<![CDATA[This study addresses the need for English classroom management in senior high schools that can respond to diverse access, abilities, and learning support needs in inclusive contexts. The focus of this study is the implementation of Technology-Based Classroom Management (TBCM) as a managerial instrument for planning, organizing, implementing, and evaluating inclusive English learning. This research used a qualitative approach with a multiple-case study design at SMAN 6 Bandung and SMAN 6 Cimahi. Data were collected through in-depth interviews, classroom observations, document studies, and analysis of digital learning documents. Informants included English teachers, special education support teachers, vice principals, IT/LMS operators, regular students, and students with specific learning support needs. Data were analyzed through data reduction, coding, categorization, intra-case analysis, and cross-case analysis. The findings show that SMAN 6 Bandung applied a systematic-analytical pattern based on a Learning Management System and learning activity data to manage materials, assignments, interaction, and student monitoring. SMAN 6 Cimahi applied a humanistic-adaptive pattern through technological flexibility, multimodal content, digital portfolios, response options, and gamification in the classroom. The study concludes that TBCM can strengthen inclusive English learning when supported by digital infrastructure, teacher collaboration, data literacy, pedagogical empathy, and ethical individual monitoring. ABSTRAK Penelitian ini dilatarbelakangi oleh kebutuhan pengelolaan kelas Bahasa Inggris di SMA yang mampu merespons keberagaman akses, kemampuan, dan kebutuhan dukungan belajar siswa dalam konteks inklusif. Fokus penelitian ini adalah implementasi Manajemen Kelas Berbasis Teknologi (MKBT) sebagai instrumen manajerial untuk mengatur perencanaan, pengorganisasian, pelaksanaan, dan evaluasi pembelajaran Bahasa Inggris inklusif. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus ganda di SMAN 6 Bandung dan SMAN 6 Cimahi. Data dikumpulkan melalui wawancara mendalam, observasi pembelajaran, studi dokumentasi, dan analisis dokumen digital pembelajaran. Informan terdiri atas guru Bahasa Inggris, Guru Pembimbing Khusus, wakil kepala sekolah, operator IT/LMS, siswa reguler, dan siswa berkebutuhan dukungan belajar tertentu. Data dianalisis melalui reduksi data, coding, kategorisasi, analisis intra-kasus, dan analisis lintas kasus. Hasil penelitian menunjukkan bahwa SMAN 6 Bandung menerapkan pola sistematis-analitik berbasis Learning Management System dan data aktivitas belajar untuk mengelola materi, tugas, interaksi, serta monitoring siswa secara lebih terstruktur. SMAN 6 Cimahi menerapkan pola humanis-adaptif melalui fleksibilitas teknologi, konten multimodal, portofolio digital, pilihan respons, dan gamifikasi di kelas. Penelitian ini menyimpulkan bahwa MKBT dapat memperkuat pembelajaran Bahasa Inggris inklusif apabila ditopang oleh infrastruktur digital, kolaborasi guru, literasi data, empati pedagogis, dan monitoring individual yang etis. ]]>
