showed that the students put more attention during the lesson. The book which was made by the writer contains a lot of physical movement and group activity;
those two parts played big roles for students to be involved. The group work made the students communicating with their mates to finish the task; the teacher
observed that the students showed more effective communication; in this case they deliver their ideas in the group while they were doing the task and their
physical movement made them to be more blending with the natural circumstances.
As Susan Stokes from North Carolina University stated that teaching must be structured by combining some instructional methods. In this research the
writer used thematic basis for developing the materials. The choice was taken with the support from the teacher, the support continued to his observation result;
he stated that the thematic materials improve students’ involvement in the way
they put more interest in learning English. The writer put many colorful pictures in the book which the students really liked, the teacher mentioned that his
students liked to open his book and ask him for some explanation for the picture which the students saw. Thoroughly, the teacher mentioned that the students
became more involved in the learning process and more concentrated since they were put in to pair works and group works
4.7 Discussion of Materials Implementation
In this subchapter, the author discussed the impact of materials implementation toward the students’ concentration and involvement. The materials could be said
successful only if it had raised the students’ achievement, in this case when the
students’ gain their concentration and involvement; it would automatically increase their achievemnt in English subject. Below is the comparison result of
students’ score back when they used the teacher’s materials compilation with the score after they used the materials from the author.
Average score of using te acher’s
material: 76,6 Average score autre using the author’s
materials: 80.43
The improvement of the students after using the materials from the author is 5, it is seen in the calculation below:
3.8 × 100
76.6 The students’ achievement had raised for 5 , in this case author
concluded that her materials gave significant impact in the students’ concentration and involvement.
83
CHAPTER V CONCLUSION AND SUGGESTION
In this last chapter the writer presents the conclusion and suggestion based on the analysis done in the previous chapter then. It compasses the main points of the
study and the writer also provides some suggestions for the readers who want to conduct a reasearch on the similar subject.
5.1 Conclusion
As a foreign language, many students have difficulties in learning English, moreover, for the autistic students who have abnormalities in their experiences of
the social aspects, language, and intelligence. They need special attention, assistance, and special education services. For this, to take into success learning,
the use of a special set of teaching and learning materials is important. Thus, finding out what is needed by the students is crucial.
Based on the reason above this research was conducted. The students with special needs especially the students with autism; they have special
characteristics in social aspect, languange and intelligence. Such an obvious answer that they of course need special materials in learning any lesson of any
subjects. The teacher mentioned about the difficulties to find the suitable materials
of English for his students. The materials designed by the writer hopefully helps the teacher in teaching English and the students especially in order to motivate
them, to be involved and increase their concentration. Based on the research
