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C. Research Questions
Based on the real conditions stated in the introduction and in the research problem, it can be formulated that the research questions will be
focused on: 1.
How was the curriculum of English subject designed and implemented at SMA Lazuardi Global Islamic School Depok for
students with autism particularly and those with special need generally?
2. How did the English teachers at SMA Lazuardi develop the syllabus
of English for these students with autism? 3.
How did the students with autism cope with English learning activity? 4.
How did English teachers asses English foreign Language for the students with autism?
For further detail, here are some consideration supporting the research question; the researcher indicates the purpose or intent of the study discusses
making sense out of participants story; indicates the central phenomenon of the children with special needs that is the focus of the study and researcher
indicates the significance of acquiring English as the foreign language for these students with autism.
D. Objective of the Study
In general, the objective of the research is to find out the solution to
the problems as asked in the research questions:
1. To describe how the curriculum of English subject was designed and
implemented at SMA Lazuardi Global Islamic School Depok for students with autism particularly and those with special need
generally. 2.
To describe how the English teachers at SMA Lazuardi Global Islamic School Depok developed the syllabus of English for the students with
autism.
12 3.
To describe how the students with autism cope with English learning activity.
4. To describe how SMA Lazuardi Global Islamic School Depok
conducted evaluation for these students with autism.
E. Significance of the Study
Theoritecally, the significance of the study is to raise awareness and understanding from public that these students with autism are also part of us.
They also have the same rights to gain good quality of education which they deserve for it. And it has become our responsibility to provide them the good
quality of education. The most essential thing is to raise our awareness that we care about, have love and affection for our students, not exception,
including these students with autism. Practically, the purpose of this research is to build these students with
autisms ‟ skill and competence by exploring their experience, understanding
and awareness of learning English as the foreign language. Here, the implication of curriculum, role of teachers, learning activity, testing and
evaluation as mentioned in the research questions come up as the most essential part of this study.
Furthermore, for teachers, this study is expected to develop their teaching approach. For the scope of science, it is expected to manifest the
inclusive educational concept of teaching English as the second language for these students with special need.
In regard with the government policy, it is expected to apply a number of aspects including human resources for the handicapped students.
In addition, the efforts which are made by all stakeholders in order to educate the students with autism, particularly in acquiring English as the
second language by implicating curriculum, providing quality teachers, providing a conducive learning activity, testing and evaluation as mentioned
13 in the research questions come up as the most essential part of this study will
be successful. At the end, for the next researchers who wish to conduct the similar
type of research should plan it well, do interview more intensively, prepare the instrument better, find out more resources such as books, international
journal, workshop papers and its stuffs.
14 .
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CHAPTER II LITERATURE REVIEW
A. Brief Explanation of Autism
Autism refers to a condition which was initially classified seriously emotionally disturbance. In a revision done by IDEA in 1990, it is added a
separated category for autism. This addition occurred because there was a clear difference both in etiology and its characteristics compared to the other
disturbance which was included in seriously emotionally disturbed.
1
Further explanation, Autism is a neurological disorder which often causes communication and social interactive inability. It is a disorder of neural
development characterized by impaired social interaction and communication, and by restricted and repetitive behavior. The diagnostic criteria require that
symptoms become apparent before a child is three years old.
2
Autism affects information processing in the brain by altering how nerve cells and
their synapses connect and organize; how this occurs is not well understood. It is one of three recognized disorders in the autism spectrum ASDs, the other
two being Asperger syndrome, which lacks delays in cognitive development and language, and pervasive developmental disorder, not otherwise
specified commonly abbreviated as PDD-NOS, which is diagnosed when the full set of criteria for autism or Asperger syndrome are not met.
Autism has a strong genetic basis, although the genetics of autism are complex and it is unclear whether ASD is explained more by rare mutations,
or by rare combinations of common genetic variants.
3
In rare cases, autism is
2
American Psychiatric Association. Diagnostic and statistical manual of mental disorders: DSM-IV. 4 ed. Washington, DC: American Psychiatric Association; 2000. ISBN 0-89042-025-4. OCLC 768475353.Diagnostic
criteria for 299.00 Autistic Disorder.
3
Abrahams BS, Geschwind DH. Advances in autism genetics: on the threshold of a new neurobiology. NatRev Genet. 2008. p.9
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