TEACHER’S STRATEGY IN TEACHING GENERAL ENGLISH (A QUALITATIVE DESCRIPTIVE STUDY AT INCLUSIVE CLASSROOM)

Abstract

This study aims to explore the strategies employed by English teachers in inclusive classrooms and identify the challenges they face when teaching students with diverse learning needs. By focusing on a qualitative descriptive method, the research provides an in-depth understanding of teaching practices in natural classroom settings. Data were gathered through observations, semi-structured interviews, and documentation at SMP Negeri 1 Waled. The study found that teachers use strategies like differentiated learning, cooperative learning, and individual tutoring. These approaches allow teachers to address the diverse needs of their students effectively, despite challenges such as managing varying ability levels, limited resources, and time constraints. The research highlights the significance of teacher adaptability and ongoing professional development in promoting an inclusive learning environment. The study concludes that using varied teaching strategies can significantly enhance learning outcomes for both regular students and those with special needs.