CHAPTER IV
RESULTS AND DISCUSSIONS
A. Results
After collecting research data from SMP Muhammadiyah Kemabaran and SMP Al- Irsyad Al- Islamiybasah Purwokerto, the researcher will explain the results of data from three techniques of collecting data. In this chapter, the data was derived from interview sections, observations, and documents displayed in the form of brief descriptions. The reseracher will conect each resutls of technique colleting data into paragraphs. Then, the next is drawing conclusion about the teaching strategies that used by the teachers in mainstream classes. The original version can be seen in the appendixes.
1. English Language Teaching Strategies Used by 7th Grade English Teacher at SMP Muhammadiyah Kembaran
There are three strategies that can be used by English teachers to teach the students in the mainstream classes. Those are co-teaching strategy, differentiated instructions strategy, and peer-intermediated instructions and intervention strategy(Ford, 2013:5).
Muhammadiyah Kembaran were collected at 18th May 2017. The interview session spent times around 45 minutes. The researcher used collaborator in this section. The collaborator here has role as recorder, so the researcher can focus on giving questions to the interviewee.
After collecting the data by using interview, the researcher used observation technique and documents to strength and cross check the results of interviews. The observation session were conducted at Tuesday/ 16th May 2017 (first observation) and Thursday/ 18th May 2017 (second observation). The researcher used collaborator to collect the data during observations. The aim is to help the researcher collect the data because the observation sheet used by the researcher consists of some indicators. Both of researcher and collaborator collected data by using different indicators. The researcher used combination results of observation between the researcher and collaborator to strength and cross check the interview results. In the next paragraphs the researcher will explain about the teaching strategies that used by the English teacher at SMP Muhammadiyah Kembaran. The results had been translated into English, the original version can be seen in the appendixes.
a. Co-teaching Strategy
Interviewer: “Do you use collaboration with special needs teach in teaching students in that class”
Interviewee: “No, because this school is a little school and the
numbers of students in that class are not too big, so we do not give special facilitation to the student who has disability.
The data also supported by observation results. The researcher observed the teacher in two times, but the researcher did not find any collaborations between the English teacher and special needs teacher.
b. Differentiated Instructions
The second strategy is differentiated instructions. Differentiated instructions are a kind of teaching strategy which gives attention to the diversities of students. In differentiated instruction the students will treated with methods and materials that are appropriate to their needs. The parts of interview bellow show the teacher did not not use this strategy.
Interviewer: “Do you use special strategy in teaching students in that
class?”
Interviewee: “I do not use special strategy because I have to handle all of students alone, so if I just focus on the student who has disability, I am afraid if the other students will miss the material.”
Interviewer: “Do you give special treatment to Fais?”
Interviewee: “I do not have any special treatments, but to Fais I never
enforce him to follow all of my instructions. Like I said before, I only make him to be calm in the class.
The teacher said she always considers the materials with the
students’ characteristics and level in the class, but it is only for normal
which showed the involving of autistic student. Based on the interview session, the teacher said she has different assessments for normal students and student with autism in that class.
Interviewer: “Is there any differences in giving assessment?”
Interviewee: “Yes, off course. I use standard in syllabus to assess the
normal students, but to Fais, my target is not about academic. The main target to Fais is to make him can
interact with his friends, we just focus on their behavior.”
The results of documents which collected by the researcher from the teacher also shows the teacher used the same lesson plans to teach the students in that class. Because the teacher did not use collaborator in the class, so the teacher only used one lesson plan to teach all students.
c. Peer-intermediated and Interventions
The third strategy is peer-intermediated interactions and interventions. The scripts bellow show about the interview results of peer-mediated instructions and intervention in teaching English at SMP Muhammadiyah Kembaran,
Interviewer: “Do you often give your students group working?”
Interviewee:“yes, off course.”
The results of observations also showed the statement of teacher was right. The researcher saw the teacher asked to the student to work in pairs. The next part will shows about tutoring in the class.
Interviewer: “Do you often ask your students to help their friends in
understanding the materials?”
Interviewee: “Yes,, I ask the smartest student in that class to help their
understanding their teacher explanations, but they feel easier if they get explanations from their friends.”
The researcher also found some interventions from the teacher, the intervention related to the students evaluation.
Interviewer: “Do you make interaction with students’ parents to
discuss about their progresses or problems?”
Interviewee: “Yes, but not often. I only discuss with them when meeting
with students’ parents. If there is student who has problems in academic or in non-academic, I always sharing with their parents. Yeah.. like I said before, because most of students here live with their grandparents, I often find difficulties when I want to discuss about it.”
Based on the interview the teacher said, she used indirect instruction to teach the students like modeling.
Interviewer: “Do you use modeling to improve the social-emotional
development.”
Interviewee: “Yes. Usually, I often tell to my student about my story
become a teacher. The aim is to motivate them to be successful people in their future.”
The results of observation show the teacher did not use modeling in the class.
2. English Language Teaching Strategies Used by 9th Grade English
Teacher at SMP Al-Irsyad Al-Islamiyah Purwokerto
school. That is observation technique. The researcher did not use this technique because the teacher refused to be observed by the researcher. The reason of the teacher is the teacher was busy to prepare the national examination.
The primer data were obtained from interview, then the researcher used documents to support and cross check the data. The interview results were collected at 20th May 2017. The interview session spent times 58 minutes. The researcher also used collaborator as recorder. The next parts the researcher will show the results of interview and documents from 9th grade English teacher at SMP Al-Irsyad Al-Islamiyah Purwokerto. The results will be connected with the Teaching strategies in the mainstream classes.
a. Co-teaching Strategy
Based on the data which were obtained from interview and observations. The teacher used co-teaching strategy. The specific model that used by the teacher is one teach, one assist. It can be seen from the answers of teacher during interview.
Interviewer: “Do you use collaboration with special needs teacher in
teaching students in that class?”
Interviewee: “Yes, we call it as Aide teacher, but it depends on the
class. The use of aide teacher is only for classes which
have students with disabilities.”
b. Differentiated Instructions
According to the data were obtained from interview, the teacher gave some consideration toward the students’ condition. These some interview results which show the using of differentiated strategy.
Interviewer: “How do you organize your students in that class?”
Interviewee: “Ya... for normal students, as usual I give them
common instructions. The aide teacher will guide the student with disability, to follow the rules in the class, but we can enforce the student to follow the rules because their emotional often uncontrollable. It depends on the student’s mood. If the student want study in the class together with others, they can follow the activities in the class.
Interviewer: “Do you give special treatment to the student with
autism in the class?”
Interviewee: “Yes, because each student has different needs. The
treatment is depend on the student needs.”
Interviewer: “Do you consider the materials with the students’
character?”
Interviewee: “Actually, the materials are same with the normal
students, but for student with disability we have different standard. The score 8 for normal students will be different with score 8 for students with disabilities.
Interviewee: “Is there any differences in giving assessment?”
Interviewee: “Yes, our priority is not about how high the student
get score in test, but the important thing is to make the student can understand the basic concept in each material and the student can improve their life skill.”
The full version of IEP can be found in appendixes. The second is
students’ report. When the researcher came to the school and met
with the coordinator of special needs program.
The researcher got information from the coordinator about the assessment standard of students. For example, the standard of score normal and disability students. The score 8 for student with disability has different standard from normal students. Students with disabilities have different level in understanding the subject matter, so the teacher needs more descriptions when the teacher make a report of students with disabilities’ progress.
c. Peer-intermediated instructions and Interventions
The last strategy is peer-intermediated instructions and intervention. The main activity in this strategy is using students as instructors for other students in the class and also use modeling in teaching. After collecting the data by using interview the researcher got some results which were related to the statement above.
Interviewer: “Do you often ask your students to help their friends
in understanding the materials?” Interviewee: “Yes.”
Interviewer: “Is there any tutoring in the class?”
Interviewee: “Yes. Tutoring in our school is not only for English,
but also for all subject matters.”
Interviewer: “Do you use modeling to improve the social-emotional development?”
Interviewee: “Yes. Because this is religion school. We are advice to give example about our prophet as a role model.”
Interviewer: “How did you divide your students?”
Interviewee: “I divided them randomly sometimes, I choose the members for each group. Sometimes they choose by them self.”
Interviewer: “did you often ask your students to help their friends in understanding the materials?”
Interviewee: “Yes.”
Interviewer: “Do you often making interaction with students’ parent to discuss about their progresses and problem?”
Interviewee: “Yes, off course.”
Those are the parts of results from data collection in this research. The next section the researcher will discuss about the results more detail. The results will be discussed in the form of brief description and the researcher also will give some proves to strength the statements.
B. Discussion
Then, the next part is teaching strategies that used by the English teacher at SMP Al-Irsyad Al-Islamiyah Purwokerto.
1. Teaching Strategy Used by English Teacher in The Mainstream Class
at SMP Muhammadiyah Kembaran
Based on the data were gained from interview, the teacher does not use collaborator in teaching English. It means the teacher does not use co-teaching strategy to teach students in mainstream class.
Interviewer: “Do you use collaboration with special needs teach in teaching
students in that class”
Interviewee: “No, because this school is a little school and the numbers of
students in that class are not too big, so we do not give special facilitation to the student who has disability.
The data also supported by the observation results. The researcher observed the teacher two times, but the researcher did not find any collaborations between the English teacher and special needs teacher.
The using of co-teaching strategy is very helpful for teachers to teach the students in the mainstream classes (Ford, 2013:5). For example, when the teacher gives a long instruction in the class, the student with disability will get difficulty to understand the instruction. Dealing with this case, the teacher needs more times to give more explanation to the student. This case may results another problem like lack of time. The using of co-teaching can help the teacher to arrange the times, so teaching and learning process can be done effectively.
In differentiated instruction the students will be supplied with instruction methods and materials that are appropriate to their needs (Scruggs, Mastropieri, and Marshak, 2012 cited in Ford, 2013:8). The teachers in the class should be consist of general teacher and special needs teacher.
Based on the theory, the English teacher at SMP Muhammadiyah Kembaran does not use differentiated instructions to teach the students in the mainstream class because the teacher taught independently or without collaborator.
There are four principles of differentiated instruction such as focus on the concept and learning material, the evaluation of readiness and
students’ development accommodated in curriculum, grouping of students
flexibly, the students as active explorer (Mukti and Saayekti, 2003:37 cited by Amin, 2009:59-60).
Observation Results of Differentiated Instruction
No Indicators Descriptions Notes
The teacher gives more guidance to the students who have difficulties.
The teacher gave more guidance to the students or groups who still have questions to the students and asked them to repeat what she said before by using same form, but in different sentences. students in that class only 19 students, the teacher just group or asked them to work in pairs. The members in each group had chosen randomly, so the members in each group have different abilities. The teacher ask the
students to work together with their partner in a group.
The teacher gave instruction to work together. individual assignment first, after that the teacher ask to the students to work in pairs and practice a short each table and helps them to finish their work.
The teacher has role as facilitator in the class.
The teacher teaches process only in the classroom because the school less of facility.
The second principle is the evaluation of readiness and students’ development. Based on the results of observation the teacher always
evaluate the students’ readiness. The teacher asked the students about their
condition and their readiness before the teaching and learning process. The teacher also checked the student comprehension by giving them questions.
The third principle is grouping the students flexibly. It means in each group consist of heterogeneous students. The teacher in that class divided groups randomly, but the teacher did not involve the student with autism in that class to work in group.
The last principle is active explorer. Based on the observation results, the researcher saw the teacher gave the students many chance to work independently and to be active in a class. The teacher also taught the students by using various media like power point slides, but the teaching and learning activities only done in the classroom. The reason is because the school less of facilities.
Kembaran suitable with the principles of differentiated instructions, but based on the results of observation the researcher did not find the teacher involved the student who has disability in that class to be active in the class. The teacher also did not give treatment. Although the student with autism
in that class could understand the teacher’ instruction, the teacher only let
the student past the time without doing anything.
The main principle of differentiated instructions is a strategy which gives attention to the diversities of students. In differentiated instruction the students will be supplied with instructions, methods, and materials that are appropriate to their needs (Scruggs, Mastropieri, and Marshak, 2012 cited in Ford, 2013:8). The teacher said, she asked the student with autism first does he want to join or does not.
Interviewer: “Do you involve Fais to work in group?”
Interviewee: “Usually, I ask him first. If he want to join the activity, I will
involve him in group working. If he do not want. I will let him. I cannot enforce him because his emotional uncontrollable.”
After observing the teacher, the researcher did not find any proves that can strengthen the teacher statement. The teacher did not ask the
student’s want. If the teacher does not implement the main principle of this
strategy, it can be told the English teacher at SMP Muhammadiyah Kemabaran does not use differentiated instruction.
academic development. Then, the meaning of indirect instruction is modeling in teaching, the aim is about social-emotional development (Kalfus, 1984 cited by Ford, 2013:9).
Based on the interview results, the teacher said she used tutoring in teaching and learning process.
Interviewer: “do you often give your students group working?”
Interviewee: “yes, off course.”
Interviewer: “Do you often ask your students to help their friends in
understanding the materials?”
Interviewee: “Yes,, I ask the smartest student in that class to help their
friend. Because students often get difficulties in
understanding their teacher explanations, but they feel easier if they get explanations from their friends.”
Tutoring in peer-mediated instructions is a kind of strategy which is use students (normal) to help the other students (with disabilities) to achieve the academic target. When the researcher collected the data by using observation, the researcher did not find the use of this strategy in the class. The teacher asked to the smart students in the class to help their friend, but it was applied to the normal students. The teacher did not give attention to the student who has disability in the class.
to be alone and calm. The problems become a reason for the teacher to not enforce the student to follow all activities in teaching and learning process. Then about intervention, the teacher always give evaluation about
the students’ progress, but the teacher does not give evaluation to the student
with disability. There are some additional information gained by the researcher during interview session. The result of interview shows the teacher did not has academic target for student with autism.
Interviewer: “Would you explain about the academic target that should be
achieved by students.”
Interviewee: “For academic target, I follow the syllabus. I hope they can
achieve the minimum criteria. I don’t’ have academic target for Fais because it is difficult. Our target only make that student can improve their interaction, social, emotional, and etcetera.”
2. Teaching Strategy Used by English Teacher in The Mainstream Class
at SMP Al-Irsyad Al- Islamiyah Purwokerto
Related the data which were gained from interview and documents indicate that the English teacher at SMP Al-Irsyad Al-Islamiyah Purwokerto used combination strategy to teach the students in the mainstream class.
The first strategy is co-teaching strategy. Co-teaching means, working together with special education teacher to support the students with disabilities. There are five models in co-teaching strategy. Those are one teach, one assist, station teaching, parallel teaching, alternative teaching, and team teaching (Vaughn, Schumm, and Arguelles (1997) in Ford (2013:6-7)).
Based on the data which were obtained from interview and documents the teacher used co-teaching strategy. The specific model that used by the teacher is one teach, one assist. It can be seen from the answers of teacher during interview.
Interviewer: “Do you use collaboration with special needs teacher in
teaching students in that class?”
Interviewee: “Yes, we call it as Aide teacher, but it depends on the class. The use of aide teacher is only for classes which have students with disabilities.”
but in different places and ways. The main teacher taught normal students in the class. The aid teacher taught the student with disability outside of the class (library).
The Second strategy is differentiated instructions. The main point of this strategy can be indicated from the way how the teacher teaches the students. Does the teacher give attention to the students’ diversities or does not? (Scruggs, Mastropieri, and Marshak, 2012 cited in Ford, 2013:8).
According to the data which were obtained from interview, the teacher gave some considerations to the students’ condition. These some interview results which show the using of differentiated strategy.
Interviewer: “How do you organize your students in that class?”
Interviewee: “Ya... for normal students, as usual I give them common
instructions. The aide teacher will guide the student with disability, to follow the rules in the class, but we can enforce the student to follow the rules because their emotional often
uncontrollable. It depends on the student’s mood. If the student
want study in the class together with others, they can follow the activities in the class.
Interviewer: “Do you give special treatment to the student with autism in
the class?”
Interviewee: “Yes, because each student has different needs. The treatment
is depend on the student needs.”
Interviewer: “Do you consider the materials with the students’ character?”
Interviewee: “Actually, the materials are same with the normal students, but
for student with disability we have different standard. The score 8 for normal students will be different with score 8 for students with disabilities.
Interviewee: “Is there any differences in giving assessment?”
Interviewee: “Yes, our priority is not about how high the student get score
in test, but the important thing is to make the student can understand the basic concept in each material and the student can improve their life skill.”
supported by the results of documents. The results of documents which collected by the researcher from English teacher at SMP Irsyad Al-Islamiyah Purwokerto show the teacher used differentiated strategy. There are some documents which prove the use of this strategy. Those are
Individual Educational Program, Students’ report and test documents.
The teacher uses the individual education program to determine the appropriate treatments for the students. IEP consist of Academic and non-academic programs. IEP made by the teacher each subject matter and Aide teacher as collaborator, then the result of IEP will be evaluated by the coordinator of special needs education program. The individual educational program consists of long and short objectives, report of student’s performances, teaching methods, organizer, and the last is evaluations.
The IEP has several proposes. First, IEP protects the students and parents by assuring that planning will occur. Second, the IEP assures that the students will have specific plans to their strengths, weaknesses, and learning styles. Third, IEP helps the teacher and other instructional administrative personnel to focus on their teaching and promotes the best use of everyone’s time effort, and talents. Fourth, teachers can be more confident in their teaching because they have plan about what and how they teach (Morrison, 1998:363).
using IEP the students can improve their abilities, so they can live independently in their society.
The next document is students’ report. The report of students with
disabilities progress are different with normal students. The score 8 for student with disability has different standard from normal students. Students with disabilities have different level in understanding the subject matter, so the teacher needs more descriptions when the teacher make a report of students with disabilities progress. The table below is the example of student
with disability’s report. The authentic version can be found in appendixes.
LAPORAN DESKRIPTIF PERKEMBANGAN SISWA SEMESTER I
TAHUN PELAJARAN 2015/2016
STUDENT DEVELOPMENT PROGRAM (SDP)
Nama Siswa :
Aide Teacher :
Kelas :
A. Academic
No. Mata Pelajaran Deskripsi
1. Bahasa Inggris -Ananda memahami 20 Kosakata dengan baik.
-Ananda mampu mengucapkan kosakata Bahasa inggris dengan cukup baik.
B. Non Akademik
No. Aspek Deskripsi
2. Emosi dan perilaku
-Emosi ananda sudah mulai stabil, perlu detil sehingga ananda dapat memahami permasalahan.
-Anada masih sering bergurau dengan temannya.
-Kondisi lelah mempengaruhi ananda untuk menjaga focus, memperhatikan, menulis, dan membaca.
3. Konsentrasi -Ananda belum maksimal mempertahankan konsentrasi.
-Ananda memerlukan ruangan khusus untuk menngkatkan kinsentrasi belajar. 4. Tanggung
Jawab
-Ananda mulai bertanggung jawab dalam hal membawa buku pelajaran, melaksanakan piket, dan barang milik sendiri.
Keterangan: Pembelajaran yang dilakukan mengacu pada IEP sehingga kurikulum, materi, dan standar penilaian sesuai dengan IEP.
The last strategy is peer-intermediated instructions and intervention. The main activity in this strategy is using students as instructors for other students in the class and also use modeling in teaching. Based on the theory which proposed in the chapter 2, the teachers in this strategy have role as facilitators. Peer-intermediated instructions can be direct like tutoring, the aim is to improve the academic development. Indirect instructions can use model in teaching, the aim is social-emotional development (Kalfus, 1984 cited by Ford, 2013:9).
After collecting the data by using interview the researcher got some results which were related to the theory above. Based on the interview results the teacher can be identified using peer-mediated instructions and intervention. The researcher will show up the interview script which were related to the use of this strategy.
Interviewer: “Do you often ask your students to help their friends in
understanding the materials?” Interviewee: “Yes.”
Interviewer: “Is there any tutoring in the class?”
Interviewee: “Yes. Tutoring in our school is not only for English, but also
for all subject matters.”
The parts of the script above show the teacher used direct instruction, so it means the teacher used peer-intermediated instructions. The teacher said she also used group working in the class.
Interviewer: “Do you often give your students group working?”
Interviewee: “yes, off course.”
on the interview the teacher said, she sometimes involves the student with
disability in group activities, but it was depend on the student’s mood.
Interviewer: “Do you involve the student with autism to work in group?”
Interviewee: “Yeah… it’s depend on his want. Usually, the student with that condition will shy when he work together in a group, so the alternative way is give him a chance to work individually in different place.”
The teacher also used modeling to achieve the social emotional development.
Interviewer: “Do you use modeling to improve the social-emotional development?”
Interviewee: “Yes. Because this is religion school. We are advice to give example about our prophet as a role model.”
The next script shows the teacher used intervention.
Interviewer: “How did you divide your students?”
Interviewee: “I divided them randomly sometimes, I choose the member for each group. Sometimes they choose by them self.”
Interviewer: “Do you often making interaction with students’ parent to
discuss about their progresses and problem?”
Interviewee: “Yes, off course.”
