communication-directed approaches to language teaching must deal with needed vocabulary in one way or other Nation, 1990.
Vocabulary is divided into three groups, high-frequency words, low- frequency words, and specialized vocabulary. In the learning process, it is
important for the teacher to decide which group that the learners need to learn. Some consideration should be taken such as whether the words are very frequent
and important for the learners, whether the words cause particular difficulty, whether the words are needed for another activity, and last, the teacher should
consider whether the words contain feature or regular patterns. Vocabulary learning process results different vocabulary size between
native speakers and second language learners. A study by Yoshida 1978 showed that native speakers acquires 1000 words in a year, while second language
learners like in Indonesia acquire 1000-2000 words after five years Barnard, 1961; Quinn, 1968. One of the reasons of this result is because native speakers
have two or three hours contact with English per day, while second language learners have four or five classes a week.
2.1.3 Inclusive Classroom
The inclusion method is a basic model where both disabled and non- disabled students are educated within the same classroom. Educational inclusion,
then, offers education geared to include all students, even those with disabilities in the same learning environment. This may include special needs children who
have emotional andor behavioral problems. Teachers may encounter a variety of situations in the classroom, including those with learning disorders, emotional
disabilities, and mental retardation. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Special needs students are placed in the regular education classroom and are involved in instructional settings that may have the general education teacher,
the special education teacher, the teacher assistant and possibly parental or community volunteers Wiebe Kim, 2008. The most popular inclusion method
seems to be a co-teaching model. “Co-teaching may be defined as the partnership of a general education
teacher and a special education teacher or another specialist for the purpose of jointly delivering instruction to a diverse group of students,
including those with disabilities or other special needs, in a general education setting, and in a way that flexibly and deliberately meets their
learning needs” Friend, Cook, Chamberlain Shamberger, 2010, p. 241.
Inclusion of all children within the classroom has brought about a new challenge for teachers. A typical class may consist of gifted children, slow
learners, mentally retarded, children, hyperactive children, emotionally challenged children, and low socioeconomically status children.
Inclusion is a philosophy that brings diverse students, families, educators, and community members together to create schools or other social institution
based on acceptance, belonging, and community Rose, 2008. Inclusion recognizes that all students are capable learners who benefit from a meaningful,
challenging, and appropriate curriculum delivered within the general education classroom, and from differentiated instruction techniques that address their
diverse and unique strengths, challenges, and experiences Forlin, 2008; Giangreco, 2007; Tomlinson, Brimijoin Narvaez, 2008. Inclusion seeks to
provide all students with collaborative, supportive, and nurturing communities of learners that are based on giving all students the service and accommodation they
need to succeed, as well as respecting and learning from each other individual differences Heihir, 2007; Swedeen, 2009.
Based on the definition above, inclusive classroom has some principles. The first principle is that all learners are equal access. It is stated by Frattura and
Chapper, 2006, Heihir, 2007 and Rose 2008. Effective inclusion improves the educational system for all learners by
placing them together in general education classrooms- regardless of their learning ability, race, linguistic ability, economic status, gender, learning
style, ethnicity, cultural, and religious background, family structure, and sexual orientation. Inclusion program also provide all students with equal
access to a challenging, engaging, and flexible general education curriculum and the appropriate services that help them to be successful in
society.
” The second principle is that inclusive classroom respects individual
strengths and challenges and diversity. It is stated by Taylor and Whittaker 2009 that says
Effective inclusion involves sensitivity and acceptance of individual strengths, challenges, and diversity. Educators cannot teach students
without taking into account the diverse factors that shape their students and make them unique.
In inclusive classrooms, all students are valued as individuals capable of learning and contributing to society. They are taught to appreciate diversity and to
value and learn from each other’s similarities and differences Black Hawkins, Florian, Rouse, 2007; Swedeen, 2009.
The third principle is that inclusive classroom pays attention on reflective practices and differentiated instruction. Teachers and other parties that involve in
inclusive program realize that the students have strength and challenges. They will make sure that the learning process run well and students with special need
understand the lesson as well as the other students. Cushing 2009 and Sapon Shevin 2008 say that:
Effective inclusion requires reflective education to examine their attitudes and differentiate their assessment, teaching and classroom management
practices to accommodate individual’s strength with meaningful access to and progress in the general education curriculum. In inclusive classroom,
teachers are reflective practitioners who are flexible, responsive, and aware of, and accommodate stud
ent’s strength and challenges. The last principle is community and collaboration. In order to achieve the
goal of inclusive philosophy, to provide the same environment in general education for both disabled and no-disabled learners, it need collaboration from
all parties that are involved in the system. Giangreco 2007 and Sapon Shevin 2008 say that:
Effective inclusion is a group effort, it involves establishing community based on collaboration among educators, other professionals, students,
families and community agencies. Inclusion seeks to establish a nurturing community of learners that is based on acceptance and belonging and the
delivery of support and service that students need in the general education classroom.
2.1.4 Learners’ Disabilities
Disabled learners or exceptional learners are those with special needs. Learners who belong to disabled learners are different from the average because
of developmental disorders or irregularities. The criteria to distinguish the disabled and non-disabled learners are 1 disability is multidimensional. Rather
than using a single criterion, it is necessary to examine the child’s behavior in a variety of situation and in response to different kinds of problems and challenges.
2 Disability is continuous and 3 disability is culturally relative. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
According to Allan Bowed 1990 there are eight categories of disability namely intellectual impairment, behavior disorder, specific learning disabilities,
visual impairment, hearing impairment, communication disorder, physical impairment, and giftedness. Each of the disabilities is described as follows:
1. Intellectual impairment: most often this category is further subdivided according to rough levels of assumed overall competence: mild, moderate,
and severe. This divisio n is based on the person’s assumed competence for
learning and degree of dependence of others. 2. Behavior disorders: it is divided into two sub-categories 1 mild disorders
and 2 severe disturbance. Mild disorder children show a variety of mildly to moderately maladaptive social and emotional characteristics, e.g.
withdrawn behavior, acting out, and anti-social aggression. While children’s behavior with severe disturbance is extremely maladaptive, for
example childhood psychosis, and autism. 3. Specific learning disabilities. They refer to learning difficulties which are
of a particular kind e.g. reading disability rather than general disability. 4. Visual impairment: it is divided into two sub-categories 1 partially seeing
that refers to children with mild to moderately impaired vision, 2 blind that refers to children with severely impaired vision.
5. Hearing impairment: it is divided into two sub-categories 1 hard of hearing that is used to individual who have partial or substantial hearing
loss, 2 deaf usually refers to the child who has little or no hearing and has suffered the loss at birth or before the acquisition of speech.
