English Teacher’s Strategies For Teaching Student With Special Educational Needs At Sma N 2 Rejang Lebong

Kusuma, Sri and Noviyenty, Leffi and Fauziah, Meli (2026) English Teacher’s Strategies For Teaching Student With Special Educational Needs At Sma N 2 Rejang Lebong. Masters thesis, INSTITUT AGAMA ISLAM NEGERI CURUP.

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Abstract

This study aims to describe the strategies used by an English teacher in teaching an inclusive student, to identify the problems faced by the teacher, and to examine the perceived impact of these strategies on students' English language ability in class XI K at SMA N 2 Rejang Lebong. This research used a descriptive qualitative approach, with the English teacher as the primary subject. Data were collected through semi-structured interviews and document analysis, and were analyzed using the Miles and Huberman model of data condensation, data display, and conclusion drawing, supported by source triangulation. The findings show that the teacher applies differentiated instruction in three interrelated aspects content, process, and product differentiation in accordance with Tomlinson's framework. Based on interview responses and available school documents, these strategies appear driven primarily by the teacher's personal initiative, with limited evidence of structured institutional support. The strategies were found to have a positive perceived impact on the inclusive student's English ability, reflected in improved listening comprehension, greater speaking confidence, more independent reading, more accurate writing, and stronger affective engagement, consistent with Brown's principles of interactive language teaching. However, the teacher also faces multidimensional problems in line with Gargiulo and Bouck's framework, covering classroom management, limited knowledge and training in inclusive education, time constraints in preparing differentiated materials, limited teaching resources despite adequate staff collaboration, and difficulty determining fair assessment standards. This study concludes that although differentiated instruction can meaningfully support inclusive students' English learning, its implementation at the senior high school level in a rural Indonesian context still depends heavily on individual teacher initiative rather than adequate institutional support. Schools are recommended to provide targeted training and dedicated resources, and future researchers to involve more teachers or schools for broader comparison. Keywords: Inclusive Education, Teaching Strategies, Differentiated Instruction, English Language Teaching, Problems in Inclusive Teaching.

Item Type:

Thesis (Masters)

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