result of the students need analysis resulting from the questionnaire for teacher, classroom observation, and also the result of interview with teacher; the writer
decided to develop the materials with thematic basis. The role of parents is also important for the students in learning, in house learning is important; it builds the
moral and also the personality of the students; that reason delivers the writer to develop this book as a suplementary book since then the parents can use the book
at home to taech their kids. The materials which the writer develops is a supplementary book. It is not
a textbook because the writer found a problem in finding the update syllabus of English. Moreover, it will be impossible for the writer to develop a-3-year-
material fully. Thus, she concluded that a supplementary book would do better, because English is not a main subject and based on teacher suggestion; the
students only need to learn Basic English or general English with general themes.
5.2 Suggestions
The writer expects to give contribution to the students, teacher and also readers by conducting this study. Here, the writer would like to present some suggestions
based on the result of the research: 1
Since the characteristics of autistic learners are very different with the normal ones, teacher should make a better preparation. Making lesson plan
before teaching is very important because it can be used to find out whether the objectives of the teaching has been achieved or not. Teacher should
manage the lesson plan well to measure the success of students’ learning.
2 It is important for the teacher to keep on updating the latest version of the
syllabus. The usage of the latest syllabus is important since teacher must follow the progress and development of special needs education.
3 The condition that the school does not provide any textbook of English for
the students must motivate the teacher in keeping up to be creative in developing the materials be himself.
4 Suggestion for English Department students who are willing to conduct a
research on this matter. It will be better to provide more creative group work for the materials development. Since students with autism need more
physical activities to associate them with their schoolmates. 5
the next suggestion is for the pedagogical implication, education for people with special needs must get much more attention. Education for special
learners must be prepared well, and also the educators must be prepared for the situation of teaching students with special needs. It is the duty of the
educational institution to prepare the curriculum for the educators to be for teaching learners with special needs.
86
REFERENCES
Arikunto, S. 2006. Prosedur Penelitian; Suatu Pendekatan Praktik 6
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Revised Ed.. Jakarta: P.T. Rineka Cipta.
Bristol,M.M, et al.1996, State of Science in Autism: Report to the National Institute of Health. Journal of Autism and Developmental Disorders, 26.
British Columbia. 2000. A Resource Guide for Schools. Teaching Students with Autism. Page 3-8. Page 27-33. Victoria: Ministry of Education.
Department for International Development. 2007. Learning and Teaching Materials : Policy and Practice for Provision. IBD for DFID
Hadis, Abdul. 2006. Pendidikan Anak Berkebutuhan Khusus. Bandung: Alfabeta Handoyo, Y. 2003. Autisma: Petunjuk Praktis dan Pedoman Materi untuk
Mengajar Anak Normal, Autis, dan Perilaku Lain. Jakarta: PT. Bhuana Ilmu Populer.
Hammersley. 2009. Teaching Students with a Mental Heath Problems,Teaching Support Services, :Guelph University
Kurniasih, Endah Sarwo L. 2011. A descriptive Study of Teacher’s Method in
Teaching English for Autistic Students in SLB Negeri Semarang . Semarang: Universitas Negeri Semarang.
Lisa Ruble, PhD, Trish Gallagher, Med 2004,Autism Spectrum Disorders: Primer for Parents and Edocators, University of Louisville Health
Sciences Center: National Association of School Psychologists.
Maulana, Mirza. 2008. Anak Autis: Mendidik Anak Autis dan Gangguan Mental Lain Menuju Anak Cerdas dan Sehat. Jogjakarta: Katahati.
Poulson, L Claire. 2009. Teaching Emphaty Skills to Children with Autism. New York: University of New York.
Pusponegoro, Hardiono D. 2007. Apakah Anak Kita Autis?. Bandung: Multi Media
Ross, Alan O. 1974. Phychological Disorders of Children: A Behavioral Approach to Theory, research, and Therapy.
88
APPENDICES Appendix 1: Lesson Plans
LESSON PLAN RPP
Lesson I
SCHOOL : SMP SLB YPAC Semarang
STUDY : English
YEARSEMESTER : VIIVIII I and II
COMPETENCE STANDARD: 1. Siswa dapat membaca kalimat dan percakapan sederhana, misalnya tentang warna, anggota
keluarga, perkenalan serta bilangan 0 s.d 20 dalam bahasa Inggris. membaca
2. Siswa dapat mengidentifikasi benda-benda yang namanya disebutkan oleh guru.
menyimak 3. Siswa dapat melafalkan dengan benar kata-
kata yang telah dipelajari. berbicara 4. Siswa dapat menyalin kalimat sederhana yang
telah dipelajari. menulis CHARACTER
: 1. Menunjukkan pemikiran yang lojik, kreatif, dan termotifasi.
2. Menunjukkan sikap aktif dalam belajar. 3. Menunjukkan sikap kepedulian terhadap
sekitar. INDICATOR
: 1. Siswa mampu mengenali warna dalam bahasa inggris.
2. Siswa mampu melafalkan warna-warna dengan menggunakan bahasa Inggris.
3, Siswa dapat mengenal benda sekitar beserta warnanya dalam bahasa Inggris.
THEME : A Colorful Day
ASPECT : Membaca, Menyimak, Berbicara, Menulis
TIME ALLOCATION : 3 x 40 menit
II. Learning Purpose
Pada akhir pembelajaran siswa akan: 1.
Dapat mengenali 11 warna dalam bahasa Inggris. 2.
Dapat menyebutkan jenis-jenis warna dalam bahasa Inggris. 3.
Dapat bekerjasama dan berdiskusi dengan teman satu kelas dengan topik warna.
4. Menguasai pelafalan warna-warna dengan benar dengan menggunakan bahasa
Inggris.
II. Material of Learning
4. Set kosakata warna-warna dalam bahasa Inggris.
5. Text-text pendek tentang warna dari benda yang ada disekitar dalam
bahasa Inggris. 6.
Text bacaan bergambar “Pumpkin” beserta phonetics transcriptionnya dan juga artinya.
Pengenalan pada konsep bertanya menggunakan “Do you like...?”
III. Method of Study Technique:
3.Individual test 4.Question and Answer
IV. Learning Activities
Opening Activity -
Guru menyapa murid -
Guru mengundang presensi dari murid
Main Activity
a. Exploration
