Designing a set of supplementary english materials using pictures as the media to teach vocabulary to the first grade autistic students of Sekolah Lanjutan Autis Fredofios Yogyakarta - USD Repository

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DESIGNING A SET OF SUPPLEMENTARY ENGLISH

MATERIALS USING PICTURES AS THE MEDIA TO TEACH

VOCABULARY TO THE FIRST GRADE AUTISTIC STUDENTS

OF

SEKOLAH LANJUTAN AUTIS FREDOFIOS YOGYAKARTA

A Final Paper

Presented as Partial Fulfillment of the Requirements

to Obtain theSarjana PendidikanDegree in English Language Education

By

Bernadeth Christina K

Student Number: 001214045

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

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A Final Paper on

DESIGNING A SET OF SUPPLEMENTARY ENGLISH

MATERIALS USING PICTURES AS THE MEDIA TO TEACH

VOCABULARY TO THE FIRST GRADE AUTISTIC STUDENTS

OF

SEKOLAH LANJUTAN AUTIS FREDOFIOS YOGYAKARTA

By

Bernadeth Christina K

Student Number: 001214045

Approved by:

Drs. J.B Gunawan, M.A.

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Statements of Work s Originality

I honestly declare that the final paper I wrote does not contain the works or

parts of the works of other people, except cited in the quotations and references, as a

scientific paper should.

Yogyakarta, July 2, 2007

The writer,

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There's a world where I can go and tell my secrets to In my room, in my room

In this world I lock out all my worries and my fears In my room, in my room

Do my dreaming and my scheming Lie awake and pray

Do my crying and my sighing Laugh at yesterday

Now it's dark and I'm alone But I won't be afraid

In my room, in my room (Beach Boys in my room)

I dedicated this work to:

The One

The Loved Ones:

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ACKNOWLEDGEMENTS

This work is not the end; it’s the beginning of my next journey. For those who

are always by my side and accompany me through the hard days, I would like to say

thousands of gratitude.

This paper would not come to an end without the guidance from Mr. J.B.

Gunawan, M.A. His suggestions and patience have led me to accomplish this final

work.

I also owe everything to my parents,L. Karbana and Leni Veronica, for their

greatest love which always brightens up my days and guide my life. We have

succeeded to pass all the obstacles, and I promise I will pay all the tears, sweats and

everything you both already given me. I also send my thanks to my annoying brother,

Stefanus Karl Christian, and my sister, Anasthasia Christie Marilyn, for

worshipping the ground I walk on although I am horrible to them both.

My deepest gratitude goes to my better half, M. Dion Wicaksono, for he

completes me with his lingering love, and also to Nirvino, my wet-smell-lovely

puppy, for always being such a clown and a funny company through the good times

and bad.

I also send my gratitude to my soul sister,Kristina Pia Yeyek Stiani, for all

the laughter and tears we share together, and Swantoro s family; Om Babe, Tante

Mak e,Mas Ajik andPeantul, for being my wonderful family.

My special gratitude is given to my wonderful friends, Galuh, for helping me

through the hard time in finishing this work, Mas Didik, Rizky, Tekek, Bayu,

Tommy-Ibu-Egan, Tiok Begeng, Yunus, Catax, Albert Mbrot and Bruno with

Beyond Any Recognition for the good times we spend together; I wish all the best

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And my greatest gratitude goes to Jesus Christ, who is always the One in my

life. I doubt if I could have carried everything off without His help. His remarkable

hands always guide me in living my life.

Yogyakarta, July 2, 2007

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LIST OF TABLES

Page

Table 1. The Writer’s Topics and Titles ... 30

Table 2. The General Purposes ... 31

Table 3. The Learning Objectives ... 33

LIST OF FIGURES

Page

Figure 1. Stages in Language Program Development ... 19

Figure 2. Kemp’s Instructional Design Model ... 21

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ABSTRACT

Christina, Bernadeth. 2007. Designing a Set of Supplementary English Materials Using Pictures as The Media to Teach Vocabulary to The First Grade Autistic Students of Sekolah Lanjutan Autis Fredofios, Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

A set of supplementary English materials using pictures as the media to teach vocabulary was designed to help the autistic students learn vocabulary easily. In designing the supplementary English materials, two problems were formulated: (1) how is a set of supplementary English materials using pictures as the media to teach vocabulary to the first grade autistic students designed?, (2) what does a set of supplementary English materials using pictures as the media to teach vocabulary to the first grade autistic students look like?. Six steps of designing the materials were carried out to answer the first question in the problem formulation and a set of supplementary English materials using pictures as the media to teach vocabulary to the first grade autistic students was designed and presented to answer the second question.

In designing the materials, the writer elaborated six steps that were adapted from Kemp’s and Yalden’s instructional design models as the major answer to the first question in the problem formulation. The steps are the following 1) Analyzing the learner’s needs 2) Considering goals, topics and general purposes 3) Identifying the important characteristics of the learners 4) Specifying the learning objectives 5) Selecting teaching and learning activities and resources, and 6) Evaluating and revising the program.

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ABSTRAK

Christina, Bernadeth. 2007. Designing a Set of Supplementary English Materials Using Pictures as The Media to Teach Vocabulary to The First Grade Autistic Students of Sekolah Lanjutan Autis Fredofios, Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Penyusunan materi pelengkap yang menggunakan gambar sebagai media pengajaran kosakata Bahasa Inggris bertujuan untuk membantu para siswa autis agar dapat memperkaya perbendaharaan kosakata Bahasa Inggris. Dalam proses mendesain materi pelengkap pelajaran kosakata tersebut, penulis telah merumuskan dua pertanyaan yang terdapat dalam perumusan masalah, yaitu: (1) bagaimana materi pelengkap yang menggunakan gambar sebagai media pengajaran kosakata Bahasa Inggris tersebut disusun?, (2) seperti apakah bentuk materi pelengkap yang menggunakan gambar sebagai media pengajaran kosakata Bahasa Inggris bagi siswa kelas 1 di Sekolah Lanjutan Autis Fredofios Yogyakarta?. Untuk menjawab pertanyaan pertama, penulis memaparkan enam langkah yang dipakai dalam menyusun materi pelengkap tersebut, sementara untuk pertanyaan kedua, penulis menyertakan desain materi pelengkap yang telah disusun.

Sebagai jawaban utama dari perumusan masalah yang pertama, penulis memakai metode enam langkah yang diambil dari model instruksional dari Kemp dan Yalden, yaitu: 1) Menganalisa kebutuhan siswa 2) Mempertimbangkan sasaran, topik dan tujuan umum 3) Mengidentifikasi karakteristik khusus yang dimiliki siswa 4) Menetapkan tujuan pembelajaran 5) Memilih aktifitas belajar dan pembelajaran 6) Mengevaluasi dan merevisi materi.

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CHAPTER I

INTRODUCTION

In Indonesia, education for the disabled students, especially for the autistic

students has been neglected. It is shown from the educational system in Indonesia that

there are no special curriculums to formulate the best strategies and materials for

those autistic students who, due to their disability, need special strategies in order to

develop their main areas of human development: speech,communication,and social

interaction.

The autistic students have equal opportunity as ordinary students in terms of

education. Based on the philosophy of equal educational opportunity, the disabled

students have the same opportunity to implement through individual planning to

promote appropriate learning, achievement, and social normalization (Stephen,

1988:1).

There is an important key to help the autistic students to develop their skills.

The key is to provide them equal educational opportunity by placing them in the

educational environment that best fits their needs.

Based on the Curriculum of 2006, the autistic students are classified as the

students of SMPLB C1. They can also be classified as “Tunagrahita sedang” (mildly

retarded). This becomes a problem since the autistic students have different

characteristics from the “Tunagrahita” (retarded) students in terms of intelligence.

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80, which makes them intelligently incapable of learning. On the other hand, autistic

students have an IQ above 80 but they have weaknesses in social aspects, which

makes them find difficulty learning in an ordinary way.

Sekolah Lanjutan Autis Fredofios Yogyakarta is one of the high schools for

autistic students in Indonesia which tries to give the best education environment to

those autistic students. This school provides the students with the materials which are

designed by the teachers.

English is one of the subjects that are taught in Sekolah Lanjutan Autis

Fredofios Yogyakarta since Curriculum of 2006 states that English becomes the

obligatory subject that has to be taught in special schools. English also needs to be

taught in this school to give the autistic students the same opportunity as ordinary

students to develop their knowledge and ability where English is needed. Considering

the characteristics of the autistic students that they can hardly understand verbal

communication, the school emphasizes on the reading and writing skills. There is a

problem that eludes the students’ development of reading and writing skills, that is

the lack of English vocabulary mastery of the students.

This situation brings the consideration to the writer to help the autistic students

to learn English, especially its vocabulary as one of the important elements in

language. Vocabulary is the knowledge of words and word meanings. As Steven

Stahl (2005) puts it, "Vocabulary knowledge is knowledge; the knowledge of a word

not only implies a definition, but also implies how that word fits into the world." If

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for him to communicate with other people and understand the language both oral and

written.

In this final paper, the writer would like to present vocabulary materials as a

supplement for the autistic students to learn the four language skills, especially

reading and writing. The supplementary materials are some extra learning activities

which are conducted by means of pictures to teach vocabulary. The supplementary

designed materials are needed to improve the students’ vocabulary mastery. As

Keidler (1963: 21) states vocabulary as: a stock of words in a language that can

support the learners to learn the skill of the language, the supplementary materials

will be appropriate for the students to facilitate and support them to learn the English

skills. By learning the vocabulary, the students will be able to comprehend the

reading materials and they can also write fluently in English. Therefore, this final

paper aims to design a set of supplementary English materials to teach vocabulary

using pictures as the media that best fits the autistic students’ characteristics and

needs.

The participants of the study are the first grade students of Sekolah Lanjutan

Autis Fredofios Yogyakarta whose age span from 10-14. The study is conducted to

find the information which is used as an input which later will be formulated into

supplementary materials concerning teaching English vocabulary to autistic students.

The materials should be easy to understand by the autistic students and practical

for the teachers. For this consideration, the use of pictures is inevitable, because most

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instructions. The effort to make them understand is making them close to the reality.

A picture is one of the media that can help them understand what the teacher says

because a picture is one recognized way of representing a real situation (Kreidler, 1).

This study aims at designing a set of appropriate and well-constructed

supplementary English materials to teach vocabulary using pictures as the media to

the first grade autistic students ofSekolah Lanjutan Autis Fredofios Yogyakarta.

Based on the background above, the problems which will be discussed in

this study can be formulated in two questions. Firstly, how is a set of

supplementary English materials using pictures as the media to teach vocabulary

to the first grade autistic students ofSekolah Lanjutan Autis Fredofios Yogyakarta

designed?, and secondly, what does the designed set of materials look like?

This study is expected to give a brief description of designing the

supplementary English vocabulary materials using pictures for the first grade

autistic students which can help the students to easily learn to use English as a

second language in a practical way.

Moreover, it will give the consideration and solution for the teachers who

find difficulties in designing English vocabulary materials for the autistic students

and provide them with supplementary materials that can be used as alternative

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Information about autism is of benefit to everyone. The common person

needs to learn more about autism, in order to recognize and appreciate

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CHAPTER II

THEORETICAL REVIEW

This chapter deals with some theories that become the bases for the discussion.

The purpose of this chapter is to discuss four basic theories of the study, so that the

problems stated in the previous chapter have strong theoretical principles. The

theories are teaching vocabulary, pictures as the media, the characteristics of autistic

students, and the instructional material design.

A. Teaching Vocabulary

‘The vocabulary is the range of word that can support the students to learn other

aspects of language’ (Burton, 1982: 98). The students can manipulate the stock of

their vocabulary to perform in the language, either to express their idea or to

comprehend new information accurately. The teaching of vocabulary is considered

important because it is the basic in teaching other aspects of language. Therefore,

vocabulary should be taught before other aspects.

This section discusses the meaning, the importance of vocabulary, and the

procedures in teaching vocabulary.

1. Meaning

Based on the mening of vocabulary stated in the definition of term, Keidler

(1963: 21) defines vocabulary as: a stock of words in a language that can support the

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The definition above means that vocabulary, as one of language elements, is a

useful means to facilitate and support the students in learning the skills of the

language. Burton (1982: 98) states that the larger of vocabulary, the better will be

ones’ performance in all aspects of English language work.

2. The importance of vocabulary

Based on the meaning of vocabulary, it can be said that vocabulary can support

students to learn the English skills. A large vocabulary helps the students to express

their ideas, precisely, vividly (Burton, 1982: 88), because vocabulary really supports

students to learn the skills of the target language.

By having much stock of words, the students will be able to comprehend the

article or text-books; they can also communicate and write fluently in any other

languages. Further, Naggy and Herman state that individuals who know many word

meanings know much about the world in general (Mc. Keown, 1987: 4).

Considering the importance of vocabulary role in students’ learning, the

mastery of this element should be ensured and developed. It is not done, the

vocabulary mastery of the students will be very limited and as the consequence they

will find difficulties in learning a language.

3. The procedure of teaching vocabulary

In the past, vocabulary was taught mostly by translation: either a list of words

with their translation of the material containing new words at the end (Lado, 1964:

120). However, the teaching process above does not really fit to be applied today

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Experiences have been very influential as guide for teaching, but the students

will easily forget what the teacher explain if they only sit and hear.

Based on the guideline above, the steps of teaching vocabulary are formulated

as follow:

a. Hearing the word

Teacher pronounces the word and lets the students hear it in isolation and in

a sentence. Slow pronunciation, breaking the word into parts and building up to the

whole word will help them to recognize the word.

b. Pronouncing the word

The students pronounce the word in order to help them remember the word

longer and identify it more readily when they hear or see it. A few more repetitions of

mispronunciation and the students will not make the mistake like habit.

c. Grasping the meaning

The next step is getting the meaning to the class. Picture of many kinds have

been successfully used to show the meaning of words and utterances. They are

particularly effective to cue the meaning-stimulus. Pictures can be used to illustrate

the meaning of the words and later to practice their recall by covering the words and

remembering them with the pictures as the only stimuli. It means that the students can

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d. Illustrative sentence

It is done by putting the word in sentences in order to illustrate the range

and variations of position.

e. Practicing from meaning to expression

After knowing certain words, the students are asked to practice the use of

the words to reinforce the trace and turn those words into habit. Pictures, realia, and

dramatization can be used as stimuli.

f. Writing the word

This activity will help students to remember the spelling of the word that

they have heard and pronounced.

B. Pictures as the Media

The effectiveness of picture in language teaching has been universally

acknowledged. Pictures do not only stimulate the students to practice the language

skills but also make the learning enjoyable. This section discusses the nature of

pictures, pictures as the media to teach vocabulary, types of pictures, and the

advantages for both teacher and students of using pictures as the media.

1. The nature of pictures

Pictures, stated by Heinich (1982: 84) as photographic representations of

people, places, and things are available in most subject areas and all levels from

Kindergarten to adult. It is also suggested that pictures should be used at all levels

starting with the beginning level of English and continuing as long as the students

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information from the source to the receiver (Trisisca, 1996: 24). Pictures are a kind of

language to communicate. They are visual language that is expressed by signs and

symbols.

Sometimes students get difficulties in understanding verbal explanation or

instruction. The effort to make them understand is making them close to the reality.

Picture is one of the media that can help them understand what the teacher says

because pictures are one recognized way of representing a real situation (Kreidler, 1).

Moreover, one picture is worth than a thousand words. Skillful uses of pictures

has resulted successful training which proves that teaching may be done much more

effectively by pictures than by words alone (Haos, 1946: 1).

2. Pictures as the media to teach vocabulary

Pictures as the media means pictures here may be used by students for

individual study, for utilization in study centers and exhibits, and for projection onto

a screen when groups of students need to look at and study one or several pictures at

the same time (LaMond, 1981: 6).

Two reasons for using pictures as the media in teaching learning are that

pictures are easily available and they are inexpensive (Mc. Keown, 1949: 137).

Pictures are so abundant and cheap, that no teacher has to waste time in preparing

them. Ideas for getting visual media are everywhere: in magazines, newspaper,

brochures, and labels. However, not all pictures can be used in teaching vocabulary.

The selection of the pictures should be related to the objectives of teaching

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The requirements of good pictures for teaching vocabulary (Trisisca, 1996:

25-27) are:

a. Simple

Simple pictures are useful and can be a good media as far as they can clarify the

explanation. Simple and attractive pictures are useful than the beautiful pictures.

b. Have no ambiguity

The point of the picture must be clearly in meaning. The illustration of the

picture must represent the meaning that is going to be described.

c. Must be in accordance with the students level

The pictures used should be appropriate to the students’ knowledge of English.

If the picture shown is too difficult to understand, the students will be frustrated and

will not want to learn.

d. The size of the picture

The size of the picture depends on the class. The purpose of this consideration is

each student is able to see all the necessary details in the picture clearly. If the picture

includes only one object or action, it can be smaller than a picture that includes more

objects or actions.

3. Types of pictures

There are many types of pictures for teaching-learning processes. Here the

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a. Context-oriented picture

Context here refers to the general condition in which an event or action takes

place. Context-oriented picture depicts a situation or topic that includes several

people and actions such as birthday or beach scene. It may be drawn by hand or

people or cut from magazines. Colored pictures are preferable, but not necessary.

b. Structured-oriented picture

Structure here refers to anything formed of many parts. Structured-oriented

picture depicts one person, or one object like a man or a girl. It should be simple,

without distracting background or captions. Individual picture cards can be cut from

magazines illustrations or they can be drawn.

4. Advantages of using pictures as the media

Both the teacher and students can get advantages from pictures (Gerlach,

1980-277). There are some advantages that the teacher can get by using picture as the

media. Picture helps the teacher in teaching-learning processes, especially in teaching

vocabulary by:

a. Helping them to create the situations outside the classroom.

Any action can be demonstrated in a classroom, such as closing the door,

opening the windows, or meeting a friend. Many objects can be brought into the

classroom: toys, books, clock, etc. but not all actions can be easily demonstrated in

class, for example catching a bus, shopping in a market, and so on. That is why we

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b. Helping them to expose reality to what might be understood verbally by the

students.

It is not always possible to explain something, because we will lose the time to

explain, but not all the students can get what we have already explained. They are still

hard to get the point until the teacher shows picture of the situation or action that tried

to explain in words.

c. Helping them to discuss more than one subject or point

By showing the picture the teacher can discuss the meaning of the picture, the

article, or the form in English words.

d. Pictures make the teaching-learning processes more interesting

There is an attention-getting factor associated with the picture that the students

pay attention on the topic. They experience a new method in learning something not

merely by listening to the teacher or by reading books. They invite to get involve

because through pictures they feel closer to the reality.

There are also some advantages that the students can get by using picture as the

media. Picture helps the student in learning vocabulary by:

a. Imagining the object

Students will get a great deal of information at a glance in pictures (Lado, 1974:

194). When the students are given a series of pictures, they can absorb the

information without any difficulties. They can also imagine the words that are

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b. Learn new words easily

The new words learnt will be easier to remember if they have seen the pictures.

It means that the picture is shown first before the students pronounce and write the

word. Another day when the teacher represents something by showing the picture, the

students will recognize the picture, understand and remember it.

c. Express ideas easily

Expressing idea is a difficult thing in learning language. Pictures may aid the

students in this case, because they can arrange what they want to say. If they forget

what they will say, they can take the picture and they will remember again.

C. The Characteristics of Autistic Students

In designing the materials, it is very important to know the characteristics of the

students. By knowing the characteristics of the target students, the design materials

are expected to be appropriate with the students’ needs and can help the students to

develop their skills in the teaching-learning process.

Having such consideration, knowing the characteristics of autistic students is

very crucial. The autistic students have special characteristics which are different

from the ordinary students. In this section, the writer would like to discuss about the

types of Autistm Spectrum Disorders, the main characteristics of autistic students and

the effects in education.

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Autistic is a person who suffers from Autism Spectrum Disorder which is a

neurodevelopmental disorder that manifests itself in markedly abnormal social

interaction, communication ability, patterns of interests, and patterns of behavior.

Autistic people can be classified into several types based on their special

characteristics. In this study, the writer uses three types of autism which represent the

main characteristics of the respondents of the study.

a. Early Infantile Autism

Early Infantile Autism is a term used to describe a particular developmental

trajectory of autistic. The main characteristic of Early Infantile Autism is they never

experience typical neurological development. Certain autistic symptoms are present

from birth, but the most obvious symptoms are only detectable at an age when the

child would be expected to start speaking. Most children suffer from this kind of

autistic will ultimately develop very limited or delayed speech.

b. Asperger Syndrome

Asperger Syndrome is characterized by defiencies in social and communication

skills. Students with Asperger Syndrome may have normal or superior intelligence

and standard language development. Asperger Syndrome is often not identified in

early childhood but after puberty or when they are adults.

Students with Asperger Syndrome may show advanced abilities for their age in

language, reading, mathematics, or music, but these talents may be counterbalanced

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Echolalia (the repetition or echoing of verbal utterances made by another person),

andPalilalia (the repetition of one’s own words).

Students with Asperger Syndrome can involve an intense and obsessive level of

focus on things of interest. In pursuit of these interests, Asperger Syndrome students

often manifest extremely sophisticated reasoning, an almost obsessive focus, and

remarkably good memory.

c. PDD- NOS (Pervasive Developmental Disorders- Not Otherwise Specified)

PDD-NOS (Pervasive Developmental Disorders-Not Otherwise Specified)

refers to the psychological and behavioral developmental disorders encompassing

many areas of functioning: language and communication, self-help skills, motor

coordination, and scholastic achievement.

People with PDD-NOS vary widely in abilities, intelligence, and behaviors.

Some people do not speak at all, others apeak limited phrases or conversations, and

some have relatively normal language development. Repetitive play skills and limited

social skills are generally evident as well. Unusual responses to sensory information

such as loud noises and lights are also common. However, PDD-NOSs are correlated

with poverty, suicides, crimes, and a variety of medical problems.

2. The Specific Characteristics of Autistic Students

Based on Dr. Temple Grandin’s “Autism and Visual Thought” in

http://www.autisminfo.com/, there are some specific characteristics of autistic

students as follows:

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- repetition of words (echolalia) in place of normal verbal communication.

- hand leading to communicate in place of verbal requests.

- poor use and understanding of nonverbal communication (facial expression

and body language)

- taking things literally

- being questioned, may or will have a delayed reaction

- odd or monotonous prosody of speech.

b. Difficulty relating to other children and adults:

- absence of eye contact.

- lack of interest in other children and what the other children are doing.

- no response when name is called.

- avoidance of physical contact.

- indifference to others in distress or pain.

c. Odd behavior:

- self-stimulation, spinning, rocking, hand flapping, etc.

- inappropriate laughter for no apparent reason.

- inappropriate attachment to objects.

- repetitive odd play for extended periods of time.

- insistence on routine and sameness

- difficulty dealing with interruption or routine schedule and change

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d. Sensory challenges:

- Hyper (over) or Hypo (under) sensitivity of the five senses.

- abnormal responses to the senses.

- a lack of response to pain or an overreaction to something seemingly

minor.

e. Social impairment:

- lack of observed desire for friendship.

- poor ability to make friends.

- social awkwardness.

- indifferent to the feelings of others.

f. Imaginative impairment and repetitive adherence:

- concrete and literal use of language

- poor understanding of abstract thought, metaphors and symbolism

- preference for routine

- absorption in detail; inability to understand meaning or the whole of a

concept.

g. Sensory integration disfunction

- Hyper- or Hyposensitivity of the various senses.

- peculiar clothing and food preferences

- self-stimulating mannerisms

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3. The Effects in Education

The unusual characteristics of the autistic students set them apart from the

everyday normal students. Because they have trouble understanding people’s

thoughts and feelings, they have trouble understanding what their teacher may be

telling them. They do not understand that special expressions and vocal variations

hold meanings and may misinterpret what emotion their teacher is displaying. This

inability to fully understand the world around them makes education stressful.

Teachers need to be aware of the students’ disorder so that teachers are able to help

the students get the best out of the lesson being taught.

Some students learn better with visual aids as they are better able to understand

material presented this way. Because of this, many teachers create visual schedules

for their autistic students. This allows the students to know what is going on

throughout the day, so they know what to prepare for and what activity they will be

doing next. Some autistic students have trouble going from one activity to the next, so

this visual schedule can help to reduce stress.

Research has shown that working in pairs may be beneficial to autistic students.

Autistic students have problems in school not only with language and

communication, but with socialization as well. By allowing them to work in pairs

they can make friends, which in turn can help them cope with the problems that arise.

By doing so they can become more integrated into the mainstream environment of the

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A teacher’s aide can also be useful to the students. The aide is able to give

more elaborate directions that the teacher may not have time to explain to the autistic

students. The aide can also facilitate the autistic students in such a way as to allow

them to stay at a similar level to the rest of the class. This allows a partially

one-on-one lesson so that the student is still able to stay in a normal classroom but be given

the extra help that they need.

The effective aide that the teacher can use are pictures. Since the autistic

students have difficulties in understanding verbal communication, the use of pictures

can help the students in understanding the teacher’s explanation and instruction of the

materials given.

D. Instructional Material Design

In designing vocabulary instructional material, a system of instructional

program design needs to be followed. This section covers the model of instructional

design that can be used in designing supplementary vocabulary material for the first

grade autistic students ofSekolah Lanjutan Autis Fredofios Yogyakarta. Here are two

instructional design models presented in order to help the writer to observe the

instructional program more clearly.

1. Yalden s Instructional Model

Yalden in her book Communicative Syllabus: Evolution Design and

Implementation(1983: 88-89) states steps in creating an instructional design

1. Needs survey

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3. Selection and development of syllabus type

4. Production of a proto syllabus

5. Production of a pedagogical syllabus

6. Development and implementation of classroom procedures

7. Evaluation

Figure 1. Stages in Language Program Development (Yalden, 1983)

2. Kemp s Instructional Model

According to Kemp (1977), the instructional design plan is designed to answer

three questions which may be considered the essential elements of instructional

technology. The questions are:

1. What must be learned? (objective)

2. What procedures and resources will work best to teach the desired learning

levels? (activities and resources)

3. How will we know when the required learning has taken place? (evaluation)

The eight steps in developing an instructional design:

Part 1 : Consider goals, and then list topics, stating the general purposes for

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Part 2 : Identify the important characteristics of the learners for whom the

instructional is to be designed.

Part 3 : Specify the learning objectives to be achieved in terms of measurable

student behavioral outcomes.

Part 4 : List the subject content to support each objective.

Part 5 : Develop pre-assessment to determine the student’s background and

present level of knowledge about the topic.

Part 6 : Select teaching/learning activities and instructional resources that will

treat the subject content so learners will accomplish the objectives.

Part 7 : Coordinate such support services as budget, personnel, facilities,

equipment and schedules to carry out the instructional plan.

Part 8 : Evaluate learners’ learning in terms of their accomplishment of objective,

with a view to revising and reevaluating any phrases of the plan that need

improvement.

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CHAPTER III

DISCUSSION

This chapter provides the discussion which exposes how to design the

appropriate supplementary material to teach English vocabulary using pictures to the

first grade of autistic students ofSekolah Lanjutan Autis Fredofios Yogyakarta. This

chapter is divided into three parts. The first is developing the writer’s design model,

the second is the elaboration of the writer’s design model, and the last is the

presentation of materials design.

A. The Writer s Design Model

There are many techniques and models in teaching - learning English. A good

instructional design must be simple, applicable, and effective in achieving the

purpose of instruction. In designing the materials, the writer uses the combination of

Yalden’s and Kemp’s instructional materials design and presents it as the writer’s

design model.

1. Analyzing the learner s need

The first step is adopted from Yalden’s model (Yalden, 1987: 101). A study on

needs of the learners is conducted to find out the significant needs of the autistic

students of learning English. The interviews are conducted to the English teacher in

Sekolah Lanjutan Autis Fredofios Yogyakarta in order to find out the materials used,

the problems in designing the materials, and the problems in delivering the materials

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conducting the teaching-learning process in order to find out the appropriate

techniques to teach vocabulary to the autistic students in such class condition and the

students with all their weaknesses.

2. Considering goals, topics and general purposes

This step is adopted from Kemp’s model (Kemp, 1977: 40). It is said that

identification of instructional goal is the first point of the instructional design for the

goal directs the whole system. The result of identifying the instructional goals will

show the minimum requirements of English ability the students supposed to have.

The identification includes goals, list of topics, and general purposes for teaching

each topic.

3. Identifying the important characteristics of the learner.

This step is adopted from Kemp’s model (Kemp, 1977: 40), which is very

important for the teacher to know the important characteristics of the students to

conduct the appropriate teaching material. It is needed to know the students’ factor

that will affect plans for their learning. Since the autistic students have some

weaknesses in social communication, the material will be emphasize on the

non-verbal material and must be appropriate with the students’ needs.

4. Specifying the learning objectives

The model of objective formulation is adopted from Kemp’s model (Kemp:

1977). In this step, General Instructional Objectives that consist of the general

purposes of the English course are presented as specific as possible so that the teacher

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5. Selecting teaching and learning activities and resources

It is important to select the most efficient and effective methods and materials to

provide teaching activities, students learning activities and instructional materials

which are appropriate for the students to accomplish the objectives.

6. Evaluating and revising the program

The last step is evaluating design materials in order to lead instructional

designer material to make the final version of the designed material. In this final

paper the writer does not use the evaluation and revision stage because this paper is

aimed only to suggest the suitable materials from the writer’s point of view.

Figure 3. The Writer s Design Model

Analyzing the Learners’ Need

Considering Goals, Topics and General Purposes

Identifying the important characteristics of the learner

Specifying the Learning Objectives

Selecting Teaching and Learning Activities and Resources

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B. The Elaboration of the Writer s Design Model

This part presents the process of material design by elaborating the writer’s

design model, which consists of six stages. The results are as follow:

1. Analyzing the learner s need

A needs survey was conducted to obtain the data of the students’ needs. The

results of needs survey became the basis to determine what kind of materials should

be provided. The needs survey was carried out by conducting observation of the

English teaching-learning activity for the first grade autistic students of Sekolah

Lanjutan Autis Fredofios Yogyakarta and some interviews with the English teacher.

The observation was conducted on September 4, 2006 when the teacher was

conducting English teaching-learning activity. The writer observed the activity

outside the classroom because the autistic students will be disturbed if there is a

strange person or something unusual or different from their routine activity or

situation.

The writer observed that the students understood the teacher’s explanation and

instruction in Indonesian but they had difficulty understanding the explanation and

instruction in English. The teacher had to speak loudly and clearly in delivering the

materials in order to get the students’ attention. The teacher also had to make large

and clear handwritings on the board.

Concerning the characteristics of the autistic students that they tend to have

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give interesting materials and using interesting media. The uses of pictures are very

effective to get the students’ interest. The teacher uses some pictures and sticks them

on the board and the students also have the handouts of the materials.

The writer also conducted several interviews with the English teacher. There

were some items which were asked to the teacher. Those items contained three

general parts of questions. The first part was asking about the students’ specific

characteristics and their interest in learning English at school. The second part was

asking about situation of the teaching-learning activity, the materials and media used

and the problems in designing the materials and in delivering the materials to the

students. The last part was related to the teacher’s suggestion on the designing

supplementary vocabulary materials which were appropriate for the students.

The detailed information about the result of the interview can be seen below:

a. The autistic students have different characteristic from ordinary students. They

tend to have their own activity, easily to get bored with a certain activity, be

disturbed if there are some activities that are new for them, and refuse difficult

instruction by excessively active (hyperactive) or passive (hypoactive).

Basically, the students have the standard intelligence rate which enables them to

learn the subjects being taught in school, especially English.

The students have a strong interest in learning English; in fact, English is one of

their favorite subjects. It is shown in their activity outside classroom in which

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teacher about the English expressions or words of some objects or activities

which they do not know yet. It brings the consideration to the teacher to design

the interesting materials for the students to develop their knowledge in English,

especially its vocabulary. Most of the students like to write about their

experience and they have motivation to write it in English. Considering this

situation, the students need to develop their English vocabulary mastery which

can help them to write English sentences or even a composition.

b. Generally, the autistic students have the standard intelligence rate and they are

capable of learning some subjects, but they have unstable emotion which can

affect their interest in learning certain subjects. Concerning those

characteristics, the English teacher usually uses some realia in delivering the

materials in order to get the students’ interest. Another characteristic of the

students is that they have strong memories. This is very helpful and beneficial

for both the teacher and the students. The teacher only has to explain once or

twice and the students will remember the teacher’s explanation which will help

the students in doing the exercises and the evaluation.

In the teaching-learning process, the teacher designs the material by collecting

the materials from some sources. The teacher usually gets the materials from

English for Junior High School’s books or creates the materials which are

appropriate with the students’ needs, interest and characteristics. Based on the

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have high motivation in learning topics about transportation, public places,

hobby, experiences, and their daily activities.

In delivering the materials, the teacher uses some realia in order to help the

teacher to get the students’ interest and motivation to learn. The use of pictures

is very important since the autistic students are interested in concrete things and

pictures can help them to get close to the reality.

c. The students need supplementary vocabulary materials to increase their English

vocabulary that can help them learn English skills especially reading and

writing. The autistic students also need English vocabulary mastery to develop

their knowledge in knowing and understanding some objects or expressions

where English is used in their daily life in the society. However, the materials

should be developed based on some consideration. The materials should be

appropriate with the students’ needs, interest and characteristics, and also

simplicity, so that the activities can support the students in learning English.

The teacher gave some suggestions for the writer in designing the appropriate

and interesting materials for the autistic students. The suggestions are the

following:

- The use of pictures is very effective to help the students get the

understanding of the materials.

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- The instruction and explanation should use both Indonesian and English.

- The students have high interest and motivation in certain topics, such as,

traveling, transportation, public places, hobby, experiences, and daily life.

- The skills that become the target of the English teaching-learning are

reading and writing.

- The materials should be appropriate with the students’ need, characteristics,

and interest, and also can help them to develop their knowledge in knowing

and understanding some objects or expression where English is used in their

daily life in the society.

2. Considering Goals, Topics and General Purposes

The step is aimed to determine the intended goals of instructional materials

design. After stating the goals, the topics should be listed as the scope of the course

and the basic needs for the instruction. The topic should express the general purposes

as what learners generally expect to learn as a result of instruction.

Based on the result of analyzing the learner’s need, the writer would like to

present eight topics that meet the students’ need, interest, and characteristics. The

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Table 1. The Writer s Topics and Titles

UNIT TOPIC TITLE

1. Transportation On the Bus

2. Public Places Where are you?

3. At school My School

4. At the market I like Shopping

5. At the post office Sending Letters

6. At the station On the Train

7. At the airport Let’s Fly

8. Favorite places My Favorite Place

The Goals

At the end of the program:

1. the learners are able to know and master the vocabulary items of certain topics

to help them to develop their reading and writing skills.

2. the learners are able to apply their knowledge in their daily life in a practical

way.

The goals stated above will be formulated as the standard of competences in the

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Table 2. The General Purposes

TOPIC GENERAL PURPOSES

Transportation - The students are able to mention some transportation facilities.

- The students are able to find the main topic and answer

questions based on the reading text.

- The students are able to understand the use ofto be.

Public Places - The students are able to mention the name of some public

places.

- The students are able to understandSimple Present Tense.

At school - The students are able to mention some equipment use in

school.

- The students are able to understand the word order.

At the market - The students are able to mention the things in the market.

- The students are able to understand the use of Possessive

Pronoun.

At the post office - The students are able to mention the things they find in the post

office.

- The students are able to understand the use of adjective and

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At the station - The students are able to mention the things they find in the

station.

- The students are able to understand synonym.

At the airport - The students are able to mention the things they find in the

airport.

- The students are able to understand the plural forms.

Favorite places - The students are able to write their experiences about their

favorite places.

- The students are able to understandPresent Continuous Tense.

The general purposes stated above will be formulated as the basic competence

in the Lesson Plan.

3. Identifying the important characteristics of the learner.

It is very important for the teacher to know the important characteristics of the

students to conduct the appropriate teaching material. Based on the analysis toward

the observation, the writer finds the important characteristic of the first grade autistic

students of Sekolah Lanjutan Autis Fredofios Yogyakarta that will affect plans for

their learning are as follow:

a. The students can hardly understand English instruction.

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c. The students will refuse difficult instruction or tasks.

d. The students will get confused with more than one instruction for each activity.

e. The students will be enthusiastic about learning using pictures as the media.

f. The students like the topics about traveling and places.

4. Specifying the Learning Objectives

The writer determined the learning objectives of each topic in order to achieve

the certain goals. The learning objectives are as follows.

UNIT TOPIC TITLE LEARNING OBJECTIVES

1. Transportation On the Bus The students are able to:

- pronounce some vocabulary related to transportation facilities correctly.

- mention some transportation facilities.

- find some important points from the reading text about

transportation.

- useto be form correctly. 2. Public Places Where are you? The students are able to:

- pronounce some vocabulary related to public places correctly.

- mention some public places. - use the vocabulary list about public places in the written form.

- useSimple Present Tense.

3. At school My School The students are able to:

- pronounce some vocabulary related to the things and their activities at school correctly. - mention some objects and

activities at school.

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objects and activities at school in written form.

- arrange the words into the correct and good sentence. 4. At the market I Like Shopping The students are able to:

- pronounce some vocabulary related to the things and their activities at the market correctly. - mention some objects and

activities at the market.

- use the vocabulary list about the objects and activities at the market in written form. - use possessive pronouns

correctly.

5. At the post office Sending Letters The students are able to: - pronounce some vocabulary

related to the things they find in the post office correctly.

- mention some objects in the post office.

- use adjectives and adverbs correctly.

6. At the station On the train The students are able to: - pronounce some vocabulary

related to the things they find in the station correctly.

- mention some objects in the station.

- use synonym correctly.

7. At the airport Let’s Fly The students are able to:

- pronounce some vocabulary related to the things they find in the airport correctly.

- mention some objects in the airport.

- use plural forms correctly. 8. Favorite places My Favorite Place The students are able to:

- pronounce some vocabulary related to their favorite places correctly.

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- use the vocabulary list and expression about their favorite places in the written form. - poduce sentences using the

correct pattern of Present Continous Tense.

The learning objectives stated above will be formulated as the indicators in the

Lesson Plan.

5. Selecting Teaching and Learning Activities and Resources

In this step the writer determined the teaching-learning activities and selected

resources in each unit. In selecting the teaching and learning activities, the writer

selected simple and interesting activities in order to make the students able to

understand each topic without making them feel bored. The next information will be

presented in Lesson Plans in Appendix 2.

The writer divided the learning activities into six sections. Namely: See Me!,

Read It!, Name Me!, Learn It!, Do It!, and Let’s Play!. The material designs are

prepared for two meetings for each unit. However, each unit is divided into two parts.

The first part consists of the first three activities: See Me!, Read It!, and Name Me!.

The second part provides the last three activities: Learn It!, Do It!, and Let’s Play!.

The first part of each unit consists of three activities as follows:

a. See Me!

The purpose of this section is to arouse the students’ interest in the topic that

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explanation about the picture. After giving the explanation, the teacher asks the

students to mention some words about the topics that they already know.

b. Read It!

This section provides the reading text that supports the topic presented. The

reading text must be easy to understand by the students. To help the students in

understanding the reading text, the teacher provides the vocabulary list related

to the text. After reading the text, the students are asked to answer some

questions related to the reading text to help them to develop their reading skill.

c. Name Me!

The materials for this section are pictures. There are numbers of pictures related

to the topic and the students are asked to give the name of each picture. The

purpose of this section is to enrich the students’ vocabulary.

The second part of each unit is provided for the second meeting. There are three

activities in this part, namely:

d. Learn It!

This part suggests necessary language knowledge. It consists of simple

grammar discussion and exercises that are considered to be able to support the

main topic. The uses of pictures are important in helping the students to easily

understand the topic discussed. The purpose of this section is to develop the

students’ grammar competence which will facilitate and support the students in

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e. Do It!

The purpose of this section is to help the students to understand the use of

certain grammar pattern by asking them to do some exercises related to the

topic presented. The exercises include writing task which aimed to develop the

students’ writing skills.

f. Let s Play!

In this section, the students are asked to work in pairs and play some games.

The games provided are vocabulary games related to the topic discussed. The

purpose of this section is to help the students to get familiar with the correct

words spelling and pattern.

6. Evaluating and Revising the Program

In this final paper the writer does not use the evaluation and revision stage

because this paper is aimed only to suggest the suitable materials from the writers’

point of view.

C. Materials Presentation

In this part, the writer would like to present the design materials as the answer

to the second question of the problem formulation.

The designed materials consist of 8 units. In this final paper, the writer only

presented the first three units. Every unit has the same parts, namely; See Me!, Read

It!, Name Me!, Learn It! Do it!, and Let’s Play!. The material for each unit is

presented in two meetings and divided into two parts. Each unit is taught in (2x 30

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and Name Me!), and the second meeting will discuss the second part (Learn It! Do

it!, and Let’s Play!) of each unit. The presentation of every lesson in details is the

following:

For the first meeting, the teacher presents the first part of the unit:

a. See Me! (10 minutes)

In this section, the teacher provides some pictures as the introduction. The

teacher gives the short and simple explanation about the topic that will be

discussed. The students examine the picture; listen to the teacher’s explanation

and later, the teacher asks the students to mention some words related to the

topic that they already know.

b. Read It! (30 minutes)

This part provides the reading text related to the topic. After reading the text,

the students are asked to answer the questions based on the reading text. In this

section, the students are also provided with some vocabulary to help them

comprehend the text and master their vocabulary.

c. Name Me! (20 minutes)

In order to master the vocabulary related to the topic, the teacher provides some

pictures and the students are asked to give the name of each picture.

The second meeting will discuss the second part:

d. Learn It! (20 minutes)

This section provides the pattern of language in every unit and the examples of

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understand the explanation, the teacher provides pictures as the media. In this

section, the students are supposed to comprehend the patterns given.

e. Do It! (20 minutes)

This section provides some exercises related to the Learn It! part. The students

are asked to do the exercises individually or do it in pairs to help them

comprehend the topic being learned and get familiar with the words spelling and

pattern.

f. Let s Play! (20 minutes)

The students are asked to work in pairs in this section. The material is

vocabulary games such as crossword, scramble words, or finding the word in

random letters.

The first three units are presented in appendix 3. Those will be the final result of

the steps conducted in this study. The complete design materials are expected to be

able to help the first grade autistic students of Sekolah Lanjutan Autis Fredofios

Yogyakarta in getting to know and understand English vocabulary where English is

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CHAPTER IV

CONCLUSION AND SUGGESTIONS

This final chapter consists of two parts. The first part deals with the conclusion

of the study and the second part deals with some suggestions related to the study.

A. Conclusion

The purpose of this study is to design a set of supplementary English material

using pictures as the media to teach vocabulary to the first grade autistic students of

Sekolah Lanjutan Autis Fredofios Yogyakarta. There are two problems identified in

this study. The first problem deals with how a set of supplementary English materials

using pictures as the media to teach vocabulary to the first grade autistic students of

Sekolah Lanjutan Autis Fredofios Yogyakarta is designed and the second is what the

designed set of materials look like.

The questions stated in the Problem Formulation section have been answered.

The answer to the first question is the steps in designing the supplementary

vocabulary materials and their elaboration, whereas the answer to the second question

is the final results of the designed materials. Therefore, the conclusions of the study

can be drawn as follows:

1. The answer to the first question is a new design model. For the materials design,

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proposed by Kemp and Yalden. The steps of instructional design model created

by the writer are the following:

1. Analyzing the learner’s needs

2. Considering goals, topics and general purposes

3. Identifying the important characteristics of the learner

4. Specifying the learning objectives

5. Selecting teaching and learning activities and resources

6. Evaluating and revising the program

2. The answer to the second question is the presentation of the designed set of

materials.

The topics of the materials are:

Unit 1 : On the Bus

Unit 2 : Where are You?

Unit 3 : My School

Unit 4 : I Like Shopping

Unit 5 : Sending Letters

Unit 6 : On the Train

Unit 7 : Let’s Fly

Unit 8 : My Favorite Place

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a. Part 1

1. See It!

2. Read It!

3. Name Me!

b. Part 2

1. Learn It!

2. Do It!

3. Let’s Play

3. There are some important points that have to be considered before designing the

materials. First, the teacher has to recognize the specific characteristics of the

students and, second, decide the use of the appropriate media in order to achieve

the relevant and interesting materials. In designing the materials for special

students like the autistic students, recognizing the main characteristics of the

autistic students is considered important because they have special

characteristics different from ordinary students which need special strategies

and media to achieve appropriate learning. The use of pictures as the media to

teach vocabulary is one of the suitable ways to help the autistic students to learn

English easily in order to help them to understand and use English in a practical

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B. Suggestions

The writer proposes some suggestions to everyone who is interested in teaching

English, especially teaching English vocabulary to autistic students as follow:

1. Autistic students have special characteristics which are different from ordinary

students. Considering this condition, the teachers have to observe the

characteristics of the autistic students before designing the materials in order to

achieve the appropriate techniques and strategies in teaching English to them.

2. Selecting the appropriate media is also important in designing the materials. It is

considered important because autistic students find difficulty in understanding

verbal explanation, and the use of the appropriate media will help both the

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REFERENCES

Burton, S.H. 1982.Mastering English Language. Hongkong: The Macmillan Press Ltd.

Kemp, Jerold E. 1977. Instructional Design: A Plan for Unit and Course Development. Belmon: Fearon Pitman Publishers, Inc.

Lado, Robert. 1978. Teaching English as a Second Language. Allen, Harold B. and Campbell, Russell N. Tata Mc Graw Hill. Company Ltd. New Delhi

Richards, Jack C. and Rodgers, Theodore S. 1986. Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.

Shea, T.M. 1977. Campaign for Special Children. St. Louis: The C.V. Mosby Co.

Yalden, Janice. 1987. The Communicative Syllabus-Evolution, Design and Implementation. London: Prentice-Hall International (UK) Ltd.

Internet Sources:

http://www.autisminfo.com/medical.htm. Accessed on 4th September2006. prohttp://autism.about.com/od/studentresourcecenter/fessional.Accessed on 27th September2006.

http://en.wikipedia.org/wiki/Autistic_spectrum. Accessed on13th October 2006.

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I N T E R

V I E W

1. Berapa banyak murid dan staf pengajar di Sekolah Lanjutan Autis Fredofios?

2. Bagaimana karakteristik dari murid-murid autis Sekolah Lanjutan Autis

Fredofios?

3. Pelajaran apa saja yang diberikan kepada murid – murid autis di Sekolah Lanjutan

Autis Fredofios?

4. Apakah terdapat panduan khusus dan kurikulum dalam penyusunan materi dan

dalam kegiatan belajar – mengajar?

5. Apakah di Sekolah Lanjutan Autis Fredofios ini sudah diberikan pelajaran

bahasa Inggris? Di kelas berapa pelajaran bahasa Inggris diberikan?

6. Pelajaran bahasa Inggris merupakan pelajaran pokok atau muatan lokal?

Apakah terdapat dalam kurikulum?

7. Apakah latar belakang dan tujuan dari pelajaran bahasa Inggris di Sekolah

Lanjutan Autis Fredofios ini?

8. Bagaimana minat para murid terhadap pelajaran bahasa Inggris? Tema seperti apa

yang dapat menarik minat mereka untuk belajar bahasa Inggris??

9. Materi apa saja yang diberikan untuk para murid autis, khususnya kelas 1?

Buku apa yang dipakai untuk pegangan bagi guru dan murid-murid?

10. Adakah kendala dalam menyusun materi pelajaran bahasa Inggris? Bagaimana

cara mengatasinya?

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12. Materi yang seperti apa yang sudah digunakan dalam kegiatan belajar-mengajar

bahasa Inggris di Sekolah Lanjutan Autis Fredofios?

Apakah materi yang diberikan sudah efektif dan sesuai dengan tujuan pengajaran

bahasa Inggris yang ingin dicapai?

13. Bagaimana teknik yang digunakan dalam memberikan pelajaran bahasa Inggris

pada para murid autis?

14. Adakah kendala dalam memberikan pelajaran bahasa Inggris? Bagaimana cara

mengatasinya?

15. Apakah yang dibutuhkan untuk memperlancar pelajaran bahasa Inggris di

Sekolah Lanjutan Autis Fredofios?

16. Apakah dalam pelajaran bahasa Inggris guru menggunakan alat bantu/peraga?

17. Bagaimanakah cara untuk melakukan evaluasi pelajaran bahasa Inggris di

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UNIT 1

ON THE BUS

PART 1

A. SEE ME! Look at the picture!

Can you mention some of the transportation facilities you see in the picture? 1. ___car_______

2. _____________ 3. _____________ 4. _____________

Designing a set of supplementary english materials using pictures as the media to teach vocabulary to the first grade autistic students of Sekolah Lanjutan Autis Fredofios Yogyakarta - USD Repository

DESIGNING A SET OF SUPPLEMENTARY ENGLISH

MATERIALS USING PICTURES AS THE MEDIA TO TEACH

VOCABULARY TO THE FIRST GRADE AUTISTIC STUDENTS

OF

SEKOLAH LANJUTAN AUTIS FREDOFIOS YOGYAKARTA

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

A Final Paper on

DESIGNING A SET OF SUPPLEMENTARY ENGLISH

MATERIALS USING PICTURES AS THE MEDIA TO TEACH

VOCABULARY TO THE FIRST GRADE AUTISTIC STUDENTS

OF

SEKOLAH LANJUTAN AUTIS FREDOFIOS YOGYAKARTA

The One

The Loved Ones:

ACKNOWLEDGEMENTS

TABLE OF CONTENTS

LIST OF TABLES

LIST OF FIGURES

ABSTRACT

ABSTRAK

CHAPTER I

INTRODUCTION

CHAPTER II

THEORETICAL REVIEW

CHAPTER III

DISCUSSION

CHAPTER IV

CONCLUSION AND SUGGESTIONS

REFERENCES

I N T E R

V I E W

UNIT 1

ON THE BUS

PART 1