AN ANALYSIS OF TEACHING METHOD USED BY TEACHER FOR AUTISTIC CHILDREN IN 8thA GRADE TO IMPROVE THEIR READING SKILL AT SMP MUHAMMADIYAH 2 MALANG
AN ANALYSIS OF TEACHING METHOD USED BY TEACHER FOR
AUTISTIC CHILDREN IN 8 thA GRADE TO IMPROVE THEIR READING
SKILL AT SMP MUHAMMADIYAH 2 MALANG
THESIS
By:
ANNA FAJRIANI
09360286
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
FEBRUARY 2014
AN ANALYSIS OF TEACHING METHOD USED BY TEACHER FOR
AUTISTIC CHILDREN IN 8th A GRADE TO IMPROVE THEIR READING
SKILL AT SMP MUHAMMADIYAH 2 MALANG
THESIS
This thesis is submitted to meet one of the requirements
to achieve Sarjana Degree in Education
By:
ANNA FAJRIANI
09360286
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
FEBRUARY 2014
M OTTO An d D ed i c a t io n
M OTTO
“ Nev er give up hope of Allah’s Mercy. Cer tainly no one despairs of Allah’s
Mercy, except the people who disbelieve." (Q.S Yusuf: 87)
“ No trial of life will br eak our chests, everything has been measured by
Him which won’t exceed our capabilities”
(K.H Abdullah Gymnastiar)
“Have you ever not iced that when you must struggle t o
hear something, you close your eyes?”( M arilyn vos
Savant )
D ED ICATION :
I dedicated this thesis to:
My beloved father and mother
My beloved brother and sister
My closest companion
And my best buddy
ACKNOWLEDGEMENTS
Alhamdulillah, all praise belong to Allah the Almighty for his guidance, blessing and
affection, the reseacher can finish this thesis.
The researcher would like to express her deepest gratitude to Drs. Taufiq Burhan, M.
Pd as her first advisor and Santi Prastyawati, S. Pd, her second advisor, for their
suggestions, invaluable guidance, advice during the consultation period, their
comments, and corrections during the completion of this thesis.
The reseacher’s sincere gratitude and appreciation are also extended to the teachers
and Headmaster at SMP Muhammadiyah 2 Malang who had given her the
opportunity to conduct the research.
Finally, a special thank goes to the reseacher’s beloved Family (her father Ibrahim,
her mother Siti Hadijah, her two sisters Ayu and wiwik, her two brothers Ari and Adi,
then her beloved angel Yusfi Lumansyah) and the reseacher’s beloved friends (Gala,
Linda, Tyas, Sulis, Ety, Bina, Siti, Azizah, and all) for their encouragement, love,
care, and prayer so that she can finish this thesis.
Malang, 1 February 2014
Anna Fajriani
AN ANALYSIS OF TEACHING METHOD USED BY TEACHER FOR
AUTISTIC CHILDREN IN 8th A GRADE TO IMPROVE THEIR READING
SKILL AT SMP MUHAMMADIYAH 2 MALANG
ABSTRACT
English subject is one of the subjects that the students should achieve in
teaching learning process not only for normal students but also for autistic students.
In teaching-learning process the students need a lot of factors to support their
achievement, for instance the factors of students itself, teacher and also teaching
methods.
The purpose of the study is to know the kinds and how is the implementation
way the method for an autistic student in the classroom.
The use of teaching method of teaching reading in inclusion school is very
important. Because the teaching methods help the students to understantd the lessons
taught by teacher, so the goal of teaching and learning process can be more effective
and will be easy to achieve.
The research design used in this study is descriptive qualitative research,
because the researcher wants to know the kinds and the implementation of teaching
methods used in teaching-learning process for autistic students in 8thA grade of SMP
Muhammadiyah 2 Malang.
The research was conduct at SMP Muhammadiyah 2 Malang. The researcher
took an autistic student in the 8 thA grade and two teachers as the English teacher. The
researcher took them as the subjects because the researcher was interested in
teaching-learning for autistic, also there is just one autistic student from two classes.
That’s why the researcher took one class.
The result from the research are the teachers used two kinds of teaching
method, they were direct method and grammar-translation method. In the
implementation of teaching method, the teacher has not found the obtacles in the
implementing of teaching method used, although there is an autistic student in the
classroom. In conclusions, the teaching method used by teacher can improve the
students’ achievement in learning English in reading subject, especially for autistic
children. It is suggested for all English teacher to use the effective teaching method
and also appropriate approach and technique of teaching English in order to make
language teaching to be attractive and pleasant, so the students will be active and also
understand the material given.
Keywords: Autistic Children, Teaching Method, Reading Skill
TABLE OF CONTENTS
APPROVAL .......................................................................................................
i
LEGALIZATION...............................................................................................
ii
MOTTO AND DEDICATION .........................................................................
iii
ACKNOWLEDGEMENTS ..............................................................................
iv
ABSTRACT.........................................................................................................
v
TABLE OF CONTENTS ..................................................................................
vi
CHAPTER I INTRODUCTION
1.1 Background of the Study.......................................................................
1
1.2 The Research Problems .........................................................................
3
1.3 The Purposes of the Study ....................................................................
4
1.4 Significance of the Study ......................................................................
4
1.5 Scope and Limitation.............................................................................
4
1.6 Definition of the Key Terms ................................................................
5
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 Method
..........................................................................................
6
2.1.1 Kinds of English Teaching method ............................................
7
2.1.1.1 Grammar-Tranlation Method..........................................
8
2.1.1.2 Direct Method ..................................................................
9
2.1.1.3 Cooperative Learning Method ........................................
10
2.1.1.3.1 STAD ...............................................................
11
2.1.1.3.2 Jigsaw ..............................................................
12
2.1.1.3.3 Group Investigation ........................................
13
2.1.1.4 Reciprocal Teaching.......................................................
15
2.2 Definition of Reading ..........................................................................
15
2.2.1 Vocabulary and Comprehension .........................................
16
2.2.2 Comprehension .....................................................................
17
2.3
2.4
2.2.3 Word Recognition ................................................................
18
2.2.4 Fluency ..................................................................................
18
Definition of Autistic ..........................................................................
18
2.3.1
The Characteristic of Autistic Children ................................
19
2.3.2
The Causes of Autism Spectrum Disorder............................
20
Teacher in Inclusive School ...............................................................
22
2.4.1
Collaboration...........................................................................
24
2.4.2
General Teacher Collaboration With Special Teacher.. .......
24
CHAPTER III RESEARCH METHODOLOGY
3.1
Research Design ..................................................................................
26
3.2
Subjects of The Study .........................................................................
27
3.3
Instruments of the Study ....................................................................
27
3.3.1 Observation Checklist and Field Notes ...................................
27
3.3.2 Interview ....................................................................................
28
3.5
Data Collection ....................................................................................
29
3.6
Data Analysis ......................................................................................
30
CHAPTER IV FINDINGS AND DISCUSSIONS
4.1
Research Findings ...............................................................................
31
4.1.1 The Teaching Method Used by Teacher For Reading
Skill In Eight A Grade at SMP Muhammadiyah 2 Malang ...
31
4.1.2 The Implementaion Of The Teaching Method Used
by Theacher for Reading Skill in Eight A Grade at
SMP Muhammadiyah 2 Malang.. …………………………… 32
4.1.2.1 Direct Method in Reading Teaching………………… 32
4.1.2.2 Grammar-Translation Method in Teaching Reading... 33
4.2
Discussion .....................................................................................
34
CHAPTER V CONCLUSIONS AND SUGGESTIONS
5.1
Conclusions .........................................................................................
37
5.1.1 The Teaching Method Used by Teacher for Reading
Skill in Eight A Grade at SMP Muhammadiyah 2 Malang ......
37
5.1.2 The Implementation of The Teaching Method Used
by Theacher for Reading Skill in Eight A Grade
5.2
at SMP Muhammadiyah Malang ..............................................
37
Suggestions ..........................................................................................
38
REFERENCES .................................................................................... 39
APPENDICES
I.
An Approval of Observation
II.
Observation Checklist
III.
Interview
IV.
The Result Of Observation Checlist And Field Notes
V.
The Result Of Interview
VI.
The Report Of Autistic Students
VII.
Documentation
REFERENCES
Airasian, Peter. 2003. Educational Research Competencies for Analysis and
Application. New Jersey: Person Education.
Ary, Donald. 2002. Introduction to Research in Education (Sixth Edition). Belmont:
Wadworth.
Brown, Doughlas.2000. Teaching by Principles, An Interactive Approach to
Language Pedagogy. Cambridge: Person Education, Inc.
Cahyono, Bambang Yudi. 2010. Second Language Acquisition and English Language
Teaching. Malang: State University Malang Press.
Duffy,Gerald G. 2009. Explaining Reading: A Resource for Teaching Concepts,
Skills, and Strategies. New York : A Division of Guilford Publications, Inc.
Retrieved from
http://gen.lib.rus.ec/book/index.php?md5=56E45F60E3975BE66482D679
3FA85BF4&open=0, on 23 July 2013.
Frederickson, Norah. and Tony Cline. 2009. Special Educational Needs, Inclusion
and Diversity. Glasgow : Bell and Bain Ltd. Retrieved from
http://gen.lib.rus.ec/book/index.php?md5=FCFCEB3A57D9325D74A9C2
53438DBF17&open=0, on 25 July 2013.
Freeman-Larsen, Diane.2000. Techniques and Principles in Language Teaching
(second Edition). London: Oxford University Press.
Gargiulo, Richard M. and Debbie Metcalf. 2008. Teaching in Today’s Inclusive
Classrooms. Belmont: Wadsword.
Happé, Francesca. 1994. Autism: An Introduction to Psychological Theory. London:
The Taylor & Francis e-Learning.
Richard, Jack C and Rodgers Theodore S. 2001. Approachs and Methods in
Language Teaching (second Edition). New York: Cambridge Universty
Press.
Sharan, Shlomo.1999. Handbook of Cooperative Learning Methods (Second edition).
New York: Greenwood Press.
Westwood, Peter S. (Peter Stuart). 2008. What Teachers Need to Know about
Teaching Methods .Camberwell, Victoria : ACER Press. Retrieved from
http://gen.lib.rus.ec/book/index.php?md5=582161E450F9BACD848DE7E2
7137F685&open=0, on 22 July 2013.
Westwood, Peter. 2008. What Teachers Need to Know about Reading and Writing
Difficulties. Victoria: ACER Press. Retrieved from
http://gen.lib.rus.ec/book/index.php?md5=7C3DBF236820F8C04B1F9EFB
6995E866&open=0, on 10 October 2013.
Wijayanti, Dian Novia. 2008. The Methods of Teaching Used by Student Teachers of
The Eight Semester of The English Depatement of University of
Muhammadiyah Malang at SMAN 2 Batu. Unpublished Thesis. Malang:
University of Muhammadiyah Malang.
CHAPTER I
INTRODUCTION
Chapter I of this research presents such topics as: background of study,
statement of problem, purpose of study, significance of study, scope and limitation,
and definition of key terms. Each section is presented as follows.
1.1 Background of Study
Nowadays, most of children have a chance to get an available education. It also
happens for the disabled people. Most formal schools begin to be an inclusive or
inclusion school. They are supported by government and citizen to give a special
attention for it. In fact, the disabled people can easily find inclusion school
information but the tuition fee is commonly very high. A new system in education
has already been implemented in order to help all people, whether normal people or
disabled people – to get their basic right, education.
The concept of inclusion classes is an innovation to meet education for all.
Inclusion refers to instruction for all students, normal and disabled ones, in general
education classroom (Lipsky & Gartner, 1996, as cited in Gargiulo and metcalf,
2008). Based on The Individuals with Disabilities Education Improvement Act of
2004 (IDEA 2004) in Gargiulo (2008), “The pupils with disabilities (disabled
students) refer to handicapped students who have special needs in education, such as
mental retardation, hearing impairment (including deafness), speech or language
impairment, visual impairments (including blindness), emotional distrubance,
orthopedy impairments, autism, traumatic brain injury, other health impairments, or
1
specific learning disabilities.” In inclusion class, disabled students are at the same
class with their normal peers and they are taught by the same teacher. Inclusion
classes consist of different students who have different needs and different treatment,
therefore to handle these students the teacher collaborates with other teachers of
professionals staffs such as a special teacher or paraprofessionals with specific
training in working with students who have complex special needs, speech and
language problems. Therefore, most of inclusion school have been applied it for
example in SMP Muhammadiyah 2 Malang.
SMP Muhammadiyah 2 Malang is an inclusion school where the reseacher
carried out her teaching practice program on February-April 2013. The teachers have
taught quite a lot of innovation, especially for children with special needs. As we
know, the success of teaching learning process influenced by some components
namely the teachers, students, methods, curriculum, facilities and environment. The
learning process will be effective if all components support each other. The method
will help students to understand the lessons taught by teacher. According to Harmer
(2001), method is the practical realization of an approach. The originators of a
method have arrived at decisions about type of activities, role of teachers and
learners, the kinds of material which will be helpful and some model of syllabus
organization. Based on previous research by Wijayanti (2008), the method of
teaching English used by students teacher of the eight semester of English
departement of University of Muhammadiyah Malang at SMAN 02 Batu. The result
indicated that in teaching reading, the teacher used direct method and grammartranslation method because they was the easiest ways to be applied and they could
2
avoid the students misunderstanding in reading text. Whether the teaching method
used by teacher for general education or not be the same for inclusion education,
especially for autistic.
The reseacher is interested in characters of autism children or autistic.
According to Volkmar & Paul, 2003 (cited in Gargiulo and Metcalf, 2008), the
autism spectrum describes a set of developmental delays and disorders which affects
social and communication skills and, to a greater or lesser degree, motor and
language skills. In the fact, they have more enthusiastic in imagination than in
English lesson. However, their teachers have the way to get their attention by
applying innovative teaching method especially in reading lesson. According to
Moats (1999) as cited in Westwood (2008), reading is the fundamental skill upon
which all formal education depends. Therefore, it needs the effectiveness of teaching
method are used from the teacher.
Based on the reason above, the researcher was interested in observing the
kinds of teaching methods and how did to applied it by the teacher in teaching
reading at SMP Muhammadiyah 2 Malang.
1.2 The Research Problems
There are several questions concerning to the research topic, as follows:
1.
What kinds of teaching method are used by the teacher to improve the reading
skill for autistic in 8thA grade at SMP Muhammadiyah 2 Malang?
2.
How does the teacher implement their method to improve the reading skill for
autistic in 8thA grade at SMP Muhammadiyah 2 Malang?
3
1. 3 The Purposes of the Study
The main purposes of researcher are:
1.
To know the kinds of teaching method used by teacher for autistic to improve
their reading skill.
2.
To know how the teacher’s method is implemented for autistic in the classroom.
1. 4 Significance of the Study
The result of the study is expected to give significant information to the
teachers, students and other researcher. For English teacher, the result of this study
will give them information regarding the kinds of teaching method when they
teaching reading in inclusion classes. Moreover, it is expected to help the teachers
improve their quality in their teaching and learning process. It can also be used as an
evaluation for further treatment. For the students in University of Muhammadiyah
Malang, the result of this study will help them increase their knowledge regarding
English and kinds of teaching method to make them more interested in learning
English. For the future researchers who want to conduct a similar research, the result
of this study can be used as a reference.
1.5 Scope and Limitation
The researcher only wants to know what teaching method is used by teacher
for autism children in 8th A grade at SMP 2 Muhammadiyah Malang. Because the
limitation of time and knowledge of the writer the object of the study is focused on
teaching method used. The researches of researcher do not include other factors such
as strategies of teaching and teaching media.
4
1. 6 Definition of the Key Terms
To clarify and avoid misunderstanding of the terms which are used in this
research, the definitions of the key term are given as follows:
A teaching method is characterised by a set of principles, procedures or strategies
to be implemented by teachers to achieve desired learning in students (Liu & Shi,
2007, cited in Westwood, 2008).
A reading skill is instantly recognizing and saying a word such as fostering
phonemic awareness, phonic, and word-recognition, fluency, vocabulary, and
comprehension (Duffy, 2009).
Autistic children is a set of developmental delays and disorders which affects
social and communication skills and, to a greater or lesser degree, motor and
language skills (Volkmar & Pauls, 2003, as cited in Gargiulo, 2010).
5
AUTISTIC CHILDREN IN 8 thA GRADE TO IMPROVE THEIR READING
SKILL AT SMP MUHAMMADIYAH 2 MALANG
THESIS
By:
ANNA FAJRIANI
09360286
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
FEBRUARY 2014
AN ANALYSIS OF TEACHING METHOD USED BY TEACHER FOR
AUTISTIC CHILDREN IN 8th A GRADE TO IMPROVE THEIR READING
SKILL AT SMP MUHAMMADIYAH 2 MALANG
THESIS
This thesis is submitted to meet one of the requirements
to achieve Sarjana Degree in Education
By:
ANNA FAJRIANI
09360286
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
FEBRUARY 2014
M OTTO An d D ed i c a t io n
M OTTO
“ Nev er give up hope of Allah’s Mercy. Cer tainly no one despairs of Allah’s
Mercy, except the people who disbelieve." (Q.S Yusuf: 87)
“ No trial of life will br eak our chests, everything has been measured by
Him which won’t exceed our capabilities”
(K.H Abdullah Gymnastiar)
“Have you ever not iced that when you must struggle t o
hear something, you close your eyes?”( M arilyn vos
Savant )
D ED ICATION :
I dedicated this thesis to:
My beloved father and mother
My beloved brother and sister
My closest companion
And my best buddy
ACKNOWLEDGEMENTS
Alhamdulillah, all praise belong to Allah the Almighty for his guidance, blessing and
affection, the reseacher can finish this thesis.
The researcher would like to express her deepest gratitude to Drs. Taufiq Burhan, M.
Pd as her first advisor and Santi Prastyawati, S. Pd, her second advisor, for their
suggestions, invaluable guidance, advice during the consultation period, their
comments, and corrections during the completion of this thesis.
The reseacher’s sincere gratitude and appreciation are also extended to the teachers
and Headmaster at SMP Muhammadiyah 2 Malang who had given her the
opportunity to conduct the research.
Finally, a special thank goes to the reseacher’s beloved Family (her father Ibrahim,
her mother Siti Hadijah, her two sisters Ayu and wiwik, her two brothers Ari and Adi,
then her beloved angel Yusfi Lumansyah) and the reseacher’s beloved friends (Gala,
Linda, Tyas, Sulis, Ety, Bina, Siti, Azizah, and all) for their encouragement, love,
care, and prayer so that she can finish this thesis.
Malang, 1 February 2014
Anna Fajriani
AN ANALYSIS OF TEACHING METHOD USED BY TEACHER FOR
AUTISTIC CHILDREN IN 8th A GRADE TO IMPROVE THEIR READING
SKILL AT SMP MUHAMMADIYAH 2 MALANG
ABSTRACT
English subject is one of the subjects that the students should achieve in
teaching learning process not only for normal students but also for autistic students.
In teaching-learning process the students need a lot of factors to support their
achievement, for instance the factors of students itself, teacher and also teaching
methods.
The purpose of the study is to know the kinds and how is the implementation
way the method for an autistic student in the classroom.
The use of teaching method of teaching reading in inclusion school is very
important. Because the teaching methods help the students to understantd the lessons
taught by teacher, so the goal of teaching and learning process can be more effective
and will be easy to achieve.
The research design used in this study is descriptive qualitative research,
because the researcher wants to know the kinds and the implementation of teaching
methods used in teaching-learning process for autistic students in 8thA grade of SMP
Muhammadiyah 2 Malang.
The research was conduct at SMP Muhammadiyah 2 Malang. The researcher
took an autistic student in the 8 thA grade and two teachers as the English teacher. The
researcher took them as the subjects because the researcher was interested in
teaching-learning for autistic, also there is just one autistic student from two classes.
That’s why the researcher took one class.
The result from the research are the teachers used two kinds of teaching
method, they were direct method and grammar-translation method. In the
implementation of teaching method, the teacher has not found the obtacles in the
implementing of teaching method used, although there is an autistic student in the
classroom. In conclusions, the teaching method used by teacher can improve the
students’ achievement in learning English in reading subject, especially for autistic
children. It is suggested for all English teacher to use the effective teaching method
and also appropriate approach and technique of teaching English in order to make
language teaching to be attractive and pleasant, so the students will be active and also
understand the material given.
Keywords: Autistic Children, Teaching Method, Reading Skill
TABLE OF CONTENTS
APPROVAL .......................................................................................................
i
LEGALIZATION...............................................................................................
ii
MOTTO AND DEDICATION .........................................................................
iii
ACKNOWLEDGEMENTS ..............................................................................
iv
ABSTRACT.........................................................................................................
v
TABLE OF CONTENTS ..................................................................................
vi
CHAPTER I INTRODUCTION
1.1 Background of the Study.......................................................................
1
1.2 The Research Problems .........................................................................
3
1.3 The Purposes of the Study ....................................................................
4
1.4 Significance of the Study ......................................................................
4
1.5 Scope and Limitation.............................................................................
4
1.6 Definition of the Key Terms ................................................................
5
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 Method
..........................................................................................
6
2.1.1 Kinds of English Teaching method ............................................
7
2.1.1.1 Grammar-Tranlation Method..........................................
8
2.1.1.2 Direct Method ..................................................................
9
2.1.1.3 Cooperative Learning Method ........................................
10
2.1.1.3.1 STAD ...............................................................
11
2.1.1.3.2 Jigsaw ..............................................................
12
2.1.1.3.3 Group Investigation ........................................
13
2.1.1.4 Reciprocal Teaching.......................................................
15
2.2 Definition of Reading ..........................................................................
15
2.2.1 Vocabulary and Comprehension .........................................
16
2.2.2 Comprehension .....................................................................
17
2.3
2.4
2.2.3 Word Recognition ................................................................
18
2.2.4 Fluency ..................................................................................
18
Definition of Autistic ..........................................................................
18
2.3.1
The Characteristic of Autistic Children ................................
19
2.3.2
The Causes of Autism Spectrum Disorder............................
20
Teacher in Inclusive School ...............................................................
22
2.4.1
Collaboration...........................................................................
24
2.4.2
General Teacher Collaboration With Special Teacher.. .......
24
CHAPTER III RESEARCH METHODOLOGY
3.1
Research Design ..................................................................................
26
3.2
Subjects of The Study .........................................................................
27
3.3
Instruments of the Study ....................................................................
27
3.3.1 Observation Checklist and Field Notes ...................................
27
3.3.2 Interview ....................................................................................
28
3.5
Data Collection ....................................................................................
29
3.6
Data Analysis ......................................................................................
30
CHAPTER IV FINDINGS AND DISCUSSIONS
4.1
Research Findings ...............................................................................
31
4.1.1 The Teaching Method Used by Teacher For Reading
Skill In Eight A Grade at SMP Muhammadiyah 2 Malang ...
31
4.1.2 The Implementaion Of The Teaching Method Used
by Theacher for Reading Skill in Eight A Grade at
SMP Muhammadiyah 2 Malang.. …………………………… 32
4.1.2.1 Direct Method in Reading Teaching………………… 32
4.1.2.2 Grammar-Translation Method in Teaching Reading... 33
4.2
Discussion .....................................................................................
34
CHAPTER V CONCLUSIONS AND SUGGESTIONS
5.1
Conclusions .........................................................................................
37
5.1.1 The Teaching Method Used by Teacher for Reading
Skill in Eight A Grade at SMP Muhammadiyah 2 Malang ......
37
5.1.2 The Implementation of The Teaching Method Used
by Theacher for Reading Skill in Eight A Grade
5.2
at SMP Muhammadiyah Malang ..............................................
37
Suggestions ..........................................................................................
38
REFERENCES .................................................................................... 39
APPENDICES
I.
An Approval of Observation
II.
Observation Checklist
III.
Interview
IV.
The Result Of Observation Checlist And Field Notes
V.
The Result Of Interview
VI.
The Report Of Autistic Students
VII.
Documentation
REFERENCES
Airasian, Peter. 2003. Educational Research Competencies for Analysis and
Application. New Jersey: Person Education.
Ary, Donald. 2002. Introduction to Research in Education (Sixth Edition). Belmont:
Wadworth.
Brown, Doughlas.2000. Teaching by Principles, An Interactive Approach to
Language Pedagogy. Cambridge: Person Education, Inc.
Cahyono, Bambang Yudi. 2010. Second Language Acquisition and English Language
Teaching. Malang: State University Malang Press.
Duffy,Gerald G. 2009. Explaining Reading: A Resource for Teaching Concepts,
Skills, and Strategies. New York : A Division of Guilford Publications, Inc.
Retrieved from
http://gen.lib.rus.ec/book/index.php?md5=56E45F60E3975BE66482D679
3FA85BF4&open=0, on 23 July 2013.
Frederickson, Norah. and Tony Cline. 2009. Special Educational Needs, Inclusion
and Diversity. Glasgow : Bell and Bain Ltd. Retrieved from
http://gen.lib.rus.ec/book/index.php?md5=FCFCEB3A57D9325D74A9C2
53438DBF17&open=0, on 25 July 2013.
Freeman-Larsen, Diane.2000. Techniques and Principles in Language Teaching
(second Edition). London: Oxford University Press.
Gargiulo, Richard M. and Debbie Metcalf. 2008. Teaching in Today’s Inclusive
Classrooms. Belmont: Wadsword.
Happé, Francesca. 1994. Autism: An Introduction to Psychological Theory. London:
The Taylor & Francis e-Learning.
Richard, Jack C and Rodgers Theodore S. 2001. Approachs and Methods in
Language Teaching (second Edition). New York: Cambridge Universty
Press.
Sharan, Shlomo.1999. Handbook of Cooperative Learning Methods (Second edition).
New York: Greenwood Press.
Westwood, Peter S. (Peter Stuart). 2008. What Teachers Need to Know about
Teaching Methods .Camberwell, Victoria : ACER Press. Retrieved from
http://gen.lib.rus.ec/book/index.php?md5=582161E450F9BACD848DE7E2
7137F685&open=0, on 22 July 2013.
Westwood, Peter. 2008. What Teachers Need to Know about Reading and Writing
Difficulties. Victoria: ACER Press. Retrieved from
http://gen.lib.rus.ec/book/index.php?md5=7C3DBF236820F8C04B1F9EFB
6995E866&open=0, on 10 October 2013.
Wijayanti, Dian Novia. 2008. The Methods of Teaching Used by Student Teachers of
The Eight Semester of The English Depatement of University of
Muhammadiyah Malang at SMAN 2 Batu. Unpublished Thesis. Malang:
University of Muhammadiyah Malang.
CHAPTER I
INTRODUCTION
Chapter I of this research presents such topics as: background of study,
statement of problem, purpose of study, significance of study, scope and limitation,
and definition of key terms. Each section is presented as follows.
1.1 Background of Study
Nowadays, most of children have a chance to get an available education. It also
happens for the disabled people. Most formal schools begin to be an inclusive or
inclusion school. They are supported by government and citizen to give a special
attention for it. In fact, the disabled people can easily find inclusion school
information but the tuition fee is commonly very high. A new system in education
has already been implemented in order to help all people, whether normal people or
disabled people – to get their basic right, education.
The concept of inclusion classes is an innovation to meet education for all.
Inclusion refers to instruction for all students, normal and disabled ones, in general
education classroom (Lipsky & Gartner, 1996, as cited in Gargiulo and metcalf,
2008). Based on The Individuals with Disabilities Education Improvement Act of
2004 (IDEA 2004) in Gargiulo (2008), “The pupils with disabilities (disabled
students) refer to handicapped students who have special needs in education, such as
mental retardation, hearing impairment (including deafness), speech or language
impairment, visual impairments (including blindness), emotional distrubance,
orthopedy impairments, autism, traumatic brain injury, other health impairments, or
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specific learning disabilities.” In inclusion class, disabled students are at the same
class with their normal peers and they are taught by the same teacher. Inclusion
classes consist of different students who have different needs and different treatment,
therefore to handle these students the teacher collaborates with other teachers of
professionals staffs such as a special teacher or paraprofessionals with specific
training in working with students who have complex special needs, speech and
language problems. Therefore, most of inclusion school have been applied it for
example in SMP Muhammadiyah 2 Malang.
SMP Muhammadiyah 2 Malang is an inclusion school where the reseacher
carried out her teaching practice program on February-April 2013. The teachers have
taught quite a lot of innovation, especially for children with special needs. As we
know, the success of teaching learning process influenced by some components
namely the teachers, students, methods, curriculum, facilities and environment. The
learning process will be effective if all components support each other. The method
will help students to understand the lessons taught by teacher. According to Harmer
(2001), method is the practical realization of an approach. The originators of a
method have arrived at decisions about type of activities, role of teachers and
learners, the kinds of material which will be helpful and some model of syllabus
organization. Based on previous research by Wijayanti (2008), the method of
teaching English used by students teacher of the eight semester of English
departement of University of Muhammadiyah Malang at SMAN 02 Batu. The result
indicated that in teaching reading, the teacher used direct method and grammartranslation method because they was the easiest ways to be applied and they could
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avoid the students misunderstanding in reading text. Whether the teaching method
used by teacher for general education or not be the same for inclusion education,
especially for autistic.
The reseacher is interested in characters of autism children or autistic.
According to Volkmar & Paul, 2003 (cited in Gargiulo and Metcalf, 2008), the
autism spectrum describes a set of developmental delays and disorders which affects
social and communication skills and, to a greater or lesser degree, motor and
language skills. In the fact, they have more enthusiastic in imagination than in
English lesson. However, their teachers have the way to get their attention by
applying innovative teaching method especially in reading lesson. According to
Moats (1999) as cited in Westwood (2008), reading is the fundamental skill upon
which all formal education depends. Therefore, it needs the effectiveness of teaching
method are used from the teacher.
Based on the reason above, the researcher was interested in observing the
kinds of teaching methods and how did to applied it by the teacher in teaching
reading at SMP Muhammadiyah 2 Malang.
1.2 The Research Problems
There are several questions concerning to the research topic, as follows:
1.
What kinds of teaching method are used by the teacher to improve the reading
skill for autistic in 8thA grade at SMP Muhammadiyah 2 Malang?
2.
How does the teacher implement their method to improve the reading skill for
autistic in 8thA grade at SMP Muhammadiyah 2 Malang?
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1. 3 The Purposes of the Study
The main purposes of researcher are:
1.
To know the kinds of teaching method used by teacher for autistic to improve
their reading skill.
2.
To know how the teacher’s method is implemented for autistic in the classroom.
1. 4 Significance of the Study
The result of the study is expected to give significant information to the
teachers, students and other researcher. For English teacher, the result of this study
will give them information regarding the kinds of teaching method when they
teaching reading in inclusion classes. Moreover, it is expected to help the teachers
improve their quality in their teaching and learning process. It can also be used as an
evaluation for further treatment. For the students in University of Muhammadiyah
Malang, the result of this study will help them increase their knowledge regarding
English and kinds of teaching method to make them more interested in learning
English. For the future researchers who want to conduct a similar research, the result
of this study can be used as a reference.
1.5 Scope and Limitation
The researcher only wants to know what teaching method is used by teacher
for autism children in 8th A grade at SMP 2 Muhammadiyah Malang. Because the
limitation of time and knowledge of the writer the object of the study is focused on
teaching method used. The researches of researcher do not include other factors such
as strategies of teaching and teaching media.
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1. 6 Definition of the Key Terms
To clarify and avoid misunderstanding of the terms which are used in this
research, the definitions of the key term are given as follows:
A teaching method is characterised by a set of principles, procedures or strategies
to be implemented by teachers to achieve desired learning in students (Liu & Shi,
2007, cited in Westwood, 2008).
A reading skill is instantly recognizing and saying a word such as fostering
phonemic awareness, phonic, and word-recognition, fluency, vocabulary, and
comprehension (Duffy, 2009).
Autistic children is a set of developmental delays and disorders which affects
social and communication skills and, to a greater or lesser degree, motor and
language skills (Volkmar & Pauls, 2003, as cited in Gargiulo, 2010).
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