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Need analysis had been conducted as studies to get the strategies of teaching English for hyperactive students in the inclusive class. Some of the studies wanted to see the problem of hyperactive students while others saw the barrier of hyperactive students in learning English. However, there were only a few studies giving attention to analyze the strength of hyperactive students in learning English. This study aimed to describe how an English teacher did the analysis of the strength of hyperactive students then used it to find a strategy (Role models) in teaching English for hyperactive students in the inclusive class. The data of this study were collected by semi-structured interview and observation. Descriptive qualitative approach as the research design of the research was used to analyze the data. The analysis of results showed that an English teacher not only did the analysis to the students needs such as problem and barrier but also in which more focused on the strength of hyperactive students. This study also provided the implication of role models strategy to teach English especially speaking skill for hyperactive students in inclusive class as the result of the analysis of the strength. The positive result from need analysis on the strength of Attention Deficit Hyperactive Disorder (ADHD) student in finding an appropriate strategy to teach English might also bring positive impact for the students with other types of special needs in inclusive class.

His strength is my strategies: Experience of an English teacher in Indonesia teaching English for hyperactive students in inclusive class