develope a new material to be applied replacing the old material. New materials must be tested for several times to see the appropriateness of the materials.
2.2 Review of the Theoretical Study
This second section gives brief descriptions of teaching-materials development, definitions of autism, characteristics of autistic children, and teaching English for
autistic children.
2.2.1 Definition of Teaching-materials Development
As this study discusses about developing teaching-learning materials in teaching English for autistic learners, it is necessary to know what the term of
development and teaching-materials actually means in this study. To grab further understanding, we have to take a look at several explanations retrieved from
several references about the terms. According to Department for International Development: Learning and Teaching Materials Policy and Practice for Provision
2007 the term development is the act of developing or disclosing that which is unknown; a gradual unfolding process by which anything is developed, as a plan
or method, or an image upon a photographic plate; gradual advancement or growth through a series of progressive changes; also, the result of developing, or
a developed state. If we relate this term with teaching-materials, then it means that the subject of the development itself is teaching materials. The term teaching
materials based on DFID 2007 is educational resources used to improve students’ knowledge, abilities, and skills, to monitor their assimilation of
information, and to contribute to their overall development and upbringing.
The existed materials are the raw source to be compared to the developed materials. In this proces some trials are needed to see the level of appropriateness
and the significance of the materials to get students’ attention and involvement. This relates to the question why are materials important in teaching language?
In his study, Allwright 1990 argues that materials should teach students to learn, that they should be resource books for ideas and activities for
instructionlearning, and that they should give teachers rationales for what they do. From Allwrights point of view, textbooks are too inflexible to be used
directly as instructional material. ONeill 1990, in contrast, argues that materials may be suitable for students needs, even if they are not designed specifically for
them, that textbooks make it possible for students to review and prepare their lessons, which textbooks are efficient in terms of time and money, and that
textbooks can and should allow for adaptation and improvisation. Materials here control the learning and teaching process.
An derived understanding about teaching materials development is about upgrading the content of the materials to be suited to the objectives of the
learning process which will be controlled by the materals designed by the developer.
2.2.2 Definition of Autism
