Presently, education in Indonesia implements an integrated education system for students with special needs, commonly referred to as inclusive education. Teachers play a central role in planning lessons, adapting materials, and managing classrooms to provide high-quality education for both regular and special-needs students. Hence, in dealing with this situation, it is clear that a teacher has a special way of implementing the teaching process, especially in English. At SMPN 10 Banjarmasin, there is a special room called Ruang Pintar. This room is an inclusive class that provides various services for PDBK (inclusive students). This situation leads researchers to explore in depth the strategies and their implementation used by English teacher to inclusive students.

This research used qualitative descriptive approach and purposive sampling to select one English teacher and seven students from Ruang Pintar at SMPN 10 Banjarmasin. Data collection included classroom observations, an in depth interview with a teacher identified as Teacher 3, and supporting documentation to ensure validity. During the observation period, the researcher encountered scheduling uncertainties due to the school’s agenda. The interview, lasting approximately half an hour, was occasionally accompanied by the background noises. Nevertheless, the researcher was ultimately able to overcome these challenges through cooperative efforts and adaptability on the part of both the researcher and participants. The researcher found that direct instruction, differentiated learning, and collaborative teaching are the main strategies implemented for 7th grade inclusive students in Ruang Pintar. These strategies support an effective learning environment but are influenced by student motivation and various contextual challenges. The study highlights both the strengths and limitations of the teacher implementation in teaching English SMPN 10 Banjarmasin.