THE ENGLISH LEARNING STRATEGY TO IMPROVE INCLUSIVE LEARNERS MOTIVATION IN SMP MUHAMMADIYAH 2 PONOROGO

Rizki Auliya Azhari. (2025). The English Learning strategy to improve Inclusive Learners Motivations in SMP Muhamadiyah 2 Ponorogo.Thesis. English Education Department. Faculty of Teacher Training and Education.Muhammadiyah University of Ponorogo.Advisors: (1) Dr. Alip Sugianto, M. Hum. (2) Dr. Ana Maghfiroh, M.Pd., B.I.

Key words: Learning Strategy, Inclusive Learners, Motivation
Inclusive education provides opportunities for students with special needs to learn alongside regular students in the same classroom. In this context, English teachers are required to apply appropriate learning strategies to meet the needs of diverse learners. The purpose of this study is to identify the motivation of students with special needs in learning English and to explore the English learning strategies applied by teachers to enhance their motivation at Muhammadiyah 2 Ponorogo Junior High School. This study also aims to examine the impact of these learning strategies on the development of students with special needs.
The researchers used a qualitative research method with two English teachers at SMP Muhammadiyah 2 Ponorogo as the research subjects, serving as respondents and the main data sources. Data were collected through observation, interviews, and documentation. The data were then analyzed through the processes of data collection, data reduction, data display, and conclusion drawing.
The results showed that students were motivated in learning English. To enhance this motivation, teachers implemented various English learning strategies, including contextual learning, direct instruction, demonstration, and co-teaching. The application of these strategies had a positive impact on the development of students with special needs, particularly in their cognitive, affective, and psychomotor aspects.
In conclusion, the English learning strategies applied by teachers in inclusive classrooms were able to enhance the motivation of students with special needs in learning English. This impact was reflected in the development of students’cognitive, affective, and psychomotor aspects. These findings are expected to contribute to the development of English learning strategies for students with special needs and serve as a reference for future research on inclusive education.