Exploring teachers’ perspectives on student and teacher challenges and solutions in inclusive senior high school English learning in Yogyakarta: A case study
DOI:
https://doi.org/10.12928/eltej.v9i2.14590Keywords:
Challenges; Perspective; Solution; English Language Learning; Inclusive SchoolAbstract
This study explores teachers’ perspectives on both student and teacher related challenges, as well as the solutions employed in English language instruction within inclusive senior high schools in Yogyakarta. Using a qualitative case study design, data were collected through interviews with three types of participants. English teachers, a teacher assisstant and school principals, complemented by approximately five hours of classroom observations. The data were analyzed thematically through initial coding, categorization, and triangulation to ensure credibility. The findings reveal five major themes, including challenges in addressing diverse learner abilities, particularly between students with special educational needs (SEN) and their peers, as well as constraints related to resources, time management, and instructional strategies. Teachers addressed these challenges through institutional support, comprehensive and adaptive assessment practices, and the development of engaging and differentiated learning activities. This study extends existing research on inclusive education by specifically examining EFL instruction in Indonesian inclusive senior high schools from teachers’ perspectives. The study highlights future prospects including enhanced teacher training, the development of innovative media, and collaboration with international institutions. These insights contribute to strengthening inclusive English education practices in Indonesia.
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