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.
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
The table above describes the flow of the materials being developed by the author and validated by the experts. The first step was mappingdesigning
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.
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
