1. English Language Teaching Strategies Used by 7 th Grade English Teacher at SMP Muhammadiyah Kembaran - ENGLISH LANGUAGE TEACHING STRATEGIES FOR STUDENTS IN MAINSTREAM CLASSES (Case Study of Teaching Normal and Autistic Students at “SMP Muhammadiyah Kem

  32 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 7 th 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).

  In line with the theory above, the researcher got some results about English language teaching strategies used by the English teacher of this school. The researcher got the data from three techniques of collecting data. The primer data were conducted by using interview technique. The interview data of English teacher at 7

  th

  grade students SMP th

  Muhammadiyah Kembaran were collected at 18 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/

  th th

  16 May 2017 (first observation) and Thursday/ 18 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

  The first strategy is co-teaching strategy. Based on the data were gained from interview, the teacher did 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 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 students. When the researcher observed the teacher in the class, the researcher also did not found any facts about the activities in that class 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 understandi

ng 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.”

  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.

  th 2.

   Grade English English Language Teaching Strategies Used by 9 Teacher at SMP Al-Irsyad Al-Islamiyah Purwokerto

  Dealing with the aim of this research in the chapter 1 about the investigation of English teaching strategies that used by the teacher at SMP Al-Irsyad Al-Islamiyah Purwokerto. The researcher collected some data by using three techniques of collecting data. The techniques that used by the researcher to collect the data from this school were same with the first school, but there is one technique that the researcher did not use in this 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

  th

  were collected at 20 May 2017. The interview session spent times 58 minutes. The researcher also used collaborator as recorder. The next parts

  th

  the researcher will show the results of interview and documents from 9 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 disabili ties.”

  The data which gained from documents also support this statement. The IEP document shows the teacher used co-teaching in teaching because there is collaboration between regular teacher and aide teacher in teaching. This is the example of IEP, the original version contained in the appendixes.

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 sk ill.”

  There are three results from documents that can support the results of interview above. The first is Individual Education Program. Each student has different Individual educational program. IEP adapted to the abilities and the needs of each student. 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.”

  Int erviewer: “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 is about intervention of the teacher.

  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

  Based on the theory which proposed in the chapter two, there are three strategies to teach students in the Mainstream class. They are co-teaching strategy, differentiated instruction, and peer-mediated and intervention. In lined with the problem of this research about English language teaching strategies that used by the English teacher at SMP Muhammadiyah Kembaran and SMP Al-Irsyad Al-Islamiyah Purwokerto to teach the students in the mainstream classes. The researcher collected data which can be used to answer the research problem in chapter one. The next parts are discussions English language teaching strategies that used by the English teacher at SMP Muhammadiyah Kembaran and SMP Al-Irsyad Al-Islamiyah Purwokerto. The researcher will divide the discussions into two parts. The first part is teaching strategies that used by English teacher at SMP Muhammadiyah Kembaran. 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.

  The next strategy is differentiated instructions. Differentiated instructions is a strategy which gives attention to the diversities of students. 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).

  When the researcher collected data by using observation, the researcher found some results which are related to the principles. The first principle is focus on the concept of learning and the materials. All of the materials that given by the teacher suitable with the syllabus for regular school, and the materials also appropriate to the students level. The example that given by the teacher are factual and easy to understand, but there is no modification material for student who has disability.

  Observation Results of Differentiated Instruction No Indicators Descriptions Notes

  1. Focus on the concept and learning materials.

  The materials appropriate to the learning objectives.

  The materials are appropriate to the learning objectives in syllabus.

  The materials appropriate to the students level.

  Yes, the materials appropriate to the students level. The materials not too easy or difficult. The learning materials are organized and mutually sustainable with the previous material.

  At the first observation, the materials is about asking and giving opinion. Then, at the second observation the material is about expressing like and dislike. Both of materials are still in one basic competence, so the material that given by the teacher are sustainable with the previous material. The learning materials include things that are factual and conceptual.

  The teacher gave factual example when thought the students. For example the teacher asked to the students to give opinion about their friends.

  2. Evaluation of readiness and progresses

  The teacher check the students’ readiness both of physically and psychologically.

  Before the teacher starts the teaching and learning process, the teacher prepare the students by asking their readiness. The teacher cares about the students’ problems in understanding the materials.

  The teacher gave more explanations, when her students still confuse. The teacher gives more guidance to the students who have difficulties.

  The teacher gave more guidance to the students or groups who still have problems in comprehending the materials. The teacher came to each group.

  The teacher checks the students’ comprehension by giving questions which are related to the materials.

  The teacher gave some questions to the students and asked them to repeat what she said before by using same form, but in different sentences. 3. grouping students flexibly

  The teacher make group working Because of the numbers of students in that class only 19 students, the teacher just asked them to work in pairs.

  Each group consist of students who have different abilities.

  When the teacher made a 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.

  4. Active

  explorer

  The Teacher give individual and group assignments.

  Yes, the teacher gave individual assignment first, after that the teacher ask to the students to work in pairs and practice a short conversation. The teacher guides the students in the teaching and learning process. .

  Yes, the teacher comes to each table and helps them to finish their work. The teacher has role as facilitator in the class.

  Yes, the teacher gave chance to the students to work independently and answers their questions about the material. The teacher teaches Yes, the teacher teaches the the students by students by using power using various point slides. teaching media. The teaching and The teaching and learning learning process not process only in the classroom only in the because the school less of classroom. 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.

  Based on the results above, the teacher can be identified did not implement the differentiated instructions strategy. Over all, the researcher found the strategy that used by the English teacher at SMP Muhmamadiyah 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.

  The other strategy is peer-mediated and intervention. Peer- intermediated instructions can be distinguish into two types direct and indirect. Direct instruction here is tutoring, the aim is to improve the 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.

  When the researcher were talking with the teacher. The researcher found some information about the student who has disability in that class (autism). Basically, the student has ability to understand the short instructions, but the student need more time to understand long instructions.

  The student can read and write with guidence. The student also often doing something uncotrolable like laughing too load in the class. To handle this case, the teacher take the student to go out of the class and give time to him 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.”

  The statement above reinforced by the results of observation outside the classroom activities. The researcher got some interesting facts. Those are about the student with autism. The student with autism can read a holy Quran and he is active in following non-academic extra program like Qiroah. It means the school facilitates the student to develop the student’s life skill. Although the school did not give facility to improve the student’s academic target, the school helps the student to improve the other talents of student.

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 th at 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.”

  The data which were gained from IEP document also support this statement. The teacher used collaboration with aide teacher in teaching English for student with disability. The Aide teacher has own job to handle the student out of the class because the student did not feel comfort to study with other students in the class. Both of teachers thought the same materials, 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 uncontr ollable. 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.”

  Based on the interview script above, it is very clear if the teacher give so much attention to the students ’ diversity. The data above also supported by the results of documents. The results of documents which collected by the researcher from English teacher at SMP Al-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 pr ogram 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 everyon e’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).

  Each student has different Individual educational programs because

  IEP adapted to the abilities and the needs of each student. Hopefully, by 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.
• Bahasa inggris dengan cukup baik.

  Ananda mampu mengucapkan kosakata

  B. Non Akademik

  No. Aspek Deskripsi

  1. Sosialisasi Ananda mampu bersosialisasi dengan baik

• di sekolah, baik itu dengan teman, aide teacher, maupun ustadz/ustadzah.

  2. - Emosi dan Emosi ananda sudah mulai stabil, perlu perilaku detil sehingga ananda dapat memahami permasalahan.

• temannya.

  Anada masih sering bergurau dengan

• menjaga focus, memperhatikan, menulis, dan membaca.

  Kondisi lelah mempengaruhi ananda untuk

  3. Konsentrasi Ananda belum maksimal mempertahankan

• konsentrasi.
• untuk menngkatkan kinsentrasi belajar.

  Ananda memerlukan ruangan khusus

  4. - Tanggung Ananda mulai bertanggung jawab dalam

  Jawab 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 document is test documents. There are some significant differences between test for normal students and disability students. The differences can be seen from the total numbers, the text, and difficulty of test. Sometimes, the test for autistic student only pictures clues. Then, the student write the activity in the picture. Then, the student write the activities in the picture by using English. The main target is vocabulary development.

  The data above show the English teacher at SMP Al-Irsyad Al- Islamiyah Purwokerto can be identified using differentiated instructions to teach the students in the mainstream class.

  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 al l 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.”

  Group working is a kind of tutoring model because in group working the students can help each other to understand the materials. Based 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.”

  Based on the parts of script above, the teacher at SMP Al-Irsyad Al- Islamiyah also used intervention in her teaching strategy in teaching English in the mainstream class. Not only the teacher gave a chance to the students to work independently, but the teacher also became supervisor and evaluator. When the researcher met the coordinator of special needs program (Nur Amalina, S, Psi.), the researcher got information. In this school the student with disability here gets more guidance in religion and life skill.

  Lamport, M.A., Lucheia, G. & Amy, W. (2012) said inclusion will become successful if the schools provide the educators with training, planning time with co-teachers, and adequate resources to meet the needs of students.