i
DEVELOPING TEACHING AND LEARNING MATERIALS
FOR ENCOURAGING THE INVOLVEMENT AND
CONCENTRATION OF THE STUDENTS WITH SPECIAL
NEEDS
(Specified for the Autism Students in SLB YPAC)
a final project
submitted in partial of the requirements for the degree of Sarjana Pendidikan in English
by
Anisa Devi Prabajati 2201410116
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
SEMARANG STATE UNIVERSITY
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APPROVAL
This final project was approved by Board of Examiners of English Department of Faculty of Language and Arts of Semarang State University on 22nd of September 2015.
Board of Examination Chairperson
Prof. Dr. Agus Nuryatin, M. Hum ____________________ NIP. 196008031989011001
Secretary
Rini Susanti Wulandari, S.S., M.hum ____________________ NIP. 197406252000032001
First Examiner
Dr. Rudi Hartono, S,S., M.Pd ____________________ NIP. 196909072002121001
Second Examiner
Dr. Dwi Anggani Linggar B, M. Pd ____________________ NIP. 195901141989012001
Third Examiner/ Advisor I
Sri Wahyuni, S.Pd., M. Pd ____________________
NIP. 197104082006042001
Approved by:
Dean of Faculty of Languages and Arts
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PERNYATAAN
Dengan ini saya,
Nama : Anisa Devi Prabajati NIM : 2201410116
Prodi/Jurusan : Pendidikan Bahasa Inggris S-1 / Bahasa dan Sastra Inggris Menyatakan dengan sesungguhnya bahwa skripsi/tugas akhir/final project yang berjudul:
Developing Teaching and Learning Materials for Encouraging the Involvement and Concentration of the Students with Special Needs(Specified for the Autism Students in SLB YPAC)
Yang saya tulis dalam rangka memenuhi salah satu syarat untuk memperoleh gelar sarjana ini, benar-benar merupakan karya saya sendiri yang saya hasilkan setelah melalui penelitian, bimbingan, diskusi, dan pemaparan atau ujian. Semua kutipan, baik yang langsung maupun tidak langsung, baik yang diperoleh dari sumber kepustakaan, wahana elektronik, pengamatan langsung, maupun sumber lainya telah disertai keterangan mengenai identitas sebenarnya dengan cara sebagaimana yang lazim dalam penulisan karya ilmiah. Dengan demikian, walaupun tim penguji dan pembimbing penulisan skripsi ini membubuhkan tanda tangan sebagaimana tanda keabsahannya, seluruh isi karya ilmiah ini tetap menjadi tanggung jawab saya sendiri. Demikian, harap pernyataan ini dapat dipergunakan seperlunya.
Semarang, 22 September,2015 Yang membuat pernyataan,
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MOTTO AND DEDICATION
If you are brave anough for some goodbyes,
new hellos will embrace you
I dedicate my work for:
My beloved parents, thank you for all the lessons.
My lovely siblings who are the source for my
motivation.
My dear Jung one and only, who stays with me for the
rainy days and the thunder storms.
Thank s to all my true friends whom I cannot mention
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ACKNOWLEDGEMENT
In the name of Allah the most Gracious and the most Merciful.
I extend my deepest gratitude to my advisor, Sri Wahyuni, S.Pd., M.Pd., for her supports, corrections and advices in completing this final project, without her motivation I will not be able to finish this final project.
Henceforth, I give my deepest thank to my wonderful parents, Ali Mashuri and Wiwik Wijayati, to my siblings who always stay even if the whole world leaves me. To my beautiful friends, absolutely true friends and always know me well when I need a shoulder to cry on.
Special for my beloved one, Mahendra Baskara Hanindita whose hands always hold me tight when I am struggling, whose heart always beats for our future and betterment. Thank you for loving for who I am. I cannot say a word.
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ABSTRACT
Prabajati, Anisa Devi. 2015. Developing Teaching and Learning Materials for Encouraging the Involvement and Concentration of the Students with Special Needs (Specified for the Autism Students in SLB YPAC). English Department. Faculty of Language and Arts. Semarang State University. Advisor: Sri Wahyuni, S.Pd. M.Pd.
Keywords: material-development, Teaching-Learning, Autism, involvement, concentration.
Teaching material is one of the keys for teachers to conduct a teaching-learning activity in the classroom. The materials are the source for teachers to teach and for students to learn. This research focuses on three matters, 1) Describing the English teaching learning process for autistic learners at SLB YPAC Semarang 2) How teachers deliver the materials to the autistics students at SLB YPAC Semarang 3) Developing the materials for encouraging the students to be more involved and concentrated. This study was aimed to develop a set of suitable English teaching-learning materials.
This final project used the research and development (R&D) to develop the materials. The materials were validated by two experts to come to the final product. This research was conducted at SLB YPAC Semarang involving the students of 8th grade with special needs (in this case is autism). The data were collected from classroom and checklist observations, questionnaire and interview with teacher. The author also gave a set of questions for teacher to give his response on the final materials. Those data collection resulted that teacher and students actually faced the same problem which was the absence of a set of suitable materials for English lesson.
The writer was aware of the special characteristics of students with autism, some steps must be taken before she developed the materials. The first step taken was to review the syllabus, in this stage the writer evaluated which part of the syllabus must be developed. Syllabus review delivered the writer into the second step that was to make the lesson plans which was purposed to help teacher in conducting the classroom activity management. The third step was to integrate the students’ needs with the materials design. The integration of the materials then led to materials development for encouraging the students’ involvement and concentration.
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TABLE OF CONTENT
Page
APPROVAL... ii
PERNYATAAN...………... iii
MOTTO and DEDICATION………... iv
ACKNOWLEDGEMENT………... v
ABSTRACT…...……….. vi
TABLE OF CONTENT ……….... vii
LIST OF APPENDICES... ix
LIST OF TABLES... x
Chapter 1. INTRODUCTION.………... 1
1.1 Background of the Study………... 1
1.2 Reasons for Choosing the Topic ………. . 6
1.3 Research Problems…...………... 7
1.4 Purpose of the Study ……….... .. 7
1.5 Significance of the Study………... 7
1.6 Outline of the Study…..………... 8
2. REVIEW OF THE RELATED LITERATURE ……… . 10
2.1 Review of the Previous Studies……….. ... 10
2.2 Review of the Theoretical Studies……… ... 12
2.2.1 Definition of Teaching-Materials Development………..………... 12
2.2.2 Definition of Autism...………... 13
2.2.3 Characteristics of Autistic Children...……… ... 15
2.2.4 Teaching Autistic Students...……… .. 19
2.3 Theoretical Framework ………... 20
3. METHODS OF INVESTIGATION………... 21
3.1 Research Design………... 21
3.1.1 Qualitative Study………. . 21
3.1.2 Research and Development………. ... 23
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3.3 Data Source...……….... 27
3.3.1 Classroom and Checklist Observations……… .... 28
3.3.2 Questionnaires...……….... 33
3.3.3 Interview...………... . 36
3.4 Role of the Researcher... 37
3.5 Procedures of Collecting the Data... 38
3.6 Procedures of Analysing the Data... 39
3.7 Procedures of Designing the Materials... 40
3.8 Procedures of Developing the Materials... 42
3.9 Procedures of Materials Implementation... 45
3.10 Technique of Reporting the Materials Validation... 46
4. RESULT OF ANALYSIS WITH MATERIALS DEVELOPMENT AND DISCUSSION OF MATERIALS IMPLEMENTATION ... 51
4.1 Result of Classroom Observations...………... 52
4.2 Result of the Questionaire...……… ... 55
4.3 Materials Design and Development...…………. ... 58
4.3.1 Materials Design...……… .... 59
4.3.2 Developing the Materials...………... 68
4.4 Validation of the Materials...…... 70
4.4.1 Validation of the First Draft by the First Evaluator...……... 71
4.4.2 Validation of the Second Draft by the Second Evaluator... 73
4.4.3 Validation of the Third Draft by the First and the Second Evaluators.. 73
4.5 The Teacher’s Response on the Final Teaching Materials... 77
4.6 The Teacher’s Observation on the Students’ Involvement and- Concentration... 80
4.7 Discussion of Materials Implementation ... 81
5. CONCLUSSION AND SUGGESTION ………... 83
5.1 Conclusion………... 83
5.2 Suggestion……… ... 85
BIBLIOGRAPHY……… ... 86
ix
LIST OF APPENDICES
Appendix Page
1. Appendix 1
Lesson Plans... 90 2. Appendix 2
The Meterials (Product of Teaching-Learning Materials for Students
x
LIST OF TABLES
Table Page
1. Figure 3.1 Classroom Observation Steps According to
Hammersley ...………... 29
2. Table 3.2 List of Questions in the Questionnaires... 34
3. Figure 3.3 Steps of Developing the Materials... 43
4. Table 3.4 Materials Implementation... 44
5. Table 3.5 Table of Teacher’s Response..…... 46
6. Table 3.6 Validation of the Draft ...… 47
7. Table 3.7 Observation Form... 49
8. Table 4.1 Observation Flows... 52
9. Table 4.2 Result of Checklist Observation... 52
10.Table 4.3 Questionaire Result... 55
11.Table 4.4 Lesson Design... 62
12.Figure 4.5 Steps in Making the Final Materials... 68
13.Table 4.6 First Draft Evaluation by the First Evaluator... 71
14.Table 4.7 Second Draft Evaluation by the Second Evaluator... 73
15.Table 4.8 Third Draft Evaluation by the First and Second Validators... 75
16. Table 4.9 The Teacher’s Response... 78
1
CHAPTER I
INTRODUCTION
Chapter 1 presents the introduction of the study, which consists of background, reason for choosing the topic, statement of the problems, purpose of the study, significance of the study, and the outline of the study report. The description of the subchapter is presented as follows.
1.1 Background of the Study
English study is one of the most important studies in language learning across the world. It is because English as an international language is used in almost every aspects of humans’ life. In economics, politics and technology, for example, English plays important roles, especially at the degree of international communities. Many books, articles, and journal of science and technology from many countries are also written in Englishtherefore mastering English will be very essential to make us be able to compete in globalization era.
component in the activity must be accomplished in order to reach the result of meaningful learning.
In this context, English for students with special needs is also considered as an important component too, especially in this global era there are so many English phrases are used in our country, for example is “non-smoking area” it is an English phrase, for normal people who have seen it for many times, it will not be hard to reckon the phrase however it might be different for the students with special needs; they might get difficulty to get the meaning of that phrase. From this situation we can derive a conclusion that English is important for everyone without exception. In Indonesia, there are many SLB applies English as a substantial subject, this shows how English is defined as a supporting element for students with special needs to be involved in daily social life.
emotional, they may have a problem in getting themselves concentrated, interested in and encouraged to the materials the teacher delivers.
On the onther hand, autism is a complex neurological disorder which affects the functioning of brain, this prevents the people who suffer autism from understanding what the see, hear, and otherwise the sense. Thus leads to a problem that prevents the autism people in communicating, behaving and socializing. (Ruble, 2011)
An educator will find several problems in doing his/her job, especially in handling and getting into students attention. One biggest concern is how the teacher of disabled students (special needs specified autism) get the attention from the students, it will take a lot of efforts in getting the students interested in and involved in the teaching and learning process. It is the chalenge for the teachers that students with mental health issues may be limited in the amount or kinds of activities they can perform due to the presence of an emotional, psychological or psychiatric condition. Autistic students actually have higher ability to process words and vocabulary compared to downsyndroms, this is one big point becomes a sorce to develop the teaching materials for the autism students.
Developing the teaching and learning materials for these autism students is one way to improve the students’ concentration, interest, and involvement. As
appropriate materials; it is obvious that materials for students with special needs are different from the materials for normal students, that is also one concern that teacher has to face.
The teacher also has to be aware of the students’ characteristics generally and individually. There are numerous characteristics which usually exist in autistic learners. They usually resist in human contact and social interaction from a very early age and have difficulty in learning the social interaction. Sometimes, they can be very sensitive and cannot control their emotion well. They also have developmental delay of spoken language. They like repeating words and sounds made by other people. Sometimes, they use words which are not appropriate with the meaning. From here, author can actually use imitating technique to be applied in the materials;since the students like to repeat words made by other people, can follow and repeat after the teacher in learning new vocabularies.
basic English in their daily life and help them to survive with the situation of global era which many of English phrases are used in our Indonesian community, one more goal is students are expected to be less dependent to others and learning to be more independent through English language learning.
Children learn language by imitating, teachers are asked and demanded to give a very clear exampleand instruction, are expected to be creative, and to be patient to the children. Different kinds of methods are applied during the teaching and learning process. In SLB YPAC the teachers apply old or traditional methods in teaching the autistic students. Yet, teachers are supposed to be aware of the materials that being taught must be delivered in an attractive and creative way to get students’ involvement and concentration. A set of developed suitable teaching
materials is very needed to help the teachers and the students as well.
1.2 Reasons for Choosing the Topic
One other component of teaching and learning process is the materials. A successful teaching and learning is when the materials are delivered and transmitted effectively to the receivers. The materials play a big role in getting students’ interest and involvement, as we know that teaching autism students will
take more effort than teaching normal students. Teachers need more effort to make them in full concentration, full interest and involvement.
Author chooses to develop teaching and learning materials for autism students as the topic of the following thesis with these considerations:
1) Teaching and learning is one integrated activity and they cannot be separated from the materials to be conveyed.
2) The teaching and learning materials are important as they have been considered as the knowledge that must be mastered by students. 3) Educating autism students is not easy.
4) There are many forms of materials that can be developed to gain students’ concentration, involvement and interest which can be
applied and practiced by teachers and students at the same time. 5) The author wishes to know and observes how the materials are
delivered to the autism students by teachers.
1.3 Research Problems
Based on the background of the study above, the problems that will be discussed in this study are:
2) How to find and analyze the students’ needs analysis in learning English?
3) How to develop the material with the goal of encouraging the students’ involvement and concentration?
4) How effective is the developed materials in encouraging the students’
involvement and concentration?
1.4 Purpose of the Study
The purpose of the study, concerning the statement of the problem is:
1) to analyze the suitability of the existing materials in encouraging the students’ involvement and concentration.
2) to find out the students’ needs in learning English.
3) to develope the materials based on the students needs with the goal of encouraging the students’ involvement and concentration.
4) to discuss the effectiveness of the developed materials in encouraging the students’ involvement and concentration.
1.5 Significance of the Study
condition of English teaching-learning process that held in a special education school (SLB), specificallyfor autism.
This study also provides materials for parents if they need to handle their autistic kids at home by themselves, because the materials that will be developed are not only formal education bases, but also considered applicable for parents in informal education which is a useful tool for parents who face problems in finding materials to teach their autistic children English. The result of this research is a supplementary book
1.6 Outline of the Study
This final project is organized into five chapters. Chapter one is the introduction, which consists of background of the study, reasons for choosing the topic, statement of the problems, purposes of the study, significance of the study, and outline of final project.
Chapter two is review of the related literature, which consists of three subchapters. First subchapter discusses about the review of related study, this part explains some previous study that relates to English teaching-learning to autism. Second subchapter focuses on the theoretical study, this part discusses about the related theories of autism, characteristics of autism, and materials development. The last but not least is a framework; it describes how the theories are applied in the proofs of analysis in answering the statement of problems.
second gives information about the object of the study. The third is about the data collection or data source. The fourth discusses about the role of the researcher. Fifth subchapter describes the procedures of collecting the data and also the kind of data that will be obtained. The next is the sixth subchapter which covers the procedures of analyzing the data. The seventh subchapter is about the procedures of designing the materials. The eighth subchapter talks about the procedures of developing the materials and roles of both teacher and researcher during the process of designing the materials. The ninth subchapter discuss about the procedures of materials implementation. The last subchapter is about the procedure of materials evaluation, this is held after the materials gone through some trials processes and revised by the developer.
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CHAPTER II
REVIEW OF THE RELATED LITERATURE
In this chapter will discuss the review of the previous studies. It also reveals the theories and definitions of the terms used in the research. This chapter contains the definitions of materials, development, and some other terms that related or underlined with the context.
2.1 Review of the previous studies
Talking about teaching students with special needs specified autism students, there are some studies that have been conducted before. The first study was conducted by Endah (2011)she conducted a reasearch entitled “A Descriptive
Study of Teacher’s Method in Teaching English for Autistic Learners at SLB
One area that has not been touched is developing the teaching-learning materials for the autism students. Students with autismhave different characteristics from normal students, and from any other mental disorders students. The materials must be prepared for the students to accomplish the goal with different designs, there must be a supporting planning to help the autism students in learning activity.
Many other studies about teaching students with special needs, one is the famous one by Susan Stokes entitled “Structured Teaching: Strategies for
Supporting Students with Autism”, actually the term “structured teaching” was developed in North Carolina University.It allows for implementation of a variety of instructional methods (e.g., visual support strategies, Picture Exchange Communication System - PECS, sensory integration strategies, discrete trial, music/rhythm intervention strategies, Greenspan's Floortime, etc.). The following information outlines some important considerations for structured teaching to occur. It is one of many approaches to consider in working with children with autism. The research is actually becoming references by many teachers who teach students with special needs especially with autism in the US and in many other countries.
Different teaching-learning materials deliveries may conduct different result toward the autism students’ achievement. In here, the writer will observe
develope a new material to be applied replacing the old material. New materials must be tested for several times to see the appropriateness of the materials.
2.2 Review of the Theoretical Study
This second section gives brief descriptions of teaching-materials development, definitions of autism, characteristics of autistic children, and teaching English for autistic children.
2.2.1 Definition of Teaching-materials Development
The existed materials are the raw source to be compared to the developed materials. In this proces some trials are needed to see the level of appropriateness and the significance of the materials to get students’ attention and involvement.
This relates to the question why are materials important in teaching language? In his study, Allwright (1990) argues that materials should teach students to learn, that they should be resource books for ideas and activities for instruction/learning, and that they should give teachers rationales for what they do. From Allwright's point of view, textbooks are too inflexible to be used directly as instructional material. O'Neill (1990), in contrast, argues that materials may be suitable for students' needs, even if they are not designed specifically for them, that textbooks make it possible for students to review and prepare their lessons, which textbooks are efficient in terms of time and money, and that textbooks can and should allow for adaptation and improvisation. Materials here control the learning and teaching process.
An derived understanding about teaching materials development is about upgrading the content of the materials to be suited to the objectives of the learning process which will be controlled by the materals designed by the developer.
2.2.2 Definition of Autism
small number of children who displayed a cluster of behaviors that made them appear to belong to a unique group, he identified autism in 1943. Leo was an American psychiatric who identified Autism back in the 1943.Based on his research, he found the dominant characteristic of those children that they are unable to make a relation with other people in many situations using common way. American Psychiatric Association (APA) defined autism as a pervasive developmental disorder, which is characterized by impairments in communication and social interaction, and restricted, repetitive and stereotypic patterns of behavior, interests, and activities. It is a complex neurological disorder that affects the functioning of the brain. (Abdul Hadis, 2006:43) Autism is a condition caused by the interference of developmental brain function in which the symptoms usually exist on the early age of childhood in the first 2-3 years old and it will be continued on whole of their life. Children with autism have difficulties to communicate. (Yatim, 2007:10)
unable to function in almost any setting. Multiple abilities can be affected, while others are not (Ruble,2011). Every autistic child has different way of thinking and different skill in each field. Sometimes, some of them are very good in math but aren’t good in writing, good in music but aren’t not good in math, etc.
Shortly, the skill and ability of them are various. But above all, teachers must be aware that all individuals with autism have difficulties with social interaction and communication, although the extent and type of difficulty may vary.
2.2.3 Characteristics of Autistic Children
Autism appears in a child’s early infancy and early childhood, and parents
From those characteristics above, it can be classified into three groups of general characteristics of children with autism:
1) Impairment in Social Interaction
Significant difficulty with social relationships is an essential characteristic of individuals with autism. Most of the students with autism resist human contact and social interactions from a very early age and have difficulty learning the subtleties of social interaction. As the child develops, interaction with others continues to be abnormal. Affected behaviors can include eye contact, facial expressions, and body postures. These students often do not make eye contact with others, and they seem not interested in developing social relationships. (Friend dan W.D. Bursuck, 2006)
Children with autism also show less attention to social stimuli, smile and look at others less often, and sometimes respond less to their own name. There is usually an inability to develop normal peer and sibling relationships and the child often seems isolated. There may be little or no joy or interest in normal age-appropriate activities. Affected children or adults do not seek out peers for play or other social interactions. In severe cases, they may not even be aware of the presence of other individuals.
2) Communication
They are unable to understand simple directions, questions, or commands. Teens and adults with autism may continue to engage in playing with games that are for young children.
Individuals withautism are unable to initiate or participate in a two-way conversation. Frequently the way in which a person with this disorder speaks is perceived as unusual. Their speech may seem to lack the normal emotion and sound flat or monotonous. The sentences are often very immature: "want water" instead of "I want some water please." They often repeat words or phrases that are spoken to them without any knowledge of what was said.This repetition is known as echolalia.
3) Repetitive Behavior
the precise amount of water is in the tub, the temperature is exact, the same soap is in its assigned spot and even the same towel is in the same place. Any break in the routine can provoke a severe reaction in the individual and place a tremendous strain on the adult trying to work with him or her.
From those characteristics above, it can be grouped to be four criteria that can be used as the sign of autism in the child’s early infancy. They are early onset of autistic aloneness, absence or distortion of language, stereotyped insistence on sameness, and the lack of demonstrable physical defect. But, it is rare for children to display those four autistic criteria. But, although children with autism have some common features, but no two individuals are same because the pattern and extent of difficulties may change with development. The common characteristics help us to understand the general needs of autism children, but there is a need to combine this information with knowledge of the specific interests, abilities, and personality of each student. 2.2.4 Teaching Autistic Students
Children with autism present with differences in learning style, impairments in communication and social skill development, and the presence of challenging behaviors. Therefore, there is no specific curriculum to teach them. Effective programs are individualized and based on the unique needs and abilities of each student. The student’s personal program plan will include a combination of
There are numerous problems that autistic children face in academic environment. They have difficulty with any changes and distractions, and they also have constant interaction on a daily basis. Children with autism are also difficult in performing their ability and staying on task. It is important for teacher to understand the learning characteristics of autism so that these children have the best chance of finding success in the classroom. Again, their characteristics can vary from one child to the next, and the varying characteristics are often directly related to where a child's symptoms fall on the autism spectrum.(Teaching Students with Autism, Aresource Guide for School, British Columbia, 2000)
Teaching Support Service, University Guelph (2009) explained that there are some teaching principles in teaching students with learning problems, they are:
1) Use Direct Instruction 2) Provide Success 3) Provide Feedback 4) Be possitive 5) Strive to Motivate 6) Insure Attention 7) Enjoy Teaching
These principles are all about how the teachers figure out a way to make the students learn. Students with autism have the same right as normal students do; teachers’ job is to find out how these students with different characteristics
accomplishments. One condition which either normal or autistic students have, that is they have the same right as human being they have the right to be educated.
2.3 Theoretical Framework
The theoretical review presented above leads the author to assume that teaching autistic learners contains burdens since they have many characteristics that are different from the normal learners, especially in their difficulty of making social interaction with other people. For this, materials development is being an essential element in a teaching-learning process because it is a way of teacher in transferring material to the students to get maximum result. By using a set of developed-teaching amterials hopefully that the achievement of the autistic students will b improved and maximalized
Mind Map Existing materials
Analysis
Result
Students’ needs analysis
21
CHAPTER III
RESEARCH METHODOLOGIES
Developer uses qualitative study by using reasearch and development method based on an observed situation in a teaching-learning activity of English for autism students in SLB YPAC Semarang. This research is aimed to develop the existing English language materials to be more practicaland more interesting for the autism students to follow. The materials includes team-work which will build social interaction between autism students and teachers as we know that children with autism are lack of social interactions.
3.1 Research Design
As it is mentioned earlier, the writerattempts to carry out a qualitative study using research and development method. This part will explain about the methodologies of the research she proposes for.
3.1.1Qualitative Study
The result of Qualitative research is determined by the description analysis and interpretation. According to Mujiyanto:
A qualitative research is aimed to gain deeper understanding of a specific area. It aims to provide an explicit rendering ofthe structure, order and broad patterns whis are found among a group of participants. (Mujiyanto, 2009:25)
Based on Mujiyanto’s explanation (2009:25), a qualitative reasearch is a scientfic
question,2)systematically uses a predefined set of procedures to answer the
question,3) collects evidence,4)produces findings that were not determined in
advance. 5)Produces findings that are applicable beyond the immediate boundaries of the study. In this case, the developer needs to find an answer of
developing a set of proper materials for teaching autistic students.
In this reasearch the author will seek an answer on developing new materials for autistic students by evaluating the existed materials and finding out teachers’s burdens in teaching students with different characteristics from normal students.
The aim of the writer is to gain information and description the students’ capacity in learning English while they also fight their disorders. Autistic students need more attention from teacher because they have different characteristics from normal students in socializing with others. In this research, the writer wants to investigate the teacher and students’ problem when they apply the writer’s developed material. The qualitative analysiswill present data and research result as the form of Qualitative Description. The writer chooses this qualitative research because qualitative is the appropriate method for answering all questions appear in the research. One other reason of researcher choosing qualitative because when it is related to the data which writer tries to get (descriptive data) then qualitative is appropriate to be applied.
3.1.2 Research and Development
In education, R & D Research is aimed at investigating activities which are related to education in order to improve qualities of education system, curriculum, or even teaching material. It was done by using the methodology of R & D Research. Some experts in education tried to develop the curriculum and material based on the needs of the learners.
Some experts state different opinion on the definition of research and development. Tyas (2010: 18), R&D Research is a research method which is used to get a certain product and to examine the effectiveness of a product. There are two other definitions which are more complete thoroughly. Carrol (2007: 4) states that Research and Development is managed by following steps: 1) take initiative to seek solutions to known issues, 2) gather data from teachers and learners, 3) create syllabus, 4) monitor implementation, seek feedback, and make adjustments. Whereas, teachers and learners are required to: 1) respond to management initiatives, 2) give feedback, 3) follow syllabus.
According to Thornton et al. (2009: 18), there are five methods in the process of developing the curriculum and materials, they are as follows:
1) Needs Analysis
take place. The identification of needs is also a process of describing problems of a target population and possible solutions to these problems. 2) Design
Design is the process making the draft, producing the structures of the findings of the needs analysis. In here, author will manage a structural materials based on the needs analysis findings. In this stage, author also can make revision on the materials if the existing materials are not qualified as a suitable one based on the needs of the students.
3) Development
After revising the syllabus,the material is developed according to the level at which the students are taught and based on their needs also.
4) Implementation
In order to ensure the quality of teaching developed materials, teachers are necessary to try it out to the students as the implementation of teaching material in learning activity.
5) Evaluation
Evaluation has two main purposes: 1) to collect formative feedback on the curriculum and materials and 2) to access the training needs of English teachers.
3) create/design material structures,4) develop the material, 5) material implementation, and 6) evaluate the developed materials after implementation.
Based on the definition above, writer can make an interpretation that R&D in this study means the process or developing a totally new material or improving existing ones to encourage the students in learning English.
3.2 Object of the Study
The object of the study is the English teaching-learning materials of SLB YPAC Semarang. The writer chooses this school as an object of the study because based on writer’s informal interview with vice-headmaster and teacher of SLB YPAC,
she gets some information that in the teaching-learning process of English language; teacher doesn’t have a module or textbook for teaching. In this situation, teacher uses book that commonly used to teach students of primary school. An appropriate set of materials is very crucial; the materials must be designed based on the needs analysis. Author thinks that she has found the target which is to develop materials for the autistic students; she finds that the textbook which teacher has been using is inappropriate, because the book is targeted for elementary students with normal mental condition. From this inappropriateness, author finds a spot to help the teacher to develop a set of materials through this research.
purpose to help the autistic children to learn to communicate with others and lessen their self-dependent in other word to grow their independence since one of the characteristics of autism is that they are lack of communication. They are self-centered and unaware with everything that happens in the environment around them. Therefore, if they are placed in one class, there will be no communication among students. Moreover, the reason the researcher chooses this school is because this school conducts some education levels for autistic students--Playgroup, Kindergarten, Elementary School, Junior High School, and Senior High School--that makesthe author easier to find which classes have got English lesson. One room contains several students from different levels, this group is basically consists of five to seven students who have the same problems and needs, one teacher handles one group with the same needs, from this, author decides to develop the materials in the form of a supplementary book because if she has to make it as a textbook to replace the existed textbook, she will find a problem, because she has to structure the materials from different level, and which means one group will need three to six different books which is a lot of work to do. On the other hand, that does not match the purpose of the research, this research is to improve, encourage students to be more active and involved in the activity, not to reach better achievement academically. The product is also targeted for parents not only teachers.
3.3 Data Source
The data of this study was gathered from the classroom observation and interview.
3.3.1 Classroom and Checklist Observations
Author plans to do the classroom observation first, this is aimed first to get a brief description of the teaching and learning process, second to check the completion of the teaching-learning devices, and the last and most important is to see deeper to the students’ needs. Identifying students’ needs is the core in this research, from the needs analysis author can start to design or to create a structure of teaching –learning materials.
Based on an article of Hammersley, a professor in University of Guelph a teaching observation process typically involves three keys, they are: pre-observation planning & discussion, the actual teaching pre-observation, and a post-observation discussion & summary (Hammersley-Fletcher and Orsmond, 2004). In order to prepare for and to provide some context to the teaching observation process it is important to plan a Pre-Observation Meeting.
In his article, Hammersley stated that an observation is actually an essential experience for teachers to get involved in. An observation reveals specific areas for improvement which author believes it has strong impact to her research. Deriving a redline from Hammersley’s article, an observation is supposed to
share particularly innovative and effective teaching strategies and techniques; to more broadly disseminate pedagogical knowledge and expertise; to develop effective peer/self-evaluation and appraisal skills; and to provide time to intentionally reflect upon our approaches to teaching.
observations which the author will conduct. Those steps will guide the author to keep doing the observation based on the planned tracks. As it is mentioned in the previous paragraph that there must be steps in conducting an observation; the next paragraph will explain the steps mapping of classroom observation.
[image:39.595.119.521.448.642.2]In developing a teaching-learning material there must be references as guidelines for developer in this context are the teaching-learning basic devices: 1) syllabus, 2) lesson plans (excluding objectives and indicators). From the two basic devices material developer can develop a set of structural objectives and learning indicators. Author divides the classroom observation into some steps, they are ilustrated in the table below:
Figure 3.1 Classroom observation steps according to Hammersley (Hammersley-Fletcher and Orsmond, 2004)
Step 1: Pre-observation
planning
Observation outline.
Identify specific focus area. Non-formal visit.
Review lesson plans /objectives, and teaching-learning materials, and learning media.
Step 2: Teaching-Learning classroom observation
Observing classroom physical condition.
Pre-teaching activities / material introduction.
Teaching activities: materials delivery, teacher’s burdens.
Students’ responses: concentration,
capability in receiving materials. Identifying main problems of the
students in learning English. Identifying students’ needs.
Preparation for a disscussion with teacher.
The three steps above are meant to guide the observer to work on her observation based on the paths. Hammersley’s article is the guideline in planning
the observation steps. The classroom observation will yield a descriptive data. Step 3:
Post-observation Meeting
Analyzing the result of the observation. Reflections though out the results. Identifying needs analysis with teacher. Focusing on specific actions for
improvement: 1) teaching-learning devices, 2) teacher’s burdens in teaching,
3) students responses, 4) needs analysis. Finalizing summary report and reflections
and identifying further goals for better continuous improvement. (in this context is which materials must be developed) based on the needs analysis)
Mapping on the materials which must be developed.
Designing rough plans of materials developments.
This descriptive data is the core data in developing the materials since from the data author can derive what the students need in other word is needs analysis.
Again, teaching autistic students is a different thing, it has many burdens to face, teacher must be aware of those burdens in this term teacher needs to put more attention on the characteristics of autistic students generally, and on the individuals’ characteristics specifically. Teacher needs to use such special
techniques in teaching-learning activity, lately; many teachers in SLB start to be aware of helping their students to be less dependence to their teachers. Author agrees that the material which is going to be developed can be modified with substantial materials which in context to make the students to be more independence especially in their daily activity.
The checklist observation is planned to be held in the classroom too, during the observation author needs to find out the parts with flaws during the lesson, from that the author can derive a red line of the students’ need, also
checking whether or not the teaching-learning devices exist. The checklist observation can be conducted in a different time from the classroom observation, or in between the period of classroom observation being held. Both ways are possible to do. This part is crucial, since from the observation, writer will find the problems that must be solved.
3.3.2 Questionnaire
According to Mujiyanto’s explanation questionnaire is list of a research or survey
appropriate data,2) make data comparable and amenable to analysis, 3) minimize bias in formulating and asking question, and 4) to make questions engaging and varied.
Another expert, Saleh states that questionnaire is used as a means of collecting data especially when the data will be collected in the form of ideas, thought, opinions, or personal experience of a group of people or an individual (2013: 44).This type of instrument matches appropriately with the data that will be yield that is descriptive data, researcher attempts to get deeper description from teacher by diving into teacher’s opinions, thoughts, and experience. The data will hep a lot for the next step to be taken which is designing and developing the materials.
This questionnaire is directed to teacher with specific questions in the form of questions to gain information in details from teacher about teachers’
burdens in teaching and handling the situation in class.
Teachers are supposed to fill up the questions appear in the questionnaire with descriptions and elaboration, teachers’ point of view in facing her/his
of the research. The table below figures the questions that will be given to teacher:
Table 3.2 list of questions in the questionnaire
No. Pertanyaan Jawab
1. Sudah berapa lama Anda mengajar di SLB YPAC ini? 2. kelas berapa yang Anda ajar dan
berapa banyak siswa yang Anda ajar dalam satu kelas?
3. Mata pelajaran apa saja yang Anda ampu? Apakah Anda juga mengampu mata pelajaran bahasa Inggris?
4. Apakah Anda menghadapi kesulitan dalam mengajar mata pelajaran bahasa Inggris? 5. Kendala apa sajakah yang Anda
hadapi dalam mengajar siswa dengan kebutuhan khusus? Khususnya dalam mengajar mata pelajaran bahasa Inggris. 6. Apakah kendala tersulit yang
Anda hadapi? 7. Apakah Anda sudah
menemukan solusinya? 8. Bagaimana Anda menangani
kendala yang berasal dari siswa? 9. Solusi apa yang Anda harapkan
untuk menyelesaikan kesulitan dan kendala yang terjadi dalam proses belajar mengajar? 10. Apa yang Anda harapkan dari
11. Selama ini materi yang seperti apa yang Anda gunakan dalam mengajar bhasa Inggris? 12. Menurut Anda apakah
kebutuhan murid dalam belajar bahasa Inggris? Dan materi yang seperti apa yang harus disampaikan kepada murid? 13. Menurut Anda apakah materi
yang Anda gunakan dan sampaikan selama ini sudah sesuai dengan tujuan
pembelajaran dan memenuhi kebutuhan murid?
14. Bahan ajar atau materi seperti apa yang Anda nilai akan bisa memenuhi kebutuhan murid dan tujan pembelajaran?
15. Adakah solusi yang Anda temukan guna untuk
memperbaiki bahan ajar yang ada?
3.3.3 Interview
Another technique in gathering the data in this research is interview. An interview is conducted to collect the data about important features of English language materials development, especially regarding the suitability of the existing materials to the students’ need of learning English. Here, the subject of
interview is the English teacher at SLB YPAC Semarang. Author makes thisinterview in the teachers’ room to make the interview runs well without any disturbance from the students.
in handling autism students, and the flaw of the materials that need to be developed based on the needs analysis. This interview is aimed to discover some facts which cannot be told by writing, because description from teacher orally will get the researcher to get more information, and it will connect the author and also teacher to a close relationship which is beneficial for researcher and important during the research is under process. The big parts of the interview is to find out whether or not the existed materials already grabs the students concentration and involvement since autistic students have sort of sensory and motoric problems which make them lack of gaining concentration, they also seem to have tendency to avoid normal social life.
3.4 Role of the Researcher
In qualitative research, the presence of the researcher in the natural setting of the data gathered is very essential. Researcher directly observes the activity during the English lesson is being held, students’ responses, and the materials are being delivered.
be on the right procedures in writing an academic research. Researcher also becomes the partner of teacher in discussing the problems teacher’s facing in
teaching English. Researcher and teacher are partners during the process of the research takes place.
3.5 Procedures of Collecting Data
In collecting the data, an instrument is needed. An instrument in a research will influence the data which has been obtained. According to Saleh (2001:31), the term instrument means equipment for collecting the data. Based on the statements, an instrument is very significant for gathering an accurate data.
For the research question number one that is about the teaching-learning process for autistic learners the researcher plans to use an activities table as the instrument. This table describes the teacher-students activity during the lesson. The table consists of three columns; they are number, the teacher’s activities, and the student’s activities.
Then, for the research question number two that is the way teacher delivers the materials to autism students, author plans to use checklist instrument. Author palns to make a table consisting the characteristics of each teaching-learning method. The table consists of ten columns; they are number, categories, and the elements of teaching-learning activity. The checklist of the method is done based on the activities during the lesson.
materials (syllabus, lesson-plans, teaching materias), and according to Teaching Students with Autism, Aresource Guide for School, British Columbia, 2000 there
are some essential elements for developing teachng and learning amterials for autism students they are:
Instructional approaches
Strategies for classroom management Strategies for communication development Strategies for teaching social skills
Teaching functional skills
Those are the five elements that must be included in developing the teaching-learning materials for autism students.
3.6 Procedures of Analysing the Data
When all data are collected, the next step is analyzing the whole data obtained. In this research, the data analysis is used to find out the materials that need to be developed, what product muat be created to help autism students get better achievement in learning English. For this, researcher use a qualitative data analysis in analyzing the obtained data.
To make the process of data analysis easier, author describes the data on a table of the teaching-learning process activities. Then, she analyzes the teaching materials based on the result of cheklist instrument that hasbeen made before.
teaching-learning materials for autism which needs to be remodified . This would be useful for improving our understanding of the teaching-learning process specially with an abnormal situation in this context is teaching students with autism. This is also useful for us as teachers-to-be to learn solving the problems that might occur in the teaching-learning process.
The next step to take is designing the materials; which is going to be discussed in the next section. Designing the materials is the activity which needs time to do, that is why researcher has to follow appropriate procedures in designing the materials since the materials must suitable with the needs analysis which occur during the process of data collection.
3.7 Procedure of Designing the Materials
Designing the materials is the next step in this research. In this step researcher has to work with the teacher to discuss the result of the observation which derives a red line of needs analysis; researcher and teacher together work in designing the materials. What has to be remembered that in designing materials there are some elements that must be implemented in the process of designing the materials. Based on the journal of Effective Educational Practices for Students with Autism Spectrum Disorders(2007:5) here are the elements which have to be implemented
in the designing the materials:
teacher have to look through the basic information because the basic is the foundation to take another step in designing the materials which fits the needs analysis.
2) Teaching and Learning: Strategies and practices that have been found effective to be applied in teaching students with autism.
3) Communication and Behaviors: Strategies and techniques are applied to get deeper understanding about students’ characteristics and
behavior. This element is very basic; teacher and researcher need to investigate the students’ characteristics and behavior in the process of designing the materials, those two things are the source of how and which materials must be modified.
4) Tools or Devices: researcher and teacher have to look through the teaching-learning devices. Teaching tools are the syllabus, lesson plans (excluding objectives and indicators), materials, handouts, textbooks, evaluation. The existed tools are the source for researcher to evaluate and discus the tools with teacher; the tools also draw a silver lining for researcher in designing the materials.
5) References: A glossary and lists of helpful resources on teaching autistic students. The lists can be journals, books, online webs, and so on.
Most important part is that those five elements help teacher and researcher to deepen their knowledge about the problems they are facing in developing the materials in this case deep knowledge about the situation they are facing in teaching autism students, this knowledge helps teacher and researcher to develop the materials based on the situation, teacher and researcher must have the same level of knowledge about the situation; it lessens the risk of misunderstanding between the two, so that the discussion keeps running as the way it is planned. The product of this whole process is a rough plan of materials design that will be developed in the next step.
3.8 Procedures of Developing the Materials
Develop is an action or the process of improving the existed materials or creating a new one. The next step to be taken is developing the materials. In developing the materials, still, researcher and teacher must work together. In this stage, researcher and teacher again have to look though the data they have obtained, basically the findings of needs analysis.
Prevalence of developing materials is that there are steps that must be followed. In a formal educational institution, there are guidelines that our government has made for the institutions as we call them as curriculum; the curriculum is the reference for researcher and teacher in the process of developing the materials.
her observation previously evaluates the syllabus and also the lesson plan which means that in this stage the evaluation of the two tools will affect the materials that will be developed. The material development is going to be integrated with the needs analysis since the materials are design based on the needs of the students. Researcher and teacher do not develop the whole material; they first look through the syllabus and also lesson plans. They leave the existed materials that qualified as suitable to students; researcher only develops the parts of the materials which need to be developed and integrate the existed materials with the needs analysis, and then the process of developing can take place. Here, researcher needs guidance from teacher, because teacher is the one who will evaluate the will be developed materials.
The figure below describes the procedures of developing the materials. By following the procedures below, the development process will be easier; researcher and teacher only need to follow the procedures. Both, researcher and teacher must collaborate with each other and keep the communication between them on going.
her point in doing the research, since it will lead the researcher in to a problem if that expansion happens during the development process.
Figure 3.3 steps of developing the Materials
There is actually one matter that teacher must consider, it is somehow no one method or intervention will meet the needs of every individual in class, as individuals students are differ from one to another in their abilities and their needs vary considerably based on the Journal of Effective Educational Practices for Students with ASD(2007:24). In this context, the materials that will be developed designed require careful planning, preparation, and teamwork so that the materials provided are appropriate and effective for the individual students.
Researcher and teacher must put their attention more to develop the materials that must be focused on developing skills that will be of use in the students’ current and future education, and on lessening the students’ dependent
percentage to others, so that they can play their role in social life as an individual. From the data obtained of needs analysis, researcher has to implement it in the
Syllabus
LESSON PLANS
NEEDS ANALISYS INTEGRATION
objectives of the learning process that it is going to be implemented in the materials; this is aimed to reach the goals of the learning process.
Both, teacher and researcher are having crucial important roles during the process of developing the materials, so they have to share as much as information together in order to conduct the research keeps going.
3.9 Procedures of Materials Implementation
[image:54.595.110.524.474.641.2]A material can be defined to be successfully designed and developed only after it is being implemented or applied in the field, in this context is using the materials for teaching the students and it goes to the next step that is to be evaluated by the evaluator. The material must go through a correction process before it will be applied. The table below describes the procedures of materials implementation.
Table 3.4 Materials Implementation
Materials
implementation:
- Materials evaluation by teacher and advisor
- Materials being implemented in class
- Second and third evaluations - Reimplementation
- Final evaluation
their involvement and concentration in learning English with general purposes then the materials are not supposed to be the main source for teachers to use.
The materials are designed to be used in both formal and informal education; it is possible for parents to use the materials to teach their kids with special needs.
3.10 Technique of Reporting the Materials Validation
Technique in reporting the result of the analysis from this research is in description way, because the writer used the qualitative research, which is a qualitative research has different characteristic from the other. It is not using score but it is interpreted in the form of description.
Table 3.5 Table of Teacher’s Response
No. Pertanyaan Validator’s
Response
Ya Tidak
1. Apakah menurut anda siswa dapat menerima materi yang diberikan?
2. Apakah menurut anda siswa dapat memahami isi dari materi tersebut?
3. Apakah menurut anda siswa kesulitan untuk memahami gambar, petunjuk, dan kata-kata di dalam buku tersebut?
4. Apakah menurut anda penyampaian materi melalui buku tersebutterdapat kendala?
5. Apakah menurut anda siswa cepat menangkap isi materi tersebut?
6. Apakah menurut anda materi yang diberikan terlalu monoton?
7. Apakah menurut anda siswa mengalami kendala saat dimintai konfirmasi pemahaman kembali? 8. Apakah menurut anda siswa masih kesulitan
dalam memahami isi materi?
9. Apakah menurut anda materi yang diberikan sudah layak untuk dipakai siswa SMP LB dengan kebutuhan khusus?
The materials will get through the second and the third evaluations process. Validators will be given the indicators which must be fulfilled by the writer in order to meet the needs of the students and the objectives of the materials. The indicators are aimed to indicate whether the author has solved the problems in this teaching-learning situation or not.
[image:57.595.114.507.330.742.2]The next table shows the set of indicators of the validation. Table 3.6 The Validation of The Draft
No.
Activities
Comment and Discussion
1. Lesson One
A Colorful Day
1. The theme : 2. The lesson plan: 3. Content suitability: 2. Lesson Two
Numbers
1. The theme: 2. The lesson plan: 3. Content suitability: 3. Lesson Three
My Name Is
1. The theme: 2. The lesson plan: 3. Content suiability: 4. Lesson Four
Greetings + Farewell
1. The theme 2. The lesson plan: 3. Content suitability: 5 Lesson Five
My Big Family
6 Lesson Six At The Zoo
1. The theme: 2. The lesson plan: 3. Content suitability: 7. Lesson Seven
My Body
1. The theme: 2. The lesson plan: 3. Content suitability: 8. Lesson Eight
My Car
1. The theme: 2. The lesson plan: 3. Content suitability
9. Lesson Nine
I Want to be ...
1. The theme: 2. The lesson plan: 3. Content suitability:
The writer gives additional observation for the materials validation. This is aimed to see the teacher’s observation on the impact of the materials
development to the students’ involvement and concentration.The writer gives an
[image:58.595.114.507.113.416.2]observation form to the teacher to be filled up. The teacher must do the observation after applying or using the developed materials in teaching his students. The observation helps the teacher to figure out the impact of the materials and how the learning circumstances after the teacher uses the materials. The writer and the teacher can see the success rate of thematerials in achieving the goals which is to encourage students’ involvement and concentration.The
Table 3.7 Observation Form
Ulasan Penjelasan/komentar
1. Secara keseluruhan bahan ajar yang Anda gunakan sebelumnya apakah sudah membantu siswa Anda untuk lebih terlibat dalam proses pembelajaran?
2. Tolong jelaskan jika iya/ tolong jelaskan jika tidak. Sebutkan alasan.
3. Bahan ajar yang dibuat oleh penulis sudah sesuai dengan kebutuhan siswa?
4. Berdasarkan pengamatan Anda, bagaimana siswa merespon bahan ajar tersebut?
5. Bagaimana siswa mengikuti
pembelajaran dengan
menggunakan buku yang berbasis tematik?
6. Dalam mengerjakan setiap latihan apakah siswa menghadapi kesulitan?
7. Apakah siswa memberikan respon yang baik dalam mengerjakan latihan secara berpasangan dan kelompok?
dan konsentrasi dalam proses pembelajaran menggunakan buku yang dibuat oleh penulis?
9. Apakah perubahan yang signifikan dalam proses pembelajaran setelah Anda menggunakan buku yang dibuat oleh penulis?
10.Saran apakah yang Anda beri guna untuk pemberbaikan bahan ajar yang penulis buat.
An interview is also needed to support the level of the validity of the teacher’s observation on the students’ involvement and concentration by using the
51
CHAPTER IV
RESULT OF ANALYSISWITH MATERIALS
DEVELOPMENT AND DISCUSSION OF MATERIALS
IMPLEMENTATION
This chapter discusses the analysis result and the development of the materials. It gives details of the atmosphere of SLB YPAC in general, situation which the teacher faces, and the problems solving to the problems. The writer developsthe materials for students in junior high school level. The book covers most parts of the competences in the syllabus.
4.1 Result of Classroom Observation
An observation is made for grabbing an introduction stage between the observer and the object of the research. In this stage, the writer will obtain as much as information relating to the situation in the classroom. Based on Hammersley and Orsmond observation is actually a good stage for teacher to get involved in the research since an observation is aimed to reveal specific areas for improvement and teacher is the partner to discuss this matter. An observation is supposed to share particularly innovative and effective teaching strategies and techniques; to more broadly disseminate pedagogical knowledge and expertise; to develop effective peer/self-evaluation and appraisal skills; and to provide time to intentionally reflect upon our approaches to teaching.
taken based on the theory of Hammersley and Orsmond from Guelph University. The three steps derived the specific result that is needs analysis.
[image:62.595.124.527.259.410.2]Pre-observation activity divides into some parts, this stage the writer did some non-formal visits, and the table below gives the visualization of pre-observation activity.
Table 4.1 observation flows
The table above describes the flows of pre-observation activity. The result of this pre-observation activity was the rough draft of the check list for the next observation. The writer took a record while the teacher taught in the classroom
