50 main focus of the study. In the end the theory of language, specifically
English as the second language is implemented in this study. Afterward, the researcher developed the larger interpretation of both
these students‟ and the teachers‟ story. From this interpretation, the researcher learnt about our caring for others. After further reflection and
interpretation, the author uncovered strong images of these students‟ story. The researcher viewed their resistance as a source of strength that they
could use to help themselves with this learning English as the foreign language.
E. Trustworthiness Trianguation
1. Methodology
This study used qualitative descriptive method. It is about exporing issues, understanding phenomena and answering questions by anayzing
and making sense of unstructured data.
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It included literature reviews, recordings, videos, pictures, social media and web pages.
2. Data
Some data were used after observation and interviews are completed as they are attached in the appendix. In addition, it includes
literature reviews, recordings, videos, pictures, social media and web pages.
3. Resources
Resources taken for this study included literature reviews, recordings, videos, pictures, social media and web pages. Theories used in
this study incuding literature reviews of children with special need Glenn Doman, Autism Trent, J.W. Inventing the feeble Mind: A history of
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QSR International Pty td 2014
51 Mental Retardation in the United States, Berkeley, CA: University of
California Press 1994, Foreign Language Learning and Learning Disabilities Sally S. Scott Ph.D and Elaine Manglitz. Qualitative for
Education Sari Knopp Biklen and Robert Chares Bogdan, Teaching and Learning English as a Foreign Language. Charles Carpenter Fries and
some other resources.
4. Theories
Theories used in this study incuded literature reviews of children with special need Glenn Doman, Autism Trent, J.W. Inventing the
feeble Mind: A history of Mental Retardation in the United States, Berkeley, CA: University of
California Press
1994, Foreign
Language Learning and Learning Disabilities Sally S. Scott Ph.D and Elaine Manglitz. Quaitative for Education Sari Knopp Biklen and
Robert Chares Bogdan, Teaching and Learning English as a Foreign Language. Charles Carpenter Fries.
5. Member check
Having gathered the data, literature reviews, observation and interviews, the writer did the last process by checking the whole
process.
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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
A. Data Description
In the beginning of this chapter, a number of important information which is considered very significant in general in term of providing
education for the students with autism and how teaching English as a foreign language to them is applicated at SMA Lazuardi Global Islamic
School. The definiton of inclusive school, however, will be explained in a
glimpse will be explained. Coincidently, this school, SMA Lazuardi Global Islamic School, where the writer has been teaching for the last 3
years is considered as the inclusive school as it is validated by Peraturan Menteri no. 70 Tahun 2009 Tentang Penyelenggaraan Pendidikan
Inklusi. At this school, in each level, there are averagely 5 students with special need. In all level for this year, there are 20 students with special
need including the four students with autism. These students suffer from various intelligence disorder or brain
injury including autism, asperger syndrome, dyslexia, slow learner, ADD Attention deficit disorder, ADHD Attention deficit and hyper disorder,
hearing impairment and many more. Since this school has committed to provide equal opportunity to gain
education like the other regular students, in special case, these students are treated equally while in another case they are treated especially because
they need special treatment. SMA Lazuardi Global Islamic School accommodates not only ordinary students with normal academic and non-
academic competence but also those with special need. In the recent time, out of 250 students from grade ten to twelve, 17 students suffer from
