38 most of the time, we have used a commercial textbook as our syllabus for
the different levels of Englishwe have taught along our in-service years. Sometimes we modify something or add what we consider is missing in
the current book used. But we do not take into consideration that most of the books have not been designed specifically for our different contexts. It
is not the same to teach to students from a capital city than it is to teach students in a Secondary School up in the mountains where they do not
have any kind of access to computers and less to the internet. The factors to consider in defining the context such as: people, physical
setting,stakeholders, teaching resources and time are crucial if we design the programme instead of just following the textbook.
D. Assessing or Evaluating of Teaching English as Foreign Language
Graves 2000 mentions that defining the context and articulating our beliefs serve as the foundation for the process to follow when
designing our own programme. Assessing needs,formulating goals and objectives, developing materials, designing an assessment plan, organizing
the course and conceptualizing content is described as a framework of course development process. Although there is no one way of organizing a
course; the factors mentioned can help us choose how to do it. The results have to make sense to you, to the students, and to the authorities.
E. Previous Related Studies
In addition, in regard with previous related studies, the writer refers to several literatures including the literature of learning and student-
teacher interaction which was conducted by Enamul Haq. In his study, Haq states that classrooms are social settings; teaching and learning occur
through social interaction between teachers and students. As teaching and learning take place, they are complicated processes and are affected by
39 peer-group relationships. The interactions and relationships between
teachers and students, and among students, as they work side by side, constitute the group processes of the classroom.
Group processes are especially significant in twenty-first century schools. Group projects and cooperative teamwork are the foundations of
effective teaching, creative curriculum, and positive classroom climate. Interpersonal skills, group work, and empathy are important ingredients of
modern business, where employees must communicate well for their business to be productive and profitable. Group processes are also
significant in modern global communities, where citizens must work together for a safe and secure world. Thus, along with teaching academic
curriculum, teachers are expected to help students develop the attitudes, skills, and procedures of democratic community.
Teacher-student relationships provide an essential foundation for effective classroom management
—and classroom management is a key to high student achievement. Teacher-student relationships should not be left
to chance or dictated by the personalities of those involved. Instead, by using strategies supported by research, teachers can influence the
dynamics of their classrooms and build strong teacher-student relationships that will support student learning.
Furthermore, another previous study in regard with English learning for disabilities is provided. In this matter, the writer takes the
study of Scott and Manglitz, their world 2000, Foreign Language Learning and Learning Disabilities. Scott and Elaine Manglitz suggest
teaching and learning strategies for the students with disabilities including
the children with autism:
a
Learning disabilities affect the way that an individual takes in, retains, or expresses information. Different types of learning
disabilities can impact spoken or written language, spelling,
40 organizational skills, memory, among others. A student can be
strong in listening comprehension but poor in reading comprehension or vice versa.
b
Research shows there is a link between native and foreign language learning. Mostly it shows up in phonological difficulties
e.g. problems with tasks involving putting sounds together and pulling sounds apart in spoken and written language. Students
with learning disabilities may do fine in other classes, but their difficulties emerge when in a language class. Often the
phonological difficulties are present in their native language as well Granschow and Sparks 1995.
c
Some people may have difficulties reading in some languages but not in others because of the complexity of the different language
systems e.g. frequency of word occurrence, size of vocabulary, etc..
Scott and Manglitz provided several points for teachers in teaching students with disabilities. This approach is also implemented to teach
those with autism at SMA Lazuardi Global Islamic School as well. For the Universal Design approach, teachers should use Multisensory Structured
Language McIntryre and Pickering 1995 or the Orton-Gillingham Approach, which research has shown helps students to learn and retain
foreign languages. Students can benefit from a highly structured, multisensory, direct and explicit approach that helps them to see and
understand how language is structured and provides ample opportunity for practice. This technique can be used in their native language first.
The following points are accommodation suggested by Scott and Manglitz :
a
Tutoring assistance and notetakers in class
41
b
Individualized learning pace, such as providing one term of coursework over a two-term period
c
Option to audit the class before taking it for credit
d
Taking a class under a passfail condition
e
Extending a dropadd date
f
Permission to write dictated questions before composing responses
g
Extended time to formulate replies on written or oral exams
h
Permitting examinations to be read orally, dictated, or typed; alternative test formats.
The following points are teaching methods suggested by Scott and Manglitz New materials introduced at a slower pace:
a
Reduced reading in classes
b
Spiraling of concepts
c
Reduced vocabulary lessons, or provision of basic vocabulary on tests to assist in translation and review of passages
d
Noun and adjective endings chart to assist with translation
e
Flexibility in exam scheduling
f
Extended time testing
g
Explicit about expectations regarding class attendance, homework and class participation
h
Predictable structure to each class period
i
Planned repetition and review incorporated in each lesson
j
Use of kinesthetic, auditory and visual modalities in instruction
k
Explicit teaching of the codes of the language
l
Supportive learning environment An accommodation is an adjustment or provision, which removes
barriers in a specific situation. Academic accommodations allow a student
42 with a disability to have equal access to hisher education.
Accommodations should not provide an unfair advantage or fundamentally alter the essential requirements of a program or course. In
the following chapter, the writer will further explain language curriculum for students of SMA Lazuardi Global Islamic School Depok, particularly
for students with autism. The explanation will be focused on how this language curriculum planned, designed, implemented and evaluated.
43
CHAPTER III RESEARCH METHODOLOGY
