EFL TEACHERS’ EXPERIENCES ON ADAPTING BLENDED

LEARNING FOR SECONDARY INCLUSIVE EDUCATION IN

INDONESIA

A Thesis

Presented to the Department of English Language Education

as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan

Degree in English Language Education

Conveyed by:

Tri Retna Astari

17322116

ENGLISH LANGUAGE EDUCATION DEPARTMENT

FACULTY OF PSYCHOLOGY AND SOCIO-CULTURAL SCIENCES

UNIVERSITAS ISLAM INDONESIA

YOGYAKARTA

ii

APPROVAL SHEET

EFL TEACHERS’ EXPERIENCES ON ADAPTING BLENDED

LEARNING FOR SECONDARY INCLUSIVE EDUCATION IN

INDONESIA

By

Tri Retna Astari

17322116

Approved on December 2021

By

Supervisor

(Dr. ISTA MAHARSI, S.S., M.Hum.)

iii

RATIFICATION SHEET

EFL TEACHERS’ EXPERIENCES ON ADAPTING BLENDED

LEARNING FOR SECONDARY INCLUSIVE EDUCATION IN

INDONESIA

By

TRI RETNA ASTARI

17322116

Defended before the Board of Examiners on 24th of December 2021 and Declared Acceptable

Board of Examiners

Chairperson : Dr. Ista Maharsi, S.S., M.Hum.

First Examiner : Rizki Farani, S.Pd., M.Pd.

Second Examiner : Banatul Murtafi’ah, S.Pd., M.Pd

Yogyakarta, 2 4 t h of December 2021

Department of English Language Education

Faculty of Psychology and Socio-Cultural Sciences

Universitas Islam Indonesia

NIP. 062216005

Head of Department,

Irma Windy Astuti, S.S., M.Hum.

iv

v

MOTTO

“Your Lord has ordained that you must not worship anything other than Him and

that you must be kind to your parents. If either or both of your parents should

become advanced in age, do not express to them words which show your slightest

disappointment. Never yell at them but always speak to them with kindness.”

(Q.S. Al-Isra' : 23)

vi

DEDICATIONS

To my father, mother, sisters, brother, nephews, nieces, friends, myself and all the

people who have supported me through ups and downs during my thesis writing.

This undergraduate thesis is dedicated to you all.

Thanks for all your support and love.

vii

ACKNOWLEDGEMENT

Alhamdulillahirobbil al’amin. All praises to Allah SWT who is The

Merciful, The Generous, and The Powerful which there is nothing I could do

without Him and and may peace be upon our Prophet Muhammad SAW, who has

led us to this glorious period. I am eternally grateful to Allah for giving me the

ability, patience, and health to complete my undergraduate thesis as part of the

requirements for the Sarjana Pendidikan degree in English Language Education.

I would like to thank the best support system to my beloved parents, Heyni

and Khairani, who always give me endless love, support in every situation,

spiritually, and materially during the time of study and process of making this

undergraduate thesis. My bloods to share, Eka and Dewi who always give me

support and advices, a very comfortable place to share all my stories. Furthermore,

I am grateful to my loving supervisor, Dr. Ista Maharsi S.S., M.Hum, who has

supported and directed me in completing this undergraduate thesis. Your guidance

and everything you have given me were meaningful and unforgettable, and I would

like to give my best appreciation to these following people:

1. Irma Windy Hastuti S.S., M.Hum as the Head of English Language

Education Department, and also as my DPA who provided me with a lot of

help during my study. I cannot express my appreciation,

2. All of the lecturers and staffs of English Language Education Department

who helped me a lot during the entire semesters,

viii

3. My partners in sharing and traveling, Teteh Nindy and Caum thanks a ton

for cheer me up and brighten up my day,

4. Alfiyyah, April, Novelia, Dewi, Taufik, Jihan and all my friends in English

Language Education Department that I cloud not mention one by one,

5. My first family in Yogyakarta; Naya and Yaya it was so awesome to know

you guys,

6. To my high school friends; Anna, Chairun, Ghina, Fauzi and Primuzar

thanks for being my friend since 2014 and still counting,

7. My PPL partner, KKN Unit 47 team, I really appreciate your help in

completing all the task with joy,

8. For those who have not been mentioned. I really thank you from the bottom

of my heart.

Yogyakarta, November 2021

Tri Retna Astari

ix

TABLE OF CONTENT

TITLE PAGE ....................................................................................................................... i

APPROVAL SHEET .......................................................................................................... ii

RATIFICATION SHEET .................................................................................................. iii

STATEMENT OF WORK ORIGINALITY ..................................................................... iv

MOTTO .............................................................................................................................. v

DEDICATIONS................................................................................................................. vi

ACKNOWLEDGEMENT ................................................................................................ vii

TABLE OF CONTENT ..................................................................................................... ix

LIST OF TABLES ............................................................................................................. xi

LIST OF FIGURE ............................................................................................................ xii

LIST OF APPENDICES .................................................................................................. xiii

ABSTRACT .................................................................................................................... xiv

CHAPTER I ........................................................................................................................ 1

Introduction ..................................................................................................................... 1

1.1 Background of the Study ...................................................................................... 1

1.2 Formulation of the Study ...................................................................................... 4

1.3 Objectives of the Study ......................................................................................... 4

1.4 Significance of the Study ...................................................................................... 5

CHAPTER II....................................................................................................................... 6

LITERATURE REVIEW ................................................................................................... 6

2.1 Blended Learning .................................................................................................. 6

2.2 Inclusive Education ............................................................................................... 8

2.3 Teacher Narratives on Inclusive Education ........................................................ 10

CHAPTER III ................................................................................................................... 16

RESEARCH METHODOLOGY ................................................................................. 16

3.1. Research Design................................................................................................. 16

3.2 Data Preparation ................................................................................................. 16

3.2.1 Consent Form............................................................................................... 16

3.2.2 Data sources ................................................................................................. 17

3.2.3 Setting and Participant of the Research ....................................................... 17

3.3 Data Collecting Technique ................................................................................. 18

3.4 Data Analysis ...................................................................................................... 18

x

3.5 Trustworthiness ................................................................................................... 19

CHAPTER IV ................................................................................................................... 20

FINDINGS AND DISCUSSION .................................................................................. 20

4.1 Data Presentation ................................................................................................ 20

4.1.1 Coding and Thematizing .............................................................................. 21

4.2 Mrs. Beatrix’s stories .......................................................................................... 22

4.2.1 Mrs Beatrix stories on teaching teachniques and method ............................ 22

4.2.2 Mrs Beatrix stories on feelings and learning experiences. ........................... 24

4.2.3 Mrs Beatrix stories of learning resources and opportunities. ....................... 27

4.2.4 Mrs Beatrix stories of Challenges on Blended Learning ............................. 28

4.3 Discussion ........................................................................................................... 30

4.3.1 Teachers Attitudes towards the inclusion of students with special education

needs in inclusive class ......................................................................................... 30

4.3.2 Understanding Inclusive Practice through Teachers’ Experience ................ 33

4.3.3 The challenges when implementing blended learning approach for students

with special educational needs in inclusive education. 36

4.3.4 Mrs. Beatrix lifetime experience when teaching using blended learning in

inclusive education ............................................................................................... 39

CHAPTER V .................................................................................................................... 41

CONCLUSION & SUGGESTION ............................................................................... 41

5.1. Conclusion ......................................................................................................... 41

5.2. Suggestion .......................................................................................................... 42

REFERENCES ................................................................................................................. 43

APPENDICES .................................................................................................................. 48

xi

LIST OF TABLES

Table 2.1. Table of Question Making .............................................................................. 14

Table 4.1. Sample of themes, sub-themes, and coding .................................................... 21

xii

LIST OF FIGURE

Figure 2.1. Theoretical Framework .................................................................................. 13

Figure 3.1. The steps of data collecting technique ........................................................... 18

Figure 4.1. Sample of translated interview’s transcript ................................................... 21

Figure 4.2. Mrs. Beatrix lifetime experience ................................................................... 39

xiii

LIST OF APPENDICES

Appendix 1. Informed Consent ........................................................................................ 48

Appendix 2. Interview Transcript .................................................................................... 49

Appendix 3. Tables of themes, sub-themes, and coding .................................................. 65

Appendix 4. Table of coding and its meaning.................................................................. 67

xiv

EFL TEACHERS’ EXPERIENCES ON ADAPTING BLENDED

LEARNING FOR SECONDARY INCLUSIVE EDUCATION IN

INDONESIA

By

Tri Retna Astari

17322116

ABSTRACT

The purpose of this study is to better understand teachers' attitudes, perceived

obstacles, and impediments to implementing inclusion, particularly in English

classrooms employing blended learning activities. This study was intended to be a

narrative study. Mrs. Beatrix, an EFL teacher from one of Amuntai's secondary

schools, participated in this study. She has been teaching for ten years and has

worked directly with students with special education needs for the last five years.

The data was collected through interviews. This study repeated the participant's

stories from a series of her teaching experiences and merged the participant's

description into a narrative story. The findings reveal that teachers' teaching

techniques, learning resources, and school and government support are all

extremely significant in the effective implementation of inclusive education. Mrs.

Beatrix's inclusive education attitudes played an essential part in understanding

students with special education needs and the attitudes that must be confronted

while dealing with regular students and students with special education needs. Mrs.

Beatrix, on the other hand, still has several problems in adopting blended learning

in the inclusive classroom, one of which is the family economic factor. After all,

she pledged to study more about blended learning and how to teach it in inclusive

classrooms or other regular classes.

Keywords : Inclusive education, Special Education Need, Blended Learning

1

CHAPTER I

Introduction

This chapter consists of four sub-chapters, those are background of the

study, formulation of the problem, objectives of the study, and significance of the

study.

1.1 Background of the Study

Blended learning has been applied in some Indonesian education sectors

since the World Health Organization (WHO) has declared the coronavirus epidemic

(Widyaningrum et al., 2020). This epidemic wreaked havoc on the education

system in early 2020, prompting widespread demands for school closures (Scull et

al., 2020). Education Sector in the most country affected by this epidemic includes

Indonesia. Since Education Minister Nadiem Makarim declared that students would

learn from home, the education sector must adapt to new teaching and learning

activities by teaching and moving to fully online learning. However, after the

decrease in the covid-19 case, online learning was considered less effective and

efficient (Leszczyński et al., 2018). Due to this situation, some school teachers

decided to conduct a home visit to take blended learning activities for their students.

Fraser (2016) explains that blended learning is a teaching strategy that

combines conventional learning with online learning through technology. When

this epidemic covid-19 took place, almost all tesaching and learning activities did

in online learning. Traditional face-to-face activities or home visits were carried out

with restricted students to supplement online learning better. In this sense, blended

2

learning should be considered as a mix of the following pedagogical approaches:

face-to-face classroom-based learning and e-learning. Regularly utilize

synchronous and asynchronous communication via WhatsApp chat, WhatsApp

Groups, or a virtual learning environment. When on school-based practice, Google

Meet was used to encourage and strengthen student teachers' reflective abilities

(Lambe, 2007). However, implementing blended learning cannot guarantee

learning effectiveness, especially for students with special education needs.

Thompson et al., (2012) stated when compared to students in traditional classrooms,

those enrolling in entirely online schools showed fewer learning gains. This can

happen because students with special education need to lack computer skills and

general technological understanding, and it has become one of the most challenging

aspects of incorporating technology (Rivera, 2017). Apart from the students, the

teacher also feels the same way online teachers of disabled students face unique

challenges in identifying, planning, and delivering suitable accommodations to

accommodate the different learning demands of diverse and virtual contexts (The

Center on Online Learning, 2012). It is in line with Basham et al., (2015) that many

special education teachers are not being taught or equipped with the abilities needed

to adopt blended learning in their classes. This indicates that a blended learning

environment has emerged as a viable option for meeting the unique demands of

special needs students. To further increase these possibilities in special education,

training opportunities for teachers working in special education and blended

instruction are also required.

3

In Indonesia, schools should provide inclusion so that students with special

education needs can mingle and look like other regular students. Since many

students with special education needs are even underestimated and it is in line with

Komardjaja (2005), people with special needs often get rejected social relations.

They and their families often get a bad stigma and do not get adequate services. In

Indonesia, the government has begun to plan to implement inclusive schools for

students with special education needs (Budiyanto, 2012). Since its establishment in

2003 and the research results from (Sunardi & Sunaryo, 2011), there have been 186

inclusive schools that accommodate students with special education needs so they

can study equally and mingle with other regular students. This can give positive

things to implementing inclusive education in Indonesia. It can also increase

familiarity between students and teachers and ale the terrible stigma of students

with special needs (Sheehy & Budiyanto, 2014). However, there are difficulties in

conducting inclusive education. The effect of training for teaching in class with

different student conditions turns out to be very important. Therefore, a struggle is

needed to determine the relevant pedagogy in an inclusive class.

Studies on how teacher’ experiences on teaching English to special

education needs students in ideal inclusive environment by using blended learning

are still limited. Therefore, more investigation are needed to fill this void. This

study is particularly aimed to retell teacher’s experience how EFL teachers’

experience teaching junior high school students in inclusive classroom that

integrated blended learning program during epidemic coronavirus. Then, the

4

inclusive education in Indonesia is given more attention especially in how teaching

English to students with special education needs.

1.2 Formulation of the Study

According to the background mentioned above, the problem of this research

is formulated by: How do EFL teacher experience teaching junior high school

students in inclusive classroom that integrated blended learning (Online learning

and home visit) during Covid-19 pandemic.

1.3 Objectives of the Study

Studies on Teaching Students with Special Education Need that integrated

blended learning program especially on English subject are still limited. Therefore,

the researcher of this study is likely to conduct research in inclusive classes,

especially on English studies that using online learning and home visit to support

online learning activities during this epidemic. The purpose of this study is to better

understand teachers' attitudes, perceived obstacles, and impediments to

implementing inclusion, particularly in English classrooms employing blended

learning activities.

This study addresses whether there are special challenges when a teacher

teaches students with special education needs in the inclusive education class both

online and during the home visit. This study will be carried out at a private junior

high school which is implementing an inclusive education program and accepting

students with special education needs in the regular class and also taking a blended

learning program during this epidemic covid-19. The objective of this study is to

5

better understand teachers' views, perceived problems, and impediments to

implementing inclusion through blended learning activities during the epidemic.

1.4 Significance of the Study

Not every student are the same. In reality, some students are need special

education need to gain knowladges. Then this research expected the teacher could

give the education that related or as the proportion for both regular and special

education need students. Also this research can be one of the references for further

research efl teachers’ experiences on adapting blended learning for secondary

inclusive education in Indonesia.

6

CHAPTER II

LITERATURE REVIEW

This chapter presents about related and relevant studies of this research. It

also contains a theoretical framework that is given in order to make this research

more understandable.

2.1 Blended Learning

Blended learning, which blends the most pleasing aspects of online and

face-to-face education, is expected to become the primary teaching style in the

future (Watson & Associates, 2008). Blended learning is also defined as a style of

teaching-learning activities that combines face-to-face learning with online learning

instructions (Graham, 2004). Blended learning is one way to replace traditional

learning with modern learning. Ball et al. (2017) also claims that the usage of

modern technologies can open up new avenues for serving the requirements of

individual students. Students are compelled to employ online learning during this

epidemic, particularly in distant learning. (Graham, 2004) added that Blended

Learning encompasses nearly all learning methods since these views suffer from

the issue that they define it so broadly. According to Chen (2011), ICT enables

teachers and students to be more flexible in their learning and can provide

independent learning to increase interaction, collaboration, and participation in

their teaching and learning activities, as well as support a constructive learning

environment, resulting in a more interactive education sector. Specifically, during

the current epidemic, which calls for blended learning to be carried out across the

entire learning process, all levels of education, and on all platforms, Graham (2004)

7

predicted that while we are uncertain about what the future holds, blended learning

systems will continue to gain traction.

Albiladi and Alshareef (2019) found that a blended learning strategy will

improve teaching and learning. Alfahadi et al. (2015) in their research results,

indicates that Blended learning will help EFL teachers improve their performance.

Teachers will have extra time to engage in communicative activities with their

students. Students will also be more at ease and motivated to express themselves.

Blended learning also provides several teaching and learning options for teachers

and students. It is also in line with Graham (2004), students have the freedom to

participate in class discussions whenever and wherever they choose. Also,

participation is entirely open since there are no time or location restrictions.

In the Indonesian context, Blended learning, there are numerous obstacles,

such as the need for more learning and practice in utilizing the online platform by

both teachers and students. Students are less engaged in learning when blended

learning is employed, and there are numerous misunderstandings between teachers

and students due to the difficulty in comprehending the teacher's instructions

(Pardede, 2019). As stated by Graham (2004), teachers and students may not have

a rich discussion in the implementation of blended learning. According to Sukardjo

et al. (2020), teachers may focus more on building a more successful autonomous

learning strategy for students when employing blended learning. According to other

studies, blended learning is the best method for presenting material from students'

perspectives, as evidenced by its influence on students' abilities and knowledge

(Handayani et al., 2020).

8

2.2 Inclusive Education

Inclusive education is defined as the development of new teaching

techniques, including appropriate ones for a diverse range of students, to improve

their learning experience. Furthermore, their sense of being on the same level as

their peers provides students full access to all learning resources and opportunities

(Takala et al., 2012). Inclusive education is an effort to realize the reality of a

universal right to quality, relevant, and appropriate education without distinction

between one student and other students by referring to strategies, activities, and

processes (Stubbs, 2008). Takala et al. (2012) added that all students, regardless of

their social or economic status, have the right to attend school along with their

classmates. Inclusive education is educating all students together in a conventional

school classroom setting, where they all get learning that is appropriate for their

talents and interests (Haug, 2017). Nowadays, the perception of inclusive education

is shifting from a deficit perspective, in which students with (SEN) are seen as

individual flaws, to a view of social models, in which the distinctions and social

variety of students with (SEN) are seen as strengths rather than liabilities (Correia

& Teixeira, 2010). However, as explained in previous research, inclusive education

does not necessarily result in difficulties. It is also thought that more inclusiveness

in school guidance may result in more effective assistance for these students (Hue,

2012). Hornby (2015) mentions that students with special education needs (SEN)

have disabilities or are talented. Each particular educational need has an

extraordinary impact on each child and young person. Based on McCoy et al.

(2020), students with special education needs can be divided into intellectual or

9

general learning; specific learning; emotional or behavioural disabilities; physical

disabilities, including visual, hearing or speech impairment. Chronic illness like

“other” conditions identified by a parent or slow progress is also included in the

disabilities category.

In Indonesia, unique applications for inclusive education can still be sought

to provide comfortable learning for students who have learning disabilities

compared to students of their age in this context (Sheehy & Budiyanto, 2014).

Inclusive education is highly recommended to be practised in Indonesia. As

emphasized in Law No. 20/2003 on the National Education System and stated in

Minister of National Education Regulation No. 70/2009 on Inclusive Education for

Students with Potential Intelligence and Special Talent, the Constitution of the

Republic of Indonesia 1945 clearly and unequivocally guarantees that every

Indonesian citizen has the right to education (Poernomo, 2016). However, Takala

et al. (2012) assert that as a result, policy and law have helped to further alienate

many instructors from the idea of inclusion, which is seen as multifaceted and

challenging to achieve.

Previous research states that some teachers still have difficulty finding an

appropriate curriculum to be applied in inclusive classes. According to the teachers

interviewed on (Poernomo, 2016), they hoped there would be cooperation between

inclusive schools and public schools to recruit teachers with particular educational

backgrounds. This is based on their idea that, rather than forcing classroom teachers

from public schools to teach students with special education needs, special teachers

should have a background in special educational needs, have been trained, and have

10

appropriate teaching experience. Another previous study presents that teachers

desire to implement inclusive education by accepting students with special

education needs in public schools. However, some teachers show fewer in favour

of students with special needs. Also, their belief, in this case, was related to training

and teaching experience for special education itself (Kurniawati et al., 2012). It is

also related to Avramidis & Norwich (2002) the result shows that teachers still

accept students with special needs, but they will be more willing to accept students

with special education needs with mild disabilities, physical or sensory

impairments. This shows there is still a lack of acceptance of students with special

education needs with emotional and behavioural problems, and attitudes become

less optimistic when the severity of disability increases in public schools.

2.3 Teacher Narratives on Inclusive Education

Alberto et al., (2016) review that participants involved in inclusive

education research reflect on their biases about disabilities learn how to use

appropriate educational methods, and provide a non-deficit illustrative perspective

on disabilities. Of course, the difference between the regular classroom teaching

method and the inclusive class will be different. Another teacher says that the

practice of inclusion requires a special pedagogy for equality between regular

students and SEN (Alberto et al., 2016). It is also related to upon learning that each

instance of a students with SEN was unique, the guidance teachers discovered that

intervention methods and techniques to establish helpful connections with the

students had to be found separately for each case (Hue, 2012). Previous studies on

teacher’s narrative in Tiwari et al., (2015) stated that some teachers are still unable

11

to teach in inclusive classrooms owing to a lack of preparation and resources. This

is also confirmed by Parey (2019), that the special education needs students should

be included in an inclusion class with the schools condition has the proffer facilities.

Due to SEN’s students being considered very special so that they get an ease in

terms of classwork and homework, so there are some teachers who are still confused

about placing themselves when teaching in inclusive classes (Tiwari et al., 2015).

Hue (2012) added when teachers are confronted with the new difficulties of

inclusion, they build their own understanding of inclusiveness. This is why teachers

who educate students with special needs must have regular training as the study

from Takala et al., (2012) as teachers become more equipped to work in diverse

learning environments, the training needs to challenge previous knowledge,

attitudes, and beliefs regardless of their personal position, whether pro- or anti-

inclusion.

One teacher in Indonesia argued listening to students with SEN voice

sometimes can be feedback for her also for her friends who teach in inclusive class.

The feedback that they can achieve one of which is like they think more is needed

to improve? (Andriana & Evans, 2020). From all those statements above the writer

can conclude that not every teacher is prepared to teach in inclusive education.

Which teachers' attitudes should play a role in establishing inclusive education,

given that previous research has demonstrated that teachers' attitudes may impact

the growth of inclusion (Hue, 2012). However, there are a lot of causes, such as

the readiness of the teacher mentally and knowledgeably. It could also be from the

lack of supporting facilities to make it easier for SEN students to study in inclusive

12

classes. Besides, there are still some teachers who are optimistic about inclusive

education to equalize education for both regular and special students.

Another research result in Indonesia concluded that if the teacher put aside

the challenges by choosing the best strategies, teach enthusiastically and creatively

then they can overcome the problem when teaching among special education needs

students (Salwa, 2015). Despite inherent challenges on teaching special education

need Berry & Gravelle (2018) state teachers at inclusive schools may be in a unique

position to develop essential traits in their schools that matter, with the potential to

boost teacher satisfaction and improve the quality of education students with

disabilities receive. In order for two-way communication between teachers and

students to work well, it must be excellent on both ends Hue (2012) stated

Inclusionary practices have also been connected to teacher-student interpersonal

connections. This is what can lead to instructors gaining more experience, as well

as teachers of special education having a more enlarged mindset in embracing each

student's imperfections.

13

Blended Learning is a method that

combining online and face-to-face

instruction (Graham, 2004).

Feeling

Inclusive education can define as inclusion necessitates schools'

development of new teaching techniques, including teaching methods that

are suitable for a diverse range of pupils, thereby enhancing their learning

experience (including what they learn from each other) and their feeling of

being on the same level as their peers, enabling pupils to have full access

to all learning resources and opportunities, and allowing for the

strengthening of their social skills (Takala, Haussttatter, Ahl, & Head,

2012).

EFL TEACHERS’ EXPERIENCES ON ADAPTING BLENDED LEARNING IN SECONDARY

INCLUSIVE EDUCATION

Learning resources

and opportunities

Learning

Experience

Teaching

Technique Methods

Figure 2.1 Theoretical Framework.

14

Table 2.1 Table of Question Making.

Definition Component Interview Question

Blended Learning is a

method that

combining online and

face-to-face

instruction (Graham,

2004).

- Online learning

instruction

- Face-to-face

learning

instruction

1. Tell me about how you

conduct online learning.

What are the platforms,

the design, and the

materials?

2. What are the challenges

that you faced during this

online learning in

inclusive class? And how

do you solve that

problem?

3. What activities that you

conduct when face-to-face

learning (home visit)?

4. What are the advantages

of this method in relation

with the online learning?

Inclusive education

can define as inclusion

necessitates schools'

development of new

teaching techniques,

including teaching

methods that are

suitable for a diverse

range of pupils,

thereby enhancing

their learning

experience (including

what they learn from

each other) and their

feeling of being on the

same level as their

peers, enabling pupils

to have full access to

all learning resources

and opportunities, and

allowing for the

strengthening of their

social skills (Takala,

Haussttatter, Ahl, & Head, 2012)

- Teaching

techniques and

Methods

- Learning

Experience

- Feeling - Learning

resources and

opportunities

1. How do you choose the

best approach and

teaching methods with

SEN’s students in

inclusive education?

2. How you and the school

support the SEN’s

students to succeed

teaching-learning

activities in the inclusive

class.

3. How many years did you

teach the SEN’s students?

4. Students with SEN have

individual differences so

how do you deal with

them?

5. What are the advantages

and disadvantages of

teaching in inclusive

class?

6. How was your feeling

when teaching in inclusive

classroom?

15

7. What challenges do

teachers perceive in the

implementation of

inclusive education?

8. How do you build the

interaction with student

education need to make

the successful teaching

and learning activities?

9. What are the learning

resources do you use to

teach in inclusive class?

16

CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses the research methodology that contains research

design, data preparation, research participant, data collecting technique, and data

analysis.

3.1. Research Design

This research was designed as a Narrative study to retell teacher's experience

how EFL teachers' experience of teaching junior high school students in an

inclusive classroom. Due to the study's focus, the data were analyzed using

qualitative thematic analysis's methods (Barkhuizen, 2014a). The design was

selected because storytellers use stories to encode their experiences. Individuals

develop narratives to make sense of the life experiences they have had or the lives

they may have. As individuals recall the events, they continually alter and re-shape

them. The narrative inquiry style of research aims to learn about these events from

those who lived through them (Barkhuizen, 2014b).

3.2 Data Preparation

The data preparation consists of reviewing the constructs, making the

consent form, and setting the research participant.

3.2.1 Consent Form

The first thing to do when taking data is to ask for approval from the

participant by submitting the consent form. The consent form here does not

only contain the agreement to include the participant in the research. It is an

17

agreement between the research and participant on the roles and

responsibilities during the research. From one's personal narrative

beginnings through relationship negotiations to creating and distributing

research materials, ethical considerations pervade narrative investigation

(Clandinin, 2006).

3.2.2 Data sources

Data collected through interviews with the participant. This research

uses data that has been provided by the participant.

3.2.3 Setting and Participant of the Research

In this research, the participant is Mrs Beatrix, a teacher who teaches

in an inclusive class located in Amuntai, Hulu Sungai Utara. Mrs Beatrix

teaches at the Hogwarts Junior High School in Amuntai, Hulu Sungai Utara,

where the school provides inclusive education facilities for SEN students.

She graduated from one of the state universities in South Borneo in 2010,

and she took the English language department there. Mrs Beatrix began

teaching in 2011 and worked as an English teacher for over ten years. She

teaches two classes with four students with special education needs for now.

Mrs Beatrix ever joined the workshop on how to teach in inclusive classes

organized by KEMENDIKBUD RI and implemented in the South

Kalimantan region. This research focuses on telling the teacher's experience

while teaching in an inclusive class.

18

3.3 Data Collecting Technique

In this research, data were gathered using in-depth interviews with teachers

who had previously used blended learning methods in inclusive education. To better

understand and remember information, in-depth interviews were utilized. The

researcher began the interview to get in-depth information about the participant's

experience teaching English in the inclusion class with SEN students. As it is done

in-depth interview so that participants may be honest in their ideas and understand

the newest, the resultant data can be of higher quality. They can establish trust and

connections between researchers and participants. Interviews here are carried out

based on interview questions that were made previously. Then the results of the

interview were analyzed by the researcher.

Figure 3.1. The steps of data collecting technique

Review Construct

Making Interview

Question

Interviewing the

Participant

Analyze the Data

Code the data

Transcribe the

Data

3.4 Data Analysis

The data were analyzed using qualitative thematic analysis's methods

(Barkhuizen, 2014b). Thematic analysis is the qualitative research process of

identifying, analyzing, and reporting data that address a specific theme. Then after

interviewing the participant, data transcripts were performed. Coding data based on

19

the transcribed interview and categorizing the data results. The researcher analyzed

the data following the six phases of thematic analysis. They are; Familiarizing the

data, generating initial codes, searching for themes, Reviewing themes, Defining

and naming themes, Producing the report (Nowell et al., 2017).

3.5 Trustworthiness

To collect data in this study, the researcher used interviews as a research

tool. The researcher asked participants several questions about adapting blended

learning in inclusive education as part of the study. The researcher created data

trustworthiness to maintain the data the researcher gathered. Based on Barkhuizen

(2014a), it is understood that narrative inquiry studies, by necessity, rely on data

obtained from different realities (albeit this does not negate the "truth" represented

by the research results). According to Barkhuizen (2014a), trustworthiness is

divided into two levels: the first is credibility. The researcher chooses which tale to

represent, and the second is the relationship between reality representations and the

realities they reflect. The second level is reliability refers to the researcher's

connection with the participants who provide data for narrative studies.

20

CHAPTER IV

FINDINGS AND DISCUSSION

This chapter consists of findings of the data collected and analysis. The

findings in this research are the data that was collected by interview and analysis of

the data elaborated in the discussion.

4.1 Data Presentation

The interview was held on March 3rd, 2021 with one English teacher who

teaches in inclusive education that integrated blended learning. The researcher

made an appointment a month before the interview was held and the interview was

conducted offline at one of the Junior High School in Amuntai. After the researcher

made an interview question, the researcher proceeded to make a consent form to be

filled out as the agreement to do this interview. The interview was a one-session

interview, then the researcher made the data transcript and it was thematized. The

researcher reflected and evaluated the data during the analysis process by re-

listening, re-reading, and re-checking it. Furthermore, the researcher consulted with

the supervisor during this process and discovered several findings based on data

analysis. The data, which was originally in Bahasa Indonesia, was translated and

thematized into English, one of the examples of a translated transcription of the

interview is shown below (figure 4.1).

21

Figure 4.1 Sample of translated interview’s transcript

4.1.1 Coding and Thematizing

The researcher themed the data transcription after reviewing the whole data

and evaluating the data indicated. From the transcript, the researcher discovered

three main themes and 15 sub-themes. The categorized themes are identified as the

experience participant adapted blended learning in inclusive education. The themes

and sub-themes can be seen in the table 4.1 for the sample.

Table 4.1 Sample of themes, sub-themes, and coding

THEMES SUB-THEMES CODING

The Teachers’ Teaching

Techniques in Inclusive

Classes

Communication Approach TTINC – CAP

Difficulty TTINC – DFC

School Support TTINC – SSP

The Teachers’ Attitudes

in Inclusive Education

Guidance TAINC – GDN

Understanding TAINC – UND

Attention TAINC – ATT

Media TCTOL – MED

22

The Teachers’

Challenges on Blended

Learning

Students Challenge TCTOL – STC

4.2 Mrs. Beatrix’s stories

These are the findings of Mrs. Beatrix's stories about her experiences

teaching blended learning in inclusive courses, as well as the stories about teachers'

attitudes, perceived problems, and hurdles to implementing inclusion, particularly

in English classes, through blended learning activities.

4.2.1 Mrs Beatrix stories on teaching teachniques and method.

Blended learning is a type of learning that blends traditional classroom and

online learning methods. Mrs Beatrix has never considered using blended learning

in an inclusive classroom before. To get learning goals and make it easier for

students to receive learning material, the teacher has chosen the ideal approach. The

teacher do more carefully and repeats the courses three to five times because some

students take longer to learn the subject than others. Mrs Beatrix expressed her

thoughts. Mrs Beatrix expressed her thoughts

“Yes (must be slow in explaining) we can't force them to learn, and even if we

could, it was difficult for them to comprehend (special education need

students)….”

(TTINC/CAP/9)

Mrs Beatrix supervised her students when teaching and learning activities were

carried out offline in a class by approaching them and asking any questions by

moving around the classroom. Mrs Beatrix added

“If I usually explain in front of the class, I give more attention to students with

special education needs, but when I teach in an inclusive class, I approach the

students (come to their table)...”

23

(TTINC/CAP/14)

Apart from that, Mrs Beatrix has not identified another approach that seems correct

for this to occur since she is still unsure which method is appropriate. Teachers are

still perplexed when designing strategies since they are not taught an inclusive

education course in college.

Other than that, Mrs Beatrix became quite frustrated when teaching an

inclusive class because she did the learning online. In regular activity or face-to-

face learning, some SEN students cannot understand the lesson. Especially when

learning conduct in online learning, both regular and special education needs

students are become more difficult to understand the lesson. When teaching online,

Mrs Beatrix only uses WhatsApp as a learning medium. The teacher only provides

or shares learning material followed by several questions to be answered by the

students. Mrs Beatrix stated

“We utilize WhatsApp before the visit to share the material, and if I provide at least

one or two assignments, the question is pretty simple”

(TTINC/CAP/50)

Mrs Beatrix added more

“If students in private schools, such as I*, are from the middle and higher classes,

they can utilise zoom, but we can not do it here. Everything is not covered” (TTINC/CAP/53)

Mrs Beatrix has not been able to further construct acceptable teaching approaches

and procedures for inclusive classrooms based on this experience. For example, she

introduces icebreakers or a strategy that makes learning English content simpler for

students with special education needs. Furthermore, because of her students'

24

restricted capabilities and talents, it is difficult for her to design a learning method

when there is online learning.

4.2.2 Mrs Beatrix stories on feelings and learning experiences.

Mrs Beatrix began her career as a teacher ten years ago when she graduated

from one of Kalimantan Selatan's state universities. As a teacher-professional

milieu envelops her, she has become a teacher also. Mrs Beatrix began her teaching

career ten years ago at Hulu Sungai Utara's state junior high schools. She had

previously discovered various student traits due to her experience, and she began

teaching in an inclusive class over five years ago. We know from her experience

that half of her teaching experience is already in direct contact with inclusive

education, a combination of regular students and students with Special Education

Needs (SEN) in the learning course. In terms of blended learning, she just began

when the epidemic hit Indonesia approximately a year and a half ago.

The blending of these students resulted in a class with various personalities.

She is highly likely to find different features of students in regular classrooms,

especially in this inclusive class. She discovered SEN students with multiple

learning needs and support in her inclusive class, including; learning disabilities

(Intellectual Disabilities, Slow Progress, and Emotional Disabilities) and physical

disabilities (Speech Impairment and Physical Disabilities). As an English teacher,

Mrs Beatrix recognized that education is more than imparting knowledge to

students, they require more. In particular, SEN students necessitates a serious

communication approach and a thorough search for various learning tools. Mrs.

Beatrix expressed her thoughts.

25

“Ooooo, the SEN’s students approach it more carefully… for the example niii

there are 2 SEN Students in grade 7 and 8 they are girls. They are SEN Students in

the slow section, they are slower to understand than others, sometimes if they are

asked to do this they can do something else, sometimes others have sumbitted, they

have just done mmmm so I need to repeat ”

(TTINC/CAP/8)

The teaching experience in an inclusive class is significantly different from

a regular class because the students' personalities are different. However, there are

also students with special education requirements. As a result, Mrs Beatrix had to

adopt the appropriate attitude when teaching the inclusive class. She is unable to do

anything she desires. Mrs Beatrix has to consider whether her wishes are acceptable

to all students. She must deal with students from many ethnic backgrounds and be

more receptive to the concept of inclusion than those who do not engage with such

groups of them. Mrs Beatrix thought that positive attitudes toward inclusion are

crucial for creating excellent communication between her and her students and her

potential to be a professional teacher since Mrs Beatrix taught in an inclusive

classroom. Mrs Beatrix stated in this inclusion class that she should go above and

above in guiding her students, particularly SEN students, to follow and stay up with

the other regular students. Mrs. Beatrix uttered

“ ........... It should be repeated five or three times in an inclusive class, and then I asked again, "Did you understand?" What do you think? Or, if they have an assignment, I

guide them with opening the page and informing them that this is the task that they

must do”

TAINC/GDN/48

Mrs Beatrix believed that students with special education needs should not be left

behind by their peers. They should be on an equal level. So, if students feel they

have intellectual or learning disabilities, she will be a better guide for them. This is

also why the inclusive class's lack of curriculum and learning resources differences.

26

Mrs Beatrix also believed that paying close attention in the inclusion class

would lead to achievement in education. Regular and SEN students must share

equal amounts of attention in this subject. As a result, students have no sense of

distinction or jealousy. She must pay attention to her students to offer

comprehension when she teaches. She will pay attention and understand regular

students while learning that special education needs require extra care. Also, she

invited other students to assist students with special needs in understanding lessons.

Mrs. Beatrix expressed

“The challenge is that they are slow to accept learning, unlike other students who

can comprehend it right away, therefore they require more attention.”

TAINC/ATT/15

In her statement above, she paid more attention to SEN students because they

should have more attention than other students. It is all because students receive a

different feeling when the teacher pays attention to them. They believe they are

accepted and valued in the classroom, impacting their teaching and learning

activities. Furthermore, teachers may boost their confidence and reduce

misconceptions when completing assignments by paying particular attention to

SEN students, allowing students to meet their learning objectives. She can teach

based on her plans and expectations if she avoids such circumstances.

Mrs Beatrix also paid attention to the other students regularly. Regular

students are given attention to understand that they are not stepchildren in that class.

Although they receive less attention, she claims it is in proportion to the quantity

they require. As a result, she believed in paying attention by asking and guiding her

27

students to learn enough and even more. She also encouraged active dialogue by

inquiring about students' learning feelings, which provided a benchmark for her

reflection.

4.2.3 Mrs Beatrix stories of learning resources and opportunities.

Schools have built a digital infrastructure to enable online learning, with

activities tailored to the needs of individual students. Teachers are expected to seek

out as many learning resources as possible that they believe appropriate for use in

inclusive blended learning classrooms. Mrs Beatrix's learning resource is a book

from the Ministry of Education and Culture that includes a pocketbook and a

student worksheet book. The teacher uses this resource to balance her classroom

activities with the existing curriculum. Mrs Beatrix stated

“Yes, it is a Ministry of Education and Culture book often used as a learning resource;

there are pocketbooks and student worksheets right there, so it is the same as the

curriculum.”

TTINC/LRS/33

Aside from that learning resource, she solely applied what she had learned at the

district's training or an MGMP meeting.

Mrs Beatrix, on the other hand, stated she still enjoyed teaching in inclusive

classrooms since there were still cooperative students who wanted to be guided, as

well as there were schools and government support for inclusive education

implementation. The teacher feels that she gets more opportunities to deepen her

knowledge about inclusive education. When she attended a government-sponsored

workshop, she learnt about inclusive education. They provided it for the school in

scope, Hulu Sungai Utara regency. They brought in provincial speakers to talk

28

about the ins and outs of inclusive education. This inclusive education program is

designed not just for teachers but also for students to grasp inclusion, which they

have had interaction with inclusive education at school thus far. Not only the

government but the school also gave support to her. After cooperating with the

government, the school was subsequently used as a pilot school for inclusive

education. Mrs. Beatrix statement was

“Coincidentally, this school is also the one that has been appointed as an inclusive

school ... ”

(TTINC/GSP/40)

Although she had attended the workshop, she was still confused about what

inclusive is, and she was encouraged to learn more about it.

4.2.4 Mrs Beatrix stories of Challenges on Blended Learning

Mrs Beatrix has too many difficulties when it comes to blended learning. This

is the first time she has used blended learning for teaching, especially in the current

epidemic, which necessitates online learning. The difficulties stemmed from a lack

of proper learning support media and difficulty placing an effective teaching

schedule. This is mainly because this school is in a small town with limited access

to sufficient learning media, such as the internet, which is still not wholly accessible

to students' homes in remote areas. Furthermore, the economic situation of the

student's family has an impact. Since many of the students at the school are from

the lower middle class, not all of them have cellphones, and others still cannot

afford internet subscriptions. Mrs. Beatrix explained

“………, because the majority of the students here are from the middle and lower

classes, not all of them have WhatsApp.”

TCTOL/STE/52

29

Mrs Beatrix's experience shows that student economics can impact learning because

online learning requires mobile phones and internet access. Therefore, when

students lack these resources, teaching and learning activities are hampered because

students are unable to access learning materials or even collect assignments.

Therefore, it provided a solution during this epidemic by integrating

blended learning by adding student visits to support online learning activities. The

offline learning held here is to visit students' homes to carry out learning activities.

Still, it turns out that this is also difficult to integrate because when offline learning

is held, challenges arise for the teacher in arranging schedules so that all students

can receive equal understanding and pursue the material in the class following the

semester's plans and timelines. Additionally, due to the differences in housing

between students, some are located quite far apart and must walk several

kilometres. Finally, several posts around the school were built to assemble there

and on schedule. Every meeting requires five to seven students, but another issue

develops. Some students are absent for no apparent reason, and when they are

picked up from their homes, they are still asleep and unprepared to learn. Mrs.

Beatrix stated

“The issue is that visitation can take up to a semester and last up to six months. It

can only meet with a student once or do not even meet at all. ahahahaha It's test

time when it's their turn ”

TCTOL/SCH/55

Another than that the teacher still had numerous challenges when taught in inclusive

classes. SEN students do not simply pose these challenges; regular students also

have characteristics that force them to seek solutions. She claimed that many regular

30

students are lethargic and uncooperative in class, whereas SEN students are not.

Mrs. Beatrix stated

“Yes that is, explain so they can so that what we really want can be caught by them,

now that's sometimes the hard one”

(TTINC/DFC/23)

When SEN students do not comprehend what she says in class when she

teaches, they often remain silent. This impacts teaching-learning activities because

when they have to complete the exercise, they will struggle and have difficulties

carrying out the task afterwards.

As a result, online and offline learning have their challenges. Meanwhile,

implementing blended learning in inclusive classrooms has its own set of

challenges. She claims that misunderstanding is common when online learning is

limited to SEN students. Many students do not submit assignments, especially when

learning is done online, since they do not comprehend the purpose of the study.

Furthermore, the school exclusively employs WhatsApp (WA). Due to the several

extreme difficulties, there is no synchronous meeting utilizing Zoom or Google

Meet.

4.3 Discussion

After obtaining the data and following the method described above, the

researcher wrote and examined the aforementioned findings.

4.3.1 Teachers Attitudes towards the inclusion of students with special

education needs in inclusive class.

Public schools that accommodate students with special needs are known as

inclusive schools. Special needs students in inclusive schools must adhere to

31

national curriculum requirements. Then, as a result of the epidemic, practically all

schools have introduced blended learning, including those that have included

inclusive education in that school. The purpose of this study is to understand better

teachers' attitudes, perceived obstacles, and impediments to implementing

inclusion, particularly in English classrooms employing blended learning activities.

The result indicates that teachers' attitudes are critical in education, particularly

when it comes to teaching in inclusive education in this day and age of blended

learning. It is in line with Gilakjani & Sabouri (2017) that teachers' attitudes may

affect what they say and do in the classroom and their teaching techniques, teaching

behaviour, learner growth, decision-making, and interactions with their students.

Furthermore, a participant stated that teachers' attitudes had a significant role

in creating a positive learning environment in inclusive classrooms. The teacher

dealt with her emotions and communicated them to the students. This is

implemented so that special education needs students to feel secure and accepted in

the classroom, allowing them to express themselves as creative and inventive

learners. According to interviews with Mrs Beatrix, she has four attitudes about

teaching in inclusive education. Teachers' attitudes toward patience, guidance,

understanding, and attention are the four attitudes. According to Zulfija et al.

(2013), professionals with extensive knowledge and abilities in the field of

education and personality, patience, and tolerance for students of all physical and

other characteristics are in high demand. Patience is commonly discussed in the

building of inclusive strength; nevertheless, if many teachers' patience fails to

provide the desired outcomes for students with disabilities included in their classes,

32

they may be unsure how to appropriately instruct included students with disabilities

(Cook, 2002).

The teacher as a guide is guiding students to determine the various potentials

they have as provisions, guiding students to achieve and carry out their

developmental tasks so that they can grow and develop with these achievements,

according to their potential, interests, and talents. Teachers would guide how

students interacted with one another and engaged in school activities (Hue, 2012).

It is also in line with Unianu (2012), as students and teachers' guidance helped

locate people, learn about the environment, and make plans for the future. Teachers'

guidance also helps students build their strengths, limitations, and self-confidence

as capital to help them develop in their family, school, and other social contexts.

Understanding students who have many different characteristics is also one of the

attitudes toward inclusive education. Professional teachers should get to know the

personalities of their or students. Teachers will advise and steer students by

understanding their personalities, ensuring that learning activities operate smoothly

and provide positive outcomes. Golder et al. (2005) stated that school leaders and

teachers would not have the systemic support to deliver the policy's goals unless

they understood how to adopt inclusion and the resources necessary for its

implementation. Students with special education needs occasionally have issues

with teaching and learning activities; some are slow learners, and as teachers, we

must comprehend many of our students. Not to mention regular students, many are

slow to understand concepts, do not listen to teachers when they explain lessons

and do not complete assignments on time. As teachers, we must comprehend them

33

without passing judgment. Teachers must have proactive leadership, supportive

colleagues, and policies congruent with their values about inclusion. To do so,

professionals working directly with students, such as teachers, must believe in their

ability to assist and develop all children in their classrooms by using inclusive

tactics and practices. This is a significant step forward in teachers' attitudes about

inclusion and how they may be addressed.

4.3.2 Understanding Inclusive Practice through Teachers’ Experience.

Mrs Beatrix provided a variety of experiences and feelings about the process

when questioned about her teaching practice experiences in inclusive classrooms.

Mrs Beatrix has experienced various challenges when teaching inclusive courses,

particularly when meeting students with special education needs for the first time.

The teacher is still having difficulties establishing learning techniques in the

inclusive class. Teachers are still not experimenting with entertaining methods to

use in inclusive classrooms. As this learning is done in inclusive classrooms,

teachers should create some enjoyable learning methods not just for special

education students but also for regular students. Due to a lack of teacher

understanding of teaching inclusive courses related to secondary education

teachers, their college methods courses spent fewer than two class sessions on

special education (Gately & Hammer, 2005). This lack of experience may result

from bad attitudes during teaching practice in inclusive classes (Mangope et al.,

2018). Mrs Beatrix feels confused when she has to teach the repeated subject to

several students, particularly those with special education needs. This is related to

the results of previous studies, which said that due to SEN’s students being

34

considered very special, they get ease in terms of classwork and homework, so some

teachers are still confused about placing themselves when teaching in inclusive

classes (Tiwari et al., 2015).

This lack of experience can be mitigated by offering additional seminars or

workshops on dealing with inclusive education. This has also been discussed that

the teachers' English teaching experience in the inclusive class is still lacking. In

order to improve student outcomes, teachers must receive more in-depth training in

special education (Holmqvist & Lelinge, 2020). A positive atmosphere in teaching

and learning activities is possible if the school and government work together. In

Indonesia itself, the government has begun to prepare to establish inclusive schools

for special education needs students (Budiyanto, 2011). The legal and regulatory

systems that enable them must be inclusive of instructional support. It is also critical

that classrooms be supplied with a variety of learning resources to satisfy the

requirements of the students. In addition to attending workshops, teachers must

research and gain other resources to determine which teaching techniques are

appropriate for use in inclusive classrooms.

The teacher still lacked information on teaching inclusive courses, mainly

because there was no special training on how to teach inclusive classes or act while

dealing with SEN students when she was in college. Similarly, very few, if any,

pieces of training on inclusive education are held since they are deemed

unimportant, although many schools unknowingly execute inclusive education but

do not comprehend it. Furthermore, specific counselling from instructors who have

taught and understood unusual education is still required to aid SEN students,

35

whether they are scientific graduates or licensed teachers. Counselling teachers are

also required in this situation so that they and the English teacher may work to

identify the best manner of learning for inclusive courses. It is in line with Hue

(2012) stated that guidance is provided inside school organizations by a team of

instructors who have undergone some basic counselling training. School counselor

has also been required on occasion to talk with parents of students with special

education needs to coordinate so that students can grow as expected.

When the teaching and learning activity did online, teachers' perspectives on

using digital technology for engagement and learning can be expanded by being

aware of multimodality and embodiment. The teacher can use asynchronous or

synchronous learning to have carried out teaching and learning activities. However,

in this study teacher can only use asynchronous activity to support her teaching

activity. It caused a lack of the proffered media supporting synchronous activity,

but cyclical activity is not always destructive. Sullivan (2012) mentioned that

synchronous learning could benefit from encouraging in-depth, intelligent

conversation, communicating with kids of varying ages, maintaining continuing

discussion when achievement is necessary, and enabling all students to react to a

topic. Online learning will be fun and make learning more effective

(Dukuzumuremyi & Siklander, 2018). That is why teachers can be expected to

create strategies that are fit for use in inclusive courses when online learning occurs,

especially in the middle of an epidemic that we do not know when it will cease.

However, secondary school students' ability to properly combine online learning

with face-to-face education may be enhanced. One of the latest pedagogical

36

techniques for incorporating ICT in English teaching is the blended learning

strategy.

4.3.3 The challenges when implementing blended learning approach for

students with special educational needs in inclusive education.

Based on (Graham, 2004), the fast growth of technical advancements (mainly

digital technologies) during the last half-century has significantly influenced the

possibilities for learning in a distributed setting. Blended learning may also allow

teachers to spend less time delivering whole-class courses and more time aiding

students with special educational needs with specific concepts, skills, problems, or

learning obstacles individually or in small groups. Students with special educational

needs must use digital and online technologies in blended learning settings. They

naturally develop greater technical literacy and confidence in using new

technology, crucial in 21st-century life and the future. Mrs Beatrix, on the other

hand, is still overwhelmed by the prospect of integrating blended learning in the

inclusive classroom. Among the many challenges, she faces are media, time

constraints, and economic students. Zavaraki & Schneider (2019) stated that

assistive technology, CCTV, Virtual Touch, computer-based technology, network-

based technology, and integrated technology are examples of technologies required

in a blended learning approach for students with special educational needs. Mrs

Beatrix's class, on the other hand, has difficulties since the required media, as

indicated above, is not available in Mrs Beatrix's class. Even a minor portion of the

territory, such as the internet, is still difficult to access. As a result, many students

will be unable to participate in online learning.

37

Furthermore, students with hardly any financial resources have challenges

regarding online learning. There are still students who do not have their own phone

because most of the students here come from lower-middle-class families. Yunita

& Kristiyanto (2021) stated that parents' economic situations could not be mitigated

since there is no aid in supplying cellphones or other facilities. However, the

government has offered assistance in internet credit to all students in Indonesia. As

a result, only the WhatsApp platform may study online learning in synchronous

mode.

The impasse was ultimately resolved by holding traditional learning via a

home visit. The lesson was divided into various groups due to the limited number

of students. Setting the timetable between one group and another was the most

challenging aspect of this home visit. It turns out that something similar has

happened previously, according to a prior study, which indicates that one of the

shortcomings of blended learning is that not everyone can always engage in the

class (Graham, 2004). The teacher often only visits one student every semester in

this home visit activity. Even a group of students have never met the teacher in one

semester. This is considered less successful; how can students who do not meet

face-to-face with their teachers during a semester? How can students comprehend

learning in-depth if they are no straightforward explanations? Marunić & Glažar

(2015) pointed out that a computer-mediated environment's loss of spontaneity and

human connection are drawbacks.

In contrast, lower engagement and lack of flexibility are disadvantages of a

face-to-face setting. There are still several challenges with a blended learning

38

strategy for students with special education needs. Because of media constraints,

technology is seen as less effective, but face-to-face activities are also deemed less

successful due to time constraints. As a result, the teacher will have to work even

harder to identify the most effective formulation for implementing blended learning

in the inclusive classroom.

39

Attend a

Workshop

Teacher

Do not have skills in

dealing with Special

Education Need

Students

PAST MGMP

Participant Attend more

workshop on

inclusive education

Never teach in

Blended Learning

Mode FUTURE Learn more about

Blended learning

Student

Teach Blended

Learning

Enjoyed teaching in

Inclusive Class PRESENT

4.3.4 Mrs. Beatrix lifetime experience when teaching using blended

learning in inclusive education.

Figure 2.2. Mrs. Beatrix lifetime experience

40

Being an English teacher for over a decade means that the participant has a

wealth of knowledge. Similarly, around five years ago, she taught and worked

directly with students with special education needs. Teaching inclusive classrooms

with regular and special needs students is complex; she had no experience teaching

inclusive classes when she began her profession. This is because she had never been

educated about inclusive education throughout her undergraduate studies. She

gradually learned how to manage inclusive courses, and she also got the opportunity

to attend a provincial government training for teachers in Hulu Sungai Utara in

2018. She had a much better understanding of what inclusive education is due to

the program. Currently, she enjoys teaching inclusive classrooms, especially since

that students with special needs are present every year. Then, because of the Covid-

19 epidemic, she teaches blended learning. Teaching online without any preparation

is not simple. Therefore she must be able to adapt quickly to new technologies. She

has only been using blended learning for approximately a year and a half. Mrs

Beatrix has had many new experiences over the last year and a half as she

implemented blended learning, and the issues she experienced seemed to have no

remedy at the time. In the future, she wants to attend more workshops on inclusive

education, learn more about how to teach in blended learning. Also, she wants to

get a short semester in college to take an educator certificate.

41

CHAPTER V

CONCLUSION & SUGGESTION

This chapter covers the conclusion of the research, that is the brief summary

of the findings that I have collected and the suggestion for further research relates

to adapting blended learning in inclusive education.

5.1. Conclusion

In this study, the researcher attempted to investigate and expand on the

findings from the interview. According to the data, as the researcher narrated Mrs

Beatrix's experience implementing blended learning on inclusive education, it is

possible to deduce that various factors have impacted her approach to teaching in

inclusive classes. These include instructional methods, learning resources, and

government support. Furthermore, attitudes like her patient, understanding

students, guiding students, and showering students with her attention influenced

Mrs Beatrix's experience to teach better in inclusive education. Mrs Beatrix, on the

other hand, faces several challenges while adapting blended learning to teaching

inclusive classrooms, which cause students to behave differently than expected.

Mrs Beatrix's use of inclusive education is far from ideal and arguably not entirely

successful. However, Mrs Beatrix is devoted to studying and improving her

teaching skills. When she encounters students with special education needs again,

she will be better equipped to deal with them.

Mrs Beatrix considers an excellent teacher to teach from the heart. Students

with special education needs are included in their education. Those involved in the

world of special education students must have a faithful and loving heart clothed

42

with patience. Mrs Beatrix also recognizes that each student has a unique

personality and set of talents, but they must all have access to the same learning

opportunities.

5.2. Suggestion

Based on this research, the researcher would like to share some suggestions

to further study on adapting blended learning when teaching in inclusive education.

It is strongly advised that the researcher collect not just data through interviews but

also a variety of documents to back up the findings of a study. Then, it is intended

that further questions will be addressed to gain more in-depth responses, ensuring

that the data gathered is very accurate. Before evaluating it, ensure that the

participant relates the entire tale from the past, present, and future. Finally, this

research might provide insight into teachers' experiences with using blended

learning in inclusive education.

43

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48

APPENDICES

Appendix 1. Informed Consent

49

Appendix 2. Interview Transcript

R/T Line Interview Themes

R Assalamualikum warahmatullahhiwabarakatuh

T 1 Waalaikumsalam

R Saya mulai ya buk…sebelumnya itu nama saya Tri Retna

Astari ini lagi mengerjakan skripsi judulnya itu EFL

Teacher experience adapting blended learning on

inclusive education ibu bersediakan ya menjadi

participantnya?

T 2 Iya bersedia hahaha

R Nah untuk pengambilan datanya ini Tari mau dibikin

semacam narrative gitu buk, jadi kurang lebihnya ibu bisa

ceritakan aja experience ibu. Jadi buk nanti saya ada

pertanyaan kalo misalnya ada yang kurang jelas bisa ibu

tanyakan lagi aja laah.

R Yang pertama itu mau nanya buk, kenapa mau jadi guru?

T 3 Kenapalah? Hahahaha (tertawa) aduh kenapa anu karena

lingkungan orang-orang sekitar, orang tua ibu itu guru,

tante-tante dirumah guru naah kakek guru naah itupang

sudah

R Hahaha berarti sama ya buk. (tertawa bersama)

T 4 Iyaaaaa ehehe

R Teruuuus sudah berapa lama ibu mengajar

T 5 Ibu ini sudah 10 tahun, tanggal 1 maret tadi 10 tahun Learning

experience –

teach time

R Sudah lumayan lama ya buk, sudah 10 tahun banyak itu

pengalamannya

T 6 Ahahaha (tertawa)

R Terus aaa jadi buk aaa untuk ibu ngajar dikelas inclusive

kan ya?

50

T 7 Iya mengajar kelas inclusive jadi ibu mengajar kelas 7

sama 8 nah ada sekitar 4 orang siswa yang berkebutuhan

khusus disana untuk saat ini.

Learning

experience –

Teach inclusive

class

R Boleh diceritakan gak buk gimana cara pendekatan ibu

sama siswa berkebutuhan khusus itu?

T 8 Ooooo siswa yang berkebutuhan khusus gitu dilakukan

pendekatannya dengan lebih hati-hati gitu siii abis itu

lebih banyak maklumnya karena kan mereka agak

berbeda dengan siswa regular lainnya itu jadi kadang bisa

niih ada contoh kan dua orang ini dikelas 7 sekarang kelas

8 dia, cewek. Dia itu memang berkebutuhan khususnya

itu lambat lambaaaaat paham dari yang lainnya. Kadang

kalo yang disuruh ini bisa yang lain dikerjakan sama dia

gituu yakan kadang yang lain udah ngumpul dia baru

mulai ngerjain. Mmm apa ngapain jadi ibu perlu

ngulangin lagi jadi sabar tu pang

Communication

approach

Learning

disabilities -

Intelectual

Teacher

Attitudes -

Patiently

R Berarti harus pelan-pelan gitu ya buk.

T 9 Heeeh soalnya gabisa juga kan yaa kita mau maksain gitu

sama mereka, biar kita kerasin gitu mereka gabisa susah

gitu gabisa nah gitu, ada juga kan yang gitu dulu yang

yang satunya lagi tuuu kalo bicaranya agak kurang jelas

jadi tapi kadang dia nulis aja masih kurang bisa tapi dia

orangnya mau maju eeh gak bukan mau maju apa ituu

kayak gimana mmmm kayak tugas apa ngumpulin aja

gak yang pemalas tapi kayak mengambar misalnya ada

gambar apa gituu contohnya yaa yang lain bikinnya

ukurannya sebesar apa dia biasanya bikinnya segariiiis

gitu emang segitu kemampuannya, menulisnya kurang

lancar apa sama huruf kurang kenal bisa kayak gitu.

Communication

approach

Physical

Disabilities –

Speech

impairment

Student

willingness to

Limits

51

R Tapi mau belajar gitu yaaa

T 10 Heeh, dia heeh

R Disini kalo ABKnya aaa non fisik gitukah bu?

T 11 Iyaa heeh

R Jadi gaada yang kayak gimana hmm maksudnya yang

netra gitu?

T 12 Gaada gaada, tapi kalo dulu udah agak lama siii sekitaran

4 tahun yang lalu apa ibu agak lupa juga kayanya dia

sudah tamat SMA sekarang dia dulu kakinya kayak

gimana hmm sampai sini aja (nunjuk lutut) tapi orangnya

secara fisik kan memang kurang cuman dia gak minder

orangnya berteman itu bagus apaa bagus aja gitu

Physical

disabilities

Confidence

R Pede aja gitu

T 13 Hooh pedee, kayak ngerjain tugas juga belajar bagus

orangnya bagus walaupun gak rangking satu nih yaa

ibaratnya tapi dia bagus ajaa

R Teruuus, metodenya ibu kan yang ibu pakai apa sama aja

gitu untuk yang kelas regular maupun yang kelas inklusif.

T 14 Sama aja siiih soalnya kan yang anak inklusif ada yang

dikelas regular, jadi paling dalam satu kelas itu bisa ada

satu atau berduaa gitu tapi paling banyak berdua dan itu

gak disetiap kelas ada siswa yang berkebutuhan khusus

jadi paling apa yoo lebih sabar sama lebih diperhatikan

nah itu bisa dijelaskan kayak tugas dijelaskan dii apa

didepan kelas gitu.. paham gak nanya kan terusnya itu

didekatin yang ini yaa sama yang ini lagi kan kalo bisa

dibukakan halamannya yang ini, ini supaya mereka

paham.

Teacher

Attitudes -

Patiance

Inclusive

teaching method

Teacher

Attitudes – Guide

R Hhmmm haah supaya mereka paham yaa

52

T 15 Soalnya kan mereka lambat kan yaa gabisa langsung gitu

kayak siswa regular lainnya jadii perhatian itu harus ada

hhhaa

Teacher

Attitudes -

Attention

R Iyaaa, terus dari yang awal ibu mengajar tu sudah

langsung bertemu sama SEN kah atau beberapa tahun

kebelakang ini ajakah buk?

T 16 Kalo yang dia lambat dalam belajar itu kayaknya berapa

tahun kebelakang ini aja yaa, kalo yang awal-awal itu

belum ada si kalo yang bandel-bandel gitu masuk

berkebutuhan khusus gak yaa? Enggak kan yaa?

R Enggak kayanya buk,

T 17 Enggak yaa hahahaha….. (tertawa bersama)

T 18 Yang lambat belajaaar, yang tidak mengerti gitu nah

berapa yoo 5 tahunan ini aja kayaknya yaa.

Learning

experience –

teach time

R Gimana buk rasanya ngajar 5 tahun langsung di kelas

inklusi ada keluhan gitu kah? Terus kelebihan sama

kekurangannya itu gimana selama mengajar buk?

T 19 Yaaah kadang kalo yang siswa berkebutuhan khusus itu

diaa enggak malas, naah nah gitu kan yaa ada

kelebihannya beberapa mereka itu mau aaaaa kalo ada

tugas atau mau ada apa pasti ngerjain terus kalo pun

kadang yang mereka kerjain itu beda gak sesuai sama

perintah. Tapi kayak yaa sudah kalo dilihat ooo iya lain

lagi ya sudahlah sudah dimaklumi aja. Tapi orangnya anu

aja santun apaaa bagus aja gitu naaah gitu itu si

kekurangannya. Tapi jadi kayak setiap ada

kekurangannya mereka tu pasti dibersamai sama

kelebihannya juga.

Posstive

Attitudes -

Student

Wilingness to

learn

Learning

Disabilities

Teacher

Attitudes -

Understanding

R Apalagi bahasa inggris ini bahasa kedua kan ya buk

53

T 20 Nah yaa itu makanya kadang banyak-banyak maklum

sama sabar gitu aja sudah sama lebih mengarahkan dan

memperhatikan berlebih untuk mereka.

Teacher

Attitudes -

Patiance

Teacher

Attitudes - Guide

R Perasaan ibu gimana selama mengajar dikelas inklusi?

T 21 Mmm mengajar di kelas inklusi inikah?

R Iyaa, saat mengajar anak berkebutuhan khusus sama

regular dalam satu waktu gitu?

T 22 Anu biasa aja siiih, paling kalo misalkan pas sudah

dijelaskan diterangkan kayak ini ini ini gitu abis itu sudah

orang mau ngumpul atau apa teruskan beda sama yang

dikerjain kan aaaah kenapa gini yaa terkaget-kaget

kadang ibuk tapi eh ya mau marah gabisa jadi ya

sudahlah. Ehehehe soalnya gabisa kasian juga mereka

kan mereka juga gamau kayak gitu

Learning

disabilities

Teacher

Attitudes -

Patience

R Berarti ya gitu buk yaa kesulitannya selama mengajar

dikelas inklusi?

T 23 Iyaa itu siii menjelaskan supaya mereka bisa supaya yang

kita maksud bisa ditangkap sama mereka, naah itu

kadang yang susah

Inclusive

teaching

strategy-

difficulty

R Iyaa, berarti harus berkali-kali gituu yaa

T 24 Iyaaa nah itupang makanya harus sabar jadinya Teacher

Attitudes –

Patiance

R Kalonya misalnya buk antara siswa regular sama siswa

berkebutuhan khusus mereka kan satu kelas ni buk itutu

menjelaskannya tetap didepan kelas gitu atau harus

beberapa kali kan disamperin gitu satu-satu?

T 25 Itu juga kalo misalnya yang regular itu kan mereka kan

yaa kalonya gak paham atau apa mereka pasti nanya nah

54

kalo anak berkebutuhan khusus itu mereka jadi jarang

nanya bila misalkan mereka gapaham yaa diam aja gitu

naaah gitu jadi kita ini yang harus ngeliatin soalnya kalo

gak gitu yaa bisa tebolak-balik gitu

Learning

disabilities (slow

progress)

Teachers’

attitudes –

attention

R Interaksinya gimana buk kalo sama anak-anak

berkebutuhan khusus itu? Gimana ibu membangun

interaksinya? Baik itu lagi dikelas maupun diluar kelas

gitu?

T 26 Biasa aja pang biasa yang kayak yaudah berinteraksi

paling saling ngobrol terus saling sapa gitu kalo lagi

diluar kelas atau apa kalo didalam kelas biasa aja sii

enggak ada yang pakem yang harus gini gini gini

interaksinya. Biasa aja

Social skill -

Positive

interaction

R Sama aja

T 27 Heeh soalnya kalo buat berinteraksi mereka itu bisa aja,

cuman yang tadi itu menangkap aja menangkap misalnya

kita yang mau latihan ini ternyata yang dikerjainnya yang

lain

Learning

disabilities –

intellectual

R Berarti kalo ngobrol itu

T 28 Bisa aja heeeh bisa

R Bisa gak buk kayak datang-datang nyamperin ibuk gitu

ke kantor?

T 29 Nah ini ada satu namanya m******* diaa itu kalo

ngomong agak kurang jelas iya tadi yang mengambar

bisa keciiiil tapi dia itu sering banget kekantor suka dia

yang sering dicarinya biasanya ibuk I*** wali kelasnya

beliau itu kadang menelpon-nelpon juga bisa. Bisa juga

tiba-tiba datang atau apakah sama bapak K******* bisa

juga soalnya kelas ini kayaknya bapak wali kelasnya

Physical

disabilities –

speech

impairment

55

ehahaha. Dia nanti orangnya datang apalagi kalo

misalkan kalo waktu offline biasanya itu yaa ada aja itu

tiap hari waktunya dia kelas 8 terakhir wali kelasnya ibu

I*** tiap hari itu pasti ada nyariin ibu I*** tapi bagus

ajapang orangnya cuman ya gitu duduk kan nyamperin.

Nah terus ada juga itu waktu kelas 7 sekarang dia kelas 8

si F***** itu yang suka belalapor ngadu gitu, istilahnya

yaa itu karna temen-temenya kan yaa dikelas itu ada yang

usil naaah jadi ada yang si F***** orangnya gimana yaa

kalo kata kita itu kata siswa lainnya itu tukang ngadu nah

dikit-dikit marah kadang yang diadukan sama dia itu aja

kadang padahal masalah sepele sebenarnya gitu kan dan

dia itu dilihat kayak gabisa percaya sama orang.

Maksudnya itu kayak seringkan ngerjain tugas temennya

disebelah itu bantuin membantu cuman dia gamau

dibantuin atau temennya makanya sering tu ibu

samperinkan didepan anu meja guru iya yang bisa sering

salah ngerjain itu orang maunya A dia malah B jadi

dibilanginkan sama temennya kan temennya bantuin dia

malah gapercaya dia kalo bukan gurunya yang kasih tau.

Gitu siiih.

Emotional

disabilities

Learning

disabilities –

inrellectual

Emotional

disabilities

R Berarti kurang percaya sama teman dia, mungkin inya

takut disalahkan gitu kali yaa buk

T 30 Iyaa bisa juga makanya dia juga sering menangis lebih

sering gitukan menangis diantara yang lain. Kalo si

M******* itu bisa juga kadang nangis tapi dia lebih

banyak pedenya dia gak anu minderan.

Emotional

disabilities

Positive attitude

– confidence

R Terus anuu dari anak-anak berkebutuhan khusus itu

adalah yang pernah ikut lomba-lomba gitu buk mewakili

sekolah atau individu gitu?

56

T 31 Setahu ibu gaada yaa setahu saya yaaa

R Inggih

T 32 Kayanya gaada si, gaada yang pernah ikut lomba atau apa

gitu gaada

R Teruus untuk sumber pembelajarannya buk, ibuk

mengambilnya dari mana?

T 33 Itu buku yang dari kemendikbud itu biasanya, heeh itu

ada buku saku dari situuuuu sama juga dari LKS jadi di

itukan disamakan kurikulumnya bisa di cocok-cocokan

gitu

Learning Source

R Kesempatan mereka buat belajar itu sama ajakan ya buk

ya sama siswa regular lainnya

T 34 Saaamaa iya cuman kesempatan sama cuma proses

menyerap pembelajarannya itu lebih lama jadi waktunya

itu kaan

Inclusive

education-

Students

oppurtunity

R Ooiya jadi agak lama dikit ya buk yaa

R Kadang-kadang ada gak bu yang gamau gitu belajar

T 35 Gaada sii yang anak berkebutuhan khususnya?

Alhamdulillah gaada si mereka mengerjakan aja terus

walaupun ya kadang keteteran atau apa tapi mengerjakan

aja

Positive attitudes

– students’

willingness to

learn

R Diberikan dukungan-dukungan gitu gimana buk?

T 36 Bisaa heeh, tapi ni yaa rata-rata anak-anak siswa

berkebutuhan khusus ini yang beberapa tahun ini seingat

ibu rajinan mereka itu

Positive attitudes

– students’

willingness to

learn

R Rajinan banget mereka ya buk

T 37 Maksudnya tuuu rajinan itu mereka gaperlu disuruh-

suruh kalo sudah diingetin sekali mereka langsung ooo

iyaa langsung mengerjakan. Gaada yang keteteran gitu

misalnya nanti yak buuk tugasnya besok yaaa atau aduuh

Possitive

Attitudes –

willingness to

learn

57

lupa ni buk nah gitu soalnya biasanya adakan yaa siswa

yang bandel-bandel gitu malah lupaaa

Negative

attitudes

R Inggih, hihihi malah siswa regular yang malah agak

males yaa buk yaa

T 38 Naah iyaaa makanya, siswa ABK itu rajin-rajin looh

cuman ya itu kurang mampu mereka dalam menyerap

materi kalo penjelasannya agak cepat. Tapi ada keinginan

mereka itu naah kuat keinginan mereka buat belajar gitu

atau mau mengerjakan tugas gitu nah ituu si nilai plusnya

jadi gabisa tuh mau nyalahin atau apa sama mereka itu

soalnya mereka ada kemauan usahanya ada

Learning

disabilities –

intellectual

Positive

Attitudes -

Students’ effort

R Terus kalo anu buk, dari sekolah pang supportnya gimana

buk?

T 39 Kemaren ada kayak gini kayak pelatihan mmmm tahun

kapan yaa 2019 atau 2020 gitu oiyaa 2019 kayanya

soalnya 2020 itu sudah covid kan yaa ada pelatihaan anu

inklusi mendatangkan orang dari luar dari pihak provinsi

pembicaranya ada jadi anak-anaknya pun ada diundang

dikumpulkan beberapa sekolah gitukan khusus untuk

pelatihan inklusi baik itu buat gurunya sama siswanya

juga.

School support –

workshop

R Berarti sosialisasi inklusi ini sudah sampai sini yaa buk

yaa?

T 40 Kebetulan sekolah ini aja juga yang ditunjuk jadi sekolah

inklusi eeh inklusi atau inklusif yaaa? Yang bener itu

Government

support – Pilot

school

R Sama aja buk kayanya

T 41 Sama aja yaa hahaha takut salah aja menyebutnya

R Saya itu dulu buk pernah iniii wawancara gini juga sama

salah satu guru di Jogja itu tugas kuliah ternyata beliau

58

itu mengajar dikelas inklusif jadi saya itu tertarik meee

iniiii

T 42 Ooooooohh

R Soalnya kayak belum pernah gitu kan buk belum pernah

ketemu gitu

T 43 Ternyata inklusif itu masuknya kan orang regular tapi

kalo yang dia lambat lambat lambat tidak bisa

menangkap pelajaran itukan termasuk inklusif juga

ternyata. Ada juga siswa yang kayak gitu malah ya diaa

jadi namanya itu A****** dia itu gak terlalu bisa

mungkin otaknya itu biasa aja kayak anak-anak regular

siswa pada umumnya aja tapi mungkin kalo

dipembelajaran itu agak lambat susah yang bener-bener

susah gitu jadi di aitu sebangku sama A**** nah si

A**** ini masuk siswa ABK kalo berbicara itu dia

terbata-bata tulisannya tuh jadi apa gitu sering yang

kayak apayaaa gitu pokoknya enggak begitu jelas kalo

lagi ngobrol nah tapi si A****** itu malah sering

nyontek sama si A**** ini

Learning

disabilities –

Slow progress

Physical

disabilities –

speech

impairment

R Ooohhhhhh

T 44 Nah itu hahahahaha

R Malah…

T 45 Kan ibu sering liat biasanya nah nah nah (memperagakan

cara menyontek) ujar anggara oooo iya dia malah

nyontek si itu hahahahha

R Yaaa harus menerima si yaa buk yaa kita sebagai guru ini

T 46 Iyaaa, jadi banyak itu sii ya berlapang dada sabar aja udah

kalo gitu yang penting orang dianya itutu bagus

kelakuannya naaah ada usaha gituu hendak hendak bagus

Teacher attitudes

– patience

59

hendak belajar hendak gitu nah supaya maju nah itu aja

sii itu yang nilainya nilai point plusnya mereka itu

Student

willingness to

learn

R Inggih

R Terus berinteraksinya ini supaya enggak

misunderstanding sama siswa-siswa dikelas itu gimana

buk?

T 47 Yaa harus diulang-ulang Teacher attitudes

– guide

R Diulang-ulang tadi yaa itu yak buk yaa

T 48 Heeh, soalnya kalo enggak kalo sekali kita kan kalo yang

biasa sekali atau paling enggak dua kali lah yaa sudahkan

kalo dikelas inklusi itu harus diulang-ulang gitu siii

paling enggak biasanya bisa sampe 5 kali laah atau 3 kali

laah ditanyain lagi pahamlah gimana ini atau misalkan

tugas dibukakan dulu halamannya yang ini yaa gitu naah

gitu sii

Inclusive

teaching

strategy-Methods

Teacher attitude

– guide

R Itu yang offline yak buk ya

T 49 Heehmm

R Kalo yang selama online ini gimana buk?

T 50 Kalo yang online ituuuu Alhamdulillah kalo tugas yang

awal-awal covid kan sebelum visitasi kan anu pakai apa

itu namanya di WA kan ngirim tugas atau apa gitu nahkan

kayak materi terus kalo ada tugas paling tugasnya juga

kayak satu atau dua aja terus soalnya yang gampaaang

banget, soalnya kan gamungkin juga kalo kita mau yang

susah susah kan kasian siswa-siswanya tapi mereka

cooperative pasti itu ngumpulin aja mengirim aja.

Online learning

instruction – WA

platform

Student

willingness to

learn

R Inggih

60

T 51 Jadi gak lagi liat dari bener enggaknya kalo selama online

ini tapi liatnya lebih dulu ke dia ngumpulin enggak

tugasnya naah gituu

R Platformnya itu berarti WA ya buk ya?

T 52 Iya hooh, tapikan sekarang ini ada visitasi jadi mulai

dikurangin penggunaan WA, karena gak semua siswa

disini punya WA karena kan kalo dari segi perekonomian

kebanyakannya mengengah kebawah.

Visitation

Students’

economic

((Ada guru lain yang datang dan saling mengobrol))

R Aaa ini tadi buk yang gak semua punya WA

T 53 Soalnya kan disekolah ini kalangan bawah gitu

kebanyakannya kadang ada yang gapunya HP juga kan

itu sii susahnya apalagi selama visitasi ini keliatan kan

yang siswa didatangin ini bahkan ada yang sampai

dijemput teruskan dari sana juga keliatan gimana keadaan

dia sekarang yang memang kurang memungkinkan kalua

hanya dilakukan sekolah online saja makanya dikasih

solusi pakai visitasi ini. Kan kalo kayak yang disekolah-

sekolah swasta contohnya I* kan itukan mereka memang

dari kalangan yang menengah keatas nah pasti bisa pakai

zoom itu bisa kalau disini masih ada aja yang gabisa jadi

enggak tercover semuanya jadi visitasi aja.

Online learning -

challenges

Face-to face

learning -

Problem solves

R Selama covid ini pembelajaran blended learning ini buk

antara online sama offline itu materinya tetap sama atau

menyesuaikan yang…

T 54 Menyesuaikan aja

R Menyesuaikan kurikulum covid ini?

T 55 Soalnya kalo yang visitasi itukan kadang sesemester

selama enam bulan itu cuma bisa ketemu sekali sama

siswa itu malah ada yang gak ketemu ahahaha pas mau

schedule

challanges

61

kena gilirannya sudah yang ini kemaren apa ujiaaan

naaah gitu simulasi sii ini selama 2 atau 3 minggu sudah

ini simulasi jadi tiap kelas itu dibagi dua habis itu aaa

masuk tiap dua kali seminggu

R Jadi kesekolah gituu

T 56 Heeh jadi misalnya senin kelas 7 dulu hari selasa kelas 8

rabunya kelas 9 nanti dari kamis diulang lagi kamis kelas

7 lagi gitunah kan gaboleh banyak orangnya

R Itu yaa buk yaa susahnya sekolah online ini hehehe

T 57 Hahaha iya

R Saya aja itu kadang-kadang susah sinyal gituuu

T 58 Terus kamu kemaren ada PPL? Gimana PPLnya gimana

R Ada buk sudah kemaren

T 59 Dimana PPLnya?

R Disini buk pilih ambil yang disini aja kemaren itu di SMA

1

T 60 Oooh bisa yaa pas mereka masuk aja yaa sekolahnya?

R Sama sii buk online juga

T 61 Ooooh iyaa online juga yaa ooh

R Kemaren itu boleh memilihkan buk mau sekolah Mitra

yang ada di Jogja atau disini milih gitu tapi sama-sama

online kan

T 62 Baik milih disini aja yaa hehe

R Iya disini aja soalnya masih agak takutkan kemaren itu

masih rame-ramenya corona

T 63 SMA 1 atau SMK 1?

R SMA 1

T 64 Ooohhh sama ibuk ituu yaa siapa

R Sama Ibuk A**** inggih, KKNnya disini juga kemaren

T 65 Iyaa gppa yang penting lancer

62

R Kalonya kegiatan yang visitasi itu buk yaa mengajar gitu

aja atau tetep ada kegiatan yang lain?

T 66 Mengajar aja siii Face to face

learning -

activities

R Kalo ulangan gitu buk? Kadang-kadang atau malah

enggak sama sekali?

T 67 Jarang siiii lebih dibanyakin ditugas aja, soalnya kan

kayak kalo ibu yaaa mau adain ulangan gitu agak kurang

maklum jadinya soalnya kalo yang kayak kelas biasa kita

sebelum corona itu kayak Bahasa inggris ini dua kali

seminggu otomatis ulangan itu dalam satu bulan minimal

dua kali karena banyak waktu buat tatap muka kan, kalo

yang blended learning ini paling sebulan itu mungkin

ketemunya cuma sekali jadi rasanya tuuu gimana yaa

kayak gamungkin aja dan kasian jugakan sama yang

belum pernah ketemu sama sekali. Jadi yaa kalo ibuk

dibanyakin ditugas aja rasional aja sii gabisa kan yak mau

full normal gitu ketemunya aja enggak full kayak

biasanya naah gitu

Online learning –

challenges

R Terus kayaknya ada masalah-masalah yang timbul

selama pembelajaran blended learning ini cara ibu

menghadapinya gimana? Terlebih buat dikelas inklusi

baik itu siswa regular maupun yang Siswa berkebutuhan

khususnya?

T 68 Makin dan lebih banyak sabar lagi soalnya dikaitin sama

keadaan gabisa gabisa kan yaa harus kita ini harus yang

menyesuaikan keadaan kalau kita kekeuh kayak mau

kayak biasa gitu gimnaaa? Gabisa juga kan jadi

disesuaikan keadaan aja ibaratkan itu levelnya itu 5 yaa

diturunkan jadi 1 atau 2 gitu gitu aja sudah.

Teacher attitude

– patience

63

R Tapi ada untungnya juga yak buk yaa ada yang home visit

ini mendukung….

T 69 Eeeeh ada juga iyaa mendukung pembelajaran online,

soalnya misalkan aja ni kayak yang WA itu susah

tugasnya susah banget apa ditagih dan menyamakan

presepsi gitu nah itu juga selain yang factor apa itu

ekonominya yang punya HP atau enggak apalagi kayak

kuota itu yaa susah buat ditagih juga. Jadikan misalnya

inini sudah ada listnya di group itu sudah dimasukin “ini

list yang belum ngumpulin tugas” tapi tetep aja susah.

Tapi yaa selama visitasi ini masih ada juga ada yang gak

masuk harusnya hari ini jadwal dia buat datang eeeh dia

malah absen gitu ada yang sampe dijemputi itu masih

tidur looh pernaaah

Online learning -

challanges

Negative

attitudes

R Merasa liburan mungkin dia selama gak sekolah ini

T 70 Iyaaa beda memang semangatnya beda, kurang

dibandingkan sekolah kayak biasa itu

Less motivation

R Kira-kira ni buk menurut ibu kelas inklusi atau

pembelajaran inklusi ini emang sudah siap kah di

terapkan sekarang diajarkan disekolah umum gini atau

sebaiknya itu di sekolah khusus aja gitu buk?

T 71 Kalo yang inklusi yang ibu temui ini ibu rasa cocok aja

sudah diterapkan disekolah umum, soalnya mereka itu

masih bisa membaur apaa paling enggak ada bila

temenan itu masih masuk dan nyambung satu sama lain.

Walaupun ni yaa waktu kita menjelaskan itu perlu

pengulangan beberapa kali tapii gampang aja dan gak

masalah sama sekali, kalo misalkan di sekolah khusus

gitukan itu makin lagikan dia kasian ibaratnya itu

mungkin kalo yang kayak tunanetra yang kekurangannya

Social skill -

interaction

64

difisik memang perlu sekolah atau guru khusus buat

membimbing tapi kalo kayak mereka in ikan

komunikasinya bagus aja walaupun ada yang terbata-bata

gitukan tapi kayanya mereka temenan itu bisa aja dan

bagus aja gitu kan yaa jadi gapapa sih menurut ibu.

R Ibarat kata itu masih bisa aja diatasi

T 72 Heeeh nah iyaa gitu

R Inggih, tadi itu pertanyaan terakhir buk ternyata, kira-kira

gitu sii buk pertanyaan dari saya sekiranya nanti ada yang

kurang saya izin menghubungi ibuk lagi

T 73 Hoo hiya gppa WA aja atau mau ketemu langsung juga

silahkan gapapa

R Terimakasih banyak buk

T 74 Iyaa sama-sama

65

Appendix 3. Tables of themes, sub-themes, and coding

a. Tables of themes, sub-themes and coding

THEMES SUB-THEMES CODING

The Teachers’ Teaching

Techniques in Inclusive

Classes

Communication

Approach TTINC – CAP

Students Characteristic TTINC – STC

Difficulty TTINC – DFC

Learning Resources TTINC – LRS

School Support TTINC – SSP

Government Support TTINC – GSP

The Teachers’ Attitudes

in Inclusive Education

Patience TAINC – PTC

Guidance TAINC – GDN

Understanding TAINC – UND

Attention TAINC – ATT

Feeling TAINC – FEE

The Teachers’

Challenges on Blended

Learning

Media TCTOL – MED

Schedule TCTOL – SCH

Students’ Economic TCTOL – STE

Students Challenge TCTOL – STC

b. Tables of sub-themes

SUB-THEMES

Communication Approach

Students Characteristic

Difficulty

Learning Resources

School Support

Government Support

Patience

Guidance

66

Understanding

Attention

Feeling

Media

Schedule

Students’ Economic

Students Challenge

67

Appendix 4. Table of coding and its meaning

CODING MEANING

TTINC/CAP/8 The datum is taken from the interview with the teacher which

was sub-themed communication approach from theme the

teachers’ teaching techniques in inclusive classes in line 8.

TTINC/CAP/9 The datum is taken from the interview with the teacher which

was sub-themed communication approach from theme the

teachers’ teaching techniques in inclusive classes in line 9.

TTINC/DFC/23 The datum is taken from the interview with the teacher which

was sub-themed difficulty from theme the teachers’ teaching

techniques in inclusive classes in line 23.

TTINC/GSP/40 The datum is taken from the interview with the teacher which

was sub-themed government support from theme the

teachers’ teaching techniques in inclusive classes in line 40.

TAINC/GDN/48 The datum is taken from the interview with the teacher which

was sub-themed guidance from theme the teachers’ attitudes

in inclusive education in line 48.

TAINC/ATT/15 The datum is taken from the interview with the teacher which

was sub-themed attention from theme the teachers’ attitudes

in inclusive education in line 15.

TCTOL/STE/52 The datum is taken from the interview with the teacher which

was sub-themed student’ economic from theme the teachers’

challenges on blended learning in line 52.

TCTOL/SCH/55 The datum is taken from the interview with the teacher which

was sub-themed schedule from theme the teachers’

challenges on blended learning in line 55.