developing teaching and learning materials for …lib.unnes.ac.id/23077/1/2201410116.pdf · i...
TRANSCRIPT
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
2015
ii
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
Prof. Dr. Agus Nuryatin, M.Hum
NIP. 1960080319890011001
iii
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,
Anisa Devi Prabajati
iv
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
one by one.
v
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.
Lastly, I realize that this final project lacks many things. Therefore, I need
some suggestion for its perfection. I hope this final project will be useful for the
readers.
vi
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.
The writer assumed there were some considerations the teacher should
pay attention in using the materials, those are : 1) the teachers should give the
instruction clearly to the students, 2) the teachers should be more creative in
developing materials for the students 3) the teacher should enhance his
knowledge of materials development for students with special needs 4) Every
student has different characteristics, therefore the materials should be applied in
the basis of students’ capacity and ability.
vii
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
3.2 Object of the Study............................................................................. 27
viii
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
APPENDICES ………………………………………………………… ....... 88
ix
LIST OF APPENDICES
Appendix Page
1. Appendix 1
Lesson Plans............................................................................................... 90
2. Appendix 2
The Meterials (Product of Teaching-Learning Materials for Students
With Special Needs).......................................................................… ....... 136
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
17. Table 4.10 The Teacher’s Observation..................................... 81
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.
Our government also has the concern of the importance of English indeed,
and implies it as the subject in every formal school level, elementary, junior high,
senior high, and even in university. English is also implemented in the curriculum
of SLB. In a formal education which takes place in a formal school, a teacher is
obligated to maintain the teaching and learning to take place and involving the
students in the activity. Teaching and learning are integrated in a one component,
an educator must understand both the learning and teaching process; every
2
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.
Basically, to teach English to students with special needs especially
students with autism the awareness and understanding the students’situation is
one main point that must be understood by the educators. Students with mental
disorders are the students who suffer from mental health illness, when special
needs begin to severely affect a person’s thinking, emotional state and behavior
then it may be that the problem is becoming a disorder. If this occurs it is
important that the person seeks appropriate help from a health professional such
as a GP, psychologist or other mental health professional. A mental disorder is a
clinically diagnosable illness (Ruble, 2012). Seeking help as early as possible can
lead to a good treatment. It shows that students with autism cannot manage their
3
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
teachers of SLB are generally knowledgable of these terms, they develop the
teaching methods to suit the characteristics of the autistic students, and to
encourage them in getting involved more. Teacher also faces problems in finding
4
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.
From those characteristics, we assume that teaching autistic children is not
easy. The teacher must be patient, attractive, creative also aware to use
appropriate teaching methods and materials since method is an important element
in teaching-learning process, especially in studying English. As a foreign
language, getting maximum result of study is surely not easy. However, the
achievement is not the target of this research; it will produce a supplementary
book which eases teacher students, and parents (informal educator) to apply it in
classroom and home. The sstudents are expected to be more active by following
the instruction from teacher based on the book/module which researcher will
develop. Basically, the goal of the module is that the students will be able to use
5
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.
By that the developed teaching and learning materials (covers syllabus
(not entirely), lesson plans (if necessary),teaching materials, and activitywill
improve and develop autism students’ involvement and concentration moreover
social ability by putting them work together in groups and they will build
communication inside their own community. Working in group and pairs are
good ways in improving students’ involvement, this also leads to the fun
activities that can be applied in classroom activities. Students can practice their
language ability by the help of their peers and also the classroom teacher and
subject teacher. This developed material will attend a more effective learning and
teaching activity.
6
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:
1) How does the existing materialencourage the students to learn English?
7
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
The author hopes that the result of the research will be useful for the better
achievement of English teaching and learning materials development in order to
improve the quality of the learning process itself. By this research she predicts
that it will give more references of materials for teachers in teaching autistics
students. In addition, the writer expects that the result will give more information
and knowledge for everyone who reads this study that is about the overall
8
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.
Chapter three is research methodologies; this chapter consists of ten
subchapters. The first subchapter discusses the research design which is in this
study researcher uses R and D method and it is a kind of qualitative research. The
9
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.
Chapter four is the analysis, it contains the analysis regarding to the result
of the observation. It describes the process of designing the materials based on
the result of the needs analysis. This chapter will answer all the questions which
appear in the research problems, and will also reach the purposes of the research.
The last is chapter five which contains conclusions and some suggestions dealing
with the subject matter of this final project.
10
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
Negeri Semarang” the purpose of her study is to get a description what methods
the teachers use in SLB Negeri Semarang to handle and hold the English teaching
activity. The reasearch was focused on what methods were used to teach English
for Autistic students. From this research she found that the teacher not only used
one method, but combined several methods in order to reach the esential
objectives of the teaching-learning itself. From her research, the author can drag a
brief description of the teaching and learning activity in a condition of autistic
students as the objects. The burdens that teachers find in teaching autism
students, and also several problems that teachers find were briefly reviewed in
her research.
11
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
the way the teacher delivers the materials and find out the problems in delivering
the materials. From that the writer can derive an analysis to make a structure to
12
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
As this study discusses about developing teaching-learning materials in teaching
English for autistic learners, it is necessary to know what the term of
development and teaching-materials actually means in this study. To grab further
understanding, we have to take a look at several explanations retrieved from
several references about the terms. According to Department for International
Development: Learning and Teaching Materials Policy and Practice for Provision
(2007) the term development is the act of developing or disclosing that which is
unknown; a gradual unfolding process by which anything is developed, as a plan
or method, or an image upon a photographic plate; gradual advancement or
growth through a series of progressive changes; also, the result of developing, or
a developed state. If we relate this term with teaching-materials, then it means
that the subject of the development itself is teaching materials. The term teaching
materials based on DFID (2007) is educational resources used to improve
students’ knowledge, abilities, and skills, to monitor their assimilation of
information, and to contribute to their overall development and upbringing.
13
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
As this study concerns with autistic learners, it is important to know the meaning
of autism actually. Therefore, to grab further understanding, we need to have a
look at several explanations about autism from several references. Autism is first
introduced by Leo Kanner who, in his psychiatric practice, had encountered a
14
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)
Maurice in Hadis (2006:43) stated that autism child cannot respond,
answer, and play as a child in common. This syndrom is not curable, but it is
treatable. The symptoms can be minimalized by the intervention of early
education. It can help autism to improve their social development and decrease
the distraction habbits. With the education, children with autism have opportunity
to life normally. Autism is referred to as a spectrum disorder, which means that
the symptoms can be present in a variety of combinations, and can range from
mild to severe. Mildly affected individuals may appear very close to normal.
Severely afflicted individuals may have an extreme intellectual disability and
15
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
usually are able to see the core symptoms, the symptoms when their child
displayed behavior deficits, such as the delayed of the developmental in
communication, motoric, and social interaction. The disorder causes delays in
many basic development areas such as in talking, playing and interracting with
others. Ross (1974:156) explained that in the early age of children, parents can
see signs of this autism syndrom when their child fails to anticipate being picked
up and reacts as if other people do not exist. As the child gets older, this autistic
aloneness takes the form of an absence of interpersonal behavior. He does not
emit the social smile, seems not to recognize members of his family, and does not
engage in such social games. One of the most frequently reported characteristics
of autistic children is the failure to develop appropriate language, specially the
distortion of speech for purposes of communication. Despite these marked
behavior deviations, medical examinations reveal no gross neurological
impairment, and the child’s physical development ususally proceeds normally.
16
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
Communication is usually severely impaired in persons with autism.
Autistic children are less likely to make requests or share experiences, and are
more likely to simply repeat others' words. Autistic children also may have
difficulty with imaginative play and with developing symbols into language.
17
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
Children with autism often exhibit a variety of repetitive, abnormal
behaviors. They also hypersensitive to sensory input through vision, hearing,
or touch (tactile). As a result, there may be an extreme intolerance to loud
noises or crowds, visual stimulation, or things that are felt. On the other hand,
there may be an underdeveloped (hyposensitivity) response to the same type
of stimulation. This individual may use abnormal means to experience visual,
auditory, or tactile (touch) input. This person may head bang, scratch until
blood is drawn, scream instead of speaking in a normal tone, or bring
everything into close visual range. He or she might also touch an object,
image or other people thoroughly just to experience the sensory input.
Autistic children are also often tied to routine and many everyday tasks may
be ritualistic. Something as simple as a bath might only be accomplished after
18
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
objectives from the regular curriculum as well as objectives that are unique to the
individual.
19
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
reach accomplishments and analyze the possibilities of reaching the
20
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
Materials
Development
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
research consistsof an investigation that 1)seeks answers to a
22
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.
The developer uses research and development design to describe how to
develop teaching material. In this research, she would like to investigate the
students’ need in learning English as substantial skill.
23
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
The first stage of the research is analysis. A needs analysis is a process of
identifying and evaluating needs in a ethnographically oriented
investigation focusing not only on the perceived needs of end users but
also on the broader socioeducational context in which any innovation is to
24
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.
Based on the research and developmental approach by Carrol and
Thornton et. al above, writer will apply some methods in conducting R & D
research: 1) observe and collect data from teacher and students, 2) needs analysis,
25
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.
This SLB holds learning for autistic children, eventhough there is no
special class for them. In this school, they are placed in the same class with the
children with down-syndrome. Usually, a class consists of five to seven students
with one of them is autistic student which is handled only by one teacher. It has
26
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.
The teachers are interviewed by the author in order to get as much as
information related to the English language materials they delivered in that SLB
to the autism students.
27
3.3 Data Source
The data of this study was gathered from the classroom observation and
interview.
3.3.1 Classroom and Checklist Observations
Observations in education research generally involve observing classrooms while
instruction is being given. The observation will be conducted for several times
based on how much information the researcher needs to get throughout the whole
term. Each observation lasts 60 minutes. The classroom observation will be held
when the teacher teaches English to the autistic students. Checklist observation is
aimed to check the teaching-learning devices, whether the teacher already has the
complete devices or not. The checklist observation is very important because in
teaching there must be syllabus, lesson-plans, handouts or text books, learning
materials-learning media, and evaluation. Author directly observes the classroom
activities and takes notes on the relevant events while the teaching learning
process is taking place. researcher notes down the teaching-learning process from
the beginning until the end of the lesson. While observing, author notes all of the
teacher’s activities and the students’ activities and responses. Author divides into
three segments in noting the teaching-learning process. They do activity before
the lesson, activity during the lesson, and activity ending the lesson. The author
also emphasizes in observing and looking through the materials delivered to the
students. This is meant to see what parts of the materials must be developed and
how they are going to be developed.
28
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 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.
From the article author concludes that an organized observation is needed
to get a reliable data; researcher has to make the observation as clear as possible
therefore the following paragraph will describe the steps of classroom
29
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.
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.
Preparation for the classroom
observation.
30
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.
Preparation for post-observation
meeting.
31
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
- Discussion and reflection with teacher:
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.
Preparations for developing materials.
32
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
questions asked to respondents, and designed to extract specific information. In
his explanation, questionnaire serves four basic purposes: to 1) collect the
33
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
teaching burdens and situation is important to build deeper understanding of the
problems in the teaching process. Teachers are also asked what burdens they’ve
been through with the materials they have been using, whether the materials are
appropriate or not. This questionnaire is also a connecting way between
researcher and teacher during the research; both are having the same role that is
to find out a problem solving toward the problems occur in the research, and to
discuss and develop teaching-learning materials as it is mention in the purposes
34
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
penelitian yang akan dilakukan
peneliti?
35
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.
The questions that are directed to teachers in the interview is about the
English languge teaching-learning activity, students’ responses, teachers’ burdens
36
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.
Then, for completing the data, researcher conducts an interview with the
English teacher. After the data is collected, author begins to analyze the findings.
researcher interprets the data by her own words to make the conclusion and
suggestions. Researcher is also the data collector; her role in collecting data
will affect how this research will flow. The flow of the research must be based on
the research purposes, because those purposes are the essential goals to be
reached by the researcher; it is the researcher’s role in controlling the research to
37
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.
For the last question of the research that is how to develope new materials
for the students Researcher makes a list of elements that must be comprised in the
38
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.
With those techniques of data analysis, researcher will present a clear
description which is in the form of descriptive data for processing the teaching-
39
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:
1) Foundations: General information about the diagnosis of autism
disorder, characteristics of individuals, needs analysis, and key
principle for designing effective teaching materials. Researcher and
40
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.
The five elements are crucial and must be implemented in designing the
materials; researcher and teacher have to make sure that both of them keep the
elements to be in the process of designing the materials.
41
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.
Teaching tools are also the reference that crucial in this process, the tools/
devices (syllabus, lesson plans, the existed teaching-learning materials), author in
42
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.
Again, researcher must put a lot of attention in fulfilling the needs
analysis during the process of developing the materials, she also has to remember
the goals of developing the materials, it is not to reach better achievement in
academically, but it is to encourage the students to be more active, interested, and
more involved in the activity whether in the classroom or in social life. Because
researcher has to be really carefully concentrated so that she will not expanding
43
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
MATERIALS DEVELOPMENT
44
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
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
Since the materials are not a substitution book but a supplementary book,
which is for supporting teachers in finding new materials, parents in handling
English-learning in an informal atmosphere, and especially students in gaining
45
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.
There will be three times validations from two experts, the first expert is
the classroom teacher who is going to give comments and evaluate the draft of
the material. The first expert also evaluates the way of the writer delivers the
materials to the students. The second evaluator/validator is the advisor of the
writer; the second validator emphasizes the evaluation on the content of the
materials and the standard of the materials for example is for the phonetics
transcription in short words the second validator give evaluation from an expert
in English teaching-learning. The table below is the first validating activity, this
covers the evaluation of the book generally.
46
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?
10. Apakah menurut anda materi yang diberikan
sudah berdasarkan Standar Kompetensi dan
Kompetensi Dasar?
47
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.
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
1. The theme:
2. The lesson plan:
3. Content suitability:
48
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
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 below is the observation form for the teacher.
49
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?
8. Berdasarkan pengamatan Anda
apakah siswa menunjukkan
peningkatan dalam melibatkan diri
50
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
materials made by the writer.
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.
The observation is divided into three parts, they are: pre-observation
activity, classroom observation, and post-observation; these three steps were
52
taken based on the theory of Hammersley and Orsmond from Guelph University.
The three steps derived the specific result that is needs analysis.
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;
the following table describes the checklist result.age
Table 4.2 Result of checklist observation
NO Checklists Yes No
1.
2.
3.
Existence of an English Teacher.
English teaching is handled by classroom
teacher.
Existence of teaching tools :
- Syllabus
- Lesson plans
- Teaching media
- Textbook/Teaching materials.
v
v
v
v
v
v
v
OUTLINE OF THE
OBSERVATION
NON-FORMAL
VISITS
REVIEW OF
LESSON PLANS,
OBJECTIVES,
LEARNING
MATERIALS, AND
LEARNING
MEDIA TEACHER-WRITER
DISCUSSION
53
4.
5.
6.
7.
8.
10.
Existence of suitable English textbook/teaching
materials.
The school supports by giving the suitable
textbook
Classroom consists of more than 10 students.
The students are all from the same grade.
Some students are from different grade.
Classroom teacher develops her/his own
textbook/teaching material.
v
v
v
v
v
Table 4.2 shows the result of pre-observation activity, the writer derived
some points from this activity. The information covered the physical and non-
physical condition of English teaching and learning in the classroom. the
checklist discovered the facts that students did not have much support in
learningEnglish; classroom teacher basically teach all subjects including English.
The teacher must handle at least 13 students with the common problems and
common ability in academic achievement and learning (relating to IQ), based on
the checklist, teacher did not have an English textbook which specifically
designed for students with special needs. Teacher mostly used the materials from
his/her own creation by downloading the materials from internet or from
elementary school’s English textbook.
The teacher seemed having some hard times in finding the suitable
materials, teacher had more problems that the school did not have the up to date
syllabus of English lesson. They used the syllabus from 1995’s curriculum, as the
writer got through it, the syllabus actually has not much difference with the
54
structure of normal students’ English lesson, the difference was in the items of
difficulty levels.
Teaching-learning activities of any subject must have lesson plans, this is
aimed to guide teachers in conducting the classroom activities to be well
organized, well-received, and well-delivered. One other flaw appeared in this
research; the teacher did not have any lesson plans in teaching English.
The writer develops the materials by combining the contents from the
syllabus from the teacher with the content that the students need. The writer
initiates to make the lesson plans for teacher in the beginning of every chapter of
the textbook; therefore teachers will the guidance in conducting the class.
4.2 Result of The Questionnaire
Writer gathered further information from teacher by giving list of question in the
questionnaire. According to Cresswell’s explanation a questionnaire is a form
used in a survey of a research or survey design that participants in a study
complete and return to the researcher. The participnts choose answers to
questions and suppliy basic personal or demographic information. Other opinion
by Mujiyanto explains thata questionnaire serves four basic purposes: to 1)
collect the 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.
In this part of data gathering, the teacher were given the questions and
answered them in table. The table below shows the result of the questionnaire.
55
Table 4.3 Questionnaire Result
No. Pertanyaan Jawab
1. Sudah berapa lama Anda
mengajar di SLB YPAC
ini?
16 tahun
2. Kelas berapa yang Anda
ajar dan berapa banyak
siswa yang Anda ajar dalam
satu kelas?
Kelas VII dan VIII dengan 8 siswa
3. Mata pelajaran apa saja
yang Anda ampu? Apakah
Anda juga mengampu mata
pelajaran bahasa Inggris?
Semua mata pelajaran, ya
4. Apakah Anda menghadapi
kesulitan dalam mengajar
mata pelajaran bahasa
Inggris?
Ya
5. Kendala apa sajakah yang
Anda hadapi dalam
mengajar siswa dengan
kebutuhan khusus?
Khususnya dalam mengajar
mata pelajaran bahasa
Inggris.
Belum ada buku pegangan untuk anak dan
guru.
6. Apakah kendala tersulit
yang Anda hadapi?
Cara baca dan cara tulis anak masih
kesulitan.
7. Apakah Anda sudah
menemukan solusinya?
Belum
8. Bagaimana Anda
menangani kendala yang
berasal dari siswa?
Mencari buku yang cocok untuk anak
56
9.
Solusi apa yang Anda
harapkan untuk
menyelesaikan kesulitan
dan kendala yang terjadi
dalam proses belajar
mengajar?
Alat bantu yaitu LCD dan Buku
10. Apa yang Anda harapkan
dari penelitian yang akan
dilakukan peneliti?
Adanya buku pegangan yang dapat
dimanfaatkan dalam belajar anak.
11. Selama ini materi yang
seperti apa yang Anda
gunakan dalam mengajar
bhasa Inggris?
Pengetahuan harian sperti: angka, waktu,
warna, tanya, salam sapa, perintah, anggota
tubuh, dll.
12. Menurut Anda apakah
kebutuhan murid dalam
belajar bahasa Inggris? Dan
materi yang seperti apa
yang harus disampaikan
kepada murid?
Buku yang memiliki materi seperti di atas.
13. Menurut Anda apakah
materi yang Anda gunakan
dan sampaikan selama ini
sudah sesuai dengan tujuan
pembelajaran dan
memenuhi kebutuhan
murid?
Sudah
14. Bahan ajar atau materi
seperti apa yang Anda nilai
akan bisa memenuhi
kebutuhan murid dan tujan
pembelajaran?
Buku yang isi materi pelajaran tentang
keseharian seperti warna, angka, waktu, dll.
15. Adakah solusi yang Anda
temukan guna untuk
memperbaiki bahan ajar
yang ada?
Mengambil materi dari pelajaran SD kelas I,
II, III.
In this case, the biggest challenge faced by the author in making the
material based on the students’ needs and based on the expectation of the teacher
which mentioned in the questionnaire above. the teacher gave many statements in
57
the questionnaire that he expected the materials to in the daily basic activities,
with low degree of difficulty. the writer combined the two components (daily
basic activities and low degree of difficulty) with another component called
active learning such as games, creative and critical thinking regarding that some
students have the ability to receive the information really well.
4.3 Materials Design and Development
Based on the journal of Effective Educational Practices for Students with ASD
(2007:5) here are the elements which have to be implemented in the designing the
materials:
1) Foundations, it stands for the general information of autism, and also the
diagnosis of it, further information of students’ characteristics in deriving
the needs analysis. The most important is the key principle to design the
effective teaching and learning materials.
2) Teaching-learning: observe the ongoing teaching-learning activities,
underline the strategies and practices found to be eefctive to be applied.
3) Communication and behavior: n getting the deeper understanding of
students’ characaters.
4) Tools and devices: syllabus, lesson plans, handouts, textbooks,
evaluation.
5) References: as the support in developing the materials. Any sources to be
applied in the activity of teaching and learning.
58
4.3.1 Materials Design
The writer designed the material based on thematic learning. Based on the
journal of Effective Educational Practices for Students with Autism Spectrum
Disorders that thematic learning has many advantages especially to be
applied for students with autism. They are: it has the strength in the
connection which means that it helps students understand the connection and
how to connect to the material, draw connection from the real world which is
very important since students are basically taught to learn the real condition
of their surroundings, makes connections through a common them, has the
variety within learning which means that thematic learning allows students to
experience many different ways of learning (strategies, activities), teachers
are able to be creative, authentic and original, utilizes collaborative and
cooperative learning, students share the same learning goals, not all teacher-
students centered mostly is students-centered, integrates word processing
skills into creative activities, it saves the time since teacher can teach more
than one subject at the same time (languange and nature, languange and social
studies).
Thus many advantages teacher can get from thematic learning. The author
designed the materials to be divided into some lessons, each lesson
concentrates on one theme and also interspersed by other language features.
Below is one example of the material design taken from lesson V with the
theme of “ Family Members”.
59
The writer used many colors and used bold font to ease the students in
recognizing the words and to grab their attention since students like colors.
Another strategy in designing the material that is to blend the instruction by using
Bahasa and English at the same time; it is aimed to ease the teacher and students
in finding out what they have to do especially in doing the exercise.
Below is the example of the instruction:
Sister : saudara perempuan
Brother : saudara laki-laki
Younger brother: adik laki-laki siblings
Older brother: kakak laki-laki
Older sister: kakak perempuan
Younger sister: adik perempuan
60
Listening and reading
Perhatikan !!! dengarkan guru kalian membaca dan tirukan.
There are two books.
| ðər ə tuː bʊks |
Ada dua buku.
There are five candies.
| ðər ə faɪv ˈkændɪz |
Ada lima permen.
There is a car.
| ðə z ə kɑː |
Ada satu mobil.
61
The examples are taken from lesson VI about the zoo, the writer made the
materials as easy as the students can receive the message. The writer put the
transcription for each word in English to ease teacher in reading and annoucing
the ncorrect pronounciation. The correct pronounciation is very crucial in this
case, students will gradually understand that different sound in English leads to
different meaning.
The table below describes the design of each lesson in the textbook.
Table 4.4 Lesson Design
Lesson chapter Content
Lesson I A Colorful Day : kinds of colors (11 colors), state the
colors, exercises.
Lesson II Numbers: 1-10, 11- 20, favorite number, state the
number, exercise.
Lesson III My Name Is: introduce myself, introduce others, name,
age, grade, school’s address, home address, and so on.
Insert: how to apologize, sorry, I apologize, and so on.
Forgiving: it’s okay. Never mind.
Lesson IV Greetings and Farewell : hello, hi, good morning, good
afternoon, good evening.
How are you
Farewell: goodbye, good night, see you, later, see you
later.
Lesson V My Big Family: Family members, my pet, family tree.
Lesson VI At The Zoo : Animals in the zoo, animals in the house
(family pet), the farm (animals in the farm), single plural
( a/ one, two, three, four, and so on), the use of “there is-
there are”.
Lesson VII My Body : body parts (head, hair, nose, face, ear, and so
on)
Health condition: sick, headache, stomachache, cold,
fever and so on.
Lesson VIII Transportation : public transportataion, private
transportation.
Bus, train, airplane, subway, and so on.
The classroom: things in the classroom, tables, chairs,
desks, chalks, crayon, pen, pencil, and so on.
Our house: livimgroom, bedroom, bathroom, garden,
dining room. And so on.
62
Lesson IX Job: professions, doctor, nurse, teacher, farmer, and so
on.
I want to be.......
What do you want to be?
The table above describes the lessons sequence, each lesson is completed
with a lesson plan. The teacher must follow the lesson plan in doing the teaching
and learning activity. The lesson plan eases teacher in managing the activity in
the classroom. below is the example of the lesson plan.
LESSON PLAN
(RPP)
Lesson I
SCHOOL : SMP SLB YPAC Semarang
STUDY : English
YEAR/SEMESTER : VII/VIII I and II
COMPETENCE STANDARD: 1. Siswa dapat membaca kalimat dan percakapan
sederhana, misalnya tentang warna, anggota
keluarga, perkenalan serta bilangan 0 s.d 20
dalam bahasa Inggris. (membaca)
2. Siswa dapat mengidentifikasi benda-benda
yang namanya disebutkan oleh guru.
(menyimak)
3. Siswa dapat melafalkan dengan benar kata-
kata yang telah dipelajari. (berbicara)
4. Siswa dapat menyalin kalimat sederhana yang
telah dipelajari. (menulis)
CHARACTER :
1. Menunjukkan pemikiran yang lojik, kreatif,
dan termotifasi.
63
2. Menunjukkan sikap aktif dalam belajar.
3. Menunjukkan sikap kepedulian terhadap
sekitar.
INDICATOR : 1. Siswa mampu mengenali warna dalam
bahasa inggris.
2. Siswa mampu melafalkan warna-warna
dengan menggunakan bahasa Inggris.
3, Siswa dapat mengenal benda sekitar beserta
warnanya dalam bahasa Inggris.
THEME : A Colorful Day
ASPECT : Membaca, Menyimak, Berbicara, Menulis
TIME ALLOCATION : 3 x 40 menit
I. Learning Purpose
Pada akhir pembelajaran siswa akan:
1. Dapat mengenali 11 warna dalam bahasa Inggris.
2. Dapat menyebutkan jenis-jenis warna dalam bahasa Inggris.
3. Dapat bekerjasama dan berdiskusi dengan teman satu kelas dengan topik
warna.
4. Menguasai pelafalan warna-warna dengan benar dengan menggunakan bahasa
Inggris.
II. Material of Learning
1. Set kosakata warna-warna dalam bahasa Inggris.
2. Text-text pendek tentang warna dari benda yang ada disekitar dalam
bahasa Inggris.
3. Text bacaan bergambar “Pumpkin” beserta phonetics transcriptionnya dan
juga artinya.
Pengenalan pada konsep bertanya menggunakan “Do you like...?”
III. Method of Study / Technique:
64
1.Individual test
2.Question and Answer
IV. Learning Activities
Opening Activity
- Guru menyapa murid
- Guru mengundang presensi dari murid
Main Activity
a. Exploration
1. Guru memberikan pertanyaan pancingan kepada murid mengenai warna
dalam bahasa Indonesia.
2. Guru menarik perhatian dengan menyebutkan beberapa warna dalam
bahasa Inggris.
b. Elaboration
1. mendengarkan instruksi dari guru.
2. mendiskusikan warna-warna yang ada di buku.
3. mendiskusikan benda-benda yang di sekitar yang memiliki warna
yang sama dengan di buku dalam bahasa Inggris.
5. untuk menjawab soal latihan yang ada di buku mengenai warna.
6. mendengarkan bacaan yang dibaca oleh guru dan menirukan dengan
benar sesuai dengan phonetics transcription.
c. Confirmation
1. menanyakan pada siswa apabila ada kesulitan yang ditemukan
selama proses belajar.
2. memberikan pemahaman akhir tentang warna benda disekitar kepada
siswa.
3. memberikan tugas pada siswa untuk mengerjakan latihan yang ada
di buku.
Last Activity
Closing
65
1. Memberikan penjelasan akhir atau simpulan dari seluruh proses
belajar mengajar.
2. Siswa diberikan kesempatan untuk memberikan pendapat tentang
pembelajaran tentang warna dalam bahasa Inggris.
3. Memberikan nasehat dan masukan terhadap hasil pembelajaran siswa
tentang warna.
V. Source and Media of Study
- textbook
- crayons
- pencil warna atau spidol
- benda-benda di sekitar.
VI.Evaluation
Teacher evaluates with certain conditions:
a. Evaluation techniques : test
b. Forms : Analyze text, answer questions
c. Instruments : Comprehension Questions
Indicator
Evaluation
Technique Form Example of
Instrument
1. Siswa mampu mengenali
warna dalam bahasa inggris.
2. Siswa mampu melafalkan
warna-warna dengan
menggunakan bahasa Inggris.
3, Siswa dapat mengenal
Benda dan
warna
Mendengarkan
dan
menirukan.
Bertanya dan
Benda
dan
warna
Text di
buku
Terdapat di
buku
Satu
persatu
murid
belajar
melafalkan
dgn benar
66
benda sekitar beserta
warnanya dalam bahasa
Inggris.
menjawab. Terdapat di
buku.
Group Discussion
Time : 1 x 40’
Instruction : kumpulkan beberapa benda di tas sekolahmu, dan letakkan di
meja, dan tanyakan pada masing-masing teman kalian apa warna benda tersebut
dalam bahasa Inggris.
The next part will focus on developing the materials including the steps and
the validation result from the validators.
4.3.2 Developing the Materials
Before the writer gets the final materials of teaching learning materials for
students with autism, the writer must follow the steps from the first, second, third,
and the last editing. The first draft is checked by the first expert, the second is
checked by the teacher that the writer called as the second expert. From the third
analysis the writer revised the best version of the materials.
Below is the diagram that will help us to know the steps in making the final
materials. The flowchart shows the process starting from mapping, reviewing
syllabus, arranging the lesson plans, materials development which has to get
through some evaluations process by the experts.The lowchart/ diagram belo
gives clear depiction of the materials development.
67
Figure 4.5. Steps in Making the Final Material
2
Mapping/ designing
by
Material Developer
Syllabus
Analysis
Lesson Plans
By
Material Developer
The First Draf of Material
validated
By the Experts
Sri Wahyuni, S.Pd, M.Pd
and Burhan,S.Pd
Material revised
by
MaterialDeveloper
The Second Draftof
Material
validated
By
Burhan , S.Pd
Material revised
by
MaterialDeveloper
The Third Draftof Material
By 2nd Expert validated by
Sri Wahyuni S.Pd, M.Pd and
Burhan, S.Pd
Material revised
by
Material Developer
The Final Materials for
students with special needs
68
The table above describes the flow of the materials being developed by
the author and validated by the experts. The first step was mapping/designing
which was done by the writer. In this step writer collect the source or references
in the form of the textbooks or materials used by the teacher earlier. This step is
important since the writer must integrate the students need with the syllabus. The
writer decided not to make all materials mentioned in the syllabus. The decision
was supported by the teacher request based on the questionnaires given to the
teacher in the beginning of the research. The writer and the teacher agrred that the
materials must be designed based on the daily basic activity which means the
basic knowledge that support the students’ ability to be independent in their daily
activities.
The second step was aimed to analize the syllabus. In this step the writer
and the teacher discussed which part of the syllabus must be developed to be the
materials. both, the writer and the teacher together observed the needs of the
students by doing some observations. A classroom and a checklist observation
occured in the research; the two observations were aimed to get as much as
information regarding to students behavior in learning and also the classroom
supplies completion. The result of the observation gave big impact to the syllabus
analysis because the observation result leaded to some additional part for the
materials development and deletion to some parts too.
The third step was making “Lesson Plan”, lesson plan was made by the
material developer, and it provided the steps in a meeting and presented all the
material and activities during the process of teaching learning in the classroom.
69
So, it could be called as teacher documents. After making the lesson plan, the
materials had to be completed in the form of teaching materials.
The next steps were to construct “The First Draft of Materials”, then this
material was validated by the First Evaluator Sri Wahyuni,S.Pd, M.Pd, When the
first evaluator analyzed the first draft of materials, and she found some mistakes,
the writer were asked to revise the material into the correct one and the result of
the correction was named as the second draft of materials. The second draft of
materials was analyzed by the second evaluator Burhan, S.Pd. When he found
some mistakes, the writer was asked to revise the material again. The result of the
correction was named as the third draft of materials. The third draft of materials
was analyzed by both, the first and the secondevaluator Mrs. Sri Wahyuni, S.Pd,
M.Pd and Mr. Burhan,S.Pd, from both evaluators, the writer was asked to
rearrange the activities in a good order, so when the students or the teacher
followed this material step by step, they could understand quickly. Then, the
writer was asked to make it perfect. After all the material was validated, the
writer gave the last material as “Final Materials for Students with Special Needs”.
4.4 The Validation of the Materials
In this part, the writer will provide and explain the validation from the validators
based on the writer’s materials and what the writer should change, add, and
correct from the materials, from the first draft, the second draft,the third draft,
and the Final Materials for Students with Special Needs.
70
4.4.1 Validation of the First Draft by the First Evaluator
After making the material, it is very important to know the discussion between
the First Evaluator and the Writer. The discussion will be provided in the table
below:
Table 4.6 First Draft Evaluation by the First Evaluator
No Activities Comment and Discussion
1. Lesson One
A Colorful Day
1. The theme :
Please make sure that the transcription
follows the rule.
Give lesson plan for each chapter.
2. Content suitability:
Keep the information easy to understand.
2. Lesson Two
Numbers
1. The theme:
Good, basic knowledge about number.
2. The lesson plan:
Give lesson plan for each lesson.
3. Lesson Three
My Name Is
1. The lesson plan:
Give lesson plan for each chapter.
2. Content suiability:
Keep the content emphasizes on how to
introduce myself.
Give more animation to ease the students in
understanding the lesson.
4. Lesson Four
Greetings +
Farewell
1. The theme
2. The lesson plan:
Give lesson plan for each chapter.
3. Content suitability:
Good.
5 Lesson Five
My Big Family
1. The theme:
2. The lesson plan:
Please give lesson plan for each chapter.
3. Content suitability:
Please use standard phonetics transcription.
Please ease the content.
Good.
6 Lesson Six
At The Zoo
1. The theme:
2. The lesson plan:
Please give lesson plan for each chapter
3. Content suitability:
Good.
71
7. Lesson Seven
My Body
1. The theme:
This theme is important.
2. The lesson plan:
Please give lesson plan for each lesson.
3. Content suitability:
8. Lesson Eight
My Car
1. The theme:
2. The lesson plan:
Please give lesson plan for each chapter.
3. Content suitability
Give more knowledge about the signs in
public area.
9. Lesson Nine
I Want to be ...
1. The theme:
2. The lesson plan:
Please give lesson plan for each chapter.
3. Content suitability:
Good, this chapter’s content gives
inspiration students in what they want to be.
Be careful with the standard phonetics
transcription.
4.4.2. The validation of the Second Draft by the Second Evaluator
The first draft was evaluated by the first evaluator and after that being revised by
the writer. The revised version is called as the second draft, this draft then being
evaluated by the second evaluator. Below is the result of the evaluation by the
second evaluator.
4.7 Second Draft Evaluation by the Second Evaluator
No. Activities Comment and Discussion 1. Lesson One
A Colorful Day
1. The theme :
Anak-anak perlu belajar tentang
warna,
Ada masalah dalam bagaimana cara
membaca yang benar.
2. Content suitability:
Mudah dipahami.
2. Lesson Two
Numbers
1. The theme:
Beri lebih banyak warna, agar
menarik.
2. The lesson plan:
72
Adanya RPP membantu guru dalam
mengatur pembelajaran.
3. Lesson Three
My Name Is
1. The lesson plan:
RPP sangat membantu.
2. Content suiability:
Latihan soal untuk siswa untuk
ditambah, untuk berlatih
memperkenalkan diri.
4. Lesson Four
Greetings + Farewell
1. The lesson plan:
RPP sudah sangat jelas.
2. Content suitability:
Berikan perintah yang jelas untuk
mengerjakan soal latihan.
5 Lesson Five
My Big Family
1. The theme:
Penting bagi anak mengetahui
kosakata anggota keluarga.
2. The lesson plan:
Setiap bab memiliki RPP.
3. Content suitability:
Sederhanakan dialog yang ada di bab
ini.
6 Lesson Six
At The Zoo
1. The theme:
Gamabar-gambarnya menarik.
2. The lesson plan:
Adanya RPP membantu guru dalam
mengajar.
3. Content suitability:
Baik.
Bahasa di dalam teks terlalu rumit,
sederhanakan.
7. Lesson Seven
My Body
1. Baik
8. Lesson Eight
My Car
1. The theme:
2. The lesson plan:
RPP sangat membantu guru.
3. Content suitability
Adanya pengetahuan tambahan
tentang tanda-tanda di ruang umum
sangat memberi pengetahuan yang
baru untuk siswa.
9. Lesson Nine
I Want to be ...
1. The theme:
2. The lesson plan:
Baik.
73
4.4.3 The Validation of the Third Draft by the First and the Second
Evaluators
The writer must do the last revision, after the second draft was evaluated by the
second evaluator; the draft was submitted to the both evaluators to be evaluated
for the last validation. The last validation resuted a final product. Below is the
table of the last validation:
Table 4.8 Validation of the Third Draft by the First and the Second
Validators
No. Activities Comment and Discussion
1. Lesson One
A Colorful Day
1. The theme :
Good
Each chapter already has Lesson Plan.
2. Content suitability:
Suitable.
2. Lesson Two
Numbers
1. The theme:
Good
2. The lesson plan:
good
3. Lesson Three
My Name Is
1. The lesson plan:
Good
2. Content suiability:
The direction for doing the tasks is
clear.
4. Lesson Four
Greetings + Farewell
1. The theme
2. The lesson plan:
Give lesson plan for each chapter.
3. Content suitability:
Good.
5 Lesson Five
My Big Family
1. The theme:
No mistake
2. The lesson plan:
Good lesson plan.
3. Content suitability:
Good phonetics transcription standard.
Good content.
6 Lesson Six
At The Zoo
1. The theme:
Good.
2. The lesson plan:
74
Clear lesson plan.
3. Content suitability:
Good.
7. Lesson Seven
My Body
1. The theme:
Good
2. The lesson plan:
3. Content suitability:
No mistake
8. Lesson Eight
My Car
1. The theme:
2. The lesson plan:
Good lesson plan.
3. Content suitability
Already has the additional knowledge
of signs in public areas.
9. Lesson Nine
I Want to be ...
1. The theme:
2. The lesson plan:
Good lesson plan.
3. Content suitability:
Good
Keep the pnonetics transcription
standard.
4.5 The Teacher’s Response on the Final Teaching Materials
This part is to give space for teacher in giving his/her response or point of view
on the materials. According to the Importance and Effect of Using Aid Materials
In Foreign Language Teaching by Mehmet Ali Seven from Attaturk University
said that it has been known well that the usage of materials to help the learners to
learn easily and well is one of the most important basements of teaching and
learning activities and processes. He stated that providing a natural learning
environment motivates the students well and helps them to take part in the
learning, teaching and experiencing processes. The materials which desiged by
the writer is aimed to create that natural environment and ease the students in
receiving the message of the lesson. The table below is the response from teacher
75
in order to monitor the effect of the materials to the teaching and learning
process.
Table 4.9 The Teacher’s Response
No. Pertanyaan Teacher’s Response
Ya Tidak
1. Apakah menurut anda siswa dapat menerima
materi yang diberikan?
Ya
2. Apakah menurut anda siswa dapat memahami
isi dari materi tersebut?
Ya
3. Apakah menurut anda siswa kesulitan untuk
memahami gambar, petunjuk, dan kata-kata di
dalam buku tersebut?
Tidak
4. Apakah menurut anda penyampaian materi
melalui buku tersebut terdapat kendala?
Tidak
5. Apakah menurut anda siswa cepat menangkap
isi materi tersebut?
Tidak
(perlu
waktu
perlahan)
6. Apakah menurut anda materi yang diberikan
terlalu monoton?
Tidak
7. Apakah menurut anda siswa mengalami kendala
saat dimintai konfirmasi pemahaman kembali?
Tidak
(perlu
kesabaran)
8. Apakah menurut anda siswa masih kesulitan Tidak
76
dalam memahami isi materi?
9. Apakah menurut anda materi yang diberikan
sudah layak untuk dipakai siswa SMP LB
dengan kebutuhan khusus?
Ya
10. Apakah menurut anda materi tematik yang
diberikan sudah sesuai dengan kebutuhan
siswa?
Ya
According to the response result above, the writer concluded that the final
materials already suit the needs of the students. Some concerns such as students’
ability in giving response back might occur but teacher can minimalize the
concerns by giving students more exercises. As it was mentioned earlier in the
previous paragraph that a learning materials is very important in supporting the
learning situation of a foreign language class, this materials developed by the
writer has the same aimed which is to help the learners to learn English as a
foreign language in an easier way.
The writer developed the materials with thematic basis, it was because she
found that teacher mentioned about using elementary school materials since the
absenceof the suitable textbook/materials to be used. The writer observed that the
students in the classroom liked thematic lesson. Once she observed they were
learning about heat, this theme brought them outside the classroom and feel the
warmth of the sun directly, they gave really great responses to the lesson. Teacher
asked them about what they felt, was it hot, cold, or anything else. They gave
various answers, some said too hot, warm, or just hot. From that classroom
observation the writer discussed the materials she would develop with the
77
teacher, she mentioned of developing the materials with thematic basis, the
teacher could say nothing but agreed with the idea.
The teacher stated that it is important to create the natural environment for
students while they learn not only for English but for every subject. As he had
been teaching for years in the school and based on his experience; he knew that
the students really liked to experience the lesson themselves. As mentioned in the
paragraph above.
4.6 The Teacher’s Observation on the Students’ Involvement and
Concentration
It is crucial to know the students’ involvement and concentration by using the
book or so called final material in the classroom. The teacher was asked to do an
observation in order to see and evaluate the students’ involvement and
concentration during their English lesson using the developed materials.
From the result of the observation we will see how the students were
encouraged to be more involved and concentrated during their learning activities.
The writer followed the study of Susan Stokes from North Carolina University
was so called “Structured Teaching” she mentioned that teaching must be
structured by using some instructional methods either in the teaching or in the
materials development such as implementing various methods, like pictures
exchange which occurs in the final materials, visual support strategies which the
writer implemented in the materials by using many cartoon characters to grab
students’ attention, and sensory integration which the writer most agrees since
students with autism needs to use movement in order to encourage them to be
78
concentrated, it is because they get bored easily by only listening to the teacher,
they need to move their body and get more natural atmosphere during the lesson.
Below is the teacher’s observation regarding to students’ involvement and
concentration.
Table 4.10 The teacher’s Observation
Ulasan Penjelasan/komentar
1) Secara keseluruhan bahan ajar
yang Anda gunakan sebelumnya
apakah sudah membantu siswa
Anda untuk lebih terlibat dalam
proses pembelajaran?
Apakah bahan ajar yang dibuat
oleh penulis sudah membantu
Anda?
Sebelumnya saya hanya menggunakan
buku-buku untuk SD, belum ada
support yang sesuai untuk anak-anak.
Buku yang diberi oleh penulis sangat
membantu, karena sudah sesuai dgn
kebutuhan siswa. Materinya juga
ringan.
4. Apakah Anda sudah mulai
menggunakan buku yang diberi
oleh penulis?
Sudah, saya gunakan setiap adal
pelajaran bahasa Inggris. Buku yang
diberikan membantu saya karena sudah
dilengkapi dengan RPP.
5. Bahan ajar yang dibuat oleh
penulis sudah sesuai dengan
kebutuhan siswa?
Dalam pengamatan saya, siswa hanya
memerlukan basic English semisal
percakapan ringan dalam sehari-hari,
seperti sapaan, memperkenalkan diri,
angka dll, dan materi yang ada dibuku
juga ringan, ada beberapa yang
memang lebih susah namun, dapat
diguanakn siswa saat mereka naik ke
kelas yang lebih tinggi.
6. Berdasarkan pengamatan Anda, Saya mengamati siswa sangat senang,
79
bagaimana siswa merespon bahan
ajar tersebut?
mereka antusias, karena selama ini
mereka tidak pernah memiliki buku
yang menarik untuk blajar bahasa
Inggris. Anak-anak suka dengan
gambar-gambar lucunya. Sehingga
sudah membuat mereka lebih
melibatkan diri dalam belajar bahasa
Inggris.
7. Bagaimana siswa mengikuti
pembelajaran dengan
menggunakan buku yang berbasis
tematik?
Bahan ajar yang diberikan untuk siswa
dengan keterbatasan memang berbasis
tematik. Karena dinilai memudahkan
guru dan juga siswa dapat merasakan
situasi yang natural. Saya setuju
dengan pengembangan bahan ajar yang
berbasis tematik untuk siswa saya.
Khususnya naak-anak juga menyukai,
sepert contohnya ada tema tentang
kebun binatang, dengan mudahnya
siswa dapat diajak mendapatkan
penggambarn mereka tentang kebun
binatang.
8. Dalam mengerjakan setiap latihan
apakah siswa menghadapi
kesulitan?
Beberapa siswa menghadapi kesulitan,
namun merupakan hal yang wajar
karena butuh waktu untuk membuat
siswa paham materi berbahasa Inggris.
9. Apakah siswa memberikan respon
yang baik dalam mengerjakan
latihan secara berpasangan dan
kelompok?
Sangat baik, mereka senang membuat
kelompok kreatif, dengan
menggunakan kertas gunting, dan
menagjarkan mereka untuk
bekerjasama dengan yang lain.
80
10. Berdasarkan pengamatan Anda
apakah siswa menunjukkan
peningkatan dalam melibatkan diri
dan konsentrasi dalam proses
pembelajaran menggunakan buku
yang dibuat oleh penulis?
Progress yang baik sudah mulai
terlihat. Anak-anak lebih
memperhatikan karena tampilan buku
yang ful warna, bergambar. Serta ada
kerja kelompok yang membuat mereka
tidak bosan. Karena sebenarnya
memang tidak mudah mengajar mereka
bahasa Inggris.
11. Apakah perubahan yang signifikan
dalam proses pembelajaran setelah
Anda menggunakan buku yang
dibuat oleh penulis?
Tentu saja, yang paling signifikan
adalah kemudahan bagi saya sebagai
guru, tdk perlu susah mencari bahan
ajar sendiri. Untuk siswa sendiri,
mereka senang dengan adanya buku
yang membantu mereka belajar.
Untuk proses belajar mengajar sendiri,
saya mengamati siswa menjadi lebih
semangat, karena buku tersebut
menarik.
12. Saran apakah yang Anda beri guna
untuk pemberbaikan bahan ajar
yang penulis buat.
Saran saya adalah, seharusnya guru
memang memiliki kemampuan untuk
mengembangkan bahan ajar sendiri
menyesuaikan dengan siswa yang
diajarnya, karena memang tidak semua
guru memiliki kemampuan untuk
mengembangkan bahan ajar.
An interview was also conducted by the writer to gather stronger validity
on the result of the teacher’s observation on the students’ involvement and
concentration by using the materials made by the writer. The observation result
81
showed that the students put more attention during the lesson. The book which
was made by the writer contains a lot of physical movement and group activity;
those two parts played big roles for students to be involved. The group work
made the students communicating with their mates to finish the task; the teacher
observed that the students showed more effective communication; in this case
they deliver their ideas in the group while they were doing the task and their
physical movement made them to be more blending with the natural
circumstances.
As Susan Stokes from North Carolina University stated that teaching must
be structured by combining some instructional methods. In this research the
writer used thematic basis for developing the materials. The choice was taken
with the support from the teacher, the support continued to his observation result;
he stated that the thematic materials improve students’ involvement in the way
they put more interest in learning English. The writer put many colorful pictures
in the book which the students really liked, the teacher mentioned that his
students liked to open his book and ask him for some explanation for the picture
which the students saw. Thoroughly, the teacher mentioned that the students
became more involved in the learning process and more concentrated since they
were put in to pair works and group works
4.7 Discussion of Materials Implementation
In this subchapter, the author discussed the impact of materials implementation
toward the students’ concentration and involvement. The materials could be said
successful only if it had raised the students’ achievement, in this case when the
82
students’ gain their concentration and involvement; it would automatically
increase their achievemnt in English subject. Below is the comparison result of
students’ score back when they used the teacher’s materials compilation with the
score after they used the materials from the author.
Average score of using teacher’s
material: 76,6
Average score autre using the author’s
materials: 80.43
The improvement of the students after using the materials from the author
is 5%, it is seen in the calculation below:
3.8 × 100
76.6
The students’ achievement had raised for 5 %, in this case author
concluded that her materials gave significant impact in the students’
concentration and involvement.
83
CHAPTER V
CONCLUSION AND SUGGESTION
In this last chapter the writer presents the conclusion and suggestion based on the
analysis done in the previous chapter then. It compasses the main points of the
study and the writer also provides some suggestions for the readers who want to
conduct a reasearch on the similar subject.
5.1 Conclusion
As a foreign language, many students have difficulties in learning English,
moreover, for the autistic students who have abnormalities in their experiences of
the social aspects, language, and intelligence. They need special attention,
assistance, and special education services. For this, to take into success learning,
the use of a special set of teaching and learning materials is important. Thus,
finding out what is needed by the students is crucial.
Based on the reason above this research was conducted. The students with
special needs especially the students with autism; they have special
characteristics in social aspect, languange and intelligence. Such an obvious
answer that they of course need special materials in learning any lesson of any
subjects.
The teacher mentioned about the difficulties to find the suitable materials
of English for his students. The materials designed by the writer hopefully helps
the teacher in teaching English and the students especially in order to motivate
them, to be involved and increase their concentration. Based on the research
84
result of the students need analysis resulting from the questionnaire for teacher,
classroom observation, and also the result of interview with teacher; the writer
decided to develop the materials with thematic basis. The role of parents is also
important for the students in learning, in house learning is important; it builds the
moral and also the personality of the students; that reason delivers the writer to
develop this book as a suplementary book since then the parents can use the book
at home to taech their kids.
The materials which the writer develops is a supplementary book. It is not
a textbook because the writer found a problem in finding the update syllabus of
English. Moreover, it will be impossible for the writer to develop a-3-year-
material fully. Thus, she concluded that a supplementary book would do better,
because English is not a main subject and based on teacher suggestion; the
students only need to learn Basic English or general English with general themes.
5.2 Suggestions
The writer expects to give contribution to the students, teacher and also readers
by conducting this study. Here, the writer would like to present some suggestions
based on the result of the research:
1) Since the characteristics of autistic learners are very different with the
normal ones, teacher should make a better preparation. Making lesson plan
before teaching is very important because it can be used to find out whether
the objectives of the teaching has been achieved or not. Teacher should
manage the lesson plan well to measure the success of students’ learning.
85
2) It is important for the teacher to keep on updating the latest version of the
syllabus. The usage of the latest syllabus is important since teacher must
follow the progress and development of special needs education.
3) The condition that the school does not provide any textbook of English for
the students must motivate the teacher in keeping up to be creative in
developing the materials be himself.
4) Suggestion for English Department students who are willing to conduct a
research on this matter. It will be better to provide more creative group work
for the materials development. Since students with autism need more
physical activities to associate them with their schoolmates.
5) the next suggestion is for the pedagogical implication, education for people
with special needs must get much more attention. Education for special
learners must be prepared well, and also the educators must be prepared for
the situation of teaching students with special needs. It is the duty of the
educational institution to prepare the curriculum for the educators to be for
teaching learners with special needs.
86
REFERENCES
Arikunto, S. 2006. Prosedur Penelitian; Suatu Pendekatan Praktik (6th
Revised
Ed.). Jakarta: P.T. Rineka Cipta.
Bristol,M.M, et al.1996, State of Science in Autism: Report to the National
Institute of Health. Journal of Autism and Developmental Disorders, 26.
British Columbia. 2000. A Resource Guide for Schools. Teaching Students with
Autism. Page 3-8. Page 27-33. Victoria: Ministry of Education.
Department for International Development. 2007. Learning and Teaching
Materials : Policy and Practice for Provision. IBD for DFID
Hadis, Abdul. 2006. Pendidikan Anak Berkebutuhan Khusus. Bandung: Alfabeta
Handoyo, Y. 2003. Autisma: Petunjuk Praktis dan Pedoman Materi untuk
Mengajar Anak Normal, Autis, dan Perilaku Lain. Jakarta: PT. Bhuana
Ilmu Populer.
Hammersley. 2009. Teaching Students with a Mental Heath Problems,Teaching
Support Services, :Guelph University
Kurniasih, Endah Sarwo L. 2011. A descriptive Study of Teacher’s Method in
Teaching English for Autistic Students in SLB Negeri Semarang .
Semarang: Universitas Negeri Semarang.
Lisa Ruble, PhD, & Trish Gallagher, Med 2004,Autism Spectrum Disorders:
Primer for Parents and Edocators, University of Louisville Health
Sciences Center: National Association of School Psychologists.
87
Maulana, Mirza. 2008. Anak Autis: Mendidik Anak Autis dan Gangguan Mental
Lain Menuju Anak Cerdas dan Sehat. Jogjakarta: Katahati.
Poulson, L Claire. 2009. Teaching Emphaty Skills to Children with Autism. New
York: University of New York.
Pusponegoro, Hardiono D. 2007. Apakah Anak Kita Autis?. Bandung: Multi
Media
Ross, Alan O. 1974. Phychological Disorders of Children: A Behavioral
Approach to Theory, research, and Therapy.
88
APPENDICES
Appendix 1: Lesson Plans
LESSON PLAN
(RPP)
Lesson I
SCHOOL : SMP SLB YPAC Semarang
STUDY : English
YEAR/SEMESTER : VII/VIII I and II
COMPETENCE STANDARD: 1. Siswa dapat membaca kalimat dan percakapan
sederhana, misalnya tentang warna, anggota
keluarga, perkenalan serta bilangan 0 s.d 20
dalam bahasa Inggris. (membaca)
2. Siswa dapat mengidentifikasi benda-benda
yang namanya disebutkan oleh guru.
(menyimak)
3. Siswa dapat melafalkan dengan benar kata-
kata yang telah dipelajari. (berbicara)
4. Siswa dapat menyalin kalimat sederhana yang
telah dipelajari. (menulis)
CHARACTER : 1. Menunjukkan pemikiran yang lojik, kreatif,
dan termotifasi.
2. Menunjukkan sikap aktif dalam belajar.
3. Menunjukkan sikap kepedulian terhadap
sekitar.
INDICATOR : 1. Siswa mampu mengenali warna dalam
bahasa inggris.
2. Siswa mampu melafalkan warna-warna
dengan menggunakan bahasa Inggris.
89
3, Siswa dapat mengenal benda sekitar beserta
warnanya dalam bahasa Inggris.
THEME : A Colorful Day
ASPECT : Membaca, Menyimak, Berbicara, Menulis
TIME ALLOCATION : 3 x 40 menit
II. Learning Purpose
Pada akhir pembelajaran siswa akan:
1. Dapat mengenali 11 warna dalam bahasa Inggris.
2. Dapat menyebutkan jenis-jenis warna dalam bahasa Inggris.
3. Dapat bekerjasama dan berdiskusi dengan teman satu kelas dengan topik
warna.
4. Menguasai pelafalan warna-warna dengan benar dengan menggunakan bahasa
Inggris.
II. Material of Learning
4. Set kosakata warna-warna dalam bahasa Inggris.
5. Text-text pendek tentang warna dari benda yang ada disekitar dalam
bahasa Inggris.
6. Text bacaan bergambar “Pumpkin” beserta phonetics transcriptionnya dan
juga artinya.
Pengenalan pada konsep bertanya menggunakan “Do you like...?”
III. Method of Study / Technique:
3.Individual test
4.Question and Answer
IV. Learning Activities
Opening Activity
- Guru menyapa murid
- Guru mengundang presensi dari murid
Main Activity
90
a. Exploration
1. Guru memberikan pertanyaan pancingan kepada murid mengenai warna
dalam bahasa Indonesia.
2. Guru menarik perhatian dengan menyebutkan beberapa warna dalam
bahasa Inggris.
b. Elaboration
1. mendengarkan instruksi dari guru.
2. mendiskusikan warna-warna yang ada di buku.
3. mendiskusikan benda-benda yang di sekitar yang memiliki warna
yang sama dengan di buku dalam bahasa Inggris.
5. untuk menjawab soal latihan yang ada di buku mengenai warna.
6. mendengarkan bacaan yang dibaca oleh guru dan menirukan dengan
benar sesuai dengan phonetics transcription.
c. Confirmation
1. menanyakan pada siswa apabila ada kesulitan yang ditemukan
selama proses belajar.
2. memberikan pemahaman akhir tentang warna benda disekitar kepada
siswa.
3. memberikan tugas pada siswa untuk mengerjakan latihan yang ada
di buku.
Last Activity
Closing
4. Memberikan penjelasan akhir atau simpulan dari seluruh proses
belajar mengajar.
5. Siswa diberikan kesempatan untuk memberikan pendapat tentang
pembelajaran tentang warna dalam bahasa Inggris.
6. Memberikan nasehat dan masukan terhadap hasil pembelajaran siswa
tentang warna.
91
V. Source and Media of Study
- textbook
- crayons
- pencil warna atau spidol
- benda-benda di sekitar.
VI.Evaluation
Teacher evaluates with certain conditions:
d. Evaluation techniques : test
e. Forms : Analyze text, answer questions
f. Instruments : Comprehension Questions
Indicator
Evaluation
Technique Form Example of
Instrument
1. Siswa mampu mengenali
warna dalam bahasa inggris.
2. Siswa mampu melafalkan
warna-warna dengan
menggunakan bahasa Inggris.
3, Siswa dapat mengenal
benda sekitar beserta
warnanya dalam bahasa
Inggris.
Benda dan
warna
Mendengarkan
dan
menirukan.
Bertanya dan
menjawab.
Benda
dan
warna
Text di
buku
Terdapat di
buku
Satu
persatu
murid
belajar
melafalkan
dgn benar
Terdapat di
buku.
Group Discussion
Time : 1 x 40’
Instruction : kumpulkan beberapa benda di tas sekolahmu, dan letakkan di
meja, dan tanyakan pada masing-masing teman kalian apa warna benda tersebut
dalam bahasa Inggris.
92
LESSON PLAN
(RPP)
Lesson II
SCHOOL : SMP SLB YPAC Semarang
STUDY : English
YEAR/SEMESTER : VII/ IX I and II
COMPETENCE STANDARD: 1. Siswa dapat membaca kalimat dan percakapan
sederhana, misalnya tentang warna, anggota
keluarga, perkenalan serta bilangan 0 s.d 20
dalam bahasa Inggris. (membaca)
2. Siswa dapat mengidentifikasi benda-benda
yang namanya disebutkan oleh guru.
(menyimak)
3. Siswa dapat melaksanakan perintah yang
diberikan secara lisan. (menyimak)
4. Siswa dapat bertanya dan menjawab
pertanyaan secara sederhana. (berbicara)
5. siswa dapat melengkapi kalimat sederhana
dengan sebuah kata yang tepat. (menulis)
CHARACTER : 1. Menunjukkan pemikiran yang lojik, kreatif,
dan termotifasi.
2. Menunjukkan sikap aktif dalam belajar.
3. Menunjukkan sikap kepedulian terhadap
sekitar.
4. Menunjukkan sikap kooperatif dan dapat
bekerjasama dengan lingkungan sekitar.
INDICATOR : 1. Siswa mampu mengenali angka 1-20 dalam
bahasa inggris.
2. Siswa mampu melafalkan angka-angka
dengan menggunakan bahasa Inggris.
93
3, Siswa dapat menuliskan angka-angka dalam
bahasa Inggris dengan benar.
THEME : Numbers
ASPECT : Membaca, Menyimak, Berbicara, Menulis
TIME ALLOCATION : 4 x 40 menit
I. Learning Purpose
Pada akhir pembelajaran siswa akan:
1. Dapat mengenali angka 1-20 dalam bahasa Inggris.
2. Dapat menyebutkan angka 1-20 dalam bahasa Inggris.
3. Dapat bekerjasama dan berdiskusi dengan teman satu kelas dengan topik
angka.
4. Menguasai pelafalan angka 1-20 dengan benar dengan menggunakan bahasa
Inggris.
5. Menanyakan angka dengan menggunakan bahasa Inggris dengan benar.
II. Material of Learning
1. Set kosakata angka 1-20 dalam bahasa Inggris.
2. Text pendek bergambar yang menjelaskan tentang angka.
3. Percakapan pendek tentang warna favorit. Pengenalan penggunaan “what is
your favorite color?”.
4. Penggunaan ungkapan konfirmasi tentang warna, dan ungkapan memberi
konfirmasi.
Example: “ is it number eight?”.
Yes, it is
No, it is not.
5. Penggunaan kalimat pernyataan tentang angka dalam bahasa Inggris
Example: “ it is number nine”.
III. Method of Study / Technique:
1. Individual test
2. Question and Answer
94
3. Group work.
4. Teacher describing
IV. Learning Activities
Opening Activity
- Guru menyapa murid
- Guru mengundang presensi dari murid
Main Activity
a. Exploration
1. Guru memberikan pertanyaan pancingan kepada murid mengenai angka
dalam bahasa Indonesia.
2. Guru menarik perhatian dengan menyebutkan beberapa angka dalam
bahasa Inggris.
b. Elaboration
1. mendengarkan instruksi dari guru.
2. mendiskusikan angka-angka yang ada di buku.
3. guru menerangkan tentang angka dari cara tulis yang benar dan juga
pelafalan yang benar dalam bahasa Inggris..
5. untuk menjawab soal latihan yang ada di buku mengenai angka.
6. mendengarkan bacaan yang dibaca oleh guru dan menirukan dengan
benar sesuai dengan phonetics transcription.
c. Confirmation
1. menanyakan pada siswa apabila ada kesulitan yang ditemukan
selama proses belajar.
2. memberikan pemahaman akhir tentang warna benda disekitar kepada
siswa.
3. memberikan tugas pada siswa untuk mengerjakan latihan yang ada
di buku.
95
Last Activity
Closing
7. Memberikan penjelasan akhir atau simpulan dari seluruh proses
belajar mengajar.
8. Siswa diberikan kesempatan untuk memberikan pendapat tentang
pembelajaran tentang angka dalam bahasa Inggris.
9. Memberikan nasehat dan masukan terhadap hasil pembelajaran siswa
tentang angka.
V. Source and Media of Study
- textbook
- crayons
- pencil warna atau spidol
- kertas karton
- penggaris
VI.Evaluation
Teacher evaluates with certain conditions:
g. Evaluation techniques : guess and answer. Listening test, question
and answer
h. Forms : group work, individual work, art project
for making set of numbers.
i. Instruments : text pendek, naskah dialog pendek.
Indicator
Evaluation
Technique Form Example of
Instrument
1. Siswa mampu
mengenali angka 1-20
dalam bahasa inggris.
Tes
mendengarkan.
Test lisan
Mendengarkan
dan menirukan.
Group work
project,
membuat set
angka dengan
kertas karton.
Latihan
belajar
Terdapat
contoh di
buku. .
96
2. Siswa mampu
melafalkan angka-angka
dengan menggunakan
bahasa Inggris.
3, Siswa dapat menuliskan
angka-angka dalam bahasa
Inggris dengan benar
Mendengarkan
dan menirukan
percakapan
sesuai dgn
contoh.
Group project
/ poster
angka.
Seperti
dicontohkan
di buku.
Group Discussion
Time : 1 x 40’
Instruction :
1. Buat kelompok yang terdiri dari 4 orang.
2. Kumpulkan bahan:
- Kertas karton berwarna-warna.
- Spidol.
- Gunting
- Lem
- Penghias.
3. Buatlah gambar angka dari 1-10 dan warnai dengan spidol/ pencil warna.
4. Potong dengan rapih.
5. Kemudia tempelkan pada kertas karton yang lebar dari angka 1-10 dan
beri keterangan angka tersebut menggunakan bahasa Inggris.
6. Kumpulkan, jangan lupa beri nama anggota kelompok kalian. .
97
LESSON PLAN
(RPP)
Lesson III
SCHOOL : SMP SLB YPAC Semarang
STUDY : English
YEAR/SEMESTER : VII/ I and II
COMPETENCE STANDARD: 1. Siswa dapat membaca kalimat dan percakapan
sederhana, misalnya tentang warna, anggota
keluarga, perkenalan serta bilangan 0 s.d 20
dalam bahasa Inggris. (membaca)
2. Siswa dapat melafalkan dengan benar kata-
kata yang telah dipelajari. (berbicara dan
menyimak)
3. Siswa dapat menyalin kalimat sederhana yang
telah dipelajari. (menulis)
4. memahami dan atau mengungkapkan
perkenalan diri sendiri dan orang lain.
(berbicara)
5. siswa dapat memahami dan atau
mengungkapkan permintaan maaf.
CHARACTER : 1. Menunjukkan pemikiran yang lojik, kreatif,
dan termotifasi.
2. Menunjukkan sikap aktif dalam belajar.
3. Menunjukkan sikap kepedulian terhadap
sekitar.
INDICATOR : 1. Siswa mampu menggunakan perkenalan
sederhana dalam bahasa inggris.
98
2. Siswa mampu melafalkan ungkapan
perkenalan dengan menggunakan bahasa
Inggris.
3. Siswa dapat mengenalkan orang lain dalam
bahasa Inggris.
4. siswa dapat menggunakan ungkapan
permintaan maaf dengan baik dan benar dengan
menggunakan bahasa Inggris.
THEME : My Name Is
ASPECT : Membaca, Menyimak, Berbicara, Menulis
TIME ALLOCATION : 3 x 40 menit
I. Learning Purpose
Pada akhir pembelajaran siswa akan:
1. Dapat mengenali ungkapan perkenalan diri dan permintaan maaf dalam
bahasa Inggris.
2. Dapat melafalkan dngan benar ungkapan perkenalan diri dan permintaan
maaf dengan baik dan benar dalam nahasa Inggris.
3. Dapat menggunakan dan membuat percakapan sederhana untuk
memperkenalkan diri dan oranglain dengan menggunakan bahasa Inggris.
4. Menguasai penerapan penggunaan kosakata perkenalan dan permintaan
maaf dengan situasi yang tepat dalam bahasa Inggris.
II. Material of Learning 1. Ungkapan perkenalan diri dan permintaan maaf dalam bahasa Inggris.
2. Monolog pendek untuk memperkenalkan diri.
3. Dialog pendek perkenalan dan meminta maaf
4. Kosakata untuk memperkenalkan diri dan meminta maaf
b. Method of Study / Technique:
1. Individual test
2. Question and Answer
3. Pair work
99
III. Learning Activities
Opening Activity
- Guru menyapa murid
- Guru mengundang presensi dari murid
Main Activity
a. Exploration
1. Guru memberikan pertanyaan pancingan kepada murid mengenai
perkenalan dalam bahasa Indonesia.
2. Guru menarik perhatian dengan menyebutkan beberapa cara
mengenalkan diri dalam bahasa Inggris.
3. Guru memberikan contoh situasi perkenalan diri yang sederhana dalam
bahasa Indonesia dan kemudian dalam bahasa Inggris
4. Guru memberikan contoh situasi sederhana penggunaan kata “sorry”.
b. Elaboration
1. mendengarkan instruksi dari guru.
2. mengajarkan cara baca yang benar berkaitan dengan perkenalan diri
dan meminta maaf seperti yang ada di buku.
3. mendiskusikan situasi sederhana berkaitan dengan kosakata
perkenalan diri.
4. untuk mengerjakan soal latihan yang ada di buku mengenai tema
perkenalan diri dan permintaan maaf.
5. mendengarkan bacaan yang dibaca oleh guru dan menirukan dengan
benar sesuai dengan phonetics transcription.
c. Confirmation
1. menanyakan pada siswa apabila ada kesulitan yang ditemukan
selama proses belajar.
2. memberikan pemahaman akhir tentang warna benda disekitar kepada
siswa.
3. memberikan tugas pada siswa untuk mengerjakan latihan yang ada
di buku.
100
Last Activity
Closing
1. Memberikan kesimpulan terhadap seluruh proses belajar.
2. Memberikan penjelasan akhir atau simpulan dari seluruh proses
belajar mengajar.
3. Siswa diberikan kesempatan untuk memberikan pendapat tentang
pembelajaran tentang warna dalam bahasa Inggris.
4. Memberikan nasehat dan masukan terhadap hasil pembelajaran
siswa tentang warna
IV. Source and Media of Study
- textbook
- worksheet
- Kertas warna putih/ HVS
- Spidol/pensil warna
V. Evaluation
Teacher evaluates with certain conditions:
j. Evaluation techniques : test, discussion
k. Forms : answer questions
l. Instruments : Comprehension Questions
Indicator
Evaluation
Technique Form
Example
of
Instrument
1. Siswa dapat membaca kalimat
dan percakapan sederhana,
misalnya tentang warna,
anggota keluarga, perkenalan
serta bilangan 0 s.d 20 dalam
bahasa Inggris. (membaca)
2. Siswa dapat melafalkan dengan
benar kata-kata yang telah
dipelajari. (berbicara dan
menyimak)
3. Siswa dapat menyalin kalimat
sederhana yang telah dipelajari.
Mendengarkan dan
menirukan.
Bertanya dan
menjawab.
Playrole dengan
teman sebangku
Team Work,
mengisi gambar
Monolog di
dlam buku
Monolog
dalam buku.
101
(menulis)
4. . memahami dan atau
mengungkapkan perkenalan diri
sendiri dan orang lain.
(berbicara)
5. siswa dapat memahami dan
atau mengungkapkan
permintaan maaf.
helo kitty dengan
informasi pribadi.
Pair work
Dialog di dalam
buku
Pair work
Creative
Corner
Creative
Corner
Creative Corner
Time : 1 x 40’
Instruction : sediakan kertas putih /HVS/ kertas poster berwarna, gunting,
spidol berwarna, double tape/ selotip bolak-balik.
Yang harus dilakukan adalah:
Potong kertas tersebut dengan ukuran 15 cm x 10 cm
Kemudian tuliskan nama kalian masing-masing dikertas
tersebut dengan menggunakan spidol berwarna, pilihlah warna
kesukaan kalian.
Tempelkan double tape disisi belakang kertas.
Kemudian, yempelkan kertas nama tersebut di dada kanan
kalian.
Perkenalkan diri kalian dengan papan nama kertas tersebut,
kalian boleh menempelkan sticker di kertas nama kalian.
102
LESSON PLAN
(RPP)
Lesson IV
SCHOOL : SMP SLB YPAC Semarang
STUDY : English
YEAR/SEMESTER : VII/ VIII I and II
COMPETENCE STANDARD: 1. Siswa dapat membaca kalimat dan percakapan
sederhana, misalnya tentang warna, anggota
keluarga, perkenalan serta sapaan dalam
bahasa Inggris. (membaca)
2. Siswa dapat melafalkan dengan benar kata-
kata yang telah dipelajari. (berbicara dan
menyimak)
3. Siswa dapat menyalin kalimat sederhana yang
telah dipelajari. (menulis)
4. memahami dan atau mengungkapkan kata dan
kalimat sapaan kepada orang lain.
(berbicara)
5. siswa dapat memahami dan atau
mengungkapkan kata sapaan dan perpisahan
CHARACTER : 1. Menunjukkan pemikiran yang lojik, kreatif,
dan termotifasi.
2. Menunjukkan sikap aktif dalam belajar.
3. Menunjukkan sikap kepedulian terhadap
sekitar.
INDICATOR : 1. Siswa mampu menggunakan kata sapaan
sederhana dalam bahasa inggris.
2. Siswa mampu melafalkan ungkapan
kata/kalimat sapaan sederhana dengan
menggunakan bahasa Inggris.
103
3. Siswa dapat menyapa orang lain dalam
bahasa Inggris.
4. siswa dapat menggunakan ungkapan sapaan
dan perpisahan dengan baik dan benar dengan
menggunakan bahasa Inggris.
THEME : Greetings and Farewell
ASPECT : Membaca, Menyimak, Berbicara, Menulis
TIME ALLOCATION : 6 x 40 menit
I. Learning Purpose
Pada akhir pembelajaran siswa akan:
1. Dapat mengenali kata sapaan sederhana dalam bahasa Inggris.
2. Dapat melafalkan denganbenar kata sapaan dan perpisahan sederhana
dengan baik dan benar dalam bahasa Inggris.
3. Dapat menggunakan dan membuat percakapan sederhana untuk menyapa
orang lain dengan menggunakan bahasa Inggris.
4. Menguasai penerapan penggunaan kosakata sapaan dan perpisahan dengan
situasi yang tepat dalam bahasa Inggris.
II. Material of Learning 1. Ungkapan sapaan dan perpisahan dalam bahasa Inggris.
2. Dialog pendek untuk menyapa dan mengucapkan perpisahan.
3. Contoh analogi waktu untuk menentukan sapaan.
4. Kosakata untuk penggunaan kata sapaan dan perpisahan dalam bahasa
Inggris.
b. Method of Study / Technique:
1. Individual test
2. Question and Answer
3. Pair work
4. Group discussion.
III. Learning Activities
Opening Activity
- Guru menyapa murid
104
- Guru mengundang presensi dari murid
Main Activity
a. Exploration
1. Guru membuka kegiatan belajar dengan menyapa siswa menggunakan
kata “Good Morning”.
2. Guru memberikan pertanyaan pancingan kepada murid mengenai
sapaan dan perpisahan dalam bahasa Indonesia.
3.Guru menarik perhatian dengan menyebutkan beberapa kata sapaan
dalam bahasa Inggris.
4. Guru memberikan contoh situasi sapaan yang sederhana dalam bahasa
Indonesia dan kemudian dalam bahasa Inggris
5. Guru memberikan contoh situasi sederhana penggunaan kata “hello, Hi,
Good Morning ”.
b. Elaboration
1. mendengarkan instruksi dari guru.
2. mengajarkan cara baca yang benar berkaitan dengan sapaan dan
perpisahan seperti yang ada di buku.
3. mendiskusikan situasi sederhana berkaitan dengan kosakata sapaan.
4. untuk mengerjakan soal latihan yang ada di buku mengenai tema
sapaan dan perpisahan,
5. mendengarkan bacaan yang dibaca oleh guru dan menirukan dengan
benar sesuai dengan phonetics transcription.
c. Confirmation
1. menanyakan pada siswa apabila ada kesulitan yang ditemukan
selama proses belajar.
2. memberikan pemahaman akhir tentang warna benda disekitar kepada
siswa.
3. memberikan tugas pada siswa untuk mengerjakan latihan yang ada
di buku.
105
Last Activity
Closing
1. Memberikan kesimpulan terhadap seluruh proses belajar.
2. Memberikan penjelasan akhir atau simpulan dari seluruh proses
belajar mengajar.
3. Siswa diberikan kesempatan untuk memberikan pendapat tentang
pembelajaran tentang sapaan dan perpisahan dalam bahasa Inggris.
4. Memberikan nasehat dan masukan terhadap hasil pembelajaran
siswa tentang sapaan dan perpisahan.
IV.Source and Media of Study
- textbook
- worksheet
- Spidol/pensil warna
-Buku Gambar
V. Evaluation
Teacher evaluates with certain conditions:
m. Evaluation techniques : test, discussion
n. Forms : answer questions
o. Instruments : Comprehension Questions
Indicator
Evaluation
Technique Form Example of
Instrument
1. Siswa dapat membaca kalimat
dan percakapan sederhana,
misalnya tentang warna, anggota
keluarga, perkenalan serta sapaan
dalam bahasa Inggris. (membaca)
2. Siswa dapat melafalkan dengan
Mendengarkan
dan menyimak,
dilanjutkan
Dialog dalam
buku
106
benar kata-kata yang telah
dipelajari. (berbicara dan
menyimak)
3. Siswa dapat menyalin kalimat
sederhana yang telah dipelajari.
(menulis)
4. memahami dan atau
mengungkapkan kata dan kalimat
sapaan kepada orang lain.
(berbicara)
5. siswa dapat memahami dan atau
mengungkapkan kata sapaan dan
perpisahan
dengan
membaca
individual.
(repeat after
teacher)
Analogi waktu
Pair work
Creative
107
LESSON PLAN
(RPP)
Lesson V
SCHOOL : SMP SLB YPAC Semarang
STUDY : English
YEAR/SEMESTER : VII/ IX I and II
COMPETENCE STANDARD: 1. Siswa dapat memahami atau mengungkapkan
anggota keluarga.
2. Siswa dapat melafalkan dengan benar
kosakata anggota keluarga yang telah
dipelajari. (berbicara dan menyimak)
3. Siswa dapat menyalin kalimat sederhana yang
telah dipelajari. (menulis)
4. memahami dan atau mengungkapkan kata dan
kalimat tentang anggota keluarga.
(berbicara)
5. siswa dapat melengkapi kalimat sederhana
dengan sebuah kata yang tepat.
CHARACTER : 1. Menunjukkan pemikiran yang lojik, kreatif,
dan termotifasi.
2. Menunjukkan sikap aktif dalam belajar.
3. Menunjukkan sikap kepedulian terhadap
sekitar.
4. Mengajarkan sikap kooperatif dalam belajar
kelompok.
INDICATOR : 1. Siswa mampu menggunakan kosakata
anggota keluarga dalam bahasa inggris.
2. Siswa mampu melafalkan kosakata anggota
keluarga dengan menggunakan bahasa Inggris.
108
3. Siswa dapat menyebutkan anggota keluarga
dengan menggunakan bahasa Inggris yang
benar.
THEME : My Big Family
ASPECT : Membaca, Menyimak, Berbicara, Menulis
TIME ALLOCATION : 6 x 40 menit
I. Learning Purpose
Pada akhir pembelajaran siswa akan:
1. Dapat mengenali kosakata anggota keluarga dalam bahasa Inggris.
2. Dapat melafalkan kosakata anggta keluarga dengan baik dan benar dalam
bahasa Inggris.
3. Dapat membaca dengan pelafalan yang benar tentang anggota keluarga
dalam bahasa Inggris.
4. Menguasai penerapan/ menyebutkan anggota keluarga dengan
menggunakan bahasa Inggris.
II. Material of Learning 1. Kosakata anggota keluarga dalam bahasa Inggris.
2. Teks tentang anggota keluarga.
3. Kosakata beserta phonetic transcription-nya
4. Family tree, atau sislsilah keluarga dengan menggunakan bahasa Inggris
untuk penggambaran keluarga.
5. Worksheet untuk menggambarkan potret keluarga.
6. Individual task untuk membuat poster Family Tree.
b. Method of Study / Technique:
1. Individual test
2. Question and Answer
3. Pair work
4. Individual project
5. Creative corner
109
III. Learning Activities
Opening Activity
- Guru menyapa murid
- Guru mengundang presensi dari murid
Main Activity
a. Exploration
1. Guru membuka kegiatan belajar dengan menyapa siswa menggunakan
kata “Good Morning”.
2. Guru memberikan pertanyaan pancingan tentang anggota keluarga,
dengan menanyakan apakah siswa memilik saudara.
3.Guru menarik perhatian dengan menyebutkan beberapa kosakata
anggota keluarga dengan menggunakan bahasa Inggris.
4. Guru memberikan contoh sederhana dengan menyebutkan urutan
anggota keluarga disebuah keluarga.
b. Elaboration
1. mendengarkan instruksi dari guru.
2. mengajarkan cara baca yang benar berkaitan dengan kosakata anggota
keluarga seperti yang ada di buku.
3. memberikan penjelasan fungsi dari family Tree. (pohon
keluarga/silsilah keluarga).
4. untuk mengerjakan soal latihan yang ada di buku mengenai tema
anggota keluarga.
5. mendengarkan bacaan yang dibaca oleh guru dan menirukan dengan
benar sesuai dengan phonetics transcription.
c. Confirmation
1. menanyakan pada siswa apabila ada kesulitan yang ditemukan
selama proses belajar.
2. memberikan pemahaman akhir tentang anggota keluarga dengan
menggunakan bahasa Inggris.
3. memberikan tugas pada siswa untuk mengerjakan latihan yang ada
di buku.
110
Last Activity
Closing
1. Memberikan kesimpulan terhadap seluruh proses belajar.
2. Memberikan penjelasan akhir atau simpulan dari seluruh proses belajar
mengajar.
3. Siswa diberikan kesempatan untuk memberikan pendapat tentang
pembelajaran tentang anggota keluarga dalam bahasa Inggris.
4. Memberikan nasehat dan masukan terhadap hasil pembelajaran siswa
tentang anggota keluarga.
IV. Source and Media of Study
- textbook
- worksheet
- Spidol/pensil warna
-Buku Gambar
-kertas poster
V. Evaluation
Teacher evaluates with certain conditions:
p. Evaluation techniques : test, discussion
q. Forms : answer questions
r. Instruments : Comprehension Questions
Indicator
Evaluation
Technique Form Example of
Instrument
1. Siswa dapat memahami atau
mengungkapkan anggota
keluarga.
2. Siswa dapat melafalkan
dengan benar kosakata
anggota keluarga yang telah
dipelajari. (berbicara dan
menyimak)
Individual work
Repeat after the
teacher
Pembuatan family
tree
Menuliskan cerita
Kosakata
dgn phonetic
transcription.
111
3. Siswa dapat menyalin
kalimat sederhana yang telah
dipelajari. (menulis)
4. memahami dan atau
mengungkapkan kata dan
kalimat tentang anggota
keluarga. (berbicara).
5. siswa dapat melengkapi
kalimat sederhana dengan
sebuah kata yang tepat.
pendek tentang
anggota keluarga
masing-masing.
Match the
words
112
LESSON PLAN
(RPP)
Lesson VI
SCHOOL : SMP SLB YPAC Semarang
STUDY : English
YEAR/SEMESTER : VIII/ II
COMPETENCE STANDARD: 1. Siswa dapat menjodohkan gambar dengan
kata-kata yang benar. (membaca)
2. membaca bersuara kata-kata yang tertulis
pada gambar dengan tepat. (membaca)
3. mengidentifikasi benda-benda yang
disebutkan guru dengan menunjukkan
gambar. (menyimak)
4. melakukan perintah yang diberikan secara
lisan. (menyimak)
5. siswa dapat melafalkan kata-kata yang ada di
buku dengan tema binatang.
CHARACTER : 1. Menunjukkan pemikiran yang lojik, kreatif,
dan termotifasi.
2. Menunjukkan sikap aktif dalam belajar.
3. Menunjukkan sikap kepedulian terhadap
sekitar.
4. Mengajarkan sikap kooperatif dalam belajar
kelompok.
INDICATOR : 1. Siswa dapat mengenali kosakata dengan
tema binatang dalam bahasa inggris.
2. Siswa mampu melafalkan kosakata dengan
tema binatang dengan inonasi yang benar
menggunakan bahasa Inggris.
3. Siswa dapat menyebutkan nama-nama
binatang dengan menggunakan bahasa Inggris
113
4. Siswa dapat membaca dan menuliskan
kosakata dengan tema binatang menggunakan
ejaan yang benar dalam bahasa Inggris.
THEME : The Zoo
ASPECT : Membaca, Menyimak, Berbicara, Menulis
TIME ALLOCATION : 6 x 40 menit
I. Learning Purposes
Pada akhir pembelajaran siswa akan:
1. Dapat mengenali kosakata nama-nama hewan dalam bahasa Inggris.
2. Dapat melafalkan kosakata nama-nama hewan dengan baik dan benar
dalam bahasa Inggris.
3. Dapat membaca dengan pelafalan yang benar tentang nama-nama hewan
dalam bahasa Inggris.
4. Menguasai penulisan nama-nama hewan dengan ejaan yang benar dalam
bahasa Inggris.
II.Material Of Learning
1. Kosakata nama-nama hewan dalam bahasa Inggris.
2. Teks description tentang hewan-hewan di kebun binatang.
3. Kosakata beserta phonetic transcription-nya
4. Teks cerita tentang kebun binatang.
5. Worksheet untuk latihan soal.
6. Pictue game.
7. Animal sound game
b. Method of Study / Technique:
1. Individual test
2. Question and Answer
3. Pair work
4. Individual project
5. Creative game
114
III.Learning Activities
Opening Activity
- Guru menyapa murid
- Guru mengundang presensi dari murid
Main Activity
a. Exploration
1. Guru membuka kegiatan belajar dengan menyapa siswa menggunakan
kata “Good Morning”
2. Guru memberikan pertanyaan pancingan tentang anggota keluarga,
dengan menanyakan apakah siswa pernah ke kebun binatang.
3.Guru menarik perhatian dengan menyebutkan beberapa nama-nama
hewanmenggunakan bahasa Inggris.
.
b. Elaboration
1. mendengarkan instruksi dari guru.
2. mengajarkan cara baca yang benar berkaitan dengan kosakata nama-
nama binatang seperti yang ada di buku.
3. memberikan penjelasan tentang kebun binatang beserta isinya
4. untuk mengerjakan soal latihan yang ada di buku mengenai tema
nama-nama binatang.
5. mendengarkan bacaan yang dibaca oleh guru dan menirukan dengan
benar sesuai dengan phonetics transcription.
c. Confirmation
1. menanyakan pada siswa apabila ada kesulitan yang ditemukan
selama proses belajar.
2. memberikan pemahaman akhir tentang nama-nama binatang dengan
menggunakan bahasa Inggris.
3. memberikan tugas pada siswa untuk mengerjakan latihan yang ada
di buku.
115
Last Activity
Closing
1. Memberikan kesimpulan terhadap seluruh proses belajar.
2. Memberikan penjelasan akhir atau simpulan dari seluruh proses belajar
mengajar.
3. Siswa diberikan kesempatan untuk memberikan pendapat tentang
pembelajaran tentang anggota keluarga dalam bahasa Inggris.
4. Memberikan nasehat dan masukan terhadap hasil pembelajaran siswa
tentang anggota keluarga.
IV. Source and Media of Study
- textbook
- worksheet
- poster bergambar binatang
-Buku Gambar
V. Evaluation
Teacher evaluates with certain conditions:
s. Evaluation techniques : test, discussion
t. Forms : answer questions
u. Instruments : Comprehension Questions
116
- creative game : 40 menit
permainan tebak gambar
peralatan yang diperlukan: poster binatang bergambar
guru dapat menyiapkan beberapa poster gambar binatang baik
satuan maupun binatang dalam grup ( satu poster beberapa
binatang).
Atau guru dapat menyiapkan gambar yang diprint dari
internet tanpa nama binatang dalam bahasa Inggris dan
dilaminating.
Guru membagi siswa dalam dua kelompok, yaitu kelompok
satu dan kelompok dua.
Guru dapat menunjukkan gambar binatang yang akan ditebak
oleh siswa
Kelompok yang berhasil menebak dengan benar paling
banyak adalah pemenang dari permainan tersebut.
Indicator
Evaluation
Technique Form Example of
Instrument
1. Siswa dapat menjodohkan
gambar dengan kata-kata
yang benar. (membaca)
2. membaca bersuara kata-kata
yang tertulis pada gambar
dengan tepat. (membaca)
3. mengidentifikasi benda-
benda yang disebutkan
guru dengan menunjukkan
gambar. (menyimak)
4. melakukan perintah yang
diberikan secara lisan.
(menyimak)
5. siswa dapat melafalkan kata-
kata yang ada di buku
dengan tema binatang.
Individual work
Repeat after the
teacher
Soal latihan
Poster
binatang
bergambar
Individual
work
Picture match
Kosakata dgn
phonetic
transcription.
Soal-soal latihan
di dalam buku
117
LESSON PLAN
(RPP)
Lesson VII
SCHOOL : SMP SLB YPAC Semarang
STUDY : English
YEAR/SEMESTER : VII/ II/ III
COMPETENCE STANDARD: 1. Siswa dapat membacakalimat dan percakapan
sederhana misalnya tentang tubuh manusia..
(membaca)
2. memperoleh informasi tertentu dari kalimat
dan percakapan sederhana lisan. (menyimak)
3. mengidentifikasi benda-benda yang
disebutkan guru dengan menunjukkan
gambar. (menyimak)
4. melakukan perintah yang diberikan secara
lisan. (menyimak)
5. siswa dapat melafalkan kata-kata yang ada di
buku dengan tema tubuh manusia.
CHARACTER :
1. Menunjukkan pemikiran yang lojik, kreatif,
termotivasi.
2. Menunjukkan sikap aktif dalam belajar.
3. Menunjukkan sikap kepedulian terhadap
sekitar.
4. Mengajarkan sikap kooperatif dalam belajar
kelompok.
INDICATOR : 1. Siswa dapat mengenali kosakata dengan
tema tubuh manusia dan kondisi kesehatan
dalam bahasa inggris.
118
2. Siswa mampu melafalkan kosakata dengan
tema anggota tubuh dengan intonasi yang benar
menggunakan bahasa Inggris.
3. Siswa dapat menyebutkan kosakata anggota
tubuh dengan menggunakan bahasa Inggris
4. Siswa dapat membaca dan menuliskan
kosakata dengan tema anggota tubuh
menggunakan ejaan yang benar dalam bahasa
Inggris.
THEME : My Body
ASPECT : Membaca, Menyimak, Berbicara, Menulis
TIME ALLOCATION : 4 x 40 menit
I. Learning Purposes
Pada akhir pembelajaran siswa akan:
1. Dapat mengenali kosakata nama-nama anggota tubuhmanusia dalam bahasa
Inggris.
2. Dapat melafalkan kosakata anggota tubuh dengan baik dan benar dalam
bahasa Inggris.
3. Dapat membaca dengan pelafalan yang benar tentang anggota tubuh dalam
bahasa Inggris.
4. Menguasai penulisan anggota tubuh dengan ejaan yang benar dalam bahasa
Inggris.
IV. Material Of Learning
1. Kosakata anggota tubuh dalam bahasa Inggris.
2. Teks description tentang anggota tubuh
3. Kosakata beserta phonetic transcription-nya
4. Kosakata tentang kondisi kesehatan
5. Worksheet untuk latihan soal.
6. Pictue game.
7. Sing tigether
119
b. Method of Study / Technique:
1. Individual test
2. Question and Answer
3. Pair work
4. Individual project
5. Creative game
V. Learning Activities
Opening Activity
- Guru menyapa murid
- Guru mengundang presensi dari murid
Main Activity
a. Exploration
1. Guru membuka kegiatan belajar dengan menyapa siswa menggunakan
kata “Good Morning”
2. Guru memberikan pertanyaan pancingan tentang anggota tubuh, dengan
menanyakan apakah siswa tahu bahasa Inggris dari kepala.
3.Guru menarik perhatian dengan menyebutkan beberapa anggota tubuh
menggunakan bahasa Inggris.
b. Elaboration
1. mendengarkan instruksi dari guru.
2. mengajarkan cara baca yang benar berkaitan dengan kosakata anggota
tubuh seperti yang ada di buku.
3. memberikan penjelasan tentang anggota tubuh.
4. untuk mengerjakan soal latihan yang ada di buku mengenai tema
anggota tubuh.
5. mendengarkan bacaan yang dibaca oleh guru dan menirukan dengan
benar sesuai dengan phonetics transcription.
c. Confirmation
1. menanyakan pada siswa apabila ada kesulitan yang ditemukan
selama proses belajar.
120
2. memberikan pemahaman akhir tentang anggota tubuh dan kodisi
kesehatan dengan menggunakan bahasa Inggris.
3. memberikan tugas pada siswa untuk mengerjakan latihan yang ada
di buku.
Last Activity
Closing
1. Memberikan kesimpulan terhadap seluruh proses belajar.
2. Memberikan penjelasan akhir atau simpulan dari seluruh proses belajar
mengajar.
3. Siswa diberikan kesempatan untuk memberikan pendapat tentang
pembelajaran tentang anggota tubuh dalam bahasa Inggris.
4. Memberikan nasehat dan masukan terhadap hasil pembelajaran siswa
tentang anggota keluarga.
IV. Source and Media of Study
- textbook
- worksheet
- poster bergambar anggota tubuh
VI. Evaluation
Teacher evaluates with certain conditions:
a. Evaluation techniques : test, discussion
b. Forms : answer questions
c. Instruments : Comprehension Questions
Indicator
Evaluation
Technique Form
Example
of
Instrument
1. Siswa dapat membaca
kalimat dan percakapan
Repeat after
teacher
Monolog
121
- creative game : 60 menit
POSTER LABELLING GAME
siswa mengerjakan game dengan teman sebangku.
Siapkan 1 poster untuk satu meja.
Beri siswa wakti 40 menit untuk bekerjasama mengerjakan tugas mereka .
sederhana misalnya tentang
tubuh manusia.. (membaca)
2. memperoleh informasi
tertentu dari kalimat dan
percakapan sederhana lisan.
(menyimak)
3. mengidentifikasi benda-
benda yang disebutkan guru
dengan menunjukkan
gambar. (menyimak)
4. melakukan perintah yang
diberikan secara lisan.
(menyimak)
5. siswa dapat melafalkan kata-
kata yang ada di buku dengan
tema anggota tubuh
Latihan soal
Mendengarkan
dan melaksanakan
perintah guru.
Listen and repeat
Confirmation
question from
the
monolog(indi
vidual work)
Poster
anggota
tubuh
Individual
work dan pair
work.
Soal-soal
latihan di
dalam
buku
Picture
match
Latihan
soal
Randomly
choose
student to
repeat
after the
teacher
122
Berikut adalah poster yang harus siswa labeli.
123
LESSON PLAN
(RPP)
Lesson VIII
SCHOOL : SMP SLB YPAC Semarang
STUDY : English
YEAR/SEMESTER : VII, VIII, IX/I DAN II
COMPETENCE STANDARD: 1. Siswa dapat membacakalimat dan percakapan
sederhana misalnya tentang alat transportasi
dan ruang kelas (membaca)
2. memperoleh informasi tertentu dari kalimat
dan percakapan sederhana lisan. (menyimak)
3. mengidentifikasi benda-benda yang
disebutkan guru dengan menunjukkan
gambar. (menyimak)
4. melakukan perintah yang diberikan secara
lisan. (menyimak)
5. siswa dapat melafalkan kata-kata yang ada di
buku dengan tema alat transportasi dan
ruang kelas.
CHARACTER :
1. Menunjukkan pemikiran yang lojik, kreatif,
termotivasi.
2. Menunjukkan sikap aktif dalam belajar.
3. Menunjukkan sikap kepedulian terhadap
sekitar.
4. Mengajarkan sikap kooperatif dalam belajar
kelompok.
INDICATOR : 1. Siswa dapat mengenali kosakata dengan
tema alat transportasi dan ruang kelas dalam
bahasa inggris.
124
2. Siswa mampu melafalkan kosakata dengan
tema alat transportasi dengan intonasi yang
benar menggunakan bahasa Inggris.
3. Siswa dapat menyebutkan kosakata alat
transportasi dan ruang kelas dengan
menggunakan bahasa Inggris
4. Siswa dapat membaca dan menuliskan
kosakata dengan tema alat transportasi dan
ruang kelas menggunakan ejaan yang benar
dalam bahasa Inggris.
THEME : My Car
ASPECT : Membaca, Menyimak, Berbicara, Menulis
TIME ALLOCATION : 4 x 40 menit
I. Learning Purposes
Pada akhir pembelajaran siswa akan:
1. Dapat mengenali kosakata nama-nama alat transportasi dalam bahasa
Inggris.
2. Dapat melafalkan kosakata alat transportasi dengan baik dan benar
dalam bahasa Inggris.
3. Dapat membaca dengan pelafalan yang benar tentang alata transportasi
dan ruang kelas dalam bahasa Inggris.
4. Menguasai penulisan kosakata alat transportasi dan benda-benda di
ruang kelas dengan ejaan yang benar dalam bahasa Inggris.
II. Material Of Learning
1. Kosakata anggota tubuh dalam bahasa Inggris.
2. Teks description tentang alat transportasi
3. Kosakata beserta phonetic transcription-nya
4. Kosakata tentang benda-benda di ruang kelas.
5. Worksheet untuk latihan soal.
6. Picture game.
125
b. Method of Study / Technique:
1. Individual test
2. Question and Answer
3. Pair work
4. Individual project
5. Creative game
III. Learning Activities
Opening Activity
- Guru menyapa murid
- Guru mengundang presensi dari murid
Main Activity
a. Exploration
1. Guru membuka kegiatan belajar dengan menyapa siswa menggunakan
kata “Good Morning”
2. Guru memberikan pertanyaan pancingan tentang alat transportasi atau
kendaraan yang mereka miliki dirumah dengan menggunakan bahasa
Indonesia .
3.Guru menarik perhatian dengan menyebutkan beberapa alat transportasi
menggunakan bahasa Inggris.
b. Elaboration
1. mendengarkan instruksi dari guru.
2. mengajarkan cara baca yang benar berkaitan dengan kosakata alat
transportasi seperti yang ada di buku.
3. memberikan penjelasan tentang alat transportasi ( transportasi umum,
dan tranportasi pribadi) dan tentang benda-benda di dalam ruang kelas. .
4. untuk mengerjakan soal latihan yang ada di buku mengenai tema
anggota tubuh.
5. mendengarkan bacaan yang dibaca oleh guru dan menirukan dengan
benar sesuai dengan phonetics transcription.
126
c. Confirmation
1. menanyakan pada siswa apabila ada kesulitan yang ditemukan
selama proses belajar.
2. memberikan pemahaman akhir tentang alat transportasi dan benda-
benda di ruang kelasdengan menggunakan bahasa Inggris.
3. memberikan tugas pada siswa untuk mengerjakan latihan yang ada
di buku.
Last Activity
Closing
1. Memberikan kesimpulan terhadap seluruh proses belajar.
2. Memberikan penjelasan akhir atau simpulan dari seluruh proses belajar
mengajar.
3. Siswa diberikan kesempatan untuk memberikan pendapat tentang
pembelajaran tentang alat transportasi dalam bahasa Inggris.
4. Memberikan nasehat dan masukan terhadap hasil pembelajaran siswa
tentang alat transportasi dan benda-benda di ruang kelas.
IV. Source and Media of Study
- Textbook
- Worksheet
- Poster gambar alat transportasi.
IV. Evaluation
Teacher evaluates with certain conditions:
d. Evaluation techniques : test, discussion
e. Forms : answer questions
f. Instruments : Comprehension Questions
Indicator
Evaluation
Technique Form Example of
Instrument
1. Siswa dapat Repeat after Monolog
127
membacakalimat dan
percakapan
sederhana misalnya
tentang alat
transportasi dan
ruang kelas
(membaca).
2. memperoleh
informasi tertentu
dari kalimat dan
percakapan
sederhana lisan.
(menyimak).
3. mengidentifikasi
benda-benda yang
disebutkan guru
dengan menunjukkan
gambar. (menyimak)
4. melakukan perintah
yang diberikan
secara lisan.
(menyimak)
5. siswa dapat
melafalkan kata-kata
yang ada di buku
dengan tema alat
transportasi dan
ruang kelas.
teacher
Latihan soal
Mendengarkan dan
melaksanakan
perintah guru.
Listen and repeat
Confirmation
question from the
monolog(individual
work)
Poster anggota
tubuh
Individual work
dan pair work.
Soal-soal
latihan di dalam
buku
Picture match
Latihan soal
Randomly
choose student
to repeat after
the teacher
- creative game : 60 menit
- siapkan:
1. Kertas Label yang berukuran besar sebanyak mungkin
2. Spidol warna hitam.
3. Cara bermainnya adalah, kalian harus cepat-cepat
mengumpulkan sebanyak mungkin benda didalam kelas
kalian yang kalian tahu namanya dalam bahasa Inggris.
4. Kalian dapat waktu selama 20 detik.
5. Sekarang, mulai tulis nama-nama benda tersebut dalam
bahasa Inggris dan tuliskan di label yang sudah kalian bawa.
6. Tempelkan label-label tersebut di barang yang kalian
kumpulkan.
7. Pemenangnya berdasarkan yang paling banyak benarnya.
128
LESSON PLAN
(RPP)
Lesson IX
SCHOOL : SMP SLB YPAC Semarang
STUDY : English
YEAR/SEMESTER : VII, IX/ I DAN II
COMPETENCE STANDARD:
1. Siswa dapat menjodohkan gambar dengan
kata yang benar (membaca)
2. membaca bersuara kata-kata yang tertulis
pada gambar dengan tepat. (membaca)
3. menerka arti kata. (membaca)
4. melakukan perintah yang diberikan secara
lisan. (menyimak)
5. siswa dapat melafalkan kata-kata yang ada di
buku dengan tema pekerjaan. (berbicara)
6. tanya jawab berdasarkan bacaan, gambar,
foto. (berbicara)
7. melengkapi kalimat dengan kata-kata yang
tepat. (menulis)
8. menyalin kata atau kalimat. (menulis)
CHARACTER :
1. Menunjukkan pemikiran yang lojik, kreatif,
termotivasi.
2. Menunjukkan sikap aktif dalam belajar.
3. Menunjukkan sikap kepedulian terhadap
sekitar.
4. Mengajarkan sikap kooperatif dalam belajar
kelompok.
129
INDICATOR :
1. Siswa dapat mengenali kosakata dengan
tema pekerjaan dan cita-cita dalam bahasa
inggris.
2. Siswa mampu melafalkan kosakata dengan
tema pekerjaan dengan intonasi yang benar
menggunakan bahasa Inggris.
3. Siswa dapat menyebutkan kosakata
pekerjaan dan cita-cita dengan
menggunakan bahasa Inggris
4. Siswa dapat membaca dan menuliskan
kosakata dengan tema pekrjaan dan cita-cita
menggunakan ejaan yang benar dalam
bahasa Inggris.
THEME : I want to be ...
ASPECT : Membaca, Menyimak, Berbicara, Menulis
TIME ALLOCATION : 4 x 40 menit
I. Learning Purposes
Pada akhir pembelajaran siswa akan:
1. Dapat mengenali kosakata dengan tema pekerjaan dan cita-cita dalam
bahasa Inggris.
2. Dapat melafalkan kosakata dengan tema pekerjaan dengan baik dan benar
dalam bahasa Inggris.
3. Dapat membaca dengan pelafalan yang benar tentang pekerjaan dan cita-
cita dalam bahasa Inggris.
4. Menguasai penulisan kosakata dengan tema pekerjaan dan cita-cita
dengan ejaan yang benar dalam bahasa Inggris.
130
II. Material Of Learning
1. Kosakata anggota tubuh dalam bahasa Inggris.
2. Teks description tentang alat transportasi
3. Kosakata beserta phonetic transcription-nya
4. Kosakata tentang benda-benda di ruang kelas.
5. Worksheet untuk latihan soal.
6. Picture game.
III. Method of Study / Technique:
1. Individual test
2. Question and Answer
3. Pair work
4. Individual project
5. Creative game
IV.Learning Activities
Opening Activity
- Guru menyapa murid
- Guru mengundang presensi dari murid
Main Activity
a. Exploration
1. Guru membuka kegiatan belajar dengan menyapa siswa menggunakan
kata “Good Morning”/ “good afternoon”
2. Guru memberikan pertanyaan pancingan tentang pekerjaan dan cita-cita
dengan menggunakan bahasa Indonesia .
3. Guru menarik perhatian dengan menyebutkan beberapa pekerjaan
menggunakan bahasa Inggris.
b. Elaboration
1. mendengarkan instruksi dari guru.
2. mengajarkan cara baca yang benar berkaitan dengan kosakata pekerjaan
seperti yang ada di buku.
131
3. memberikan penjelasan tentang jenis-jenis profesi.
4. untuk mengerjakan soal latihan yang ada di buku mengenai tema
pekerjaan dan cita-cita.
5. mendengarkan bacaan yang dibaca oleh guru dan menirukan dengan
benar sesuai dengan phonetics transcription.
c. Confirmation
1. menanyakan pada siswa apabila ada kesulitan yang ditemukan
selama proses belajar.
2. memberikan pemahaman akhir tentang profesi dan cita-cita dengan
menggunakan bahasa Inggris.
3. memberikan tugas pada siswa untuk mengerjakan latihan yang ada
di buku.
Last Activity
Closing
1. Memberikan kesimpulan terhadap seluruh proses belajar.
2. Memberikan penjelasan akhir atau simpulan dari seluruh proses
belajar mengajar.
3. Siswa diberikan kesempatan untuk memberikan pendapat tentang
pembelajaran tentang profesi/pekerjaan dan cita-cita dalam bahasa
Inggris.
4. Memberikan nasehat dan masukan terhadap hasil pembelajaran siswa
tentang profesi dan cita-cita.
V. Source and Media of Study
- Textbook
- Worksheet
- Poster gambar alat transportasi.
V. Evaluation
Teacher evaluates with certain conditions:
g. Evaluation techniques : test, discussion
132
h. Forms : answer questions
i. Instruments : Comprehension Questions
Indicator
Evaluation
Technique Form Example of
Instrument
1. Siswa dapat menjodohkan
gambar dengan kata yang
benar (membaca)
2. membaca bersuara kata-
kata yang tertulis pada
gambar dengan tepat.
(membaca)
3. menerka arti kata.
(membaca)
4. melakukan perintah yang
diberikan secara lisan.
(menyimak)
5. siswa dapat melafalkan
kata-kata yang ada di
buku dengan tema
pekerjaan. (berbicara)
6. tanya jawab berdasarkan
bacaan, gambar, foto.
(berbicara)
7. melengkapi kalimat
dengan kata-kata yang
tepat. (menulis)
8. menyalin kata atau
kalimat. (menulis)
Match the
picture
Repeat after the
teacher
Mendengarkan
dan
melaksanakan
perintah guru.
Listen and
repeat /
membaca
dengan keras
Menulis cerita
pendek tentang
cita-cita
Individual work
(match the picture)
Classroom
evaluation.
Menirukan guru.
Pair work
Monolog tentang
pekerjaan
Monolog/ dialog
Individual
assesment
Soal-soal dalam
latihan di dalam
buku. Picture
match
Menunjuk satu-
satu siswa untuk
bisa menirukan
guru dengan baik
dan benar.
Saling
memberikan
tebakan dengan
menunjukkan
kartu profesi.
Latihan soal di
dalam buku.
Soal-soal latihan
di dalam buku
Pertanyaan
konfirmasi
Latihan soal
Membuat
karangan singkat
tentang cita-cita.
- creative game : 40 menit
- siapkan:
133
kertas karton warna warni yang sudah dipotong dengan
ukuran 10 x 15
spidol warna warni
cara bermain:
tuliskan jenis-jenis atau nama-nama pekerjaan yang ada di
buku di atas kertas karton dengan menggunakan spidol
berwarna.
Setelah itu kumpulkan kertas karton yang sudah bertulis
kepada guru. Yang kemudian kertas tersebut kita sebut
dengan kartu pekerjaan.
Kalian akan bekerjasama dengan teman sebangku kalian.
Guru memberikan satu kartu pekerjaan untuk setiap anak.
Kalian tidak boleh memperlihatkan kartu kalian kepada
siapapun ini adalah permainan tebak rahasia.
Kemudian masing-masing dari kalian harus bertindak
layaknya profesi yanga ad di kartu pekerjaan, teman kalian
harus menebaknya, ingat tidak boleh bersuara, hanya boleh
bersikap layaknya kalian mengerjakan profesi tersebut.
Selamat bersenang-senang.