3.3 Data Source
The data of this study was gathered from the classroom observation and interview.
3.3.1 Classroom and Checklist Observations
Observations in education research generally involve observing classrooms while instruction is being given. The observation will be conducted for several times
based on how much information the researcher needs to get throughout the whole term. Each observation lasts 60 minutes. The classroom observation will be held
when the teacher teaches English to the autistic students. Checklist observation is aimed to check the teaching-learning devices, whether the teacher already has the
complete devices or not. The checklist observation is very important because in teaching there must be syllabus, lesson-plans, handouts or text books, learning
materials-learning media, and evaluation. Author directly observes the classroom activities and takes notes on the relevant events while the teaching learning
process is taking place. researcher notes down the teaching-learning process from the beginning until the end of the lesson. While observing, author notes all of the
teacher ’s activities and the students’ activities and responses. Author divides into
three segments in noting the teaching-learning process. They do activity before the lesson, activity during the lesson, and activity ending the lesson. The author
also emphasizes in observing and looking through the materials delivered to the students. This is meant to see what parts of the materials must be developed and
how they are going to be developed.
Author plans to do the classroom observation first, this is aimed first to get a brief description of the teaching and learning process, second to check the
completion of the teaching-learning devices, and the last and most important is to see deeper to the students’ needs. Identifying students’ needs is the core in this
research, from the needs analysis author can start to design or to create a structure of teaching
–learning materials. Based on an article of Hammersley, a professor in University of Guelph a
teaching observation process typically involves three keys, they are: pre- observation planning discussion, the actual teaching observation, and a post-
observation discussion summary Hammersley-Fletcher and Orsmond, 2004. In order to prepare for and to provide some context to the teaching observation
process it is important to plan a Pre-Observation Meeting. In his article, Hammersley stated that an observation is actually an essential
experience for teachers to get involved in. An observation reveals specific areas for improvement which author believes it has strong impact to her research.
Deriving a redline from Hammersley’s article, an observation is supposed to share particularly innovative and effective teaching strategies and techniques; to
more broadly disseminate pedagogical knowledge and expertise; to develop effective peerself-evaluation and appraisal skills; and to provide time to
intentionally reflect upon our approaches to teaching. From the article author concludes that an organized observation is needed
to get a reliable data; researcher has to make the observation as clear as possible therefore the following paragraph will describe the steps of classroom
observations which the author will conduct. Those steps will guide the author to keep doing the observation based on the planned tracks. As it is mentioned in the
previous paragraph that there must be steps in conducting an observation; the next paragraph will explain the steps mapping of classroom observation.
In developing a teaching-learning material there must be references as guidelines for developer in this context are the teaching-learning basic devices: 1
syllabus, 2 lesson plans excluding objectives and indicators. From the two basic devices material developer can develop a set of structural objectives and
learning indicators. Author divides the classroom observation into some steps, they are ilustrated in the table below:
Figure 3.1 Classroom observation steps according to Hammersley Hammersley-
Fletcher and Orsmond, 2004
Step 1: Pre- observation
planning
Observation outline. Identify specific focus area.
Non-formal visit. Review lesson plans objectives, and
teaching-learning materials,
and learning media.
Preparation for the classroom observation.
Step 2: Teaching-
Learning classroom
observation
Observing classroom
physical condition.
Pre-teaching activities material introduction.
Teaching activities:
materials delivery, teacher’s burdens.
Students’ responses: concentration,
capability in receiving materials. Identifying main problems of the
students in learning English. I
dentifying students’ needs. Preparation for a disscussion with
teacher. Preparation for post-observation
meeting.
The three steps above are meant to guide the observer to work on her observation based on the paths. Hammersley’s article is the guideline in planning
the observation steps. The classroom observation will yield a descriptive data.
Step 3: Post- observation
Meeting
- Discussion and reflection with teacher:
Analyzing the result of the observation. Reflections though out the results.
Identifying needs analysis with teacher. Focusing on specific actions for
improvement: 1
teaching-learning devices, 2 teacher’s burdens in teaching,
3 students responses, 4 needs analysis. Finalizing summary report and reflections
and identifying further goals for better
continuous improvement. in this context is which materials must be
developed based on the needs analysis
Mapping on the materials which must be developed.
Designing rough plans of materials developments.
Preparations for developing materials.
This descriptive data is the core data in developing the materials since from the data author can derive what the students need in other word is needs analysis.
Again, teaching autistic students is a different thing, it has many burdens to face, teacher must be aware of those burdens in this term teacher needs to put
more attention on the characteristics of autistic students generally, and on the individuals’ characteristics specifically. Teacher needs to use such special
techniques in teaching-learning activity, lately; many teachers in SLB start to be aware of helping their students to be less dependence to their teachers. Author
agrees that the material which is going to be developed can be modified with substantial materials which in context to make the students to be more
independence especially in their daily activity. The checklist observation is planned to be held in the classroom too,
during the observation author needs to find out the parts with flaws during the lesson, from that the author can derive a red line of the students’ need, also
checking whether or not the teaching-learning devices exist. The checklist observation can be conducted in a different time from the classroom observation,
or in between the period of classroom observation being held. Both ways are possible to do. This part is crucial, since from the observation, writer will find the
problems that must be solved.
3.3.2 Questionnaire
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