THE METHOD OF TEACHING ENGLISH FOR AUTISM CHILDREN AT SPECIFIC EDUCATION “CAHAYA ANANDA” TULUNGAGUNG

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THE METHOD OF TEACHING ENGLISH FOR AUTISM CHILDREN AT SPECIFIC EDUCATION “CAHAYA ANANDA” TULUNGAGUNG

THESIS

By:

VARISSA TRIANA ANGGRAINI 07360041

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG

THE METHOD OF TEACHING ENGLISH FOR AUTISM CHILDREN AT SPECIFIC EDUCATION “CAHAYA ANANDA” TULUNGAGUNG

THESIS

By:

VARISSA TRIANA ANGGRAINI

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG

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THE METHOD OF TEACHING ENGLISH FOR AUTISM CHILDREN AT SPECIFIC EDUCATION “CAHAYA ANANDA” TULUNGAGUNG

THESIS

This thesis is submitted to meet one of the requirements to Achieve Sarjana Degree in English Education

By:

VARISSA TRIANA ANGGRAINI 07360041

UNIVERSITY MUHAMMADIYAH OF MALANG FACULTY OF TEACHER TRAINING AND EDUCATION

ENGLISH DEPARTMENT 2013

ACKNOWLEDGEMENT

Alhamdulillah, all praise is to ALLAH SWT, the Merciful and Charitable. Because of His guidance, blessing and affection, the writer can finish this thesis. Sholawat and peace are always for our prophet Muhammad.

The writer would like to express her deepest gratitude to Drs. Mas’udi, M.Ed and Drs. Adiloka Sujono, M.Pd for their suggestions, comments and corrections during the completions of this thesis. Additional thanks to all lectures at English Department of University of Muhammadiyah Malang who had given so much worth knowledge and great suggestions in finishing this study.

Great thanks and appreciation are also extended to the teachers and headmaster at Specific Education “Cahaya Ananda” Tulungagung who had given opportunity to conduct this research.

Finally, special thanks goes to her beloved parents, Agus Subagjo and Emmi Setianawati, Renny Eka Dhamayanti, S.Pi (first sister) and her husband Findu Swanyuda, her son and daughter, Alfin and Gendis, Siska Dwi Irawati (second sister) and Tri Agung Busono (her beloved boyfriend) for prays, encouragement, guidance, sacrifice, and support for success in every part of her life includes in this thesis.

A special expression of gratitude is for all her best friends especially, Ika Rinawati, Ikalara Kusuma, Rahma and all my friends in red boarding house, and others that could not be mentioned one by one.

Malang, October 2013

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TABLE OF CONTENT

APPROVAL ... i

LEGALIZATION ... ii

MOTTO AND DEDICATION... iii

ACKNOWLEDGEMENT ... iv

ABSTRACT ... v

TABLE OF CONTENT ... vi

CHAPTER I INTRODUCTION 1.1 Background of the Study ... 1

1.2 Statement Problems ... 5

1.3 Purposes of the Study ... 5

1.4 Significance of the Study ... 6

1.5 Scope and Limitation ... 6

1.6 Definition of the Key Terms... 6

CHAPTER II REVIEW AND RELATED LITERATURE 2.1 Autism ... 8

2.1.1 Characteristic of Autism ... 9

2.1.2 Types of Autism ... 9

2.1.2.1 Autism Disorder ... 10

2.1.2.2 Childhood Disintegrative Disorder (CDD) ... 10

2.1.2.3 Rett’s Disorder ... 11

2.1.2.4 Pervasive Developmental Disorder Not Otherwise Specified (PDD-Nos) ... 11

2.1.3 The Causes of Autism ... 11

2.1.4 Teaching Autism ... 12

2.1.4.1 Instructional Approaches ... 12

2.1.4.2 Strategies for Classroom Management ... 13

2.1.4.4 Strategies for Teaching Social Skills... 15

2.1.4.5 Teaching functional skills ... 15

2.2 Method ... 16

2.2.1 Method of Teaching English... 17

2.2.1.1 Grammar Translation Method... 17

2.2.1.2 Direct Method ... 19

2.2.1.3 Audio Lingual Method ... 20

2.2.1.4 Silent Way Method ... 21

2.2.1.5 Community Language Learning Method ... 21

2.2.1.6 Suggestopedia Method ... 22

2.2.1.7 Total Physical Method ... 22

2.2.1.8 Communicative Teaching Learning Method ... 23

2.2.2 Method of Teaching Autism ... 23

2.2.2.1 Facilitated Communication ... 24

2.2.2.1.1 Picture Exchange Communication System ... 26

2.2.2.1.2 Computer Pictograph for Communication ... 27

2.2.2.2 Sign Language... 29

2.2.2.3 Social Interaction ... 30

2.2.2.4 Coping with the Learning Environment ... 31

CHAPTER III RESEARCH METHODOLOGY 3.1 Research Design ... 32

3.2 Research Subject ... 33

3.3 Research Instrument ... 33

3.4 Data Collection ... 36

3.5 Data Analysis ... 36

CHAPTER IV RESEARCH FINDING AND DISCUSSIONS 4.1 Research Findings ... 37

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CHAPTER V CONCLUSIONS AND SUGGESTIONS

5.1 Conclusion ... 43 5.2 Suggestions ... 44 REFERENCE

REFERENCE

Ary, Donald, et.al.2002.Introduction to Research in Education.Sixth Edition.New York: Wadsworth Group.

Cole Peter G. dan Lorna K. S. Chan. 1990. Methods and Strategies for Special Education. New York: Prentice Hall.

Dr.suriviana. 29 Juni 2011. Mengenali Anak Autisme. (online), (http://www.infoibu.com/

Hagih Rosa A. dan Archie A. Silver. 1987. Disorder of learning in Childhood. New York: American Psychiatric Association

Hamidah, Achmad Chusairi, dan Tino Leonardi. 2005. Efektifitas Terapi Bermain Sosial Untuk Meningkatkan Kemampuan Dan Keterampilan Sosial Bagi Anak Dengan Gangguan Autism. Psikodinamik, Th. VII No. 1: 1- 17

Leaf Ron dan John McEachin (Ed.). 1999. Behavior Managements Strategies and a Curriculum for Intensive Behavioral Treatment of Autism. New York: DRL Books, L.L.C

Rahmah, Nur Annissa. 18 Juli 2011. Model Pembelajaran yang Efektif bagi Penderita Autisme. (online), http://model-pembelajaran-yang-efektif-bagi-penderita-autisme.or.id.

Teaching Students with Autism: A Resource Guide for Schools. 2000. British Columbia: Ministry of Education Special Programs Branch

Wallin, Jason M. 26 Maret 2010. Applied Behavior Analysis. (online), http://www.polyxo.com/aba/

Zafar, Aty. (1998) Pelatihan Penggunaan COMPIC Pada Penyandang Autisme. Jakarta. Yayasan Autisma Indonesia

___________. 26 Maret 2010, Applied Behavior Analysis (ABA). (online), http://www.autismspeaks.org/

___________. 26 Maret 2010. Metode belajar yang tepat bagi anak autis. (online), http://perempuanmanies.wordpress.com/

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__________. 22 September 2011. Autism Therapy: applied behavior analysis (ABA). (online), http://autism.healingthresholds.com/therapy/applied-behavior-analysis-aba

__________. 31 Oktober 2013, The Picture Exchange Communication System (PECS). (online), http://www.nationalautismresources.com/picture-exchange-communication-system.html

__________. 31 Oktober 2013, Teaching Methods for Autistic Children. (online),

http://autism.lovetoknow.com/Teaching_Methods_for_Autistic_Children

___________. 01 November 2013, The Use of Sign Language to Help Autistic

Children Communication. (online),

http://lifeprint.com/asl101/topics/autis02.htm

__________. 01 November 2013, Daily Life Therapy and Autism. (online),

http://resear_chautism.net/autism_treatments_therapies_intervention.ikml __________. 03 November 2013, English and Student with Autism. (online),

CHAPTER I INTRODUCTION

In this chapter, the writer presents: background of the study, problems of the study, purpose of the study, scope and limitation, significances of the study, and definition of key terms.

1.1Background of the Study

All students are unique individuals, with different patterns of strengths and weaknesses. They differ considerably in cognitive abilities; for instance, some learn complex materials quickly and easily, while others struggle just to master basic concepts and skills. They also show a wide variety of social and emotional characteristics; for example, some may be friendlier and more outgoing than others, and some may appear more self-confident about their own capabilities than their classmate are.

Some students have varying physical capabilities, for example: varying degrees of physical strength, muscular coordination, eyesight, and hearing ability. Most of them require a special school which is handled by an experienced teacher or therapist in the field. Although they have varying physical capabilities, they learn about language.

Language is one thing used in human life. Because without using language, human will never know one another and also understand any expressions about what other people means. Forrester (1996) claims that ‘Language is a system of the

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communication using words, written, spoken and particular ways of combining them; any such system employed by a community, nation, etc.’

Based on the definition above, language can help develop a child to interact with other people and express his feeling. It is also supported by Santrok (2001) who said that language is a form of communication, spoken, written, and signed, that based on a system of symbol. So we need language to get relationship with others, to listen, to read, to show happiness by smiling and other language activities.

Psycholinguistic is the study of psychological and neurobiological factors that enable human to acquire, use, and understand language initial forays into psycholinguistics were largely philosophical venture due mainly to lack of cohesive data on how the human brain function. It is also supported by Steward and Vailette (2001) who said that the field of psycholinguistics attempts to answer question about how language is represented and processed in the grain and what areas used for language processing psycholinguistic is an experimental discipline that test assumption about the processing and the learning of language.

The brain is a divided into two nearly symmetrical halves, the right and the left hemispheres; each of them is responsible for processing certain kinds of information concerning the world around us. This hemisphere is managed by the system of communication such as comprehend is picture of environment from many different kinds of stimuli (visual, tactile, oral, auditory, and olfactory) that we receive. So, one of the brain dysfunctions is autism. Autism is a condition that is almost certainly caused by a brain abnormality (Gillberg & Coleman, 1996).

Therefore, autism is not a disease but complex developmental problem with a lack of basic social skill, feedback of communication, repressive of gesture without any purpose and lack of interest; it appears in 3 years old.

A method is defined as a method or procedure used to achieve certain goals. Methods of teaching are ways of presenting learning materials to students for achieving the goals set. Thus, one of the skills that teachers play an important role in choosing the method of teaching is a skill. In the selection method is expected to achieve learning objectives. Of course, other factors must be considered also, such as teacher factors, child factors, situation factors (learning environment), media, and others.

Autism is a condition characterized by a lack of eye contact, delayed speech, inability to express emotion; it is difficult to build social relationships, and many others. Therefore, the method to improve skills and social skills to autistic children used ABA or Applied Behavior Analysis (Lovaas, 1993).

Applied Behavior Analysis (ABA) is a method that emphasizes concepts and theories of learning. At that time the use of this method is still not right, so that the side effects are less favorable to the parents and children themselves. There is much to criticize the method, but many of the therapists also use that method. Hariis and Handleman (1994) reviewed several research studies that showed that more than 50% of autistic children who participated in comprehensive preschool programs using ABA were successfully integrated into non-handicapped classrooms, with many requiring little ongoing treatment.

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However, even among those have vast Applied Behavior Analysis (ABA) experience, there are usually variations. Differences in treatment practices are likely function of multiple factors such as the ages of the children served, treatment settings, functioning level of clients as well as individual philosophies and varying interpretation of research. Professionals from different disciplines are likely to make conflicting recommendations, particularly if the parents are not familiar with the most current research on ABA. This can be confusing for parents who have to decide on a treatment approach for their child.

In the previous research, Khadijah in the title of “A Case Study on the Communicative Technique for Verbal Advance Autism Students in Laboratorium Sekolah Autisme of State University in Malang”, found about two kinds of classes in Laboratorium Sekolah Autisme of State University in Malang, verbal class and non verbal class. Non verbal class was provided for the students who had serious problem in understanding verbal language and verbal expression, they had complicated problems such as regressive behavior, hypoactive needed much attention to introduce and learn them knowing their environment, and moreover, all of autism characteristic was still high. Meanwhile, verbal classes were provided for students who did not have many problems in their verbal expression, in which they were divided into three levels of classes (basic, intermediate, and advance). Basic verbal class was categorized for students who were good in academic skill but behaved like kindergarten students and regressive behavior (tantrum, attacking, am mucking, and aggressive). Intermediate verbal class consists of a group of students

who were better in academic skills, non aggressive, non tantrum but hypoactive (no initiative or always waiting commands from teachers before doing instruction) and the frequency of echolalia was still big.

Therefore, the writer is interested in conduct is a research about the method of teaching English for autism children at specific education “Cahaya Ananda” Tulungagung.

1.2 Statement of Problems

The researcher formulates the problem as areas to be concerned as listed below:

1. What are the methods of teaching English for autism children at specific education “Cahaya Ananda” Tulungagung?

2. What are the problems of applying the methods for autism children at specific education “Cahaya Ananda” Tulungagung?

3. What are the solutions of applying the methods for autism children at specific education “Cahaya Ananda” Tulungagung?

1.3 The Purpose of the Study

The writer formulates the purpose of study as listed below:

1. To describe the methods of teaching English for autism children at specific education “Cahaya Ananda” Tulungagung.

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2. To know the problems of applying the methods for autism children at specific education “Cahaya Ananda” Tulungagung.

3. To know the solutions of applying the methods for autism children at specific education “Cahaya Ananda” Tulungagung.

1.4 Significance of the Study

The result of this research in expected as contribution to the teacher or therapies at that school in “Cahaya Ananda” Tulungagung to developing students with the method of teaching English that can be continued. The teacher can improve their knowledge about developing the method of teaching English to the students. This research will be useful for other researchers who concerned on psycholinguistic study and improve their knowledge about the development of linguistic research.

1.5 Scope and Limitation

The scope of this research is the method to teach English for autism children. The limitation of the study is the method used to teach English for autism children in specific education “Cahaya Ananda” Tulungagung.

1.6Definition of Key Terms

The writer provides some definitions, which can help the reader understood the technical used in this study as follows:

1. Autism : is a condition that is almost certainly caused by a brain abnormality. (Gillberg & Coleman, 1996) 2. Method : is generalized, prescribed set classroom

specifications for accomplishing linguistic objectives (Brown, 2000). Method is a way in teaching learning process to achieving goals.

3. Teaching Method : is characterized by a set of principles, procedures, or strategies to be implemented by teachers to achieve desired learning in students. (Liu & Shi, 2007)

4. Specific Education : is education provided to children with special needs by using a curriculum that has been determined. 5. Cahaya Ananda : is a governmental organization that provides basic

therapy for children who cannot be in school in general.

communication using words, written, spoken and particular ways of combining them; any such system employed by a community, nation, etc.’

Based on the definition above, language can help develop a child to interact with other people and express his feeling. It is also supported by Santrok (2001) who said that language is a form of communication, spoken, written, and signed, that based on a system of symbol. So we need language to get relationship with others, to listen, to read, to show happiness by smiling and other language activities.

Psycholinguistic is the study of psychological and neurobiological factors that enable human to acquire, use, and understand language initial forays into psycholinguistics were largely philosophical venture due mainly to lack of cohesive data on how the human brain function. It is also supported by Steward and Vailette (2001) who said that the field of psycholinguistics attempts to answer question about how language is represented and processed in the grain and what areas used for language processing psycholinguistic is an experimental discipline that test assumption about the processing and the learning of language.

The brain is a divided into two nearly symmetrical halves, the right and the left hemispheres; each of them is responsible for processing certain kinds of information concerning the world around us. This hemisphere is managed by the system of communication such as comprehend is picture of environment from many different kinds of stimuli (visual, tactile, oral, auditory, and olfactory) that we receive. So, one of the brain dysfunctions is autism. Autism is a condition that is almost certainly caused by a brain abnormality (Gillberg & Coleman, 1996).

Therefore, autism is not a disease but complex developmental problem with a lack of basic social skill, feedback of communication, repressive of gesture without any purpose and lack of interest; it appears in 3 years old.

A method is defined as a method or procedure used to achieve certain goals. Methods of teaching are ways of presenting learning materials to students for achieving the goals set. Thus, one of the skills that teachers play an important role in choosing the method of teaching is a skill. In the selection method is expected to achieve learning objectives. Of course, other factors must be considered also, such as teacher factors, child factors, situation factors (learning environment), media, and others.

Autism is a condition characterized by a lack of eye contact, delayed speech, inability to express emotion; it is difficult to build social relationships, and many others. Therefore, the method to improve skills and social skills to autistic children used ABA or Applied Behavior Analysis (Lovaas, 1993).

Applied Behavior Analysis (ABA) is a method that emphasizes concepts and theories of learning. At that time the use of this method is still not right, so that the side effects are less favorable to the parents and children themselves. There is much to criticize the method, but many of the therapists also use that method. Hariis and Handleman (1994) reviewed several research studies that showed that more than 50% of autistic children who participated in comprehensive preschool programs using ABA were successfully integrated into non-handicapped classrooms, with many requiring little ongoing treatment.

However, even among those have vast Applied Behavior Analysis (ABA) experience, there are usually variations. Differences in treatment practices are likely function of multiple factors such as the ages of the children served, treatment settings, functioning level of clients as well as individual philosophies and varying interpretation of research. Professionals from different disciplines are likely to make conflicting recommendations, particularly if the parents are not familiar with the most current research on ABA. This can be confusing for parents who have to decide on a treatment approach for their child.

In the previous research, Khadijah in the title of “A Case Study on the Communicative Technique for Verbal Advance Autism Students in Laboratorium Sekolah Autisme of State University in Malang”, found about two kinds of classes in Laboratorium Sekolah Autisme of State University in Malang, verbal class and non verbal class. Non verbal class was provided for the students who had serious problem in understanding verbal language and verbal expression, they had complicated problems such as regressive behavior, hypoactive needed much attention to introduce and learn them knowing their environment, and moreover, all of autism characteristic was still high. Meanwhile, verbal classes were provided for students who did not have many problems in their verbal expression, in which they were divided into three levels of classes (basic, intermediate, and advance). Basic verbal class was categorized for students who were good in academic skill but behaved like kindergarten students and regressive behavior (tantrum, attacking, am mucking, and aggressive). Intermediate verbal class consists of a group of students

who were better in academic skills, non aggressive, non tantrum but hypoactive (no initiative or always waiting commands from teachers before doing instruction) and the frequency of echolalia was still big.

Therefore, the writer is interested in conduct is a research about the method of teaching English for autism children at specific education “Cahaya Ananda” Tulungagung.

1.2 Statement of Problems

The researcher formulates the problem as areas to be concerned as listed below:

1. What are the methods of teaching English for autism children at specific education “Cahaya Ananda” Tulungagung?

2. What are the problems of applying the methods for autism children at specific education “Cahaya Ananda” Tulungagung?

3. What are the solutions of applying the methods for autism children at specific education “Cahaya Ananda” Tulungagung?

1.3 The Purpose of the Study

The writer formulates the purpose of study as listed below:

1. To describe the methods of teaching English for autism children at specific education “Cahaya Ananda” Tulungagung.

2. To know the problems of applying the methods for autism children at specific education “Cahaya Ananda” Tulungagung.

3. To know the solutions of applying the methods for autism children at specific education “Cahaya Ananda” Tulungagung.

1.4 Significance of the Study

The result of this research in expected as contribution to the teacher or therapies at that school in “Cahaya Ananda” Tulungagung to developing students with the method of teaching English that can be continued. The teacher can improve their knowledge about developing the method of teaching English to the students. This research will be useful for other researchers who concerned on psycholinguistic study and improve their knowledge about the development of linguistic research.

1.5 Scope and Limitation

The scope of this research is the method to teach English for autism children. The limitation of the study is the method used to teach English for autism children in specific education “Cahaya Ananda” Tulungagung.

1.6Definition of Key Terms

The writer provides some definitions, which can help the reader understood the technical used in this study as follows:

1. Autism : is a condition that is almost certainly caused by a brain abnormality. (Gillberg & Coleman, 1996)

2. Method : is generalized, prescribed set classroom

specifications for accomplishing linguistic objectives (Brown, 2000). Method is a way in teaching learning process to achieving goals.

3. Teaching Method : is characterized by a set of principles, procedures, or strategies to be implemented by teachers to achieve desired learning in students. (Liu & Shi, 2007)

4. Specific Education : is education provided to children with special needs by using a curriculum that has been determined. 5. Cahaya Ananda : is a governmental organization that provides basic

therapy for children who cannot be in school in general.