Elaboration Confirmation Evaluation techniques : test Forms The Teacher’s Response on the Final Teaching Materials

1.Individual test 2.Question and Answer

IV. Learning Activities

Opening Activity - Guru menyapa murid - Guru mengundang presensi dari murid Main Activity a. Exploration 1. Guru memberikan pertanyaan pancingan kepada murid mengenai warna dalam bahasa Indonesia. 2. Guru menarik perhatian dengan menyebutkan beberapa warna dalam bahasa Inggris.

b. Elaboration

1. mendengarkan instruksi dari guru. 2. mendiskusikan warna-warna yang ada di buku. 3. mendiskusikan benda-benda yang di sekitar yang memiliki warna yang sama dengan di buku dalam bahasa Inggris. 5. untuk menjawab soal latihan yang ada di buku mengenai warna. 6. mendengarkan bacaan yang dibaca oleh guru dan menirukan dengan benar sesuai dengan phonetics transcription.

c. Confirmation

1. menanyakan pada siswa apabila ada kesulitan yang ditemukan selama proses belajar. 2. memberikan pemahaman akhir tentang warna benda disekitar kepada siswa. 3. memberikan tugas pada siswa untuk mengerjakan latihan yang ada di buku. Last Activity Closing 1. Memberikan penjelasan akhir atau simpulan dari seluruh proses belajar mengajar. 2. Siswa diberikan kesempatan untuk memberikan pendapat tentang pembelajaran tentang warna dalam bahasa Inggris. 3. Memberikan nasehat dan masukan terhadap hasil pembelajaran siswa tentang warna.

V. Source and Media of Study

- textbook - crayons - pencil warna atau spidol - benda-benda di sekitar.

VI.Evaluation

Teacher evaluates with certain conditions:

a. Evaluation techniques : test

b. Forms

: Analyze text, answer questions

c. Instruments

: Comprehension Questions Indicator Evaluation Technique Form Example of Instrument 1. Siswa mampu mengenali warna dalam bahasa inggris. 2. Siswa mampu melafalkan warna-warna dengan menggunakan bahasa Inggris. 3, Siswa dapat mengenal Benda dan warna Mendengarkan dan menirukan. Bertanya dan Benda dan warna Text di buku Terdapat di buku Satu persatu murid belajar melafalkan dgn benar 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

In this part, the writer will provide and explain the validation from the validators based on the writer’s materials and what the writer should change, add, and correct from the materials, from the first draft, the second draft,the third draft, and the Final Materials for Students with Special Needs.

4.4.1 Validation of the First Draft by the First Evaluator

After making the material, it is very important to know the discussion between the First Evaluator and the Writer. The discussion will be provided in the table below: Table 4.6 First Draft Evaluation by the First Evaluator No Activities Comment and Discussion 1. Lesson One A Colorful Day 1. The theme : Please make sure that the transcription follows the rule. Give lesson plan for each chapter. 2. Content suitability: Keep the information easy to understand. 2. Lesson Two Numbers 1. The theme: Good, basic knowledge about number. 2. The lesson plan: Give lesson plan for each lesson. 3. Lesson Three My Name Is 1. The lesson plan: Give lesson plan for each chapter. 2. Content suiability: Keep the content emphasizes on how to introduce myself. Give more animation to ease the students in understanding the lesson. 4. Lesson Four Greetings + Farewell 1. The theme 2. The lesson plan: Give lesson plan for each chapter. 3. Content suitability: Good. 5 Lesson Five My Big Family 1. The theme: 2. The lesson plan: Please give lesson plan for each chapter. 3. Content suitability: Please use standard phonetics transcription. Please ease the content. Good. 6 Lesson Six At The Zoo 1. The theme: 2. The lesson plan: Please give lesson plan for each chapter 3. Content suitability: Good. 7. Lesson Seven My Body 1. The theme: This theme is important. 2. The lesson plan: Please give lesson plan for each lesson. 3. Content suitability:

8. Lesson Eight

My Car 1. The theme: 2. The lesson plan: Please give lesson plan for each chapter. 3. Content suitability Give more knowledge about the signs in public area. 9. Lesson Nine I Want to be ... 1. The theme: 2. The lesson plan: Please give lesson plan for each chapter. 3. Content suitability: Good, this chapter’s content gives inspiration students in what they want to be. Be careful with the standard phonetics transcription.

4.4.2. The validation of the Second Draft by the Second Evaluator

The first draft was evaluated by the first evaluator and after that being revised by the writer. The revised version is called as the second draft, this draft then being evaluated by the second evaluator. Below is the result of the evaluation by the second evaluator.

4.7 Second Draft Evaluation by the Second Evaluator

No. Activities Comment and Discussion 1. Lesson One A Colorful Day 1. The theme : Anak-anak perlu belajar tentang warna, Ada masalah dalam bagaimana cara membaca yang benar. 2. Content suitability: Mudah dipahami. 2. Lesson Two Numbers 1. The theme: Beri lebih banyak warna, agar menarik. 2. The lesson plan: Adanya RPP membantu guru dalam mengatur pembelajaran. 3. Lesson Three My Name Is 1. The lesson plan: RPP sangat membantu. 2. Content suiability: Latihan soal untuk siswa untuk ditambah, untuk berlatih memperkenalkan diri. 4. Lesson Four Greetings + Farewell 1. The lesson plan: RPP sudah sangat jelas. 2. Content suitability: Berikan perintah yang jelas untuk mengerjakan soal latihan. 5 Lesson Five My Big Family 1. The theme: Penting bagi anak mengetahui kosakata anggota keluarga. 2. The lesson plan: Setiap bab memiliki RPP. 3. Content suitability: Sederhanakan dialog yang ada di bab ini. 6 Lesson Six At The Zoo 1. The theme: Gamabar-gambarnya menarik. 2. The lesson plan: Adanya RPP membantu guru dalam mengajar. 3. Content suitability: Baik. Bahasa di dalam teks terlalu rumit, sederhanakan. 7. Lesson Seven My Body 1. Baik

8. Lesson Eight

My Car 1. The theme: 2. The lesson plan: RPP sangat membantu guru. 3. Content suitability Adanya pengetahuan tambahan tentang tanda-tanda di ruang umum sangat memberi pengetahuan yang baru untuk siswa. 9. Lesson Nine I Want to be ... 1. The theme: 2. The lesson plan: Baik.

4.4.3 The Validation of the Third Draft by the First and the Second Evaluators

The writer must do the last revision, after the second draft was evaluated by the second evaluator; the draft was submitted to the both evaluators to be evaluated for the last validation. The last validation resuted a final product. Below is the table of the last validation: Table 4.8 Validation of the Third Draft by the First and the Second Validators No. Activities Comment and Discussion 1. Lesson One A Colorful Day 1. The theme : Good Each chapter already has Lesson Plan. 2. Content suitability: Suitable. 2. Lesson Two Numbers 1. The theme: Good 2. The lesson plan: good 3. Lesson Three My Name Is 1. The lesson plan: Good 2. Content suiability: The direction for doing the tasks is clear. 4. Lesson Four Greetings + Farewell 1. The theme 2. The lesson plan: Give lesson plan for each chapter. 3. Content suitability: Good. 5 Lesson Five My Big Family 1. The theme: No mistake 2. The lesson plan: Good lesson plan. 3. Content suitability: Good phonetics transcription standard. Good content. 6 Lesson Six At The Zoo 1. The theme: Good. 2. The lesson plan: Clear lesson plan. 3. Content suitability: Good. 7. Lesson Seven My Body 1. The theme: Good 2. The lesson plan: 3. Content suitability: No mistake

8. Lesson Eight

My Car 1. The theme: 2. The lesson plan: Good lesson plan. 3. Content suitability Already has the additional knowledge of signs in public areas. 9. Lesson Nine I Want to be ... 1. The theme: 2. The lesson plan: Good lesson plan. 3. Content suitability: Good Keep the pnonetics transcription standard.

4.5 The Teacher’s Response on the Final Teaching Materials

This part is to give space for teacher in giving hisher response or point of view on the materials. According to the Importance and Effect of Using Aid Materials In Foreign Language Teaching by Mehmet Ali Seven from Attaturk University said that it has been known well that the usage of materials to help the learners to learn easily and well is one of the most important basements of teaching and learning activities and processes. He stated that providing a natural learning environment motivates the students well and helps them to take part in the learning, teaching and experiencing processes. The materials which desiged by the writer is aimed to create that natural environment and ease the students in receiving the message of the lesson. The table below is the response from teacher in order to monitor the effect of the materials to the teaching and learning process. Table 4.9 The Teacher’s Response No. Pertanyaan Teacher’s Response Ya Tidak 1. Apakah menurut anda siswa dapat menerima materi yang diberikan? Ya 2. Apakah menurut anda siswa dapat memahami isi dari materi tersebut? Ya 3. Apakah menurut anda siswa kesulitan untuk memahami gambar, petunjuk, dan kata-kata di dalam buku tersebut? Tidak 4. Apakah menurut anda penyampaian materi melalui buku tersebut terdapat kendala? Tidak 5. Apakah menurut anda siswa cepat menangkap isi materi tersebut? Tidak perlu waktu perlahan 6. Apakah menurut anda materi yang diberikan terlalu monoton? Tidak 7. Apakah menurut anda siswa mengalami kendala saat dimintai konfirmasi pemahaman kembali? Tidak perlu kesabaran 8. Apakah menurut anda siswa masih kesulitan Tidak dalam memahami isi materi? 9. Apakah menurut anda materi yang diberikan sudah layak untuk dipakai siswa SMP LB dengan kebutuhan khusus? Ya 10. Apakah menurut anda materi tematik yang diberikan sudah sesuai dengan kebutuhan siswa? Ya According to the response result above, the writer concluded that the final materials already suit the needs of the students. Some concerns such as students’ ability in giving response back might occur but teacher can minimalize the concerns by giving students more exercises. As it was mentioned earlier in the previous paragraph that a learning materials is very important in supporting the learning situation of a foreign language class, this materials developed by the writer has the same aimed which is to help the learners to learn English as a foreign language in an easier way. The writer developed the materials with thematic basis, it was because she found that teacher mentioned about using elementary school materials since the absenceof the suitable textbookmaterials to be used. The writer observed that the students in the classroom liked thematic lesson. Once she observed they were learning about heat, this theme brought them outside the classroom and feel the warmth of the sun directly, they gave really great responses to the lesson. Teacher asked them about what they felt, was it hot, cold, or anything else. They gave various answers, some said too hot, warm, or just hot. From that classroom observation the writer discussed the materials she would develop with the teacher, she mentioned of developing the materials with thematic basis, the teacher could say nothing but agreed with the idea. The teacher stated that it is important to create the natural environment for students while they learn not only for English but for every subject. As he had been teaching for years in the school and based on his experience; he knew that the students really liked to experience the lesson themselves. As mentioned in the paragraph above.

4.6 The Teacher’s Observation on the Students’ Involvement and Concentration