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