58 second language as English is one of the important subjects at school
which all learners including these disabled have the equal right to learn and acquire to reach an expected language competence. The language
competence here includes reading, writing, speaking and listening that these students with autism must possess. At the end, it is expected that this
competence will be useful and meaningful for their future life. In the term of teaching English with autism, it included
teachers‟ role in developing curriculum, syllabus and how the teachers developed test
and evaluation for these students with autism. This statement was used in order to answer the research questions on how the curriculum of English
subject was designed and implemented at SMA Lazuardi Global Islamic School Depok for students with autism particularly and those with special
need generally; How the English teachers in SMA Lazuardi developed the syllabus of English for these students with autism; How English teachers
conducted evaluation for these students with autism and How these students with autism dealed with English learning activity.
These following points were taken into consideration as the objects of this study. These descriptions were made in order to answer the research
questions:
1. How was the Curriculum of English Subject Designed and
Implemented at SMA Lazuardi Global Islamic School Depok?
How the curriculum of English subject was designed and implemented at SMA Lazuardi Global Islamic School Depok referring to
the language curriculum development. It is an aspect of broader field of educational activity known as curriculum development or curriculum
studies. Curriculum development focuses on determining what knowledge, skills, values students in schools, what experience should be provided to
bring about intended learning outcomes, and how teaching and learning at schools or educational system can be planned, measured and evaluated.
59 Language curriculum development refers to the field of applied linguistic
that addresses these issues. It describes an interrelated set of process that focuses on designing, revising, implementing, and evaluating English
program.
3
Curriculum implemented at an inclusive school like SMA Lazuardi Global Islamic School Depok basically used regular curriculum
implemented in regular schools. However, the disorders suffered by these students were various from low to high level, as the result, in
implementing the curriculum, the regular curriculum required adjusting that was most suitable for the learners. The modification of this curriculum
was designed by teachers developing curriculum team at SMA Lazuardi Global Islamic School. This team included the headmaster, guardian
teachers, special teachers orthopedagogs, subject teachers, counselors, psychologists and the concerned persons.
How the curriculum of English subject was designed and implemented at SMA Lazuardi Global Islamic School Depok also refers to
the purpose of developing curriculum: a.
To give assistance for these students with autism in developing their potency and to overcome their problems in learning. It
should be done seriously adapted to the setting of inclusive school.
4
b. To help teachers and parents in developing programs for students
with autism. c.
To set it as a guideline for schools, society in order to develop, to evaluate and to perfect the inclusive educational program.
However, IEP is not given to these students with autism EAT,
3
Richards, C. Jack. Curriculum Development in Language Teaching Cambridge University Press, Cambridge ,2001. P. 14.
4
UU No. 20 pasal 15 tahun 2003, Panduan Kegiatan Workshop nasional Pendidikan Inklusif Sekolah Penyelanggaraan Pendidikan Inklusif Dinas Pendidikan Provinsi Jawa Barat Tahun Anggaran 2012, P. 2
60 MB, TPW, IN as they are thought to be able to join normal class.
IEP was given to the previous students D because he needed extra class as preparation of attending national examination.
In term of how the curriculum wasimplemented at SMA Lazuardi Global Islamic School, teachers implemented two kinds of curriculum,
regular curriculum in which normal learning activity was conducted based on and the other is regular curriculum with modification.
a. Regular Curriculum
At SMA Lazuardi, teachers, particularly English teachers implement the fixed curriculum issued by the government. However, for certain cases,
the curriculum is developed based on the need of the learners, in this case students with autism. In this type, the learners with autism attend the regular
English curriculum like the other peer students in the same class. The other special English program is more focused on the process of learning
supervising, motivation and their consequence in learning English.
b. Regular Curriculum with Modification
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x :
:
2. How did the English Teachers at SMA Lazuardi Develop the
