THE METHODS AND TECHNIQUES USED IN TEACHING ENGLISH AT TWO PRIVATE PRIMARY INCLUSIVE SCHOOLS.

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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

2014

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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

Juni 2014

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.

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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. NIP. 196609161990012001

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ABSTRACT

The number of children with special education needs (SEN) has been increasing in the recent years, with 10 of 100 children are those with SEN (Supriyadi, 2010). To accommodate those children, inclusive schools, which accept children with SEN were established. Yet, many schools are still struggling to implement inclusive education program (Rudiyati, 2011; Isdiyono, 2014). Hence, this study attempts to describe the techniques used in teaching English in two private primary inclusive schools. Two private inclusive schools and three English teachers from each school were selected as research sites and participants. Qualitative approach, involving series of observations and interviews, and document collection deployed as the research methodology. The study found that generally the participants there was no teaching method or technique deployed by the teachers specifically addressed to meet the needs of SEN children in the classrooms. They tended to focus on teaching regular students and delegated the responsibility to teaching assistants. 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. Therefore, further steps including defining how inclusive should be implemented and preparing the personnel from the government and schools are instrumental to ensure that SEN children benefit from the program.

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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

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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

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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 Appendix G Observation and Additional Notes

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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 learning, those children have equal right to grow and develop as other children do

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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 may not be a major problem as the schools are able to employ special staff to assist both

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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?

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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 to learn English.

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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 peers, with the help of teaching assistants.

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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 the data, and the discussion.

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Chapter V provides the conclusion and the suggestion based on the analysis and the discussion in Chapter IV.

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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 chosen for three main reasons. The first one is due to Isdiyono‟s (2014) findings

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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 Brilliant School.

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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. However, there were few unrecorded observations due to the characteristics of

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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 subjects had known the research details.

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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 teacher taught English to SEN student. In conducting the observation and

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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 researcher also deployed the field-note taking which helped him in

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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 influencing aspects.

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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

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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 procedures, which are elaborated below.

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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.

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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 gestures, such as ((laugh)) or ((nod)).

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- : 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:

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(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 transcriptions and the results of the interpretations in order to ensure

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that the data have already accurate; the member checking was done informally.

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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 impact of the causes had lead to confusion among many education personnel who

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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 should thoroughly assess what benefits that teaching English offer for both

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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 the number of inclusive schools would increase. As the number of inclusive

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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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