A teacher’s aide can also be useful to the students. The aide is able to give more elaborate directions that the teacher may not have time to explain to the autistic
students. The aide can also facilitate the autistic students in such a way as to allow them to stay at a similar level to the rest of the class. This allows a partially one-on-
one lesson so that the student is still able to stay in a normal classroom but be given the extra help that they need.
The effective aide that the teacher can use are pictures. Since the autistic students have difficulties in understanding verbal communication, the use of pictures
can help the students in understanding the teacher’s explanation and instruction of the materials given.
D. Instructional Material Design
In designing vocabulary instructional material, a system of instructional program design needs to be followed. This section covers the model of instructional
design that can be used in designing supplementary vocabulary material for the first grade autistic students of Sekolah Lanjutan Autis Fredofios Yogyakarta. Here are two
instructional design models presented in order to help the writer to observe the instructional program more clearly.
1. Yalden s Instructional Model
Yalden in her book Communicative Syllabus: Evolution Design and Implementation
1983: 88-89 states steps in creating an instructional design 1. Needs survey
2. Description of purpose
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3. Selection and development of syllabus type 4. Production of a proto syllabus
5. Production of a pedagogical syllabus 6. Development and implementation of classroom procedures
7. Evaluation
Figure 1. Stages in Language Program Development Yalden, 1983
2. Kemp s Instructional Model
According to Kemp 1977, the instructional design plan is designed to answer three questions which may be considered the essential elements of instructional
technology. The questions are: 1. What must be learned? objective
2. What procedures and resources will work best to teach the desired learning levels? activities and resources
3. How will we know when the required learning has taken place? evaluation The eight steps in developing an instructional design:
Part 1 : Consider goals, and then list topics, stating the general purposes for teaching each topic.
Needs Survey
Description of Purpose
Selection and
development of syllabus
type Production of
a proto syllabus
Production of pedagogical
syllabus Development
and implementation
of classroom procedures
Evaluation
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Part 2 : Identify the important characteristics of the learners for whom the instructional is to be designed.
Part 3 : Specify the learning objectives to be achieved in terms of measurable student behavioral outcomes.
Part 4 : List the subject content to support each objective. Part 5 : Develop pre-assessment to determine the student’s background and
present level of knowledge about the topic. Part 6 : Select teachinglearning activities and instructional resources that will
treat the subject content so learners will accomplish the objectives. Part
7 : Coordinate such support services as budget, personnel, facilities, equipment and schedules to carry out the instructional plan.
Part 8 : Evaluate learners’ learning in terms of their accomplishment of objective, with a view to revising and reevaluating any phrases of the plan that need
improvement.
Figure 2. Kemp s Instructional Design Model Kemp, 1977: 9
Revision
Evaluation
Support Services
Teaching Learning Activities
Pre-assessment Subject Contents
Learning Objectives Learner’s
Characteristics Goal and Topics
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CHAPTER III DISCUSSION
This chapter provides the discussion which exposes how to design the appropriate supplementary material to teach English vocabulary using pictures to the
first grade of autistic students of Sekolah Lanjutan Autis Fredofios Yogyakarta. This chapter is divided into three parts. The first is developing the writer’s design model,
the second is the elaboration of the writer’s design model, and the last is the presentation of materials design.
A. The Writer s Design Model
There are many techniques and models in teaching - learning English. A good instructional design must be simple, applicable, and effective in achieving the
purpose of instruction. In designing the materials, the writer uses the combination of Yalden’s and Kemp’s instructional materials design and presents it as the writer’s
design model.
1. Analyzing the learner s need
The first step is adopted from Yalden’s model Yalden, 1987: 101. A study on needs of the learners is conducted to find out the significant needs of the autistic
students of learning English. The interviews are conducted to the English teacher in Sekolah Lanjutan Autis Fredofios Yogyakarta
in order to find out the materials used, the problems in designing the materials, and the problems in delivering the materials
to the students. The writer also observes the class situation when the teacher is
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conducting the teaching-learning process in order to find out the appropriate techniques to teach vocabulary to the autistic students in such class condition and the
students with all their weaknesses.
2. Considering goals, topics and general purposes
This step is adopted from Kemp’s model Kemp, 1977: 40. It is said that identification of instructional goal is the first point of the instructional design for the
goal directs the whole system. The result of identifying the instructional goals will show the minimum requirements of English ability the students supposed to have.
The identification includes goals, list of topics, and general purposes for teaching each topic.
3. Identifying the important characteristics of the learner.
This step is adopted from Kemp’s model Kemp, 1977: 40, which is very important for the teacher to know the important characteristics of the students to
conduct the appropriate teaching material. It is needed to know the students’ factor that will affect plans for their learning. Since the autistic students have some
weaknesses in social communication, the material will be emphasize on the non- verbal material and must be appropriate with the students’ needs.
4. Specifying the learning objectives
