Most important part is that those five elements help teacher and researcher to deepen their knowledge about the problems they are facing in developing the
materials in this case deep knowledge about the situation they are facing in teaching autism students, this knowledge helps teacher and researcher to develop
the materials based on the situation, teacher and researcher must have the same level of knowledge about the situation; it lessens the risk of misunderstanding
between the two, so that the discussion keeps running as the way it is planned. The product of this whole process is a rough plan of materials design that will be
developed in the next step.
3.8 Procedures of Developing the Materials
Develop is an action or the process of improving the existed materials or creating a new one. The next step to be taken is developing the materials. In developing
the materials, still, researcher and teacher must work together. In this stage, researcher and teacher again have to look though the data they have obtained,
basically the findings of needs analysis. Prevalence of developing materials is that there are steps that must be
followed. In a formal educational institution, there are guidelines that our government has made for the institutions as we call them as curriculum; the
curriculum is the reference for researcher and teacher in the process of developing the materials.
Teaching tools are also the reference that crucial in this process, the tools devices syllabus, lesson plans, the existed teaching-learning materials, author in
her observation previously evaluates the syllabus and also the lesson plan which means that in this stage the evaluation of the two tools will affect the materials
that will be developed. The material development is going to be integrated with the needs analysis since the materials are design based on the needs of the
students. Researcher and teacher do not develop the whole material; they first look through the syllabus and also lesson plans. They leave the existed materials
that qualified as suitable to students; researcher only develops the parts of the materials which need to be developed and integrate the existed materials with the
needs analysis, and then the process of developing can take place. Here, researcher needs guidance from teacher, because teacher is the one who will
evaluate the will be developed materials. The figure below describes the procedures of developing the materials. By
following the procedures below, the development process will be easier; researcher and teacher only need to follow the procedures. Both, researcher and
teacher must collaborate with each other and keep the communication between them on going.
Again, researcher must put a lot of attention in fulfilling the needs analysis during the process of developing the materials, she also has to remember
the goals of developing the materials, it is not to reach better achievement in academically, but it is to encourage the students to be more active, interested, and
more involved in the activity whether in the classroom or in social life. Because researcher has to be really carefully concentrated so that she will not expanding
her point in doing the research, since it will lead the researcher in to a problem if that expansion happens during the development process.
Figure 3.3 steps of developing the Materials
There is actually one matter that teacher must consider, it is somehow no one method or intervention will meet the needs of every individual in class, as
individuals students are differ from one to another in their abilities and their needs vary considerably based on the Journal of Effective Educational Practices
for Students with ASD2007:24. In this context, the materials that will be developed designed require careful planning, preparation, and teamwork so that
the materials provided are appropriate and effective for the individual students. Researcher and teacher must put their attention more to develop the
materials that must be focused on developing skills that will be of use in the students’ current and future education, and on lessening the students’ dependent
percentage to others, so that they can play their role in social life as an individual. From the data obtained of needs analysis, researcher has to implement it in the
Syllabus
LESSON PLANS
NEEDS ANALISYS INTEGRATION
MATERIALS DEVELOPMENT
objectives of the learning process that it is going to be implemented in the materials; this is aimed to reach the goals of the learning process.
Both, teacher and researcher are having crucial important roles during the process of developing the materials, so they have to share as much as information
together in order to conduct the research keeps going.
3.9 Procedures of Materials Implementation
