TEACHING ENGLISH IN AN INCLUSIVE CLASSROOM AT A PRIVATE CATHOLIC HIGH SCHOOL IN MALANG: A CASE STUDY

Authors

  • Lestari Setyowati Universitas Negeri Malang
  • Adelia Anindita Sumantri Universitas Negeri Malang
  • Afifah Adillah Universitas Negeri Malang
  • Aulia Nur Arista Universitas Negeri Malang
  • Hensa Pradianti Universitas Negeri Malang

DOI:

https://doi.org/10.21274/ls.2024.16.1.119-138

Keywords:

inclusive education, implementation, challenges, strategies

Abstract

The purpose of this study is to investigate the teacher’s challenges and strategies in implementing inclusive teaching for English subject. The study uses a case study design. The subject of the study was an English teacher at a private Catholic School in Malang, East Java, Indonesia. The data were gathered through observation and semi-structured interviews. The findings highlighted deficiencies in inclusive classroom practice, including inadequate support for SEN students, lack of teacher training programs for inclusive teaching, and limited teacher collaboration. Additionally, the research identified several strategies employed by the teacher to enhance English language learning, such as encouraging positive feedback, proper seating arrangements, and using audio-video media for teaching, these insights offer valuable perspectives for educators seeking to enhance the implementation of inclusive education (IE) in Indonesia.

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Published

2024-06-28

How to Cite

Setyowati, L., Sumantri, A. A., Adillah, A., Arista, A. N., & Pradianti, H. (2024). TEACHING ENGLISH IN AN INCLUSIVE CLASSROOM AT A PRIVATE CATHOLIC HIGH SCHOOL IN MALANG: A CASE STUDY. Jurnal Bahasa Lingua Scientia, 16(1), 119–138. https://doi.org/10.21274/ls.2024.16.1.119-138

Issue

Vol. 16 No. 1 (2024): Vol 16, N0 1 (2024)

Section

Articles

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