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CHAPTER II REVIEW OF THE RELATED LITERATURE
In this chapter will discuss the review of the previous studies. It also reveals the theories and definitions of the terms used in the research. This chapter contains
the definitions of materials, development, and some other terms that related or underlined with the context.
2.1 Review of the previous studies
Talking about teaching students with special needs specified autism students, there are some studies that have been conducted before. The first study was
conducted by Endah 2011she conducted a reasearch entitled “A Descriptive Study of Teacher’s Method in Teaching English for Autistic Learners at SLB
Negeri Semaran g” 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.
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, musicrhythm intervention strategies, Greenspans 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
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
Kategori