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
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
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
