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All Journal Language Circle : Journal of Language and Literature Jurnal Santiaji Pendidikan (JSP) LLT Journal: A Journal on Language and Language Teaching Journal of Educational Research and Evaluation Voices of English Language Education Society Lexeme : Journal of Linguistics and Applied Linguistics Journal of English Language and Education JEdu: Journal of English Education Journal of Educational Study CITIZEN: Jurnal Ilmiah Mulitidisiplin Indonesia Indonesian Journal of Instruction IJLHE: International Journal of Language, Humanities, and Education
I Ketut Trika Adi Ana
English Education Department, STKIP AH Singaraja
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Journal : Journal of Educational Study

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Teaching English in an Inclusive Setting: An Investigation of Facilitating and Hindering Factors at Primary School Tobing, Rumenti Br Lumban; Santosa, Made Hery; Ana, I Ketut Trika Adi
Journal of Educational Study Vol. 6 No. 1 (2026): (Upcoming Issues)
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v6i1.1109

Abstract

Inclusive education seeks to ensure equal learning opportunities for all students, including those with special needs, yet teaching English in inclusive classrooms presents specific pedagogical challenges. This study investigates the supporting and inhibiting factors in English teaching at SD N 2 Bengkala, North Bali, a school that integrates students with hearing impairments into regular classrooms. Employing a qualitative case study design, data were collected through classroom observations and in-depth interviews with the English teacher. The findings indicate that effective English instruction in this inclusive setting is supported by teacher adaptability, the use of visual media and concrete learning materials, assistance from special needs support teachers, peer support from regular students, and a positive classroom climate. However, several challenges persist, including communication barriers with deaf students, differences in learning abilities, emotional fluctuations, and environmental distractions. More complex English skills, such as listening, speaking, and writing, were found to be more difficult to teach than vocabulary. Overall, the study underscores the importance of adaptive teaching strategies and collaborative support in addressing learner diversity, while also highlighting ongoing challenges that require continuous adjustment to achieve inclusive English learning.
Interactive Videos for Facilitating Reading Activity in an Inclusive Class Narayana, Komang Ksatria; Utami, I G A Lokita Purnamika; Ana, I Ketut Trika Adi
Journal of Educational Study Vol. 6 No. 1 (2026): (Upcoming Issues)
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v6i1.1120

Abstract

Despite growing attention to inclusive education, there is still limited empirical research on the development and validation of interactive multimodal English learning videos that integrate sign language and visual supports for deaf-mute and regular students within the Merdeka Curriculum at the elementary level. This study aims to develop interactive videos as multimodal learning materials for teaching English to fourth-grade students in an inclusive classroom. Using the ADDIE instructional design model (Analysis, Design, Development, Implementation, Evaluation), the research enhances reading interest and comprehension among deaf-mute and regular students through sign language integration, visual aids, and interactive exercises. Needs analysis revealed that inclusive students require visually engaging, adaptive materials. The videos align with the Merdeka Curriculum, featuring clear visuals, structured narration based on Pancasila values, and inclusive learning support. Instruments used include interview guides, researcher journals, development progress sheets, expert judgments, and practicality questionnaires. Expert validation showed high scores: 4.625 (content expert) and 4.75 (media expert), categorized as very good. Practicality tests scored 4.3 (students) and 4.75 (teachers), indicating high effectiveness. Results show that interactive videos improve accessibility, engagement, and reading comprehension for students with special needs. Challenges include limited technology access and the need for teacher training. The study concludes that multimodal learning significantly benefits inclusive education and recommends further research on scalability and long-term impact.
Co-Authors Agustina, Noni Alexandra, Natasha Filya Ariastini, Ida Ayu Ketut Cahyadi, Putu Sebastian Dewi, Komang Rista Liani Dewi, Sintha Karmila I Putu Indra Kusuma I.G.A. Lokita Purnamika Utami Issy Yuliasri Jayani, Ni Wayan Septia Kadek Yogi Parta Lesmana Ketut Susiani Luh Putu Artini Made Hery Santosa Narayana, Komang Ksatria Ni Made Ratminingsih Ni Putu Astiti Pratiwi Nyoman Karina Wedhanti Pratiwi, Ni Putu Astiti Pratiwi Prof. Dr. Ni Nyoman Padmadewi,MA . Pujayanthi, Putu Putu Adi Krisna Juniarta Putu Kerti Nitiasih Septiani, Komang Sukadana, I Made Sukma Adisetiawan Taranthy, Putu Lydwin Githa Tobing, Rumenti Br Lumban Yanti, Ni Ketut Ayu Mira