1.1. Definition of inclusive education. ... 7
2.1.2. The Principles of inclusive education. ... 9
2.1.3. Teaching methods and techniques in inclusive setting ... 12
2.2. English in inclusive context. ... 15
2.2.1. Common methods and techniques for teaching english ... 16
2.3. Teaching stages ... 20
2.3.1. Planning stage ... 21
2.3.2. Implementing stage ... 23
2.4. Children with special education needs ... 28
2.5. Previous research on and major issue in inclusive education ... 30
2.6. Conclusion ... 32
CHAPTER 3 RESEARCH METHODS 3.1. Methods of the study. ... 33
3.2. Sites and participants………… ... 33
3.3. Data Collecting Methods ... 35
3.4. Data Analysis Methods ... 41
3.4.1. Transcribing ... 42
3.4.2. Coding... ... 42
3.4.3. Aggregating and interpreting the collected data ... 44
3.4.4. Establishing Trustworthiness...44
CHAPTER IV FINDINGS AND DISCUSSION 4.1. Teaching methods and techniques in teaching English in inclusive setting ... 46
4.1.1. The participants’ planning stages ... 47
4.1.2. Teaching methods and techniques used by the participants ... 53
4.1.2.1. Teaching methods and techniques used by Annisa ... 53
4.1.2.1.1. Annisa’s first recording ... 54
4.1.2.1.2. Annisa’s second recording ... 59
4.1.2.1.3. Annisa’s third recording ... 64
4.1.2.2. Teaching methods and techniques used by Jaka ... 67
4.1.2.2.1. Jaka’s first recording ... 68
4.1.2.2.2. Jaka’s second recording ... 70
4.1.2.2.3. Jaka’s third recording ... 71
4.1.2.3.2. Bondan’s second recording ... 87
4.1.3. The participants' assessment stage ... 95
4.2. The key factors that influence the selection of techniques the participants used in teaching English in inclusive school... 101
4.2.1. The internal factor ... 101
4.2.2. The external factors ... 104
4.2.2.2.The lack of support from the government ... 104
4.2.2.3.The system that the schools applied in implementing inclusive education ... 107
4.3. Conclusion ... 109
CHAPTER V CONCLUSION AND SUGGESTION 5.1. Conclusion ... 118
5.2. Suggestion ... 119
REFERENCES ... 122
APPENDIXES
Appendix A Transcriptions of Annisa’s performances
Appendix B Transcriptions of Jaka’s performances
Appendix C Transcriptions of Bondan’s performances
Appendix D Transcriptions of interviews on the research participants and other
responsible personnel
Appendix E The participants’ syllabi and lesson plans
Appendix F Interview Questions Guidance
Chapter 1
INTRODUCTION
1.1.The Background
The presence of children with special education needs (SEN) has become a common
phenomenon in classrooms (Arends, 2007) and the number of children with SEN has
been increasing recently. On The International Day for Autism, October 8th 2009, it was
found that 10 from 100 children are those with SEN. Further, World Report on
Disability 2011 shows that there were 106 million children with special education
needs.
Despite the large number, these children are seemingly taken for granted; many
people tend to have negative perception towards them. A research in 2009 in Bandung
showed that there were around 53.000 children with their respective special education
needs who had not been accepted by schools (Supriyadi, 2010). Some people think that
due to the particular disability SEN children have, he/she would not be able to
participate in the society. These perceptions influence some parents of SEN children in
that they think that their children cannot study well and, therefore, choose to put them in
a school for disabled children. Some other parents may even assume that their SEN
children would fail to live in a society. In some extreme cases, it gives a reason for the
parents to isolate their SEN children at home instead of sending them to school or to
interact with other people. It is an unfortunate paradigm as despite difficulties in
The presence of children with special education needs is actually not a new
issue. UN actually had held World Summit for Children, an international conference
which declared that every child has equal access to live and get proper education. In
relation with this declaration, the government has enacted The Law of Children
Protection (UU RI No. 23, 2002). It ensures and protects children and their rights to
live, grow, develop, and participate in the society to the full in accordance with
humanistic values. It also states that each child should be protected from violence and
discrimination. Therefore, every child, including those with special needs, should not be
alienated from the society as they have the right to live, grow, develop, and participate
in the society as other children do.
The realization of the regulation is the enactment of inclusive schools. Inclusive
school is the school in which the students with special education needs are engaged in
education activities along with normal students. While in the past students with special
needs tended to go to school in schools for handicapped ones, some recent research
shows that certain degree of mental disorder can be tolerated and some students with
such ail can be included in normal classes. This inclusion is necessary as child with
SEN needs to interact with other “normal” children order to grow and develop,
particularly, their self esteem (Muijs & Reynolds, 2008).
In Indonesia, inclusive education program has been running for some years. Yet,
it seems that the program has not given benefit to the full. Although the number of
schools which conduct the program tends to increase, the schools which are ready to
deploy the program are relatively limited. One of the main reasons is the lack of
competent teachers (Rudiyati, 2011). In private schools, the presence of SEN children
the schools’ teachers and the children. The condition, however, may be the opposite in
public schools. Although there are some public schools being chosen to be inclusive
school and becoming research sites for the program, most schools are forced to be
“creative” in including SEN children in mainstream classroom (Isdiyono, 2014). Under
these circumstances inclusive schools seem to be forced to define what inclusive
education program is and how it should be implemented.
Due to the fact, the implementation of inclusive program still needs further
research on how it is implemented in the field, especially when it comes to the teaching
of particular subject, such as English. As we live in a global community with
information technology touches every aspect of communication, the ability to use a
language, both receptively and productively, is essential (Sri Lengkanawati, 2007). As
each subject has its own nature, the researcher is interested in investigating how a
teacher compromise subject is being taught, regular students in the classroom and the
presence of students with special education needs. Thus, the current study is aimed on
investigating the ways teachers in inclusive schools teach English and the factors
influencing the ways.
1.2.Research questions
This study focuses on investigating two main problems:
1. What are the teaching techniques used by teachers in teaching English in
inclusive school?
1.3.Aims of the study
Given the research questions, this study is aimed at the following matters:
1. To describe the teaching techniques that teachers used in teaching English in
inclusive school.
2. To investigate the factors that influence the selection of techniques the teachers
used in teaching English in inclusive school.
1.4.The Scope of the Study
Teaching is a complex activity which includes many aspects that are inseparable one
another. Hence, the scope of the study is in portraying the teaching techniques used by
English teachers in the classroom in teaching English in inclusive context.
1.5.The Significance of the study
Considering that the number of children identified with special education needs seems
to be increasing recently and the implementation of inclusive school is relatively new in
Indonesia, the researcher believes that the study will give some benefits to several
parties. From theoretical perspective, this study would serve as a basis for developing
materials for SEN students, teaching materials to the students, and assessing the
students’ performance.
The research also portrayed the process of teaching in which teachers have to
collaborate with psychologist and/or teaching assistants, the research would also
provide information of collaboration patterns of responsible personnel, such as
psychologists and teaching assistants, in helping students with special education needs
From practical perspective, it would give information, to both students of
English Departments and English teachers who work in an inclusive school or teach
students with special needs, about things which need to be considered in teaching
students with special education needs and collaborating with other personnel at school.
In terms of policy, the study would help related stakeholders to make appropriate
policies related with the implementation of the program of inclusive education. The
results of the research may also help faculties to arrange preparation program for
students to be able to help the children properly. Eventually, the SEN students would
benefit in that they can improve their linguistic ability from the implementation of the
program.
1.6.Clarification of terms
1. Children with special education needs (SEN). In conceptual level, children with
special education needs are those who have any kind of problem which hinders them
to access proper education. The problem may be economical, social, or even
political. However, in this study, the term “children with special education needs” is
referred to children who have specific mental condition, such as autism or slow
learner syndrome.
2. Inclusive school. It is a school which includes children with SEN to learn in regular
setting. In practice, the children may spend most of their time in regular classes
while for a certain amount of time they may study individually/separated from their
3. English teacher. In this study, an English teacher refers a teacher who teaches
English both to regular and SEN students. In practice, he may be helped by other
professionals such as psychologist and teaching assistants.
4. Classroom teacher. It is referred to a teacher who is responsible for teaching only in
one class, teaches more than one subject in the class, and acts as the wali kelas of
the students in the class.
5. Teaching assistant (also known as tutor or helper). In general, it refers to personnel
who assist the students with special needs to 1) follow the academic program
designed by the teacher and 2) to develop their social and psychological aspects.
Commonly, his/her educational backgrounds are from special education. His/her
help or guidance proportion is determined by the level of mental disorder the student
has and with coordination with classroom teacher.
1.7.Organization of the paper
This paper is divided into five chapters. Chapter I is introduction. It encompasses the
background research, reason for choosing the topic, limitation of the problem, research
questions, and aims of the study, research methods, data analysis, clarification of terms,
and organization of the paper.
Chapter II is about Literature Review. It provides theoretical framework of the
topic related to the topic being studied in the paper.
Chapter III presents Research Methods. It presents the method of how to analyze
the data collected. The approach is qualitative and the method is descriptive one.
Chapter IV reports of the findings (or data) as the result of the study, analysis of
Chapter V provides the conclusion and the suggestion based on the analysis and
the discussion in Chapter IV.
Chapter 3
RESEARCH METHODS
3.1.Method of the study
This study attempted to explain analyzed particular phenomena: the methods
and/or techniques that the teachers of two private inclusive schools in teaching
English in inclusive context and why they use the techniques. The approach used
in the study was qualitative approach (Alwasilah, 2002). The study was conducted
in natural setting, in which the researcher attempted to describe actions that
happened in its natural context and did not manipulate both the situation and the
data (Holliday, 2002). It analyzes the interaction of all variables in an attempt to
provide as comprehensive understanding of an event or situation as possible.
3.2.Sites and Participants
The names of both sites and participants of the study are changed to pseudonym to
protect them from any harmful effect that might come as a result of the
publication of the study. The site of a research needs to be carefully selected based
on clearly defined criteria of what a good research site is (McMillan &
Schumacher, 2001). McMillan and Schumacher further explain that what defines
a place as a good research site is that it has to represent the research‟s problems
and assumed to provide the answer. In accordance to the research problem and
purpose, the researcher selected two private inclusive schools, Brilliant School in
Bandung and Bright School in Cimahi as the research sites. The schools were
that most public inclusive schools were struggling in implementing inclusive
education program and assumptions that private inclusive schools are able to
provide optimum assistance to SEN students because of the resources that they
have. The second reason is that they have implemented inclusive education
program for more than five years. Most classes in both schools are inclusion type,
in which the SEN students are integral parts of classroom. Though, there are few
classes at Bright School which applies mainstreaming/integration classroom (see
Chapter 2 about Inclusive Classroom). The third reason is that they have different
setting, particularly in the number of students in their classrooms. At Bright
School, the number of students in each classroom is around 25 to 30 students. In
contrast, the maximum student number in a classroom is 15. Based on these
reasons, the researcher assumed that the schools would give adequate information
not only of how English is being taught in inclusive classrooms but also of
variation that might occur in respect to different classroom size.
As qualitative study is often generated from particular cases, it is
inappropriate to select the participants from random basis (Silverman, 2005). As
this study attempts to obtain optimum data from small size samples, the sampling
used in this study is purposeful sampling (Alwasilah, 2002; McMillan &
Schumacher, 2001). The participants of the study were teachers from both
inclusive schools who teach English to students in classes in which SEN children
were included. They were Jaka and Annisa from Bright School, and Bondan from
studied farming at a prominent university in Bandung. At Bright School, he had
taught many other subjects than English. He had also become the principal of the
school several years ago. This year, he was asked by the school management to
teach English for grade 5 and 6, as a part of the school‟s policy that every teacher
should experience teaching different subject each year.
Annisa, on the other hand, was a new teacher. She was a fresh graduate
and started teaching at Bright School in January 2014. She came in the middle of
the academic year to substitute the previous English teacher who resigned.
At the Brilliant School, Bondan had taught for at least two years. Similar
to James, he was not from English education department in the university. He
studied engineering before he taught English at the school. Besides at Brilliant
School, he also teaches English in some other schools.
3.3.Data Collecting Methods
Yin (2006) elaborated that there are six main sources of data: 1) documents, 2)
archives record, 3) interview, 4) observation, 5) participant observation, and 6)
physical objects. Of the six data sources, the researcher was only able collected
data from three data sources due to their relevance and accessibility. The data
sources are as follows (arranged based on its importance):
1) Observation, in the form of audiovisual records of the teachers performances.
A series of observations were held for each participant. In addition,
observation notes of what the researcher had observed from the activities that
the teacher does the process of teaching SEN students were also employed.
the SEN student in the classroom, who felt disturbed by the presence of
video-recording device. Hence, in such cases, the researcher could only write what
happened in the classroom. The notes are provided in the Appendices.
2) Interview, which covers some questions to the research participants addressed
to further describe the whole process of the teaching. Besides the participants,
several other responsible personnel at the schools, such as the psychologists
and teacher assistants, were also interviewed.
3) Documents, which comprises of the syllabus, the lesson plans the teachers
had made, and the evaluation (portfolios or tests) on the students performance.
The documents serve as supporting data to strengthen data obtained from
observation and interview.
The steps of data collection in this study are presented as follows:
- Gaining entry
Prior to conducting the study at the research sites, the researcher went to
the target schools and met the authorities to introduce the general
information of the purpose of the research, to get the permission to collect
the data, and to gain the information of particular class of interest as the
basis of purposeful sampling. Alwasilah (2002) referred this as gaining
entry. However, the researcher did not reveal the detail of the research to
the subject as there were some concerns on the naturalness of subjects‟
ways of developing the materials which would be influenced if the
the researcher to collect it. The next activity was conducting informal
interview to the participants. The interview was done to gather information
about the participants‟ educational and professional background, their
perception towards inclusive program and students with special education
needs, and their permission to observe their teaching activities. After the
researcher had gained the permission from the related parties, the
researcher started to collect the data. This phase comprises of several data
collection techniques such as:
- Collecting documents and archival records
The documents and archival records serve as supporting data and
additional evidence to the findings from other sources of data in the study
(Yin, 1996; Alwasilah, 2002). They particularly give information on how
and why the teacher designed the materials and delivered them in such
ways to the SEN student. Prior to conducting classroom observation, there
were some documents and archival records that the researcher tried to
collect, such as the syllabi of the semester, the lesson plan of each meeting
in the semester, the Individual Development Program (IDP) of each SEN
student, and assessment instruments. However, the researcher was only
able to retrieve the syllabi and the lesson plan from the Bright School. The
IDP and the assessment instruments were considered confidential as they
keep the SEN student‟s record and are not intended for public.
- Conducting Observation and Field-Note Taking
Observation and field-note taking are done in the classroom when the
field note-taking, the researcher used what Fraenkel & Wallen (1990)
called with non-participant observation, in which the researcher was not
involved in the activity being observed but merely observed and watched.
In conducting the observation, the researcher did not directly participate in
the situation the researcher observed. As the present study involved
naturalistic observations, it is important for the researcher not to influence
the teaching activity and simply observe and record what happens as
things naturally occur. When conducting the observation, the researcher
sat at the back of the class to have a wide look around the classroom.
As it was considered necessary, the researcher informed the
students in the beginning of the lesson of the first observation to have the
students‟ cooperation and to clarify the objective of the observation. A
video camera was set in the back of the class in order to reduce the
unnecessary attractions to the attention of the students. In that way, the
researcher expected that the naturalness and conduciveness of the
classroom situation could be acquired sustainable. The video recording
helped the researcher to build the research‟s reliability and validity of the
observation.
To keep the researcher on track while conducting the observations,
the researcher employed an observation sheet (see the attachment). It
enlists several aspects to be observed in the observations. In addition, the
recordings, particularly those of nonverbal interaction and classroom
situation.
In this research, there are two kinds of materials in field-note
taking: descriptive and reflective, as proposed by Bogdan & Biklen (1982).
Descriptive field note was deployed in regard with the things that the
researcher observed, such as the interactions between teacher and students,
the way the assistant teacher teach, also the subject‟s and researcher‟s
behavior. While reflective field notes describes what the researcher may
have in mind regarding the things the researcher observes, particularly the
way the teacher teach, and also some points which need further
clarification from the teachers.
In observing, to capture the features of teacher‟s ways of teaching
in natural setting, the researcher employed both audio and video
recordings in the observation to collect the data of verbal and non-verbal
interaction between the teacher and students. Through such way, the
researcher could store the comprehensive data for delayed observation, in
that the researcher is able collect and process the data after the real time
observation.
Videotaping is required in educational research in order to avoid
the obstacles such as loosing of several behaviors of interest that are
occurring rapidly in an educational setting. Therefore, videotaping is the
main instrument of collecting data in the present study, which attempts to
investigate the features of teacher‟s ways of teaching English and the
According to Fraenkel & Wallen (1990) videotaping has several
advantages including: a) The tapes may be replayed several times for
continued study and analysis; b) Experts or interested others can also hear
and/or see what the researcher observed and offer their insights
accordingly; c) A permanent record of certain kinds of behaviours is
obtained for comparison with later of different samples. (p. 373).
While the MP4 recorder as the device for audio recording was
employed to record the interview with the teacher to get more information
on interesting findings related with ways of teaching found in the
videotaped recordings. Hence, both of the two recording devices assisted
the researcher in seeking for the validity of the data transcription.
- Interview
After the observations were conducted, the researcher conducted interview
sessions in separated occasion. Through an interview the researcher
obtained in-depth information about the participants‟ perception towards
the phenomenon being researched and their explanation on important
events related to the research (McMillan & Schumacher, 2001:443).
The semi-structured interview was employed in this research. In
that sense, “the interviewer has a general idea of where he or she wants the
interview to go, and what should come out of it, but does not enter the
interview with a list of predetermined questions; topic and issues rather
advantage that the researcher gained by the employment of audio-video
taping device was that the interviewer could concentrate all of his attention
on the interviewee(s), rather than continually having to break eye-contact
by looking away while he wrote things down (Wray, Trott, & Bloomer,
1998). In addition, note-taking is applied as it is also useful in that it
facilitates data analysis because the information is readily available (Borg
& Gall, 1979).
3.4. Data Analysis Methods
In a qualitative research, the data is analyzed informally and formally. Informal
data analyses were conducted in the middle of the data collection, simultaneously
with data collection (Cresswell, 1994:153). The researcher did informal data
analyses in analyzing relation of the documents, archival records of the SEN
student, and the syllabus and lesson plans the teacher had made. The researcher
also did informal analyses whenever the observation had been done. The analyses
were done to analyze how and why the participant taught English to the SEN
student in such a way. Whenever the researcher found an interesting fact or facts
to be clarified by the participant, the researcher asked the participant for
explanation.
While formal data analysis was done in the end of data collection. The
results of the informal data analyses were aggregated. The accumulation of
informal data analyses becomes the basis to derive conclusion of the research. In
both informal and formal data analyses, the researcher conducted the data analysis
3.4.1. Transcribing
The video-audio recordings collected were transcribed into written form.
The transcription was done every time the researcher had finished
observing. The transcriptions helped the researcher in analyzing the data
further. However, transcribing is a time-consuming and tiring activity, as a
researcher may have to listen to the same stretch of tape many times. For
that reason, Wray et al. (1998) suggested to transcribe what is needed, and
do not put in detail what is not relevant. Accordingly, also in consideration
with the aim of the research, the researcher attempted to keep the
transcription as simple as possible.
3.4.2. Coding the data
Cresswell (1994) stated that coding procedure is used to reduce the
information to themes or categories. Particularly, a researcher gets benefit
from the step in sorting the person to who is speaking in the transcribing
the audio-video recordings. The method included in this step is labeling
the speaker, such as T for Teacher, Ss for Students, S1 for Student 1, etc.
The necessary additional notes, such as gestures and movement, may be
also included.
researcher used in coding the transcription, as suggested by Wray et al.
(1998: 202-211):
T : It represents “teacher”.
S : It represents “a student”; in some transcripts,
wherever there are „S‟s in sequential lines, they
represent different individual student‟s lines.
Ss : It represents “many students”.
((pause)) : It indicates pause within a speaker‟s turn.
((gap)) : It indicates pause between different speakers‟ turns.
: : It is used for lengthened sound; the more colons, the
longer the sound.
= : It is used to express latching: a moment when a
person start speaking immediately another has
finished or when an idea follows another; written at
the end of the first component and the beginning of
the second one
(mekka bunit cor) : The latin phrase is used when the researcher heard the
sound but could not decipher the word. It most likely
appears in the Ss‟ lines which indicate there are a lot
of students speaking at the same time and to decipher
each of their lines is rather impossible.
(( )) : The bracket is used to show event, the researcher‟s
comment, additional information, explanation, or even
- : It indicates when the speaker has not finished the
word uttered.
The next step is to give theme to the transcripts. For example, an utterance
may be labeled as an „opening‟ because it was delivered in the beginning
of the lesson and attempted to review the previous materials. The themes
were described and then interpreted.
3.4.3. Aggregating and interpreting the collected data.
The transcriptions then were synchronized with the documents and
observation notes. Afterward, the researcher interpreted the data, in that
the researcher made assumptions on why the participants taught English in
such ways. These assumptions were further clarified through interview.
The clarifications and information from the participants becomes findings
and serve as the basis for the researcher to make conclusions of the
research.
3.4.4. Establishing trustworthiness
In a research, the quality of the employed instruments is very important as
a researcher draws the conclusion based on the information they acquire
using these instruments (Fraenkel & Wallen, 1990). In regard to this point,
the researcher employed several procedures for checking on or enhancing
the validity and reliability respectively including the following:
(Fraenkel & Wallen, 1990; Alwasilah, 2002). The researcher benefited
from the method as it could minimize the bias which is attached in a
method. The data were collected by a researcher through multiple
sources to include classroom observations, videotaping and interview,
and documents (see the Appendices). The researcher synchronized the
result of the data to enhance the validity of inferences he made. This
method of checking is what is referred as triangulation.
b. Peer Examination
Feedback, suggestions, comments and critiques are important to
identify the threat to the validity, bias and assumption from the
researcher, and also the logical weaknesses of the study (Alwasilah,
2002). Due to the reason, the researcher applied peer examination in
that the result of data gathered were shown and discussed with experts
i.e. his research advisor, people who had the similar research, and
some proofreaders. Through this way, the validity of the data in the
study could be achieved.
c. Member Checks
Member checks is needed in (1) reducing a chance of misinterpretation
of respondent‟s answer in an interview, (2) avoiding misinterpretation
on respondent‟s behavior during the observation, and (3) confirming
respondent‟s perspective on an on-going process (Alwasilah, 2002). In
practice, the researcher asked the respondents to check the
that the data have already accurate; the member checking was done
Chapter 5
CONCLUSIONS AND SUGGESTIONS
This chapter imposes the conclusions of the study and provides suggestions for
pedagogical interest and for future research as well in relation with the results of
the study.
5.1. Conclusions
It can be concluded from the findings that the dominant methods used in teaching
English at the inclusive schools are audiolingualism, grammar-translation
methods, and task-based learning. The techniques that the participants mostly
used in teaching English in their inclusive classrooms were questioning for
opening phase, reading and repeating, listening to recording, translating, and
doing task. The techniques are relatively teacher-centered and focused more on
teaching regular students. As a result, the SEN students tended to study
“exclusively” although they study in inclusive schools. This fact flawed the
principles of inclusive education as suggested by the experts such as mentioned in
this study.
The influencing factors to the findings above are the lack of teachers’
pedagogical competence in preparing their teaching and assessing the students’
performance, the low opportunity to get support from the government and the
system that the schools applied in implementing inclusive education, which
legitimates the teaching assistants to exclusively teach the SEN students. The
implement the inclusive problem. Teachers and tutors’ confusion would cause the
failure to achieve the objectives of inclusive program, which is to include children
with special education needs and to create an environment which values diversity
and differences.
5.2. Suggestions
Accordingly, there are some suggestions to improve the quality of the
implementation of the inclusive program in general and teaching English to SEN
students in particular.
1. The government should clearly define how inclusive education should be
implemented. Afterwards, the government has to prepare all involved
personnel, both administrative and structural, to implement the program well
by training or giving them clearly stated standards of procedures. More
importantly, the government must supervise the schools that implement
inclusive program. Well supervision would ensure that the principles of
inclusive education are implemented well in the whole aspects of the schools.
2. For English teaching in inclusive schools, especially that at primary level, the
schools should decide it carefully whether to teach the subject or not. In
primary school, English is not a compulsory subject anymore. Inclusive
schools do not have to teach English in their classrooms. Given the condition
that even regular students are having difficulties in learning EFL, educational
institutions that implement such challenging program as inclusive education
receive the benefits optimally. Thorough assessment on the benefits of
teaching English and the way to teach it is of the essence. Without clear
objectives, teachers would be confused in determining what to achieve and
how to do it. Therefore, both regular and SEN students would receive the
benefits optimally.
Additionally, if an inclusive school decide to teach English at the school,
collaborative and cooperative principles of teaching and learning should be
central in the classroom, due to the benefits the method offers in achieving the
aims of inclusive education.
3. Both the government and inclusive schools should support teachers by
providing them regular trainings. Given the fact that even the teachers at
schools like Bright and Brilliant Schools, which has implemented inclusive
education for more than five years, still have confusion, there is likely that
teachers at relatively new inclusive schools to have the same confusion. In
addition, there is also a high chance that there may be some unidentified
students with special education needs in regular school. Hence, massive
trainings, not only for teachers of inclusive schools but also those of regular
schools about inclusive education is likely to be advantageous for education in
Indonesia in general.
4. There is also a need for educational institutions which prepare teachers, such
as UPI, to include particular subjects that focus on teaching in inclusive
context. Considering that the there are still a lot of children with SEN who
have not been able to study at inclusive school, there may be a tendency that
schools increases, there would be high chance of SEN children to study in the
schools. This, therefore, required teachers who have competences in teaching
in inclusive setting. Hence, the universities and colleges have to ensure that
their graduates master basic competences necessary for teaching, particularly
in inclusive setting considering that inclusive education is perceived to be
ideal for teaching and learning to take place with or without SEN students
(Arends, 2007; Smith, 1998).
5. It is also worthy to conduct extensive further research on effective classroom
instructions. In line with Dean et al. (2011), successful teaching and learning
is not only relied on particular method or technique but also how a teacher
incorporate the various methods and techniques in a set of strategies.
Therefore, the researcher believes that research at schools that are proven to be
successful in implementing inclusive education program would be beneficial
for many parties in education in Indonesia. Experiments of various teaching
techniques that not only nurture a learning community of regular and SEN
children but also boost SEN students’ linguistic ability would be fruitful as
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