Upload
noelalmubarok
View
222
Download
0
Embed Size (px)
Citation preview
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 1/77
ABSTRACTEDLY
Khusnul Mubarok, 2010. ANALISYS PROCESSES ENGLISH LANGUAGELEARNING ON INKLUSIF'S ELEMENTARY SCHOOL AT HIGH
CLASS. Paper, Master Education Teacher Elementary School Programme
Indonesian Education University Tasikmalaya's Campus.
This research backgrounded by its medley individual which is at one of
society amongst those is exist it child that have the so called idiosyncrasy with
child gets special requirement and professionalism charge learn in perform
learning activity at classs for all student without but. As effort in accommodate
that education charge, government in this case, besides evens out Education to get
SLB'S form (Tremendous school) also even out Inclusive's Elementary Education
that integrates among normal student with student gets special requirement in
processes studying at class.Departed of about problem that, researcher tries to arrange research to
know how learning process in particular english language learning at Inclusive's
Elementary School. School that made by that research place is SDN 2
Karanglayung Karangjaya's Districts Tasikmalaya's Regencies. That research
constitute case study on english language learning at Class V. Problem limitation
in observational that is base skill implementation teach teacher in learning
performing and learning method that is utilized. To the effect in this research
which is 1) Knowing base skill implementation picture teach teacher in english
language learning at Inclusive class, 2 ) Know english language learning methods
those are utilized in learning process at Inclusive Class. This research is expected
give benefit for researcher, institute and reader in a general way. For researcher ,
namely as input in the effort unlimbers to start for energy professional educator.
For institute , namely as material as eyes developmental recommendation Child
Guidance college get Special requirement. For reader , namely with marks sense
this research is expected can add knowledge and knowledge hits education,
notably Inclusive's education.
Instrument in observational it utilizes human instrument , namely that
researcher is alone one becomes its instrument. In its performing researcher
utilizes tool as guidance of interview, observation guidance and digital
documentation tool.
Base observational result already been performed, therefore gets to begleaned from that basically processes learning including english language learning
at Inclusive Class equal to learning which is performed at reguler's class. So even
even with method which is utilized namely method which classical. But different
one is curriculum that is utilized namely KTSP Reguler already being modified,
assessment tool that is utilized, in this case teacher makes two classifications, first
for normal child and secondly for child to get special requirement and Minimal
thoroughness Criterion (KKM) one that inferior was compared with by school
reguler.
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 2/77
SHEET DROVES A HARD BARGAIN PAPER
ANALISYS PROCESSES ENGLISH LANGUAGE LEARNING ON
INKLUSIF'S ELEMENTARY SCHOOL AT HIGH CLASS
(Case study On English Language Learning Performing Class V At Country
Elementary School 2 Karanglayung Karangjaya's districts Tasikmalaya's
Regencies)
By:
Khusnul Mubarok
NIM. 0601496
Agree:
Counsellor I
Prof. Dr. H. Cece Rakhmat, M. Pd
NIP. 19520422 197603 1 004
Counsellor II.
Desiani Natalina M, M. Pd
NIP. 19771222 200501 2 002
Know,
Chairman Programs Studi PGSD
UPI is Tasikmalaya's Campus
Drs. Rustono WS, M. Pd
NIP. 19520628 198103 1 001
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 3/77
STATEMENT
I declare for that paper with title “ANALISYS PROCESSES ENGLISH
LANGUAGE LEARNING ON INKLUSIF'S ELEMENTARY SCHOOL AT
HIGH CLASS” (Case study On English Language Learning Performing Class V
At Country Elementary School 2 Karanglayung Karangjaya's Districts
Tasikmalaya's Regencies) therewith all its content quite a opus myself and not do
plagiarizing or quotation passes through to make the point that in conflict with
prevailing scholarly manner deep scholarly society.
If then deep opus writes this was found marks sense breach to scholarly manner
and available claim of party othering to my opus authenticity this, I readily take
on jeopardy/dropped sanction to me.
Tasikmalaya, June 2010
One that makes statement,
KHUSNUL MUBAROK NIM. 0601496
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 4/77
PREFACE
Praise and fortunately writer utter to Rabbi Godlike presence, since
blessing and grant from above blessing it, writer can solve this paper writing with
heaving full patient, oomph, and persistence to settle all aught interference. Paper
that gets title “Analisys Processes English Language Learning On Inclusive's
Elementary School At High Class (Case study On English Language
Learning Performing Class V At SDN 2 Karanglayung Karangjaya's
Districts Tasikmalaya's Regencies)” arranged as one of saturated requisite in
get Master Education Teacher Elementary School Programme Indonesian
Education University Tasikmalaya's Campus.
Writer realises that deep inscriptive this paper still a lot of lack. Therefore
writer expects to criticize and entry that builds utilised paper inscriptive perfection
this in the future.
Writer gratitude utterance passes on to:
1. Dear, Prof. Dr. H. Cece Rakhmat, M. Pd., my interrupts director
Indonesian Education University Tasikmalaya's Campus,
2. Dear, Drs. Sadjaruddin Nurdin, M. Pd., my interrupts secretary director
Indonesian Education University Tasikmalaya's Campus,
3. Dear, Drs. Rustono WS, M. Pd., my interrupts chairman Program S1
Education Teacher Elementary School Programme Indonesian
Education University Tasikmalaya's Campus,
4. Dear, Prof. Dr. H. Cece Rakhmat, M. Pd., my interrupts Counsellor I
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 5/77
Lecturer already lead writer in inscriptive this paper,
5. Dear, Desiani Natalina m, M. Pd., my interrupts Counsellor Lecturer II.
and college eye lecturer english language already lead writer with
instruction, urge and tips that builds,
6. Dear, Drs. Dian Indihadi, M. Pd., my interrupts lecturer wink english
language college already give a lot of entry to writer in inscriptive this
paper,
7. Dear, Dra. Yasbiati, M. Pd., my interrupts lecturer wink writer college,
8. Dear, Drs. Yusuf Suryana, my interrupts lecturer wink writer college,
9. Dear, Indonesian Education University lecturer already help writer in this
paper collation,
10. Dear, staff is Indonesian Education University accounting staff,
11. Dear, Headmaster’s SDN 2 Karanglayung already give permits to
researchers to perform researches,
12. Dear, Teacher Class V at SDN 2 Karanglayung (Informant),
13. Dear, English teacher at SDN 2 Karanglayung (Informant),
14. Dear, English teacher at SDN 2 Karanglayung (Informant),
15. Father (D. Dasuki), Mother (E. Maemunah), and Sister (Ismawati) loving
already becomes source inspiration and strong motivation,
16. All party already helps deep paper working out process this that can't be
named by piece.
Hopefully Allah SWT gives equal reward reply for goodness charitable
already been done. Amen.
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 6/77
Finally no ivory that don't rift, hopefully opus writes this paper writer
benefit on notably and for reader in a general way.
Tasikmalaya, June 2010
Writer,
KHUSNUL MUBAROK
NIM. 0601496
TABLE OF CONTENTS
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 7/77
Page
ABSTRACTEDLY ................................................................................ i
PREFACE ............................................................................................... ii.
TABLE OF CONTENTS ..................................................................... v
TABLE LIST .......................................................................................... vii
ATTACHMENT LIST .......................................................................... viii
CHAPTER I FOREWORD
1.1. Problem Background ........................................................... 1
1.2. Problem Formula ................................................................. 6
1.3. Problem Limitation .............................................................. 6
1.4. To The Effect Research ....................................................... 6
1.5. Observational Benefit .......................................................... 71.6. Conceptual Definition .......................................................... 7
1.7. Observational Method .......................................................... 8
1.8. Location and Subject Is Research ........................................ 9
CHAPTER II BASIS FOR THEORY
2.1. Inclusive's Education ........................................................... 10
2.1.1. Inclusive's Education Signification ............................. 10
2.1.2. Basis for Education Inclusive ..................................... 12
2.1.3. Inclusive's Education Curriculum ............................... 14
2.1.4. Inclusive's Education Model ....................................... 17
2.2. English Language Learning at Elementary School ............ 182.2.1. Learning Concept ........................................................ 18
2.2.2. English Language Learning Concept ..................... .... 19
2.2.3. To the Effect and Lingual Learning Scope
England ....................................................................... 20
2.2.4. English Language Learning Method ........................... 21
2.2.5. English Language Learning Performing at Bersetting
Inclusive's Elementary School..................................... 25
2.2.6. English Language Learning evaluation at Bersetting
Inclusive’s Elementary School.................................... 27
CHAPTER III METHODICS RESEARCH3.1. Observational Location ........................................................ 32
3.2. Observational Method .......................................................... 32
3.2.1. Observational Design ................................................. 32
3.2.2. Subject is Research ..................................................... 34
3.4. Data Collecting Technique .................................................. 35
3.5. ANALISYS's Technique Data ............................................. 37
3.6. ANALISYS's Result Data .................................................... 38
CHAPTER IV PRODUCT OBSERVATIONAL AND STUDY
4.1. Profile’s SDN 2 Karanglayung ............................................ 39
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 8/77
4.1.1. Background’s SDN 2 Karanglayung as Bersetting
Inclusive’s Elementary School .................................... 39
4.1.2. Situation Learns at SDN 2 Karanglayung ................... 404.1.3. Inclusive's Student at SDN 2 Karanglayung ............... 41
4.2. Observational Product Presentation ...................................... 42
4.2.1. Interviews Product Data ............................................. 43
4.2.1.1. Inclusive's Child Situation at Class V SDN 2 Karang
layung ........................................................................ 43
4.2.1.2. Student Guidance Service Inclusive at Class V
SDN 2 Karanglayung ................................................ 44
4.2.1.3. Learning On Class Inclusive at Class V
SDN 2 Karanglayung ................................................ 45
4.2.2. Observations Product Data ......................................... 50
4.2.2.1. English Language Learning Performing at ClassV SDN 2 Karanglayung ............................................ 50
4.3. Observational Product Study ................................................ 53
4.3.1. ANALISYS Methodics English Language Learning at
Class V SDN 2 Karanglayung ..................................... 53
4.3.2. ANALISYS is Basic Skill Teaches In
English Language Learning Performing at Class
V SDN 2 Karanglayung .............................................. 54
4.3.3. ANALISYS is English Language Learning Model at
Class V SDN 2 Karanglayung..................................... 63
4.3.4. ANALISYS is English Language Learning Assessment at
Class V SDN 2 Karanglayung..................................... 64
CHAPTER V CONCLUSION AND RECOMMENDATION
5.1. Conclusion............................................................................ 66
5.2. Recommendation ................................................................. 67
LITERATURE ....................................................................................... 72
ATTACHMENT ...................................................................................... 75
RESUME .................................................................................................. 99
TABLE LIST
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 9/77
Page
Table 2.1. Curriculum Type Target and Implication to System
Assessment For Child With Invasive Intellectual at School
Inclusive's Education Promoter ...................................................
28
Table 4.1. ANALISYS's Result Basic Skill Teaches ................................. 55
ATTACHMENT LIST
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 10/77
Page
Attachment 1. Observational Permit ................................................................ 72
a. Decree of Paper Title Validation and Appointment
Paper Counsellor Lecturer .................................................................... 73
b. Observational Permit Application ....................................................... 74
c. Observational Permit Of KESBANG'S Office .................................... 75
d. Bank Statement Of Headmaster ........................................................... 76 Attachment 2. Data Usufruct Observation ....................................................... 77
Attachment 3. Inkusif's Child Data at SDN 2 Karanglayung .......................... 79
Attachment 4. ABK'S Networking Instrument ................................................ 80
Attachment 5. Observation Guidances ............................................................ 90
Attachment 6. Interview Guidances ................................................................. 92
Attachment 7. RPP'S Examples ....................................................................... 93
Attachment 8. Activity Documentations .......................................................... 96
CHAPTER I
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 11/77
FOREWORD
1.1. Problem Background
Individuals (educative participant) one that is at society be medley.
Hidayat et. al,. (2006) interpose that “that medley among those is children that
have tall ability as talent (scarred), gifted's child (smart), and children that have
interference in physical good learning and also psychic, well that permanent and
also temporary one.” Those multiple diverse one makes someone shall can
professional ala to accommodate all participant requirement is taught in a learning
process. In curriculum 2004 are said that “Teacher constitutes one of performing
spear tip curriculum at the site and need to understand by wheter regarding
learning planning, learning performing and learning evaluation that corresponds to
learning basic principle.”
Along with medley of individual (educative participant) one that is at
society, therefore comes into the world an education concept which is education
Inclusive. Hidayat et. al,. (2006) interpose that “ Education Inclusive is education
that equals each society member, including that gets abnormality, to get children
collaborative learning chance in a general way and gets socialization with comate
its coeval and education service suitably with competence each individual.” In this
case teacher shall have good ability to accommodate a variety medley each
participant is taught in a learning process.
Education Inclusive will involve a large amount schooled incoming child,
including in it child gets special requirement. Thus class that Inclusive wills be
class medley one (heterogeneous). Child gets special requirement be their that
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 12/77
have requirement, well permanent and also temporary, to get education service
that adjusted by one because of:
1 ) emotion social conditions
2 ) economic conditions
3 ) politics conditions
4 ) innate abnormalities and also one are gotten then (Depdiknas,
2000).
Inclusive's education so appreciative and pricing marks sense distinctive
social ability and another abilities of participant be taught. Inclusive's education is
opened and gives chance for all individual because everlastingly price to mark
sense equation via the difference with not differentiates gender, intelligence
ability, gender, ethnic, etc.
We utterly realise that each individual included child get abnormality be
human whatsoever its condition. Indeed as human as we under obligation and
right for same to societal, get state, work, following education and participates
active in various life area accord in its own right each.
In other words, according to Skjorten (2000) in Hidayat., et. al (2006)
interpose that ‘Inclusive Education not only work through the few group that
because of abnormality just, but ranging a large amount schooled child . ’
In learning process at Elementary School “Inclusive”, ideally learns can as
to establish studying atmosphere that comfortable and enabling to accommodate
requirement all participant element is taught whatever available. Ideally, teacher
shall can apply method suitably deep comunicated learning material with
heterogeneous student, to been gotten its intent (interest) learning and optimal
studying result.
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 13/77
On its reality, learning performing can walk properly and easy-going if
learns to have basic skill teaches as:
1 ) skill open studies
2 ) skill ask
3 ) skill give supports
4 ) skill arrange variations
5 ) skill word
6 ) skill captain little group discussions
7 ) skill bring off to class
8 ) skill arranges to evaluate
9 ) skill close studies (Department p and k, 1989: 1 ).
It constitutes positive something of activity a teacher in processes teaching and
learning activity at within class. The same as in lingual learning comprises english
language.
In this case language have central role in formative intellectual, social, and
emotional participant is taught and constitutes success supporter in studies all
studies area. Expected lingual learning help participant educativing to know her,
its culture, and others culture. Besides, lingual learning also help educative
participant can interpose idea and feel, participate in society, and even finds and
utilize analytical ability and imaginative whatever available within itself.
In curriculum 2006 (2006: 97) worded that:
English language constitutes tool to get communication word of
mouth and writes. Get communication is understand and reveals
information, think, feel, and develops scholarship, Techniquenology,
and culture. Ability gets communication in whole signification is ability
get discourse, namely ability understands and/or resulting verbal
text and/or writes that realization in four skill gets language, which is
listens, speaking, read, and write. Skill fourth this is that is utilized
for comment or creates discourse in life societal.
Therefore, english language subject is led to develop that skill that educative
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 14/77
participant can get communication and gets discourse in english language in level
literation one particular.
Wells (1987) in KTSP'S curriculum (2006: 95) interpose that:
That literation zoom ranges performative, functional,
informational, and epistemic. On zoom performative, person can read,
write, listen, and speaking with symbols one that is utilized. On zoom
functional, person can utilize language to meet the need knockabout life
and reads letter news, manual or road map. On zoom informational, person
can accessing science ably gets language, meanwhile on zoom epistemicperson can reveal science into objective language.
But fact bases to usufruct writer watch at SDN 2 Karanglayung
Karangjaya's districts Tasikmalaya's Regencies says other. Inclusive's education
that implementation by marks sense Elementary School model “Inclusive” less
walking corresponds to that expected because on its learning performing is still
utilize reguler's school curriculum, not curriculum which special to be applied at
Inclusive's school. Inclusive's education model that progressively extends that
considerable since there is statement Salamanca on World Conference about
month of June Special Education 1994 one reveals that “basic principle of
education Inclusive is: up to enables, all child obviously together studying without
see handicap or difference even that may there is on them.”
Seeing lingual role in day-to-day life comprises intern language that one of
amongst those is so english language central and so complexted processes
learning and so medley it individuals (educative participant) whatever available,
therefore those thing one pushes writer to arrange research to english language
learning at Schooled “Inclusive”. That research is executed by performs case
study on english language learning performing at “Inclusive” Elementary School
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 15/77
As gnostic as writer, case study on english language learning performing
at Elementary School “Inclusive” haven't available one does previous research. To
it, writer perceives to need to perform research to thing upon deep shaped paper
which gets title ANALISYS PROCESSES ENGLISH LANGUAGE
LEARNING ON ELEMENTARY SCHOOL INCLUSIVE AT HGH CLASS.
This research is expected gets to give picture about english language learning
process at Elementary School “Inclusive”.
1.2. Problem Formula
By leaves of background about problem above, therefore writer
formulating problem that becomes research basic as follows:
a. How methodics english language learning at Elementary School
“Inclusive”?
b. How is skill basing to teach deep english language learning performing
at Elementary School “Inclusive”?
1.3. Problem Limitation
With up on problem formula upon, therefore writer establish action focus
in observational writer one performs, namely as follows:
a. Analisys methodics english language learning at “Inclusive”
Elementary School
b. Analisys is basic skill teaches in english language learning performing
at Elementary School “Inclusive.”
1.4. To the Effect Research
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 16/77
According to problem formula upon, therefore research aim that is
designed is as follows:
a. To describe english language learning method at “Inclusive”
Elementary School
b. To describe basic skill teaches in english language learning at
“Inclusive” Elementary School
1.5. Observational Benefit
This research is expected gets to give many benefits as follows:
a. For researcher, as input in the effort unlimbers to start for energy
professional educator.
b. For institute, as material as eyes developmental recommendation Child
Guidance college get Special requirement.
c. For reader, with marks sense this research is expected can add
knowledge and knowledge hits education, notably Inclusive's
education.
1.6. Conceptual Definition
a. Learned Signification
Henry E. Garret in Syaiful Segala (2005: 130) declare for that ‘Studying
constitutes a process that happens in so long duration by the exercise of and
also experience that takes in to change self and trick change react to a
particular excitement’ meanwhile Fontana (in Eman Suherman, et. al ., 2001:
9 ) declare for that ‘Studying is process relative behaviour change constant as
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 17/77
a result of experience.’
b. Learning Signification
Syaiful Segala terminological learning (2005: 61) are “each activities one
that is designed to help someone studies an ability and or point a new one.”
c. Signification Methodics Learning
Method is “a way in achieving something ” (Wina senjaya: 2008). So,
learning method used to mean as trick that is utilized for implementation plan
already being arranged deep shaped real activity and practical to reach to the
effect learning.
d. Base Skill Teaches Signification
Basic Teaching Skills are a set of skill who shall be gained control by a
teacher or teacher candidate before beginning teaches consisting of skill:
opening study, wording study, ask basic and sequel, giving support, arranging
variation, leading little group discussion. Teaching group or individual,
bringing off class, and closes study (Department p & k: 1989:1).
e. Inclusive Education Signification
Staub and Peck (1995) interpose that ‘Education Inclusive is child
place get special requirement increase demulcent, be, and weight fully at
reguler class’. It points out that reguler class constitute relevant studying
place for child to get special requirement, whatever its abnormality type and
anyway its gradation.
1.7. Observational Method
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 18/77
On this research researcher utilizes to methodic qualitative. Substantially
methodics qualitative just looks for theory, don't test theory and observing deep its
environment, get interaction with them, try to understand their language and
conjugation about its vicinity the world. Thus, this qualitative method is utilized
to depict systematically fact or given population characteristic or particular area
(Iqbal Hasan, 2002: 22). To it researcher shall fall to field and is there in the
period of which adequately long time (Nasution, 2005: 5 ). Miles and Huberman
(1992: 1 ) interpose that “qualitative data constitute extensive description source
and loads explanation about process which happen deep environmental local.”
Then terminologicals Burgess in Nasution (2003: 17) qualitative method actually
covers a number observational method, for example field work, field research,
case study, ethnografi, interpretative's procedure , etc..
1.8. Location And Subject Is Research
a. Observational Location
One that as this research location is SDN 2 Karanglayung Karangjaya's
districts Tasikmalaya's Regencies.
b. Subject is Research
One that as subject researcher research is English Teacher at SDN 2
Karanglayung and student class V at that school.
CHAPTER II
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 19/77
BASIS FOR THEORY
2.1. Inclusive Education
2.1.1. Inclusive Education Signification
Inclusive education have medley signification. Stainback and Stainback
(1990) interpose that “School Inclusive is schooled one keep all student at same
class.” This school provide education program that reasonably, against, but
accords ably and the need each student. Beside it there is too succour and
allocable support by teachers that successful children. Even schooled Inclusive
also constitute place each child can accept to be part of that class and mutually
good help of learns, coeval friend, and also other society member that individual
the need child gets abnormality and/or have intelligence potency and privilege
talent can be accomplished.
Staub and Peck (1995) interpose that ‘Education Inclusive is child place
get special requirement increase demulcent, be, and weight fully at regular class’.
It points out that reguler class constitute relevant studying place for child to get
special requirement, whatever its abnormality type and anyway its gradation.
Besides Sapon Shevin (O ’ Neil, 1995) declare for that Inclusive education as
system of education service that qualifies that all child gets special requirement be
serviced at closest schools, at reguler class goes together friend one age it. Its
consequence for example emphasized marks sense school restructuring, so
becomes saturated supportive community special requirement each child, its mean
is rich in learned source and gets support of all party, which is students, teacher,
oldster, and its vicinity society (In Sunardi: 2002).
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 20/77
Red yarn that can withdraw from to mark sense opinion variation pro
among those is that educationally inclusive, child gets special requirement be
taught all together another child (normal) to actualize proprietary potency.
Vaughn, Boss, and Schumm (2000), say that deep practices, inclusive
terminology often been used alternate with mainstreaming's terminology, one that
in theory deciphrable as equipper education service that reasonably divides child
to get special requirement corresponds to individual requirement.
Therefore, in order not to happens meaning interpretation fault hit
distinctive among education Inclusive with education in a general way, therefore
in sites ( http://fundamental. student. fkip. uns. ac. id / 2009 / 01 / 15 / inklusive /'s
educations ) worded that education in a general way is effort realize and planned
to render studying atmosphere and that learning process in order to educative
participant active develop her potency to have spiritual force, religiousness,
continence, personality, intelligence, noble behavior and needful skill her, society,
nation and state.
In a general way educative participant in common education/education
reguler is participant be taught by normal, so curriculum, energy learns, tools and
infrastructure, environmentally studies and its learning process be designed for
normal child. It because assumption which base on is that participant educativing
to have ability that homogeneous.
On the contrary on Inclusive education participant teaches it is participant
be taught that have abnormality and/or has intelligence potency and privilege
talent that is at reguler school. So curriculum, energy learns, tools and
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 21/77
infrastructure, environmentally studies and its learning process shall be designed
in such a way face to enable all educative participant gets to develop its potency.
Therefore, that that inclusive education can performed, therefore that thing is
poured deep one the so called schooled concept with inclusive school.
2.1.2. Basis for Education Inclusive
Inclusive schooled management divides educative participant get
according to special requirement judicial formality have strong base, amongst
those:
1) UUD 1945 (amendment) section 31 sentences 1: “each citizen deserves
education”.
2) UU No. 20 years 2003 about system national educations, section 3
declares for that” national education functions to develop ability and
forms character and nation civilization that gets dignity in order to
smarten up nation life, intent for its amends participant potency is taught
that becomes devout man and gets godfearing to God That Esa Mighty,
get noble behavior, healthy, bookish, adroit, creative, independent and as
citizen which democratic and responsible”. Section 5 sentences 2 declare
for that” citizen that have physical abnormality, emotional, mental,
intellectual and or social deserves to get special education”. Section 32
names Section 32 names ”special education constitute educations for
participant is taught that has to increase handicap in follow learning
process because physical abnormality, emotional, mental, social and or
has intelligence potency and privilege talent”.
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 22/77
3) UU No. 23 years 2002 about child protections.
4) UU No. 4 years 1997 about disability.
5) PP No. 19 years 2005 about education national defaults.
6) Dirjen Dikdasmen Depdiknas No.380 / C.66 / MN /'s form letter 2003,
20th January 2003 Inclusive's Education matter that at any given
Regency/City at exhaustive Indonesian at least has available 4 inclusive
promoter school which is at SD's ladder, SMP, SMA and SMK each
minimal one school.
7) Bandung's declaration date of 8 14th August 2004 about” Indonesia
wends Inclusive Educations”.
8) Bukittinggi's declaration year 2005 about ” Educations for all ” one for
example names that ” management and education management
development inclusive was propped by collaboration that sinergy and
productive among government, education institution, institution relates,
effort and industry the world, parent and society ”.
Base judicial formality base that partly was named above, point out that
Inclusive education needs to be evened out that implementation the require
seriousness and commitment of a variety party.
2.1.3. Inclusive Education Curriculum
PLB'S directorate (2007: 7 ) interpose that basically curriculum which is
utilized deep management programs Inclusive is utilize prevailing reguler
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 23/77
curriculum at common school. But such because interference manner that
experienced by participant teaches to get highly varied special requirement,
beginning of its character one demulcent, be until heavily, therefore in its
implementation at the site, reguler curriculum needs to be done by modification in
such a way face so according to participant requirement is taught.
To do modification and curriculum development in programs Inclusive
shall point on prevailing legislation regulation. There is legislation even that
becomes base in developmental and curriculum implementation in Inclusive
programme, for example as follows:
1) UU No. 20/2003 about National Education Systems in particular:
a. Section 5 sentences (1): Each citizen has rights same to get quality
education.
b. Section 5 sentences (2): Citizen that have physical abnormality,
emotional, mental, intellectual and/or social deserves to get special
education.
c. Section 5 sentences (3): Citizen at purilieus or less developed, and
devastated custom society deserved gets education.
d. Section 5 sentences (4): Citizen that have intelligence potency
and privilege talent deserves to get special education.
e. Section 6 sentences (1): Each citizen which gets age 7 15 year
mandatorying to follow elementary educations.
f. Section 12 sentences (1.b): Each educative participant on each
education unit deserves to get education service corresponds to talent,
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 24/77
yen, and its ability.
g. Section 36 sentences (1): Curriculum development did by points on
educations national default to render to the effect national education.
h. Section 36 sentences (2): Curriculum on all education ladder is
developed with principle is diversified according to education unit,
region potency, and participant is taught.
i. Section explanation 15: Special education constitutes education
management for participant is taught that gets abnormality or
participant be taught that have extraordinary intelligence that evened
out by Inclusive or as unit special education on level elementary
education and intermediate.
2) Commanding regulation No. 19 / 2005 about Education National Defaults,
notably:
a. Section 1 sentence (13): Curriculum is a set of strategical and
arrangement hit aim, content, and study material and way that is
utilized as guidance is utilized as guidance of learning activity
management to reach to the effect particular education.
b. Section 1 sentence (15): unit's level curriculum education is
operational curriculum that is arranged and performed by each unit
education.
c. Section 17 sentences (1 ): unit's level curriculum SD /'S education MI /
SDLB, SMP / MTs / SMPLB, SMA / MA / SMALB, SMK / MAK or
other form that on a level developed in accordance with unit education,
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 25/77
region potency / region characteristic, societies cultural social local,
and participant is taught.
d. Section 17 sentences (2 ): School and school committee or madrasah
and madrasah committee, developing unit level curriculum education
and its syllabus bases curriculum basic framework and graduated
interest default, under supervision on duty Regency / responsible City
at educational for SD, SMP, SMA and SMK and Department that
handle governance business at religion area for MI, MTs, MA, and
MAK.
3) Mendiknas's regulation No. 22 / 2006 dates May 23 2006 about Content
Default for Unit Elementary Education and Intermediate.
4) Mendiknas's regulation No. 23 / 2006 dates May 23 2006 about Graduated
Interest Defaults for Unit Elementary Education and Intermediate.
5) Mendiknas's regulation No. 24 / 2006 dates 2nd June 2006 about
Mendiknas's regulation Performing No. 22 / 2006 and No. 23 / 2006.
2.1.4. Inclusive Education Model
Seeing condition and prevailing education system at Indonesia, Inclusive
education model more appropriate is model one assume that Inclusive equals
mainstreaming, as Vaughn's opinion, Boss & Schumn (2000). Child place gets
abnormality at schooled inclusive can be done by various model as follows:
1. Reguler Class (Full Inclusive)
Child gets other child collaborative learning abnormality (normal) all the
day at reguler class by use of same curriculum.
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 26/77
2. Reguler Class with Cluster
Child gets other child collaborative learning abnormality (normal) at
reguler class in agglomerate special.
3. Reguler Class with Pull Out
Child gets other child collaborative learning abnormality (normal) at
reguler class but in the period of particular is withdrawn from Class reguler to go
to source room for learned with special counsellor teacher.
4. Reguler Class with Cluster and Pull Out
Child gets other child collaborative learning abnormality (normal) at
reguler class in agglomerate special, and in the period of particular is withdrawn
from Class reguler to go to source room for learned with special counsellor
teacher.
5. Special Class with Various Integration
Child gets studying abnormality at within class in particular on reguler's
school, but in given areas get other child collaborative learnings (normal) class by
reguler. Child gets studying abnormality at within class in particular on reguler's
school, but in given areas get other child collaborative learnings (normal) class by
reguler.
6. Full Special Class
Child gets studying abnormality at within class special on schooled
reguler.
Thus, education Inclusive not necessitates all child get abnormality be at
reguler class each while with all its subject (full inclusive), since plays favorites
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 27/77
child to get abnormality can be at special class or therapy room gets abnormality
gradation link its that enough heavy. Even divides child to get abnormality that its
abnormality gradation heavy, maybe will more a lot of its time be at special class
on schooled reguler (inclusive is location). Then, to is its abnormality gradation so
weight, and doesn't enable at reguler's school (ordinary school), can be channelled
to special school (SLB) or special place (hospital).
Each school Inclusive can choose model which that will be applied,
particularly depends on:
1. total child gets abnormality who will be serviced,
2. abnormality type each child,
3. gradation (zoom) child abnormality,
4. availibility of and readiness is energy to education, and
5. available tool and infrastructure (Vaughn, Boss & Schumn, 2000).
With so learning management models at their schooled inclusive will variably. So
even even with assessment process will have distinctive since each student has
gradation that variably.
2.2. English Language Learning At Elementary School
2.2.1. Learning Concept
Indigenous learning says studying, Henry E. Garret in Syaiful Segala
(2005: 130) declare for that ‘Studying constitutes a process that happens in so
long duration by the exercise of and also experience that takes in to change self
and trick change react to a given excitement.’ Meanwhile Fontana (in Eman
Suherman, et. al ., 2001: 9 ) declare for that Studying is process relative behaviour
change constant as a result of experience. ’By leaves from view upon, inferential
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 28/77
that studies to constitute a behavioral changed process someone bases training,
practice or particular experience.
Hereafter, learning signification terminologicals Syaiful Segala (2005:
61) are “each activity those are designed to help someone studies an ability and or
point a new one.” Meanwhile terminologicals Eman Suherman, et. al. (2001: 8)
learning constitute:
Environmental settlement that give that nuance learned program growingand optimal amends. Thus processes learning get deliberate external
character is plotted and gets behavioural engineering character.
Base aforesaid opinion, can be concluded that learning is activity study
or its happening interaction among learns by student, student with student already
programmed by that teacher that student can study optimal source so gets to reach
expected learning aim.
2.2.2. English Language Learning Concept
In curriculum 2006 are worded that:
English language constitutes tool to get communication word of
mouth and writes. Get communication is understand and reveals
information, think, feel, and develops knowledge science,Techniquenology and culture. Ability gets communication in whole
signification is ability get discourse, namely ability understands and / or
result oral text and / or write that realization in four skill gets language
namely listen (listening), speaking (speaking), read (reading), and writing
(writing). Therefore, english language subject is led to develop skill that
skill that grad can get communication and gets discourse in english
language on level literation one particular (KTSP, 2006: 95).
Besides Depdiknas (2000) declare for that english language education at
SD is meant to develop ability gets language that is utilized to espouse action or
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 29/77
language accompanying action. English language is utilized for interaction and
gets character “here and now”. Its talk topic is ranging on aught things in the
context situation. To achieve this interest, educative participant needs to be inured
by various angular couple manner (adjacency pairs) one that constitute basic
making for ability gets more interaction complex.
2.2.3. To the effect And English Language Learning Scope
In curriculum 2006 (KTSP) at words that english language subject at SD
aims that participant educativing to have ability as follows, which is:
1) Developing interest gets communication in shaped verbal finitely to
escort action ( language accompanying action ) in the context school
2) Having consciousness about reality and the importance for english
language to increase nation competitiveness in global society.
Meanwhile english language subject scope at SD ranges ability get oral
communication finitely in the context school, one that covers aspect:
a. Listen
b. Speaking
c. Read
d. Write
Skill writes and reading is led to prop oral communication learning.
2.2.4. English Language Learning method
Charlotte A. Harun, et. al (2007: 81) interpose available two methods that
really been suggested deep english language learning at Elementary School,
namely:
1) Communicative Language Teaching (CTL)
2) Full scale Physical Response (TPR)
Communicative Language Teaching constitute an english language
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 30/77
learning method that emphasizes to activity wherewith that constituted at a
particular time that constitute change of method Situational Language Teaching
(Richard & Rodgers, 1992: 64). Hymes (1972) interpose that CTL begins from
theory that declare for language as communication device (Richard & Rodgers,
1992).
Language teaching thus is teaching about how utilize that language in the
context in point. Language doesn't be studied order thru that really tight, but how
utilize that language is deep gets that communication wherewith. Role learns in
this CTL'S method is that of facilitator in processes communication at class, well
among student with student and also among student with learning material.
In this method, suggested learning performing by Finocchiaro and
Brunfit (Richards & Rodgers, 1992) amongst those is:
1) Representation kepts the ball rolling to abbreviate that started by motivates
student to get experience in english language by gives picture about gab
which be presented, and talks over it. To class low, medium language that
is utilized can utilize indonesian.
2) Training utilizes to kept the ball rolling abbreviates already be modelled
ala good classical, coupled group and also individual.
3) Question-answer in around gab topic abbreviates that being studied by.
4) Question-answer in around student person experience concerning topic
kepts the ball rolling to abbreviate that being studied by.
5) Learning one of communication expression or structure form that exists in
gab. This activity gets to be developed by gives examples outside studied
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 31/77
laconic gab to clarify expression or structure intention that studied,
espoused by real object example image or dramatic to clarify expression or
structure meaning that studied.
6) Investigation is order that form expression or structure, including
expression meaning and grammar function.
7) Verbal recognition, activity knows and give meaning to things that gets
bearing with understanding student about english language.
8) Oral communication, beginning of activity gets communication most lead
until activity get more communication free.
9) Copying gab (to high class).
10) Evaluate word-of-mouth learning. E.g., student requestedding to do gab
with its friend about particular topic.
Of suggested learning activity above, therefore gets to be concluded how
activity learns and student base to methodic CTL. Learned activity in
agglomerate, game games) language, and plays role as learning activity alternative
that more pulls for elementary school student.
Total Physical Response (TPR) according to Richards j. in its book
Approaches and Methods in Language Teaching , defined as “a language
teaching method built around the coordination of speech and action; it attempts
to teach language through physical (motor) activity” . So method TPR (Total
Physical Response) constitute a lingual learning method that is arranged on
coordination commands (command ), utterance (speech) and power (action); and
tries to teach language via physical activity (motor ). Meanwhile terminologicals
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 32/77
Larsen and Diane in Techniquenique and Principles in Language Teaching , TPR
or is called also “the comprehension approach” or grasp approaching which is a
strange lingual approximate methods with instruction or instruction.
This method is developed by a professor psychology of San Jose's
University named California Prof. Dr. James J. Asher already successful deep
developmental this method on strange lingual learning on children. It opines that
direct uttering on child or student contains an instruction, and succeeding child or
student will respond to its physical before they begin to result verbal's response or
utterance.
Asher in http://gapika. wordpress. com / 2008 / 01 / 12 / tpr totally
physical response methodics language learning that adequately effective for
participant is taught / interpose that this method is so easy and demulcent in
lingual purpose facet and also contain game movement element so gets to remove
stress on educative participant because problem which is faced deep its study
especially upon study intern language. Besides that method can also create
positive mood on educative participant that can facilated learning so get to
increase motivation and student achievement in tutorial that. Learning example
utilizes to methodic it is as follows: while a teacher will defined say stand up
(stand), all following child stands up while listening (listening ) say stand up and
uttering (speak ) say stand up that.
Teacher or instructor has active role in apply this method. According to
Asher “The instructor is the director of stage play in which the students is the
actors's acre”, one that matter teacher (instructor) are fashioned deep stage
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 33/77
manager story and in it student as agent or its characterization. Teacher that
decides about what do will be studied, who that acting out, and features study
material. Meanwhile student has main role as audience and agent. Student listens
with toughfull attention and responding physically on government that gives to
good learn individually and also group.
2.2.5. English Language Learning performing On Elementary School “
Inclusive ”
In perform learning activity at class, teacher ideally has can gain control
nine skill basing to teach, namely:
1. Opening study
2. Wording study
3. Ask
4. Giving support
5. Arranging variation teaches
6. Leading discussion
7. Teaching group and individual
8. Bringing off class
9. Shut up study. (Department p and k, 1989: 1 )
After learns to be able to gain control basic skill teaches that, one that need
next been done terminological Tremendous Education directorate (PLB, 2007) in
learning activity performing on class Inclusive for example as hereunder:
Performing Learning activity
1. Get communication with student
a. Doing apperception,
b. Wording learning aim,
c. Wording content / learning material,
d. Clarification is explanation if student misapprehends or haven't
concept.
e. Commenting response or student question.
f. Shut up study (e.g.: embrace, brief, conclude, etcetera).
2. Methodics Implementation, Learned source, and Training Material
that in one's line Learning
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 34/77
a. Utilizing method teaches varying one (e.g. discourse, question-
answer, discussion, task application, etcetera),
b. Utilize various source studies (e.g. image, photograph, originalobject, imitation object, environmentally nature, etcetera),
c. Giving task / training by notices distinctive individual,
d. Utilizing verbal expression and or explanation is written that gets to
water down student to understand chastened material.
3. Pushing student for engaged active ala
a. Giving chance to student for engaged active ala (e.g. with proposes
question, giving given task, get coupled ala discussion or
agglomerate little, cooperative studying),
b. Giving support to that student continually engaged active ala,
c. Giving enrichment (additional duty assignment) to clever student,
d. Giving special trainings (remidial) for student which looking on torequire.
4. Demontration is material mastery and relevant in life
a. Demontration is tutorial material mastery ala makes sure
(undoubtfully); by use of media suitably,
b. Wording relevant study material that being studied by knockabout
life.
5. Bringing off time, room, material, and teaching outfit
a. Utilizing time allocation effectively corresponds to what do be
plotted,
b. Bringing off class room corresponds to student characteristic and to
the effect learning,
c. Utilizing learning material and learning medium effectively and
efficient
6. Bringing off agglomerate Learning that Cooperative
Effective learning meaning combined a variety approaching in learning
that adjusted by participant requirement is taught. Learning as it is
expected gets to make class more life, heaving full daring and rejoicing.
A variety approaching in agglomerate:
a. Direct learning on exhaustive class (classical)
This approaching match to introduce a variety topic. Teacher makes
ready many questions to be answered educative participant accordsin its own right. Teacher can utilize class for relates or point out their
opus as make poem, song, relate or make ala game go together.
Teacher shall get effort creates learning strategy with material
suitably which can accommodate all diversity. To get pushes all
active student, teacher can give task that variably on one each lot or
gives task that equals to usufruct that expected different.
b. Individual Learning
Individual learning given unto by given educative participant to help
them troubleshoot it like on scarred educative participant with
pushes them to give more challenging task.
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 35/77
c. Learning for agglomerate little
Teacher divides educative participant in agglomerate little by use of
strategy which effective one gets to accomplish all participantrequirement is taught. Teacher can push educative participant to be
able to works cooperative more.
d. Learning that Cooperative
Learning that cooperative happens while participant teach to share
responsibility to reach to the effect with. Teacher ought to gets effort
avoid competitive learning. In cooperative's learning, teacher holds
to play a part essential for call into being environmentally supportive
activity studies so participant teach to perceive can settle about
problem their own and perceiving is priced.
Learning that cooperative can help participant educativing to
increase grasp and pleasing taste, having attitude positiving tothyself, to its group, and to its work. Each educative participant
ought to been given chance to develop a variety skill it so they can
take benefit of activity of work that cooperative.
7. Performing Evaluation
a. Doing assessment up to learning activity process happens (well
word-of-mouth, written, and also watch),
b. Arranging assessments product follow-up. Follow-up is evened out
to the way out of competition which is targetted attained.
2.2.6. English Language Learning Evaluation On Elementary School
“Inclusive”
PLB'S directorate (2007: 24) interpose that assessment in Elementary
School “Inclusive” it points on curriculum that is used, which is:
a. If utilize reguler curriculum model heaving full, therefore its
assessment utilize prevailing assessment system on school
reguler.
b. If utilize reguler curriculum model by modifies, therefore that
evaluation utilize reguler assessment system already been modified
school adjusted by developing zoom and student the need.
c. If utilize PPI'S curriculum (Individual's Education program), therefore
its assessment gets individual character and be gone upon on base
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 36/77
ability.
So even also in english language subject assessment the same as with
another assessment already been adjusted by curriculum that utilized by that
school.
This following is distinctive of each curriculum and influence type its to
assessment that is utilized at inclusive class:
Table 2.1
Curriculum Type Target And Implication to Assessment SystemFor Child With Invasive Intellectual
At Education Promoter School Inclusive
Source: Tremendous Education directorate
• *) Demulcents heavy indicator its ABK refers on abnormality degree that is slung and
relevant with common curriculum percentage that can be followed.
•
Demulcents heavy zoom its qualification ABK'S student determined by tin an old hand atschool.
Sasaran*)Type
Curriculum
Assessment
system
Assessment
instrumentANALISYS
Write-up
system
(1 ) (2 ) (3 ) (4 ) (5 ) (6 )
Common
student /
reguler and
slowing
student
studies
Common
curriculum /
reguler
Following
prevailing
assessment system
at that school
Utilizing specified
assessment
instrument on on
duty local
Education
Utilizing
prevailing
analisys reguler
norm at that
school
Utilizing
format and
prevailing
reporting
system at that
school
Common
student /
reguler
tunagrahita
demulcent
Common
curriculum /
reguler which is
modified
Following
prevailing
assessment system
at that school with
modification fills
Utilizing specified
assessment
instrument on duty
modified local
Education
Utilizing
prevailing
reguler norm
Utilizing
prevailing
reguler format
Tunagrahita Common
curriculum /
reguler which is
modified
Following
prevailing
assessment system
at that school with
modification fills
and performing
Utilizing specified
assessment
instrument on duty
modified local
Education
Point on reguler
norm and
individual norm
Utilizing
prevailing
reguler
format,
completed by
narrativedescription
Tunagrahita
is weight
Curriculum that
individualizatio
n
individual's
assessment system
that is gone upon
on base is line
absorbing power
Special instrument
that made by
school
Point on
analisys
individual's
norm
Utilizing
laconic
narrative
description
format
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 37/77
Of compare table upon can be concluded that divides student that don't
experience trouble on the side its intellectual, substantially gets to utilize
curriculum and common assessment system/reguler, with modification on strategy
/ learning method that is utilized.
Depdiknas passes through Tremendous Education directorate recommend
assessment form that used to each learning process on elementary school
“Inclusive” namely assessment class. Assessment class to constitute an activity
form learns that bound up with decision making about interest attainment or
participant studying result is taught that follow particular learning. Assessment
class as been required basal certifiable information decision making. That
decision in reference to have or was successful participant is taught in achieving
an interest. Therefore, more class assessment constitute collecting process and
information purpose by teacher to give decision, in this case point to usufruct
participant studying teaches to be taken bases its studying step (Depdiknas: 2007).
Class assessment really need to be performed, PLB'S directorate (2007: 7 )
name three functions of class assessments, amongst those:
1. Figure in as much as which participant is taught have gained control an
interest.
2. Evaluating participants learned result be taught.
3. Finding learned handicap and possible achievement which amendable
participant is taught.
Of that third logistic assessment, as clear as day looked that assessment
function is subject to be to insofar know which student grasp to interest who will
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 38/77
be reached. Therefore, teacher needs to understand criterion who shall be
accomplished deep gives assessment. PLB'S directorate (2007: 7) interpose that
assessment criterion class is:
1. Validity
Validity meaninging to assess what do necessarily be assessed and
assessment tool that is utilized corresponds to interest who will be
reached and its content ranges all interest which most front for ala
proportional.
2. Reliabilitas
Reliabilitas gets bearing with consistency assessment result. Assessment
that reliable enables compare that reliable and secures consistency.
3. Focussed on interest
In KTSP performing, assessment shall focussed on interest attainment
(ability series), are not on material mastery (science).
4. Entirely / Comprehensive
Assessment shall comprehensive by use of trick and tool medley to
assess multiple diverse interest or participant ability is taught, so drawn
by participant ability profile is taught.
5. Objectivity
Assessment shall perform objectivity ala. To it, assessment shall fair,
planned, continual, utilizing participants perceivable languages be taught,
and applies clear criterion deep decision making or score application.
6. Teach
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 39/77
Assessment is done to fix learning process to learn and increases
studying quality for participant is taught.
Criterion sixth class assessment upon, giving guidance to learn deep gives
assessment, particularly deep tutorial english language which looked on by
student as tutorial as is so difficult. Ability thus learns in give expected
assessment corresponds to criterions upon.
CHAPTER III
OBSERVATIONAL METHOD
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 40/77
3.1. Observational Location
This observational location is SDN Karanglayung 2 those are on county
Karangjaya's Districts Tasikmalaya's Regencies. Reason researcher choose this
school as location of research because that school constitutes one of school which
pointed by West Javanese Province government through on duty Tasikmalaya's
Regency Education to been made as Inclusive Elementary School.
3.2. Observational Method
3.21.Observational Design
In this research researcher utilizes qualitative research. Substantially
observational qualitative just looks for theory, don't test theory and observing
deep its environment, get interaction with them, try to understand their language
and conjugation about its vicinity the world. Thus, this qualitative research is
utilized to depict systematically fact or given population characteristic or
particular area (Iqbal Hasan, 2002: 22). To it researcher shall fall to field and is
there in the period of which adequately long time (Nasution, 2005: 5). Miles and
Huberman (1992: 1) interpose that “qualitative data constitute extensive
description source and loads explanation about process which happen deep
environmental local.”
According to Burgess in Nasution (2003: 17) word that ‘an qualitative
researcher actually covers a number observational method, for example field
work, field research, case study, ethnografi, interpretative procedure, etc.’
Nasution (2003: 18) also says that:
Qualitative research also research naturalistic. Called by qualitative
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 41/77
because gathered data character gets qualitative pattern, are not
quantitative, since doesn't utilize graders. Called by naturalistic, since
observational field situation gets character “natural” or fairly, as it weremarks sense, without is manipulated, managed by experiment or test.
In this qualitative research, researcher utilizes to methodic terminological
case study Sudarwan Danim (2002: 54 - 55) interposed that:
Case study is observational one be meant to study intensively about
situation background and currently position, and given social unit
environment interaction that gets character what mark sense( given ).
According to Bogdan and Bikien (1982) in Pendi (2008) interpose that ‘
Case Study constitutes specifically examination to one background or one person
subject or one document repository or one certain event’ Subject researches can as
individual, group, institution, or society. Case study constitutes study visceral
about particular social unit, one that observational result give extent picture and
visceral about that particular social unit. So terminological two that opinion, can
be understood that case study covers objective research its research gets as man,
scene, background and document. That target get exhaustively been studied as a
totality corresponds to background or its context each for the purpose to
understand a variety aught bearing in variable observational.
Case study centralizes attention at one particular case intensively and most
detail about present situation background in question. There is marking even case
study research terminologicals Amirul Hadi and Haryono (1998: 51) are:
1. Subject who is analyzed consisting of an unity (unit) exhaustively so its
result constitute fledged picture on case on that unit. Case can confine to
one person only, one family, one region, one scene or an other
circumscribed group.
2. Besides research on one unit, change those are analyzed also
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 42/77
circumscribed, of changes and greater condition amounts the, one that
centralized on aspect that becomes case..
Of both of above marking gets to be concluded that subject case study not
at only scope which extends, but can more specific in one's line research. To the
effect Iskandar's terminological case study (2009: 26) are subject to be develop
efficient work methods, because of researcher arranges to study exhaustively
about a case, conclusion just confines to case most indeed. So, case study will
optimize process at one particular case exhaustively.
Methodic this case study utilized by researcher for can observer, gather,
analyzer, and interprets data that gets bearing by methodic executed english
language learning at “Inclusive” Elementary School.
3.2.2. Subject is Research
In this qualitative research, researcher doesn't utilize population
terminology, but utilizes terminology that interposed by Spradley which named by
“social situation” or social situation that comprise of three elements which is:
place (place), agent (actors), and activity (activity). Therefore social situation in
observational it is at class V SDN 2 Karanglayung as class at Inclusive
Elementary School. Besides, researcher doesn't utilize population terminology
because research qualitative departs of aught particular case on situated social
given and product its study given won't go to population but transferred goes to
other place on studied case. Therefore of that researcher calls it with subject
research. One that as subject this research is english teacher and schoolgirl student
class V SDN Karanglayung 2 total one 14 person.
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 43/77
To get more complete information about research data, therefore
researcher perform interview with informant that covers: headmaster, learn class
that becomes research sample and de's other teachers that school. As informant,
expected by they have educational science in particular education Inclusive who
that introduction can to researcher.
3.3. Data Collecting Technique
In researcher data collecting process utilizes a set of data collecting tool
that interposed by Catherine Marshall, Gretchen B. Rossman in Sugiyono (2008:
225), amongst those:
1) Field Observation
Observation is base all scholarship. Scientist just can works to base
data, which is fact hits to universalize acquired fact through observation
(Nasution, 2003: 56). Direct watch to be done at school and at class that
becomes research location hit english language learning performing.
2) Interview Technique
Esterberg, 2002 (Sugiyono, 2007: 317) defining interview as follows,
‘a meeting of two persons to exchange information and idea through
question and responses, resulting in communication and joint construction
of meaning about a. particular topic.’ Interview is constitute appointment
two person for commutes information and idea via question-answer, so
gets construction meaning in a given topic.
Data collecting by undertaking interview is done in order to get
indigenous primary data informant. This interview Technique intent to
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 44/77
complete data of direct watch as subjective experience. Executed interview
type by researcher is unstructured interview, namely interview which is
performed wholly independently that doesn't utilize ala research guidance
most structure in consideration that researcher can more get visceral gets
the information required.
3) Documents Technique
Sugiyono (2007: 329) declare for that “ Documentation constitutes to
append scene already over." Technique documents to be utilized by
researcher to get extensive information about study dicta to be made
material in data collation. So can make contrasting material and constitutes
authentic prove in write-up collation.
3.4. Analisys Data Technique
In qualitative research, analisys is data is begun since early. Acquired data
of field has shortly be poured deep shaped writing and analyzed (Nasution, 2003:
129).
Researcher utilizes analisys Miles's model data and Huberman (1984), one
that interposes that activity in analisys qualitative data done by interactive ala and
happens continually until complete, so its data was saturated. Activity in analisys
that data is:
1. Data Reduction
Acquired data of field is written or is typed deep shaped breakdown of
or ala reporting is detailed. That reporting then at reduction, embraced,
chosen by subject things, focused on the essentials, looked for by theme or
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 45/77
its pattern. That reporting is made as raw material. At reduction in
meaning is arranged more systematics, featured by important so easier
dicta is restrained.
2. Data Display
Succeeding stage is make data display. To the effect of data display
makings this so gets to see overall picture or particular part of research
data. To get up to such a target, Technique that utilized by makes various
flowchart's kind and breakdown of laconic. Researcher thus can more gain
control to acquired data.
3. Conclusion Drawing (Taking conclusion)
This stage is taken to look for gathered data deep shaped sentence and
collected data of research locations. Its first thing conclusion still gets
character so tentatif, blur, hesitated, but then with its crescent data,
therefore that conclusion will clearer.
3.5. Analisys Data Result
Acquired result from analysis data is as description of acquired conclusion
of data collecting process, data processing, and analysis is data. That description
constitute formulation of how performing methodics english language learning at
brazes v SDN 2 Karanglayung Karangjaya's districts Tasikmalaya's Regencies.
Data already analyzed then is poured deep shaped descriptions. All data which is
gotten from interview result, observation, and also documentation is presented
after via analisys process data, where does that data choose according to
synchronization of this research.
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 46/77
CHAPTER IV
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 47/77
OBSERVATIONAL RESULT AND STUDY
In result explains this chapter research hits process analisys english
language learning on “Inclusive” Elementary School at class V SDN 2
Karanglayung Karangjaya's districts Tasikmalaya's Regencies. There is thread
even its explanation is (1) SDN 2 Karanglayung’s Profiles, (2) Presentation
Usufruct Research, (3) Study Usufruct Research.
4.1. SDN 2 Karanglayung Karangjaya's Districts Profiles
4.1.1. SDN 2 Karanglayung’s Background as Inclusive's Elementary School
Base tattle from informant, SDN 2 Karanglayung’s causative background
at makes SD Inclusive because a lot of society member at Karanglayung village
that have abnormality in this case special requirement that experienced by
children that enters school age as compared to another region those are on
Karangjaya's district. Previously was performed survey by party of government
via Sectioned Tremendous Education (PLB) to that region to look for data that
authentic and backing up to that phenomenon. Its result a lot of child that point
out abnormality phenomena and require guidances specially. That he thing is
terminological basically constitute lowered deliverance abnormality by its
congenital oldster.
Seeing that condition, government in charge in such event side Regency
formalizes SDN 2 Karanglayung as SD Inclusive on year 2003. Even so public
eye to SDN 2 Karanglayung just fine. They don't perceive prestige while schooled
their child go to SDN 2 Karanglayung that constitutes SD Inclusive. Besides
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 48/77
student which even normal not perceive queer while at within class they exist its
friend that get special requirement.
Informant interposes:
Sometime Father thinks that child that insufficiently normal that if is led
specially just have excess than its friend the others. One that must there are
many bittersweet it in face that children, but that thing will be made as
point of affix for teachers at SD Inclusive.
Base explanation from informant that, can pull that red yarn actually
children which have that limitation have potency for can get education that
reasonably, the same as with normal children. Mohammad Sugiarmin (2006: 19)
word that:
Inclusive education at Indonesian give chance for child to get abnormality
and another child that all this time can't school because things which
constrain their to get school chance, as position of far tremendous school,
shall work to help oldster, and another cause, as is at conflict region or
strike act of god.
With marks sense Inclusive Elementary School at Karangjaya's district
region, that thing is expected gets minimization child amount that doesn't get
school at that region. Thus programs studying mandatory nine year make a abode
to get optimal in a walk manner.
4.1.2. Situation Learns at SDN 2 Karanglayung
Total SDN'S teacher 2 Karanglayung is 11 consisting of person a
headmaster, seven teachers PNS and three teachers volunteer. Entirely from them
have no education background of Extraordinary Education (PLB), but constitutes
common teacher and area teacher that at allotment for reguler elementary school.
Even so them periodic ala get upgrading and training of Tremendous Education
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 49/77
directorate (PLB), and gets guidance book supplies that get bearing with Inclusive
education management. Informant says:
Janten guru di SD inklusif mah kedah sabar sareng tulaten, ngemut didieu teh seueur murangkalih anu kedah dibimbing teras-terasan, tapi saur
bapa mah salami janten kepala sakola didieu teh resep anu aya, komo
deui pami nuju ngabimbing Salman mah sok asa janten hiburan. Pokonabapa mah ngaraos resep we.(As teacher at SD Inclusive shall patient and conscientious, remember that
here there are many child which shall be led continually, but
terminologicals father, up to as headmaster in here on the contrary feels
convenience, evenless while lead Salman as gets amusement. In essence
father perceives cozy.)
On in essentials as teacher at SD Inclusive and also at SD generically is patient
and accuracy. It really influential deep application at the site, if doesn't be
constituted with patience therefore result which will be reached won't maximal.
4.1.3. Inclusive's Student at SDN 2 Karanglayung
Until now categorised student amount as child gets special requirement at
SDN 2 Karanglayung totals 23 person. In common they most turn in at child
group that have delay in processes studying. But there is two students which have
abnormalities more acute which is Tunaganda (hyperactive) one that is
experienced two students which is Dandi class III and Salman class V.
According to Mr. Ridwan, two students which hyperactive that oftentimes
get guidance face to face at hall learns. Well that by headmaster, its class teacher,
and also another teacher that be not deep task teach at class. That thing is done
that that child not perceives saturated and be fed up with studying at all times at
class, or even if they be in condition that don't enable to follow ala learning in
company with student which another at within class but have regular to get
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 50/77
guidance service of another teacher.
For example, Salman is student that admirably which comes under
hyperactive. She even can categoried turn in at autis demulcent, since inadequate
susceptible to environmentally or surround. E.g. while ceremony on monday, the
other student and teachers performing flag ceremony, More Salman absorbed
going around class. That thing not reputed queer again even friend it at Class have
looked on as commonplace. The same as with Dandi (student class III) one that
also included child which hyperactive and has phenomenas as autis's child
demulcents.
But turned back by lack that they has, kept by excess that if perpetually
been led periodic ala, can point out positive result. It also being experienced by
Salman, she has excess be compared with by student that another deep tutorial
english language and artistry. Therefore guidance for child to get requirement
shall be been done continually until there is step-up which adequately high.
4.2. Observational Product Presentation
Constituting presentation about research result that consisting of interview
result data and result data documents.
4.2.1. Interviews Product data
4.2.1.1. Inclusive's Child Situation at Class V SDN 2 Karanglayung
Student class V SDN 2 Karanglayung totals 14 person with details of nine
male students and five female students. Of that student amount, available three
students which come under into child that gets special requirement. Two among
those are female students that named Nina and Ida, meanwhile one person again
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 51/77
are male students that named Salman. Two of that student, namely Nina and Ida
experiences handicap problem study meanwhile Salman terminologicals to learn
its class turned in at autis's faction demulcent and hyperaktif base phenomenas
that it points out in its daily.
Such even with that experienced by Nina and Ida. In each subject, they get
to assess that inferior than another friend especially in subject that get exact
sciences character and recitative. Even Minimum Thoroughness Criterion (KKM)
at that class was downed. Amen father says:
Atuh da jang, eta murangkalih nu tiluan mah sesah pisan kenging nilai
anu sae teh. Padahal bapa mah masihan soal-soal teh anu gampil pisan.Sok dibentenkeun sareng nu sanes, tapi da eh tetep we weleh teu tiasa
keneh ngerjakeun. Di kelas teh pami bapak nuju nerangkeun pelajaranteh, anjeuna mah merhatikeun mah nya merhatikeun mung pas ditaros teu
tisasa ngawaler.(Jang –researcher-, child third that distress really get point that nicely.
Eventually Father has given problem those are so easy. And was
differentiated by the other students, but is still they even regular can't work
it. While are Father word study at class, they always notice, but while at
asks they can't answer).
But is turned back all their lack, according to informant they also still have
an excess preferably in the event artistry subject. Even one of amongst those one
named Salman has once represent school to follow contest Regency zoom that
really at special allotment for student what does have special the need. So
basically, even they have to come up short, but if they get guidance chronically
they can also show positive thing something of turn back all their lack.
4.2.1.2. Student Guidance Service Inclusive at Class V SDN 2 Karanglayung
In give guidance service to children that strucks a snag to study obviously
is not easily, need persistence and patient. That thing is executed utilised increase
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 52/77
student studying result gets that requirement.
Informant interposes that guidance service that given unto by student that
gets that special requirement is executed at the moment study hour be happens.
But service nonetheless that also frequent executed while be rest or outside study
hour. One of form it is with take in that child to special hall in this case teacher
room or headmaster room. Over there they get direct guidance of headmaster or of
its teacher that own. Guidance that be given even miscellaneous, beginning of
study guidance until to guidance that gets bearing with behavioral problem and to
good form.
With marks sense that guidance service system, children that have that
special requirement as more directed and not perceives minder by comes up short
that they has. And for over motivates again, usually guidance which is given that
its atmosphere made by comfortable that student not falts low. Besides supports of
teachers to them good it as praise or flattery to them take in impact that really
positive for their developing.
4.2.1.3. Learning On Inclusive Class at SDN 2 Karanglayung
Following is process happening interview to get data about english
language learning activity at Inclusive Class :
P: “Sebelumnya mohon maaf sebelumnya Pak, saya telah menggangu jamistirahat Bapak”.
N: “Iya tidak apa-apa.”P: “Begini Pak, ada beberapa hal yang ingi saya tanyakan kepada Bapak
mengenai pembelajaran di Sekolah Inklusif.”
N: “Oh...muhun mangga.”P: “Dalam pembelajaran di kelas yang inklusif, sepengetahuan saya itu
terdapat enam model yang biasa digunkan di sekolah-sekolah yang lain
diantaranya adalah model kelas reguler (inklusif penuh), kelas reguler
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 53/77
dengan cluster, kelas reguler dengan pull out, kelas reguler dengan
cluster dan pull out, kelas khusus dengan berbagai pengintegrasian, dan
kelas khusus penuh. Nah....dari berbagai model tersebut, model apa yang Bapak terapkan di sekolah ini, khususnya yang bapak terapkan di kelas
Bapak?”N: “Secara umum model yang diterapkan di kelas bapak adalah model kelas
inklusif penuh, tetapi dengan berbagai modifikasi. Modifikasi itu
diantaranya adalah dalam pelaksanaan pembelajaran memang anak yang berkelainan itu disatukan, tetapi memiliki kriteria-kriteria tersendiri
dalam berbagai hal, misalkan kompetensi yang harus mereka capai, danpenilaian yang dilaksanakan terhadap keberhasilan belajar mereka.
Selain itu dalam waktu-waktu tertentu sebagai contoh anak tersebut
sedang rewel atau bermasalah, anak tersebut akan dipindahkan ke ruang
khusus untuk mendapatkan pengajaran dari guru yang lain yang telahmengikuti pelatihan untuk menangani anak berkebutuhan khusus. Begitujuga dengan kelas-kelas yang lainnya, karena hal ini selalu
dimusyawarahkan terlebih dahulu oleh setiap guru yang ada.”
P: “Oh...seperti itu ya Pak. Repot juga ya?”N: “Ya memang seperti itulah, karena itu sudah merupakan kewajiban kita.”
P: “Lalu Pak, kan mungkin dalam implementasinya tetap susah. Kan siswa-siswi yang adanya kan sangat heterogen. Pasti dalam penyampaian
materi banyak sekali mengalami kendala. Untuk mengatasi kendala
tersebut biasanya metode apa yang sering Bapak gunakan dalam prosesbelajara mengajar?”
N: ”Ya memang leres jang, banyak sekali kendala yang Bapak alami ketikasedang proses beajar mengajar. Tetapi tetap saja sebenarnya metode
yang digunakan adalah metode yang umum atau klasikal seperti ceramah,
demontrasi, tanya jawab, latihan-latihan, penugasan dan lain sebagainya.Tetapi seperti yang telah Bapak katakan tadi, bahwa dalam prosesnya itu
menggunakan berbagai macam modifikasi atau variasi. Sebagaicontohnya, biasanya anak-anak yang memiliki kabutuhan khusus itu
cenderung lebih bisa menerima materi dari apa yang disampaikan oleh
temannya. Dari hal tersebut maka digunakanlah metode tutor sebaya(peer tutorial) guna membantu proses belajar terhadap anak-anak
berkebutuhan khusus tersebut yang dilaksanakan oleh anak-anak yang memang cukup pintar.”
P: “Oh.........begitu!! Lalu Pak, selain hal-hal yang telah Bapak jelaskan
tadi, apabila ditarik kesimpulan sebenarnya secara umum apa sihhambatan-hambatan yang Bapak alami dalam melakanakan proses
belajar mengajar di kelas inklusif?”N: “Gini jang sebenarnya kesulitan-kesulitan tersebut dapat diklasifikan ke
dalam dua jenis yakni, kesulitan dari dalam (internal) dan kesulitan dari
luar (eksternal).”P: “ Yang termasuk ke dalam kesulitan internal itu apa saja contohnya
Pak?”
N: “ Ya, salah satu diantaranya adalah datang dari guru itu sendiri. Yakni
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 54/77
tidak ada guru khusus yang memiliki basic sebagai pendidik untuk anak
yang bekebutuhan khusus. Semua tenaga pendidik yang ada adalah guru
umum, sehingga dalam pelaksanaannya menjadi kurang maksimal denganberbagai keterbatasannya. Selain itu biasanya anak-anak yang memiliki
kebutuhan khusus cenderung lebih sering menggangu terhadap anak yang lain, sehingga hal tersebut juga sering menggangu terhadap kelancaran
proses belajar mengajar. Lalu yang cukup pelik adalah dalam
pelaksanaan evaluasi yang cukup rumit karena sangat tidak mungkinmemberikan soal yang sama terhadap anak yang berkebutuhan khusus
seperti halnya terhadap anak yang normal.”P: “Lalu yang termasuk ke dalam kesulitan yang datang dari eksternal itu
apa saja?”
N: “Untuk kesulitan-kesulitan yang datang dari eksternal itu sebenarnya
mucul dari atasnya yakni dari pihak Dinas Pendidikannya itu sendiri.Sebagai contoh, berdasarkan hasil sharing dengan daerah lain -sewaktumengikuti penataran mengenai sekolah inklusif- yang memiliki sekolah
yang sama yakni Sekolah yang bersetting inklusif, dinas terkait memiliki
andil besar dalam pelaksanaan pembelajaran di Sekolah tersebut mulaidari membantu dalam memodifikasi kurikulum yang sesuai serta
penyediaan sarana dan prasarana bagi sekolah yang berguna untuk menunjang proses belajar mengajar baik itu berupa alat/barang ataupun
berupa fee untuk guru-guru untuk mrngikuti berbagai macam penataran
atau pelatihan yang ada kaitannya dengan sekolah inklusif .” Berbedadengan daerah ini, jangankan penyediaan sarana dan prasarana serta fee
untuk menunjang pelaksanaan pembelajaran, pihak sekolah menanyakanmengenai kurikulum yang sesuai juga tidak mendapatkan tanggapan. Dan
lagi dari pihak dinas belum ada sosialisasi yang khusus ke setiap sekolah
mengenai program sekolah inklusif tersebut.”P: “Dari permasalahan tersebut di atas, kira-kira apa yang Bapak dan pihak
sekolahlakukan untuk berupaya mengatasi permasalah tersebut?”
N: “Untuk mengatasi hambatan-hambatan tersebut, terutama yang berkaitan
dengan hambatan yang terjadi dalam proses pembelajaran, biasanyasetiap guru yang telah mendapatkan pelatihan mengenai sekolah inklusif
akan memberikan layanan bimbingan belajar di luar jam pelajaranterhadap anak-anak yang memiliki kebutuhan khusus, lalu apabila anak
tersebut menggangu terhadap anak yang lain, maka anak tersebut akan
dipindahkan keruangan khusus untuk mendapatkan layananan bimbingansecara individua dari guru yang lainnya. Selain itu dalam pelaksanaan
penilaian, membuat alat penilaian yang disesuaikan dengan kemampuananak dengan kriteria-kriteria yang yang telah dimusyawarahkan dengan
seluruh komponen sekolah. Misalkan dalam kompetensinya itu untuk anak
yang normal itu bisa menjelaskan sesuatu, maka untuk anak yang berkebutuhan khusus cukup dengan menyebutkan sesuatu. Sedangkan
upaya untuk mencoba mengatasi masalah yang datang dari luar adalah
dengan berupaya terus-menerus untuk menambah wawasan melalui
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 55/77
berbagai macam pelatihan dan penataran yang diikuti. Serta berupaya
semaksimal mungkin untuk mengaplikasikan apa yang didapat dari
pelatihan dan penataran tersebut di kelas.P: “Ya, kalau seperti itu terima kasih atas informasinya pak, untuk kali ini
dirasa telah cukup.”N: “Iya, sama-sama.”
P: ”Kumargi parantos siang, abdi ayna bade permios pak bade teras mulih
ka Ciamis. Haturnuhun kana sadayana Pak.”N: “Sumuhun, sami-sami. Kahade di jalanna.”
P: “ Assalamualakum.”N: “Waalaikumsalam Wr. Wb.”
Of interview result upon, therefore gets to be pulled by essential point that
become to above take up the threads, namely (a) class model that is utilized, (b)
learning method those are applied, and (c) happening interference and (d) effort to
settle that interference.
a. Model Class Inclusive Who is Utilized at SDN 2 Karanglayung
Model class that is utilized in learning process is model Inclusive's class is
consumed with modify. That modification for example is deep learning
performing really child which get that abnormality is banded, but has alone
criterions in things, let say interest who they shall reach, and executed assessment
to their studying success. Besides in the period of particular for example that child
be fret or troublesome, that child will carry over special room to get teaching of
the other teacher already follow training to handle child gets special requirement.
So even with class which another, since it do ever conferenced beforehand by
each aught teacher.
b. Methodic Learning That is Utilized at SDN 2 Karanglayung
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 56/77
Method that be utilized is methodic common one or classical as discourse,
demonstration, question-answer, trainings, assignation and any other as it. But in
its performing process that utilizes various kind modify or variation. For example
it, usually children which have requirement that special more tend can accept
material of what does be passed on by its friend. Of that thing therefore utilized by
coeval tutor method (peer tutorial ) utilised help studying process for children to
get that special requirement executed one by really children smart enough.
c. Interference In Learning at SDN 2 Karanglayung
In each learning activity always has interference, evenless learning at class
Inclusive. That interference particularly hail from that teacher is alone. Namely no
special teacher that has basic as educator for child what does gets special
requirement. All aught educator energy is learn common, so in its performing
becomes less maximal with its limitation sort. Besides usually children which
have special requirement tends unsettle a more regular to the other child, so that
thing also frequent unsettle for fluency to process teaching and learning. Then
quaint enough one is deep performing evaluate that enough elaborate because so
may not give same problem to child that gets special requirement as well as to
normal child.
d. Eforts To Settle Interference
Each teacher does ever get effort to settle aught interferences, particularly
which gets bearing by process learning. Usually each teacher already get training
about school inclusive will give guidance service studies outside hour tutorialing
to children that have special requirement, then if that child unsettle to the other
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 57/77
child, therefore that child will carry over special hall to get individual in order that
guidance of another teacher. Besides in estimation performing, making estimation
tool that is adjusted with competence child with criterion has already conferenced
with exhaustive schooled component. Let say in its interest that for child what
does normal it can word something, therefore for child what does get special the
need enough with names something.
Thing aforesaiding to constitute picture about happening learning process
deep an inclusive class. Class that really heterogeneous one actually requires a
special teacher that have interest for can teach children that have special
requirement.
4.2.2. Data Observations Product
4.2.2.1. English Language Learning Performing at Class V
a. Learning Planning Phase English Language
Be in contemplation informant interposes that a teacher at schooled
Inclusive shall know and ability students exhaustive characteristic at within class
included student which gets special requirement, well in ability or even in its
disability in absorb studying material, speed and also its delay in studying, and
behaviour so each student get attention and behaviour suitably.
Besides teacher shall also understand what does become guidance in
arranges an executed learning planning for Inclusive class, therefore teacher is
able to make one planning which ripe its following one that implementably can in
one ideal learning activity.
b. Learning Performing phase English Language
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 58/77
English language learning performing at SDN 2 Karanglayung utilize
inclusive class model heaving full, namely terminologicals Vaughn, Boss &
Schumn (2000) constituting classes learned model where child get other child
collaborative learning abnormality (normal) all the day at reguler's class by use of
same curriculum already been modified.
Following is sample executed learning activity by teacher at class that
Inclusive:
Material : Transportations
Indicator (result modifies):
a. naming transportation tool types
setting down transportation tool types in
simple sentence
Days / Date Of :
Thursday / 22nd April 2010
Performing description:
(Suasana kelas sangat gaduh, anak- anak semuanya sibuk masing-masing. Adayang sedang main kejar-kejaran, ada yang asyik ngobrol, ada yang nyanyi-
nyanyian. Kemudian guru bahasa Inggris masuk)G: “Assalamualikum.”
S: “Waalaikumsalam.”G: (Sambil mengkondisikan anak supaya bisa kondusif belajar) “Eh......nuju
naraon enggal caralik-caralik. Aya Bapa guru enggal.”
(Siswa-siswa pun berebutan duduk dibangkunya masing-masing)G: “Tos kupingkeun, ayana Ibu sareng hidep sadaya kasumpingan rerencangan
Ibu anu bade ngiringan diajar bahasa Inggris sareng hidep sadayana. Tosnya teu kenging garandeng wae.”
S: “Siap Bu.”S: “Bu, Ibu saha nami na?”G: “Nami na Bapak Khusnul. Tos nya ayeuna uarang bagean di ajar naon?”
S: “Bagean bahasa Inggris, Bu.”G: “Iya, nah sekarang kita akan belajar mengenai Transportations. Kalian tahu
tidak apa itu transportasions?”
S: (Tiba-tiba ada siswa yang nyeletuk) “Terang Bu. Statsion kan Bu.”S: (Siswa yang lain tertawa) “ha.........ha............ha......... maenya statsion?”
G:(Guru berusaha untuk mengondisikan kelas kembali) “Tos.......tos......ih sanesstatsion atuh. Ai statsion mah tempat nungguan kareta.”
S: “Mobil, Bu.”
S: “Kareta, Bu.”
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 59/77
G: “Iya. Itu mah jenis-jenis alat transportasi.
(Guru kemudian menuliskan jenis-jenis alat transportasi yang sering digunakan
dalam kehidupan sehari-hari di papan tulis dan melafalkannya kemudian siswadi-
suruh untuk mengucapkannya kembali)G: “Sudah sekarang coba perhatikan semuanya ke depan. Tos sok tingalikeun
sadayana kapayun!”
(Guru sudah menuliskan kata-kata di papan tulis dan meyuruh siswa untuk memperhatikan ke depan lalu guru tersebut melafalkan kata tersebut dan ikuti
oleh siswa)G: “Car.”
S: “Car.”
G: “Train.”
S: “Train.”S: (Ada siswa yang bertanya) “Bu, ai motor bahasa Inggris na naon?”G: “Sok naon cik? Saha nu terang motor bahasa Inggris na naon?”
S: “Euuuu......naonnya?” Hilap deui eung Bu. Pokokna mah cycle cycle kitu we.”
S: “Bycyle, Bu!”G: “Ya, tapi itu kurang lepatnya. Ani leres mah motorcycle.”
S: “Tah uhun eta. Kan tadi ge pokokna mah anu cycle-cycle an we.”G: “Iya, pinter-pinter.”
(Guru pun kemudian melanjutkan pelajarannya)
G: (menuliskan kata Aeroplane) “Ini apa?”S: “Aeroplane, Bu.”
G: “Ya. Good.”S: “Kapal, Bu.”
G: “Iya, aeroplane.”
G: (menuliskan kata Boat) “Lalu ini?”S: “Boat, Bu.”
S: “Bu, ari Boat teh naon?”G: “Kapal cai. Sami sareng Fery.”
G: “Sok ayna catet heula sadayana. Sok enggal nyerat heula.”
(Siswa pun mencatat materi pelajaran yang telah diberikan oleh gurunya.Kemudian guru melanjutkan pelajaran kembali dengan membuat kalimat
sederhana berdasarkan kata-kata tadi)G: “Nah sekarang kita akan mencoba menerapkan kata-kata tadi dalam sebuah
kalimat sederhana.” Ayeuna tos tingalikeun heula ka payun conto na.”
(Guru membuat kalimat “My Teacher go to school by car” dan melafalkannya,kemudian diikuti oleh siswa)
G: “Coba baca “My Teacher go to school by car”.”(Guru menjelaskan cara membuat kalimat dengan kata-kata tersebut)
G: “Tos perhatikeun ameh tiasa sadayana. Tah kangge nerapkeun dina kalimat
ditambihan ku kata “By”.” Ngartos?S: “Iya bu.”
G: “Sok ayeuna cobian damel kalimat ngangge kata motorcycle.”
S: “I go to school by motorcycle.”
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 60/77
G: “Iya bagus. Nu sanes?”
S: “My father go to Tasikmalaya by motorcycle.”
G: “Good.”(Guru menyuruh siswa untuk menuliskan kalimat tersebut di papan tulis)
G: “Ayeuna saha nu bade nyeratkeun kalimat na dina papan tulis?”S: “Dina Bu, Dina.”
G: “Dina sok seratkeun ka payun!”
S: (Sambil menggerutu dina ke depan) “Ah.......Ibu mah naha ku ab?”G: “Uhun sok wios ameh tiasa.”
S: (Menulis di papan tulis) “My father go to Tasikmalaya bt motorcycle.”G: “Tah eta tiasa.....”
S: “heheheh.”
G: “Ayeuna serat heula sok sadayana.”
(Waktu untuk kegiatan pembelajaran sudah hampir habis, guru pun segeramenyimpulkan materi pembelajaran)G: “Sekarang sudah duduk lagi semuanya. Tos caralik deui sadayana.” Tadi kan
sudah belajar membuat kalimat menggunakan kata-kata dari istilah trans-
portasi. Tiasa teu sadayana?”S: “ Tiasa Bu.”
G: “Jadi jenis-jenis alat transportasi itu diantaranya ada car, motorcycle,aeroplane, dan lain sebagainya.” Dan untuk membuat kalimat dengan
menggunakan istilah transportasi jangan lupa mengguanakan kata “by”.”
S: “Uhun, bu.”(Guru mengkondisikan siswa supaya siap melaksanakan evaluasi harian,
kemudian setelah selesai mengkondisikan guru tersebut meembagikan lembar-lembar soal kepada setiap siswa)
G: “Tos ayeuna tutup bukuna sadayana. Ibu gaduh oleh kangge hideup sadayana
anu kedah dieusian.”S: “Bu soalna teu kenging seueur teuingnya!”
S: “Bu teu kenging hese-hese teung deuinya!”G: “Heunteu, sok ngan sapuluh nonber da. Sok we enggal kerjakeun.” Teu
kenging gandeng wae.!”
(Seluruh siswa pun mengerjakan soal-soal tersebut dengan kondisi yang beragam. Ada yang garuk-garuk kepala, ada yang tenguk kesana-kemari, ada
yang masih tetap saja ngobrol. Tetapi meskipun begitu soal-soal tersebut bisadikerjakan sampai selesai sesuai dengan waktunya, termasuk anak yang
berkebutuhan khusus juga, karena soal yang diberikan berbeda tingkat
kesulitannya. Pembelajaran pun akhirnya selesai, soal-soal pun dikumpulkan)G: “Sudah belum? Kalo sudah sok enggal kempelkeun ka payun!”
S: “Atos bu.”S: “Teu acan bu, sa nomber deui.!”
G: “Uhun sok enggal geura kempelkeun.”
S: “Atos bu.”G: “Karena sudah semuanya, untuk pembelajaran kali ini ibu cukupkan sampai
sekian. Kade hilap ngapalkeun di bumi. Wassalamualaikum.”
S: “Waalikumsalam.”
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 61/77
Of learning process upon, can be analyzed hit basic skill teaches in
executed english language learning at Inclusive's school basic and english
language learning method that utilized by teacher at Inclusive Class.
4.3. Observational Product Study
4.3.1. Analisys Methodics English Language Learning at Class V SDN 2
Karanglayung
Base observation result in english language learning activity that executed
by teacher and interview result with informant, method that is utilized in english
language learning process at class V be methodic common one or classical as
discourse, listening and repeat , question-answer (questions and responses),
trainings, assignation and any other as it. But in its performing process that
utilizes various kind modify or variation. For example it, usually children which
have requirement that special more tend can accept material of what does be
passed on by its friend. Of that thing therefore utilized by coeval tutor method
(peer tutorial ) utilised help studying process for children to get that special
requirement executed one by really children smart enough.
Meanwhile for english language learning method as one interposed by
Charlotte A. Harun, et. al (2007: 81) namely, Communicative Language
Teaching (CTL) one that emphasizes to activity wherewith that constituted at a
particular time that constitute change of method Situational Language Teaching
(Richard & Rodgers, 1992: 64) and Full scale Physical Response (TPR) one that
emphasizes to concept “learning by doing ” insufficiently applicable within class
Inclusive. Its causal factor for example since deep its learning learns handicap
tend in create studying atmosphere that can accommodate requirement of child
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 62/77
that gets special requirement that is at class that reverential one all aught teacher
not such teacher which special at allotment to teach child that gets special
requirement.
4.3.2. Analisys is Basic skill Teaches In English Language Learning At Class
V SDN 2 Karanglayung
Skill is basic teaches to constitute a must-have ability by a teacher can
create effective learning activity and ideal. Of explanation on point in advance
about learning performing at class Inclusive, therefore gets to be explained by
analisys about basic skill teaches that dilakasanakan at kelasa Inclusive is as
follows:
Table 4.1
ANALISYS's result Basic skill Teaches
NO. DESKRIPTOR'S ASPECT AVAIL
ABLE
ARE
NOT
INFORMATION
(1 ) (2 ) (3 ) (4 ) (5 )
1 Skill Opens Study
a. Noising about student
- Style teaches to learn v
- Display tool / tool helps v Don't use
- Interaction variation v
b. Evoking Motivation
- Sympathetic attitude v
- Evoke curiousity v
- Passing on new thing v
- Pulling student yen v
c. Giving basis
- Interposing aim v Just interpose material who
will be studied
- Suggesting stage v Are not
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 63/77
- Enforcing subject problem v
d. Making bearing v Are not
2 Skill Words
a. Plot
- Problem analyzed v Are not
b. Presenting explanation
- Sharpness v
- Example and illustration v Are not
- Pressurizing v
- Inversion v
3 Skill asks Basic
- Clear and laconic v
- Referenced application v Are not
- Go move v
- Broadcast v
- Time application thinks v
- Giving manual v
4 Follow-up skill
- Changing charge increases kognitif v
- Detecting question v Are not
- Interaction step-up v Are not
5 Skill Gives Support
a. verbal's support v
b. Support non verbal
- Facial expression and sport v
- Approaching student v Are not
- Touch v Are not
- Activity that gratify v
c. Symbol or object v Are not
d. Support is not full v Are not
6 Skill Arranges Variation
a. Variation in Styled Teaches
- Voice variation purpose v Are not
- Attention concentration v
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 64/77
- Silence v Are not
- Arranging contact sees v Are not
- Movement warms up Facial expression v
- Mobility learns v
b. Variation in Media and Material
- Can be seen v Don't utilize
- Can be heard v Are not
- Can guess or be manipulated v Are not
7 Leading little group discussion
- Centralizing attention v Are not
- Clarifying problem v Are not
- Analysing student view v Are not
- Increasing student think contribution v Are not
- Broadcasting chance participates v Are not
- Shut up discussion v Are not
8 Skill Teaches group and individual
- Arranging individualized approaching v Are not
- Organize v Are not
- Lead and making easy v Are not
Studying
9 Skill Brings Off to class
- Responsive attitude v
- Dividing attention v
- Giving agglomerate attention v
- Show promise that clear v
- Giving support v
- Giving rebuke v
10 Tutorial Close skill
a. Look backward v
- Embrace fundamental studies v Are not
- Making extract v Are not
b. Evaluate v
c. Follow-up v Are not
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 65/77
Of table upon, therefore get as follows been concluded:
a.Skill Opens Study
Permik's team (2008: 7) interpose that open study to constitute a mental
activity and evokes that student attention is centralized on things who will be
studied. Then PLB'S directorate also names that teacher in the early learning
activity gets to do apperception and word aim of learning who will be
performed.
Of aforesaid explanation then correlated with learning activity already
been performed, therefore in that learning teacher just accost student and
scanty gives basis hit material who will be studied that actually of that
uncovering activity is expected can arouse student studying motivation. For
example activity which was performed by that teacher is utter greeting then
conditioned is student. Teacher afterwards pass on material basis as making
known hit material who will be passed on namely “Transportations” .
But attention nonetheless student was enough sentralized to learn because
while comes in to class, that teacher take in its friend that will perform
research. That thing make easier student attention is focused.
b.Skill Words
Giving explanation constitutes one of aspect which momentously of
teacher activity. Interaction at within class tend regarded by talk activity, well
by learns it is alone, by teacher and student, and also student with student.
Therefore happens the so called with multi interaction.
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 66/77
In skill words, there is things which need which is been noticed: (1)
sharpnesses, (2) purpose sample and illustration, (3) pressurizings, and (4)
inversion applications (Permik's team, 2008: 13 - 17). If that thing correlated
with learning activity already been performed, therefore in that learning
process explanation which did by tend teacher gets chanted character. In that
learning teacher doesn't utilize to sample or illustration who can prop process
forwarding learning material.
But nonetheless of sharpness facet in words was selfexplanatory with
marks sense executed press application ala monotonousing to reputed
something momentous. For example it is deep word to hit make simple
sentence, that teacher continually give emphasis to that student utilize word
“b ” as conjunction. That thing also in line with what does be interposed by
that PLB'S directorate learns to have can word content/study material,
clarification is explanation if student misapprehends or saw, and comments
response or student question.
c.Skill asks Basic and Sequel
Permik's team (2008: 18) interpose: “Ask to constitute ordinary activity is
done in knockabout life.” Its aim is subject to be get information about things
which was known. In teaching and learning process, question that is proposed
learns to aim that student learnedding to get science or increases ability think.
In executed learning by teacher on point in advance, skill asks basic that
did by teacher is propose question that tries to arouse student startup science.
Its example is typing learn that mengajarakan will material hit transportation,
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 67/77
that teacher asks earlier “ You know not that transportation what?”
Then in the effort it to dig up student grasp to learning material that given
by afters follows study, therefore teacher also perform follow-up skill. Its
example is “ You have understood haven't?”
d.Skill Gives Support
Support constitutes to respond to a behaviour who can increase possible
cycle that behavioral back (Permik's team, 2008: 22). Supports shaped
example which performed by teacher in that learning is while there is a
student which false in answers question, therefore that teacher is indirect say
false but says “Its answer is subtracted correct ”. Then while there is student
which answer question aright, therefore that teacher says “Iya, smart ”.
e.Skill Arranges Variation
Variation in teaching and learning activity is meant as process of change in
teaching, one that gets to be agglomerated into three groups which is
variations in styled teaches, variation in utilize tool and learning media, and
variation in patterns interaction within class (Permik's team, 2008: 24).
In executed learning process teacher on point in advance, no variation
which signifikan who did by teacher. Its learning activity happens according
to classical and chanted tend.
f.Skill Leads Little Group Discussion
In that learning, teacher doesn't perform discussion. Learning
implementable accordind to classical. That thing not also in line with that
interposed by that PLB'S directorate performings deep teacher learning at
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 68/77
CLASSs to have is able to lead child in one group discussion.
g.Skill Teaches Group And Individual
h.In that learning also, teacher doesn't perform learning clically. Learning that
gets individual character (individual) done while teacher enjoins false a
student to set down training answer at blackboard. Besides civil learning also
executed if that teacher give guidance service to child that gets special
requirement.
i.Skill Brings Off To Class
In skill brings off to class, there are several component that needs to be
noticed, that component are:
1) Responsive attitude
2) Dividing attention
3) Giving agglomerate attention
4) Show promise that selfexplanatory
5) Giving support
6) Giving rebuke (Depdikbud Dikti)
Of statement upon if corelated explanatorily which is explained deep point
in advance, therefore gets to be gleaned from hit executed class management
by teacher is as follows:
1) Responsive attitude that did by teacher marked by teacher responds
question that proposed by student. Its example while a student asks
“Bu, ai sepeda motor teh naon bahasa Inggris na?”,, that teacher not
straightforward answers, but trying throw that question to that student
student can engaged active ala in processes learning.
2) Dividing attention, that thing marked by teacher position that not only
is in front, but always tries to reach view to all class. Besides
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 69/77
interaction pattern learns also apportioment enough, not only to student
that sits in front stool only, but tries to that interacting can with every
thing.
3) Show promise that clear, marked by executed repeat by teacher while
appoint training makes simple sentence utilize word of transportation
terminology wields conjunction “by ”.
4) Giving support, marked by gives praise to student who can with really
answer question that is proposed, its example ““iya, betul. pinter-
pinter ” and indirect justified incorrectly to student that answer question
with not true but “ insufficiently correct its answer ”.
5) Giving rebuke, marked by teacher always tries conditioned class so
doesn't disturb by way of as: “tos tingalikeun sadayana ka payun, tos
kupingkeun sadayana, tos caralik deui, tos teu kenging gandeng wae”.
j.Tutorial Close skill
Tutorial close activity constitute activity to end up process learning and
slated to give picture thoroughly whereof has already been studied,
knowing student attainment zoom, and success zoom learns (Permik's
team, 2008: 49).
Of learning already being performed by teacher that is explained on point
in advance, can be known that tutorial close activity one performed by teacher
is as follows:
a) Teacher concludes material. Activity that is done is “Jadi jenis-jenis
alat transportasi itu diantaranya ada car, motorcycle, aeroplane, dan
lain sebagainya.” Dan untuk membuat kalimat dengan menggunakan
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 70/77
istilah transportasi jangan lupa mengguanakan kata “by”.”
b) Teacher arranges to evaluate daily. Activity that performed by it is
“tos ayeuna tutup bukuna sadayana, ibu gaduh oleh-oleh kanggehidep anu kedah dikerjakeun”.
After activity evaluates to be finished teacher gives follow-up activity
with enjoin student so studious on the house, then teacher afterwards close
study with greeting utterance.
4.3.3. Analisys Inclusive Learning Model at Class V SDN 2 Karanglayung
Vaughn, Boss & Schumn (2000) interpose available six inclusive
education model that can be applied deep learning process at within class. Model
sixth that is as follows:
1. reguler's class (full Inclusive)
2. reguler's class with cluster 3. reguler's class with pull out 4. reguler's class with cluster and pull out 5. Special class with various integration
6. Full special class
Of model sixth that, base interview result with informant, SDN 2
Karanglayung utilize reguler's class model (full Inclusive) with modification. That
modification for example is deep learning performing really child which get that
abnormality is banded, but has alone criterions in things, let say interest who they
shall reach, and executed assessment to their studying success. Besides in the
period of particular for example that child be fret or troublesome, that child will
carry over special room to get teaching of the other teacher already follow training
to handle child gets special requirement. So even with class which another, since
it do ever discussion beforehand by each aught teacher.
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 71/77
4.3.4. Analisys is English Language Learning Assessment at class V SDN 2
Karanglayung
Final activity in perform english language learning is give assessment to
each student. Each student will get point bases ability each. Tremendous
Education directorate (PLB) explain that “Assessment is a process systematics
that contains information gathering, analysing, and interpret is that information to
make decisions.” In other words, education decision is made bases analisys results
and interpretations on collected information. Gathered information can in numeral
form or description even verbal gets to form font.
In this case, executed assessment activity by teacher gets assessment
character class, according to that interposed by Tremendous Education
directorate. Executed assessment by teacher regards child ability facet, so teacher
even make assessment tool that variably, namely assessment tool for normal
student and assessment tool for child to get special requirement. If just makes one
assessment tool type, therefore success criterion in work that problem
differentiated one among normal student with student that gets special
requirement.
CHAPTER V
CONCLUSION AND RECOMMENDATION
5.1. Conclusion
With based on study on CHAPTER IV about analisys processes english
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 72/77
language learning on Inclusive's elementary school at high class gets to be
concluded that basically processes english language learning that implementable
by teacher at class that Inclusive all the same with english language learning
process that executed by teacher at class that reguler/generically. But thing that
differentiates it is curriculum that at utilizes deep that learning process constitute
KTSP Reguler's curriculum that gets to modify. That modification as decreased as
indicator and Minimal thoroughness Criterion (KKM) one that has to be reached
by student, namely adjusts with the need child zoom Inclusive. Modify that
curriculum is executed by headmaster and teachers at schooled that.
Base skill performing teaches deep executed english language learning by
teacher at CLASSs was walking with passably. That thing marked by nearly its
performed nine base skill aspects teach that total nine that. That thing points out
that deep that learning process was walking with passably.
Method that utilized by teacher in english language learning at CLASSs
Inclusive is methodic common one or classical as discourse, demonstration,
question-answer, trainings, assignation and any other as it. But in its performing
process that utilizes various kind modify or variation. For example it, usually
children which have requirement that special more tend can accept material of
what does be passed on by its friend. Of that thing therefore utilized by coeval
tutor method( peer tutorial ) utilised help studying process for children to get that
special requirement executed one by really children smart enough.
Executed assessment learnings deep teacher at class Inclusive basically
equals executed assessment at common/reguler's class. But at Inclusive's class
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 73/77
learns at charges to minimal make two trifling criterions that have a difference
that at allotment for child what does special requirement and for child what does
normal.
5.2. Recommendation
Base finding result at field of executed learning performing, methodic
learning that is utilized and assessment that is made, therefore researcher give
recommendation as follows:
a. To on one's side processes advisable school modify KTSP Reguler's
curriculum becomes KTSP'S curriculum Modifies that being performed by at
school immediate gets to be solved, that learning performing can walk
eminently.
b. Learning performing that implementable at class advisabling to get various
variation kind as tries to divide becomes many little groups to be espoused by
tool purpose helps or display tool as media of learnings, that learning becomes
more living.
c. Method that is utilized in more advisable learning process varying again, are
not chanted utilize discourse. In its process can try to utilize TPR'S method that
emphasizes to concept “learning by doing ” or CTL'S method that emphasize
for ability to get that child communication learning which is done as more
wherewith for child.
d. Expected by marks sense that entry, in english language learning process at
Inclusive's elementary school it forwards can get better.
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 74/77
LITERATURE
Arikunto, Suharsimi. (2002). Prosedur Penelitian Suatu Pendekatan Praktek .Jakarta : Rineka Cipta.
Nasution, S. (2003). Metode Penelitian Naturalistik Kualitatif . Bandung :
Tarsito.
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 75/77
Depdikbud. (2006). Kurikulum Tingkat Satuan Pendidikan 2006 . Jakarta :
Depdikbud.
Sanjaya, W. (2007). Strategi Pembelajaran Berorientasi Standar Proses
Pendidikan. Jakarta: Kencana Prenada Media Group.
Hidayat., Heryana, Y. dan Setiawan, A. (2006). Bimbingan Anak
Berkebutuhan Khusus. Bandung : UPI PRESS.
Sudrajat, A. (2008). Pengertian Pendekatan, Strategi, Metode, Teknik, Taktik,dan Model Pembelajaran. [Online]. Tersedia
di:http://smacepiring.wordpress.com/ [22 Desember 2009]
TIM PERMIK. (2008). Pembelajaran Mikro. Tasikmalaya: Tidak diterbitkan.Sugiyono. (2008). Metode Penelitian Kuantitatif, Kualitatif dan R & D.
Bandung: Alfabeta.
Guru IT. (2009). Pengertian Media Pembelajaran. [Online]. Tersedia di:
http://guruit07.blogspot.com/2009/01/pengertian
media.pembelajaran.html [23Desember2009]
.............. (2009). Pendidikan Inklusif . [Online]. Tersedia
di:http://inti.student.fkip.uns.ac.id/2009/01/15/pendidikan-
inklusive/ [23 Desember 2009]
TEAM TEACHING. (2009). Evaluasi Pembelajaran. [Online]. Tersedia
di:http://ktiptk.blogspirit.com/archive/2009/01/26/evaluasi-
pembelajaran.html [26 desember 2009]
Depdiknas. (2007). Pedoman Penyelenggaraan Pendidikan Inklusif “KegiatanBelajar Mengajar”. Jakarta: Direktorat Jenderal Manajemen
Pendidikan Dasar dan Menengah sub Direktorat Pembinaan
Sekolah Luar Biasa.
Depdiknas. (2007). Pedoman Penyelenggaraan Pendidikan Inklusif “Model Pembelajaran dan Pendidikan Penyelenggaraan Pendidiakn
Inklusif”. Jakarta: Direktorat Jenderal Manajemen Pendidikan
Dasar dan Menengah sub Direktorat Pembinaan Sekolah Luar
Biasa.
Depdiknas. (2007). Pedoman Penyelenggaraan Pendidikan Inklusif
“Penilaian”. Jakarta: Direktorat Jenderal Manajemen Pendidikan
Dasar dan Menengah sub Direktorat Pembinaan Sekolah Luar
Biasa.
Hanafi, R . J. (2008). Imah Kampung Kuta (Analisis Bentuk, Organisasi
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 76/77
Ruang, Funsi, dan Nilai Simbolis terhadap Perumahan
Masyarakat Kampung Kuta di Desa Karangpaningal Kecamatan
Tambaksari Kabupaten Ciamis). Bandung : Skripsi Strata SatuJurusan Pendidikan Seni Rupa Fakultas Pendidikan Bahasa dan
Seni Universitas Pendidikan Indonesia.
Hermawan, R. Mujono. Suherman, A. (2007). Metode Penelitian Pendidikan
Sekolah Dasar . Bandung: UPI Press.
Brown, H. Douglas. (1991). Breaking the Language Barrier . United States:
Intercultural Press Inc.
Brown, H. Douglas. (1994). Teaching by Principle An Interactive Approach to
Language Pedagogy. London: Prentice-Hall Inc.
Sagala, Saiful. (2005). Konsep dan Makna Pembelajaran. Bandung: Alfabeta.
Universitas Pendidikan Indonesia. (2009). Pedoman Penulisan Karya Ilmiah.
Bandung: UPI PRESS.
Harun, A. C. Bakar, Zulfa. Ananthia, W. (2007). English Teaching Method For Elementary School . Bandung: UPI PRESS.
Pane, T.T.E. (2007). Mengenal Metode Total Physical Response (TPR) DalamPembelajaran Bahasa Inggris Untuk Anak Usia Dini. [Online].
Tersedia di : http://www.bpplsp-reg-1.go.id/buletin/read.php?
id=34&dir=1&idStatus=0 [22 Mei 2010]
...........(2008). TPR (Totally Physical Response); Metode PembelajaranBahasa Inggris yang Cukup Efektif Untuk Peserta Didik . [Online].
Tersedia di: http://gapika.wordpress.com/2008/01/12/tpr-totally-
physical-response-metode-pembelajaran-bahasa-yang-cukup-
efektif-untuk-peserta-didik/ [22 Mei 2010]
Suherman, E. et.al ., (2001). Common Text Book Strategi Penbelajaran
Matematika Kontemporer . Bandung: JICA UPI.
Junaedi, Jeje. (2008). Meningkatkan Pemahaman Siswa Tentang Konsep
Kesetaraan Satuan Panjang Melalui Metode Demontrasi.
Tasikmalaya: Skripsi Strata Satu Jurusan Pendidikan Guru Sekolah
Dasar Fakultas Ilmu Pendidikan Universitas Pendidikan Indonesia
Kampus Tasikmalaya.
Danim, Sudarwan. (2002). Menjadi Peneliti Kualitatif . Bandung: Pustaka
Setia.
Hadi, Amirul dan Haryono. (1998). Metodologi Penelitian Pendidikan.
8/7/2019 English (Repaired)
http://slidepdf.com/reader/full/english-repaired 77/77
Bandung: Pustaka Setia.
Iskandar. (2009). Psikologi Pendidikan Sebuah Orientasi Baru. Ciputat:Gaung Persada Press.