THE PRACTICE OF TEACHING ENGLISH IN INCLUSIVE CLASS AT THE CILUKBAA PLAYGROUP

LULUS RAHNI AYU WARDANI, 1880510220020 and SUSANTO, 197308311999031002 and ERNA IFTANTI, 197203072009012002 (2025) THE PRACTICE OF TEACHING ENGLISH IN INCLUSIVE CLASS AT THE CILUKBAA PLAYGROUP. [ Thesis ]

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Abstract

The thesis entitled “The Practice of Teaching English in Inclusive Class at the Cilukbaa Playgroup” was written by Lulus Rahni Ayu Wardani. Student Registered Number 1880510220020. 2025.English Education Department. Magister Program Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung. Advisors: (1) Dr. Susanto, SS., M. Pd., and (2) Prof. Dr. Erna Iftanti, SS., M. Pd. Keywords: inclusive education, early childhood, English for young learners, In Indonesian context, teaching English has been done starting from primary school up to university level. The practice of the teaching of English has involved not only regular students but also those who have been categorized as students with special needs. In its practice, a certain school has implemented an Inclusive Class in which regular students and students with special needs have learnt together in one class. This study explored English teaching practices in an inclusive early childhood education setting at Playgroup Cilukbaa in Tulungagung, Indonesia. The formulated of research questions are (1) How does the teacher design English teaching in the inclusive class at Cilukbaa playgroup? and (2) How does the teacher create an inclusive atmosphere at Cilukbaa playgroup? The study belonged to a Descriptive Case Study design with qualitative approach. The research subject was a Lead Teacher as one who had authority to give information related to the research question of the present study. The data were collected through conducting semi-structured interviews, observations, and document analysis. The use of different methods of data collection enabled the researcher to show that the data of the study were triangulated methodologically. The findings revealed that (1) The design of English teaching in the inclusive class at Cilukbaa playgroup was divided into three phases of teaching, covering preteaching, whilst-teaching and post teaching. Within these three steps, the English instruction was carried out through Differentiated-Based, Playing-Based and Children-Centered Approaches. Learning media such as songs, flashcards, books, and educational play tools are used to address the diverse learning needs of both regular students and those with special needs, (2) Teacher flexibly adjusted lesson plan based on the students’ responses and readiness while fostering a supportive, stimulating, and inclusive environment. This atmosphere is further enhanced by individualized attention, consistent classroom routines, and strong collaboration with parents and external professionals, along with adaptive strategies and methods to support English acquisition and inclusive participation for all children.

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