conducting the teaching-learning process in order to find out the appropriate techniques to teach vocabulary to the autistic students in such class condition and the
students with all their weaknesses.
2. Considering goals, topics and general purposes
This step is adopted from Kemp’s model Kemp, 1977: 40. It is said that identification of instructional goal is the first point of the instructional design for the
goal directs the whole system. The result of identifying the instructional goals will show the minimum requirements of English ability the students supposed to have.
The identification includes goals, list of topics, and general purposes for teaching each topic.
3. Identifying the important characteristics of the learner.
This step is adopted from Kemp’s model Kemp, 1977: 40, which is very important for the teacher to know the important characteristics of the students to
conduct the appropriate teaching material. It is needed to know the students’ factor that will affect plans for their learning. Since the autistic students have some
weaknesses in social communication, the material will be emphasize on the non- verbal material and must be appropriate with the students’ needs.
4. Specifying the learning objectives
The model of objective formulation is adopted from Kemp’s model Kemp: 1977. In this step, General Instructional Objectives that consist of the general
purposes of the English course are presented as specific as possible so that the teacher know exactly what should be done to achieve the objective of the course.
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5. Selecting teaching and learning activities and resources
It is important to select the most efficient and effective methods and materials to provide teaching activities, students learning activities and instructional materials
which are appropriate for the students to accomplish the objectives.
6. Evaluating and revising the program
The last step is evaluating design materials in order to lead instructional designer material to make the final version of the designed material. In this final
paper the writer does not use the evaluation and revision stage because this paper is aimed only to suggest the suitable materials from the writer’s point of view.
Figure 3. The Writer s Design Model
Analyzing the Learners’ Need
Considering Goals, Topics and General Purposes
Identifying the important characteristics of the learner
Specifying the Learning Objectives
Selecting Teaching and Learning Activities and Resources
Evaluating and Revising the Program
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B. The Elaboration of the Writer s Design Model
This part presents the process of material design by elaborating the writer’s design model, which consists of six stages. The results are as follow:
1. Analyzing the learner s need
A needs survey was conducted to obtain the data of the students’ needs. The results of needs survey became the basis to determine what kind of materials should
be provided. The needs survey was carried out by conducting observation of the English teaching-learning activity for the first grade autistic students of Sekolah
Lanjutan Autis Fredofios Yogyakarta and some interviews with the English teacher.
The observation was conducted on September 4, 2006 when the teacher was conducting English teaching-learning activity. The writer observed the activity
outside the classroom because the autistic students will be disturbed if there is a strange person or something unusual or different from their routine activity or
situation. The writer observed that the students understood the teacher’s explanation and
instruction in Indonesian but they had difficulty understanding the explanation and instruction in English. The teacher had to speak loudly and clearly in delivering the
materials in order to get the students’ attention. The teacher also had to make large and clear handwritings on the board.
Concerning the characteristics of the autistic students that they tend to have their own activity and to be get bored easily with a certain activity, the teacher has to
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give interesting materials and using interesting media. The uses of pictures are very effective to get the students’ interest. The teacher uses some pictures and sticks them
on the board and the students also have the handouts of the materials. The writer also conducted several interviews with the English teacher. There
were some items which were asked to the teacher. Those items contained three general parts of questions. The first part was asking about the students’ specific
characteristics and their interest in learning English at school. The second part was asking about situation of the teaching-learning activity, the materials and media used
and the problems in designing the materials and in delivering the materials to the students. The last part was related to the teacher’s suggestion on the designing
supplementary vocabulary materials which were appropriate for the students. The detailed information about the result of the interview can be seen below:
a. The autistic students have different characteristic from ordinary students. They tend to have their own activity, easily to get bored with a certain activity, be
disturbed if there are some activities that are new for them, and refuse difficult instruction by excessively active hyperactive or passive hypoactive.
Basically, the students have the standard intelligence rate which enables them to learn the subjects being taught in school, especially English.
The students have a strong interest in learning English; in fact, English is one of their favorite subjects. It is shown in their activity outside classroom in which
they tend to mention some objects using English. They also like to ask the
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teacher about the English expressions or words of some objects or activities which they do not know yet. It brings the consideration to the teacher to design
the interesting materials for the students to develop their knowledge in English, especially its vocabulary. Most of the students like to write about their
experience and they have motivation to write it in English. Considering this situation, the students need to develop their English vocabulary mastery which
can help them to write English sentences or even a composition. b. Generally, the autistic students have the standard intelligence rate and they are
capable of learning some subjects, but they have unstable emotion which can affect their interest in learning certain subjects. Concerning those
characteristics, the English teacher usually uses some realia in delivering the materials in order to get the students’ interest. Another characteristic of the
students is that they have strong memories. This is very helpful and beneficial for both the teacher and the students. The teacher only has to explain once or
twice and the students will remember the teacher’s explanation which will help the students in doing the exercises and the evaluation.
In the teaching-learning process, the teacher designs the material by collecting the materials from some sources. The teacher usually gets the materials from
English for Junior High School’s books or creates the materials which are appropriate with the students’ needs, interest and characteristics. Based on the
teacher’s experience in presenting the materials for the students, the students
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have high motivation in learning topics about transportation, public places, hobby, experiences, and their daily activities.
In delivering the materials, the teacher uses some realia in order to help the teacher to get the students’ interest and motivation to learn. The use of pictures
is very important since the autistic students are interested in concrete things and pictures can help them to get close to the reality.
c. The students need supplementary vocabulary materials to increase their English
vocabulary that can help them learn English skills especially reading and writing. The autistic students also need English vocabulary mastery to develop
their knowledge in knowing and understanding some objects or expressions where English is used in their daily life in the society. However, the materials
should be developed based on some consideration. The materials should be appropriate with the students’ needs, interest and characteristics, and also
simplicity, so that the activities can support the students in learning English. The teacher gave some suggestions for the writer in designing the appropriate
and interesting materials for the autistic students. The suggestions are the following:
- The use of pictures is very effective to help the students get the
understanding of the materials. -
The instruction must be simple, and clear, and it consists of one activity.
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- The instruction and explanation should use both Indonesian and English.
- The students have high interest and motivation in certain topics, such as,
traveling, transportation, public places, hobby, experiences, and daily life. -
The skills that become the target of the English teaching-learning are reading and writing.
- The materials should be appropriate with the students’ need, characteristics,
and interest, and also can help them to develop their knowledge in knowing and understanding some objects or expression where English is used in their
daily life in the society.
2. Considering Goals, Topics and General Purposes
