TEACHER’S PRACTICES IN MANAGING THE INCLUSIVE CLASSROOM AT SMP ISLAM AL AZHAAR TULUNGAGUNG

SITI NGAISAH, 12510174039 (2019) TEACHER’S PRACTICES IN MANAGING THE INCLUSIVE CLASSROOM AT SMP ISLAM AL AZHAAR TULUNGAGUNG. [ Thesis ]

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Abstract

ABSTRACT Ngaisah, Siti. Students Registered Number. 12510174039.2019. Teacher’s Practices in Managing Inclusive Classroom at SMP Islam Al Azhaar Tulungagung.Thesis. English Education Department. Faculty of Tarbiyah and Teacher Training. Stated Islamic (IAIN) of Tulungagung. The 1 st Advisor: Dr. Arina Shofiya, M.Pd and The 2nd Advisor Dr.Susanto,SS.M.Pd . Keywords: Classroom management Inclusive education is an education that gather the students with special need into one classroom, the student with special need was autism. The students with special need have opportunity to improve their learning outcomes, including their social skills, academic achievement and personal development, because when they study together with normal students they will have good motivation to be better. The objectives of the research were (1) To know how the teacher manage the inclusive classroom at SMP Islam Al Azhaar Tulungagung. The method of the research was descriptive qualitative research. The subject of the research was English teacher of SMP Islam Al Azhaar Tulungagung. The data was collected by using observation, interview, and documentation. The researcher did observation to know activities of the teaching learning processes in the class which is related to the classroom management applied. Interview is used to collect information from English teacher to know the problem faced in classroom management applied. After collecting the data, the researcher analyzed the data found qualitatively. The result of the study shows that to handle inclusive classroom, the teacher uses vertical seating arrangement. The teacher uses both English and Indonesian in the teaching and learning process in order that the students understand the lesson. To make the students easy to understand the material, the teacher acts as an informer in the class and to be monitor in the teaching and learning process. The teacher uses small groups in grouping students. The teacher corrects the students’ spoken and written language by checking students’ pronunciation and writing one by one. The teacher gives feedback to the students individually or in groups. The teacher’s voice is loud in explaining the material. It is aimed to make the students hear the teacher’s voice clearly. The teacher’s pronunciation is correct and clear. So, in managing the inclusive classroom is like managing reguler class but the teachers are challenged to make the student with special need feel like normal student.

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