82 certain issues. For Grammar, they had
learnt „adding emphasis‟, „direct and indirect speech‟. For reading text, they read a text titled „fly vehicle‟.
Furthermore, we discussed some issues such as fast food. Here they were encouraged to explore their ideas on consuming fast food and its effect on
their health. These autistic students including IN managed to catch up the
material quite well. They responded the material given with enthusiasm.
4. How did English Teachers Conduct Their Tasks for the Students
with Autism Concerning Their Learning Activity?
How English teachers in SMA Lazuardi Global Islamic School Depok conducted their tasks for the students with autism in regard with their
learning activity referring to the condition that in general, teaching staffs are the professional teachers whose main duty is to educate, teach, guide, direct,
drill, and evaluate the learners in the scope of SMA Lazuardi Global Islamic School. The teaching staffs included the guardian teachers, English teachers
and the orthopedagogs the special teachers who concern to handle these students. Both the orthopedagogs and all teachers, particularly English
teachers are required to be able to read the condition of these students in order for them to give the most suitable treatment for them. Furthermore,
understanding them psychologically is the most significant as it is aimed for them to feel the comfort of learning and to keep them from getting bullied
from the others. At SMA Lazuardi GIS, here are a set of tasks teachers must accomplish,
1 To create a conducive climate of the classroom so that all
students and these students with autism feel very comfortable in it.
2 To design and conduct the assassment for all students with
autism in order to identify their ability and need.
83 3
To design annual program, syllabus and lesson plan. Here, English teachers are assisted by their orthopedagogs.
4 To conduct English learning and teaching activity and to
evaluate it as it is part of their responsibilities. 5
To conduct remedial teaching, drilling and accelerating for these students with autism when it is necessary.
In addition, the orthopedagogs also has significant role. In coping with the students with autism, the orthopedagogs in cooperation with English
teacher do the following tasks:
1 To design and conduct the educational assassment for
students with autism in order to identify their ability and need.
2 To build coordination system with all teachers, school
management team and parents of these students with autism. 3
To accompany these students with autism. They are assisted by guardian teachers and all teachers, especially English
teachers in regard with English learning activity. 4
To provide the special assistance sevice for these students with autism whose problems in following learning activity
in regular class. They may provide them with remedial program or drilling.
5 To provide continuous guidance and make special notes for
these students with autism during their engaging the regular class so that it will help them understand the learning
materials, particularly during the interval between the previous teachers and the following ones.
6 To provide assistance sharing experience for guardian
teachers and all teachers especially English teachers so that they could give educational service for these students with
autism.
84 As a matter of fact, SMA Lazuardi, for the recent time has
accommodated 20 students with special need including not only those with autism, but also those with ADD Attention Deficit Disorder, Asperger
Syndrom, Hyperactive, hearing impairment, articulation impairment, those in borderline, those with concentration problems and many more. In this
case, however, the table above manifests a glimpse of description of these students with autism. So, how these students learn English? In general,
Learning relates to thinking and solving problems. While in related to performance relates to achievement,
11
there are many learning theoretical perspectives on how children learn and there are many complementary and
sometimes conflicting views on learning strategies. There are however some points of general point of consensus. These include the following
points: a
Learning is a process b
Learning requires a period of consolidation c
Learning is more effective when the content is familiar d
Using the material to be learnt in different context and overtime enhances the chances of retention and understanding
e Intrinsic within child as well as extrinsic environment factors
can influence learning f
Learning is lifelong. People learning a new language encounter some difficulties
first. To discuss how these students learn English, the writer will give detailed explanation. In English class, the learning process styles are
various. Based on the curriculum that learning language is focused on student‟s skill of four language components; reading, writing, speaking
and listening. According to the writer‟s observation, overall there is no
11
Learning styles and Inclusion Gavin Reid.SAGE Publication India pvt Ltd New Delhi 2005.p.4.
85 significant hardship dealing with them. In the following are some
essential points which are taken into a consideration in regard with teaching and learning English for these students with special needs.
These following points are further explanation in regard with the preparation of English learning activity:
1. Planning
