ABSTRACTEDLY

Khusnul Mubarok, 2010. ANALISYS PROCESSES ENGLISH LANGUAGE

LEARNING 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 be
gleaned 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.
 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
 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
 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

 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.

 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
 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 .......................................................... 7
1.6. 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 ............ 18
2.2.1. 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 RESEARCH

3.1. 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
 4.1.1. Background’s SDN 2 Karanglayung as Bersetting
Inclusive’s Elementary School .................................... 39
4.1.2. Situation Learns at SDN 2 Karanglayung ................... 40
4.1.3. 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 Class
V 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
 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
 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
 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
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.
 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
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 epistemic
person 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

 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

 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

 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

 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
 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).

 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

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”.

 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

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,

 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,

 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.

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
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
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 growing

and 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

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

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

 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

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
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
 a. Utilizing method teaches varying one (e.g. discourse, question-
answer, discussion, task application, etcetera),
b. Utilize various source studies (e.g. image, photograph, original
object, 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 to
require.
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 accords
in 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.
 c. Learning for agglomerate little
Teacher divides educative participant in agglomerate little by use of
strategy which effective one gets to accomplish all participant
requirement 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 to
thyself, 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

 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 System
For Child With Invasive Intellectual
At Education Promoter School Inclusive
Type Assessment Assessment Write-up
Sasaran*) ANALISYS
Curriculum system instrument system
(1 ) (2 ) (3 ) (4 ) (5 ) (6 )
Common Common Following Utilizing specified Utilizing Utilizing
student / curriculum / prevailing assessment prevailing format and
reguler and reguler assessment system instrument on on analisys reguler prevailing
slowing at that school duty local norm at that reporting
student Education school system at that
studies school

Common Common Following Utilizing specified Utilizing Utilizing

student / curriculum / prevailing assessment prevailing prevailing
reguler reguler which is assessment system instrument on duty reguler norm reguler format
tunagrahita modified at that school with modified local
demulcent modification fills Education
Tunagrahita Common Following Utilizing specified Point on reguler Utilizing
curriculum / prevailing assessment norm and prevailing
reguler which is assessment system instrument on duty individual norm reguler
modified at that school with modified local format,
modification fills Education completed by
and performing narrative
description
Tunagrahita Curriculum that individual's Special instrument Point on Utilizing
is weight individualizatio assessment system that made by analisys laconic
n that is gone upon school individual's narrative
on base is line norm description
absorbing power format
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 at
school.
 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
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
 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
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

 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 were
marks 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
 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.

 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

 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

 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.

CHAPTER IV
 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

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
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 di

dieu 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. Pokona
bapa 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
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
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 pelajaran
teh, 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
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 jam

istirahat 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
 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, dan
penilaian 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 telah
mengikuti pelatihan untuk menangani anak berkebutuhan khusus. Begitu
juga 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 proses
belajara mengajar?”
N: ”Ya memang leres jang, banyak sekali kendala yang Bapak alami ketika
sedang 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. Sebagai
contohnya, 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 sih
hambatan-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
 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 dengan
berbagai 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 mungkin
memberikan 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 -sewaktu
mengikuti 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 mulai
dari 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 .” Berbeda
dengan daerah ini, jangankan penyediaan sarana dan prasarana serta fee
untuk menunjang pelaksanaan pembelajaran, pihak sekolah menanyakan
mengenai 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
sekolah
lakukan untuk berupaya mengatasi permasalah tersebut?”
N: “Untuk mengatasi hambatan-hambatan tersebut, terutama yang berkaitan
dengan hambatan yang terjadi dalam proses pembelajaran, biasanya
setiap guru yang telah mendapatkan pelatihan mengenai sekolah inklusif
akan memberikan layanan bimbingan belajar di luar jam pelajaran
terhadap 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 bimbingan
secara individua dari guru yang lainnya. Selain itu dalam pelaksanaan
penilaian, membuat alat penilaian yang disesuaikan dengan kemampuan
anak 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
 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

 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
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

 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. Ada
yang 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. Tos
nya 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 sanes
statsion atuh. Ai statsion mah tempat nungguan kareta.”
S: “Mobil, Bu.”
S: “Kareta, Bu.”
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 siswa
di-
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.”
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 segera
menyimpulkan 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 bisa
dikerjakan 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.”
 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

 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 ARE INFORMATION

ABLE NOT
(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
 - 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
 - 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
 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.

 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,
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

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

 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
 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 kangge
hidep 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.

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

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

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.

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