55 Identification of students with special need, those with autism
particularly, is conducted for five functions: screening, referral, classifying, learning plan, and supervising of the learning progress.
1
b. The process of screening
In this stage, assessment was conducted in order to meet the necessity of screening. This screening was conducted in order to identify if these
students have problems in learning. In this case, the writer was involved to conduct this activity in which the writer interviewed these students with
autism and test their English competence.
c. The function of referal
It is meant as a device for a case referral from educational case into healthy case, psychical case, social case and economic case. For several
cases, regular teachers are unable to overcome it by themselves so that they need the other professional
s‟ assistance such as psychologists and orthopedagogs. However, when it came with English subject, English
teachers have never met significant problems in handling these students as these students have quite good understanding of English.
Like the other students, these students learnt similar subjects including English as the foreign language. At SMA Lazuardi Global
Islamic School, English is considered as a regular subject which is less difficult compared to the other subjects. Every student can learn it easily
without any significant stumbling blocks. Even student with special need including those with autism can learn it without any significant difficulty,
too. This fact, however, has some problems. The problem is these disabled students, in certain circumstance, lose their concentration in
learning, unable to control their emotion. It is due to several factors including their memory disturbance and uncontrollable emotion. In this
1
Pedoman Umum Penyelenggaraan Pendidikan Inklusif Departemen Pendidikan Nasional Direktorat Jendral Mandikdasmen Direktorat pembinaan Sekolah Luar Biasa 2007, p.iii
56 case, they need special treatment. It is teacher‟s role and responsibility to
handle the problem. In order for them to be able to study well, teacher had to create a comfortable class management. Their surrounding or peer
students ought to understand this circumstance. The regular students had been given an understanding in regard with the existence of these students
with autism. They were highly urged to behave and treat their friends with special need carefully. These students were strongly prohibited from doing
anything harming their friends of special need such as bullying, taunting, mocking them because these students with special need also had the same
feeling and emotions. Just like the other normal students, they needed to be treated well, cared about and talked with. As a matter of facts, these
students with autism had something in common like the other regular students, either in intelligence and feeling. What made them different was
their behavior. These students with autism behaved like children under their age. They repeaedt the same questions frequently, they talked like
children do, they cried like children when they were taunted. In this case, they found their savior such as teacher. Teacher was the safest place from
them to ask for protection from those disturbing them. In this paragraph, the writer also discussed the further topic on the
students with autism in acquiring English as the foreign language. As the writer has mentioned in the previous paragraph there were no significant
stumbling blocks for these disabled students in learning English. Even, they were more considered as the students with exceptional ability rather
than as the students with special need. However, the writer would like to conduct a research in regard with their acquiring English as the second
language. In this research, the writer would like to dig deeply the process of learning. Language learning cannot be separated from the four
components of language namely reading, writing, speaking and listening. In English learning process in the classroom, those with autism were
not separated from the other regular students. They attended the lesson in
57 the same classroom. They studied the same lesson, same topic, and same
treatment except in special cases where these students with special “need” need more specific guidance and assistance from teacher in understanding
the English material. The writer would like to give an example, in reading class where all students were given instruction to read and find out the
main idea of the text, the main problem of these students with special need was they found it quite difficult to comprehend the reading text. The
reason was their lack of mastering vocabulary. They did not know the meaning of the words. They asked teacher for assistance in
comprehending the text. It was teacher responsibility to help them reading slowly, explained the meaning of the words implicitly. Generally teacher
gave them some clues in order for them to think and find out the solution. By giving them this treatment, teacher ensured them they had understood
the material. Based on the experience of English teachers including the writer,
dealing with these students with autism was so much fun and challenging. Almost in the whole process of English learning, these students were
cooperative in attending the class, listening to the teacher‟s explanation, actively involved in the learning activity, accomplishing English task and
assignment. In the next chapter, the writer will give further explanation in regard with how these students with autism learn English. In spite of the
fact that autistic children might have difficulty with imaginative play and with developing symbols into language.
2
Eventually, the writer expects that this research will be beneficial not only for the writer herself in improving the quality of education,
particularly in teaching English for these students with autism but also to all stakeholders of education concerning with education of these students
with autism and especially for these students in acquiring English as the
2
Tager-Flusberg H, Caronna E. Language disorders: autism and other pervasive developmental disorders. PediatrClin North Am. 2007.p.54
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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2. How did the English Teachers at SMA Lazuardi Develop the
Syllabus of English for the Students with Autism?
How the English teachers at SMA Lazuardi developed the syllabus of English for these students with autism referring to the National Commission
on Education concluded with a vision of the teacher in the twenty-first century:
In our vision, a teacher in the 21st century will be an authority and enthusiastin the knowledge, ideas, skills, understanding and values
to be presented to pupils. The teacher will be an expert on effective learning, with knowledge of a range of classroom methods that can
be intelligently applied and an understanding of appropriate organisational and management styles, conditions, and resources.
The teacher will have the capacity to think deeply about educational aims and values, and thereby critically about educational
programmes. The teacher will be willing to motivate and encourage each and every pupil, assessing progress and learning needs in their
widest sense, even when this involves them in areas outside formal education. The teacher will in the first instance be an educator, not
only of the „subject‟ being taught but also aiming to extend the
62 intellectual, imaginative, inquiring and critical powers of his or her
pupils, and to encourage them to question their wider personal and social values. p. 197
5
. A
A t
t S
S M
M A
A L
L a
a z
z u
u a
a r
r d
d i
i G
G l
l o
o b
b a
a l
l I
I s
s l
l a
a m
m i
i c
c S
S c
c h
h o
o o
o l
l D
D e
e p
p o
o k
k ,
, t
t e
e a
a c
c h
h e
e r
r s
s d
d e
e s
s i
i g
g n
n e
e d
d t
t h
h e
e s
s y
y l
l l
l a
a b
b u
u s
s b
b a
a s
s e
e d
d o
o n
n l
l o
o c
c a
a l
l c
c u
u r
r r
r i
i c
c u
u l
l u
u m
m K
K T
T S
S P
P a
a n
n d
d C
C a
a m
m b
b r
r i
i d
d g
g e
e .
. T
T h
h e
e s
s y
y l
l l
l a
a b
b u
u s
s w
w a
a s
s m
m a
a d
d e
e f
f o
o r
r t
t h
h e
e y
y e
e a
a r
r r
r o
o u
u n
n d
d i
i n
n a
a d
d v
v a
a n
n c
c e
e b
b e
e f
f o
o r
r e
e t
t h
h e
e l
l e
e a
a r
r n
n i
i n
n g
g a
a c
c t
t i
i v
v i
i t
t y
y f
f o
o r
r t
t h
h e
e f
f o
o l
l l
l o
o w
w i
i n
n g
g s
s e
e m
m e
e s
s t
t e
e r
r i
i s
s b
b e
e g
g u
u n
n .
. F
F o
o r
r t
t h
h e
e s
s t
t u
u d
d e
e n
n t
t s
s w
w i
i t
t h
h a
a u
u t
t i
i s
s m
m ,
, t
t h
h e
e i
i n
n d
d i
i c
c a
a t
t o
o r
r s
s i
i n
n t
t h
h e
e i
i r
r l
l e
e s
s s
s o
o n
n p
p l
l a
a n
n a
a r
r e
e m
m a
a d
d e
e s
s i
i m
m p
p l
l i
i f
f i
i e
e d
d ,
, i
i t
t w
w a
a s
s m
m a
a d
d e
e l
l e
e s
s s
s c
c o
o m
m p
p l
l i
i c
c a
a t
t e
e d
d c
c o
o m
m p
p a
a r
r e
e d
d t
t o
o t
t h
h e
e i
i n
n d
d i
i c
c a
a t
t o
o r
r s
s f
f o
o r
r t
t h
h e
e o
o t
t h
h e
e r
r n
n o
o r
r m
m a
a l
l s
s t
t u
u d
d e
e n
n t
t s
s .
. T
T e
e a
a c
c h
h e
e r
r s
s p
p r
r o
o d
d u
u c
c e
e d
d t
t h
h e
e s
s y
y l
l l
l a
a b
b u
u s
s u
u s
s i
i n
n g
g t
t h
h e
e h
h a
a n
n d
d b
b o
o o
o k
k a
a s
s r
r e
e f
f e
e r
r e
e n
n c
c e
e .
. T
T h
h e
e s
s y
y l
l l
l a
a b
b u
u s
s o
o u
u g
g h
h t
t t
t o
o b
b e
e i
i n
n l
l i
i n
n e
e w
w i
i t
t h
h t
t h
h e
e a
a n
n n
n u
u a
a l
l p
p r
r o
o g
g r
r a
a m
m w
w h
h i
i c
c h
h h
h a
a d
d b
b e
e e
e n
n m
m a
a d
d e
e b
b e
e f
f o
o r
r e
e .
. F
F r
r o
o m
m t
t h
h e
e s
s y
y l
l l
l a
a b
b u
u s
s ,
, t
t e
e a
a c
c h
h e
e r
r s
s p
p r
r o
o d
d u
u c
c e
e l
l e
e s
s s
s o
o n
n p
p l
l a
a n
n w
w h
h i
i c
c h
h s
s h
h o
o u
u l
l d
d b
b e
e s
s u
u b
b m
m i
i t
t t
t e
e d
d w
w e
e e
e k
k l
l y
y .
. B
B e
e f
f o
o r
r e
e t
t h
h e
e l
l e
e s
s s
s o
o n
n p
p l
l a
a n
n w
w a
a s
s s
s u
u b
b m
m i
i t
t t
t e
e d
d ,
, t
t e
e a
a c
c h
h e
e r
r s
s h
h a
a d
d t
t o
o d
d i
i s
s c
c u
u s
s s
s i
i t
t f
f i
i r
r s
s t
t w
w i
i t
t h
h h
h e
e a
a d
d m
m a
a s
s t
t e
e r
r o
o r
r v
v i
i c
c e
e p
p r
r i
i n
n c
c i
i p
p a
a l
l f
f o
o r
r c
c u
u r
r r
r i
i c
c u
u l
l u
u m
m a
a f
f f
f a
a i
i r
r s
s i
i n
n o
o r
r d
d e
e r
r f
f o
o r
r t
t e
e a
a c
c h
h e
e r
r s
s t
t o
o b
b e
e w
w e
e l
l l
l p
p r
r e
e p
p a
a r
r e
e d
d i
i n
n i
i m
m p
p l
l e
e m
m e
e n
n t
t i
i n
n g
g t
t h
h e
e m
m e
e t
t h
h o
o d
d o
o f
f t
t e
e a
a c
c h
h i
i n
n g
g a
a n
n d
d c
c o
o n
n v
v e
e y
y i
i n
n g
g t
t h
h e
e t
t e
e a
a c
c h
h i
i n
n g
g m
m a
a t
t e
e r
r i
i a
a l
l a
a s
s w
w e
e l
l l
l .
. A
A s
s t
t h
h e
e r
r e
e s
s u
u l
l t
t ,
, t
t h
h e
e q
q u
u a
a l
l i
i t
t y
y o
o f
f t
t e
e a
a c
c h
h i
i n
n g
g c
c a
a m
m e
e u
u p
p .
. I
I n
n r
r e
e g
g a
a r
r d
d w
w i
i t
t h
h t
t h
h e
e i
i m
m p
p l
l e
e m
m e
e n
n t
t a
a t
t i
i o
o n
n o
o f
f s
s y
y l
l l
l a
a b
b u
u s
s a
a n
n d
d l
l e
e s
s s
s o
o n
n p
p l
l a
a n
n f
f o
o r
r t
t h
h e
e s
s e
e s
s t
t u
u d
d e
e n
n t
t s
s w
w i
i t
t h
h a
a u
u t
t i
i s
s m
m ,
, E
E n
n g
g l
l i
i s
s h
h t
t e
e a
a c
c h
h e
e r
r s
s c
c o
o m
m m
m u
u n
n i
i c
c a
a t
t e
e d
d a
a n
n d
d d
d i
i s
s c
c u
u s
s s
s e
e d
d i
i t
t w
w i
i t
t h
h t
t h
h e
e o
o r
r t
t h
h o
o p
p e
e d
d a
a g
g o
o g
g s
s ,
, t
t e
e a
a c
c h
h e
e r
r s
s w
w h
h o
o w
w e
e r
r e
e t
t r
r a
a i
i n
n e
e d
d w
w e
e l
l l
l i
i n
n d
d e
e a
a l
l i
i n
n g
g w
w i
i t
t h
h t
t h
h e
e s
s e
e s
s t
t u
u d
d e
e n
n t
t s
s w
w i
i t
t h
h s
s p
p e
e c
c i
i a
a l
l n
n e
e e
e d
d i
i n
n c
c l
l u
u d
d i
i n
n g
g t
t h
h o
o s
s e
e w
w i
i t
t h
h a
a u
u t
t i
i s
s m
m .
. O
O r
r t
t h
h o
o p
p e
e d
d a
a g
g o
o g
g s
s g
g a
a v
v e
e d
d e
e t
t a
a i
i l
l e
e x
x p
p l
l a
a n
n a
a t
t i
i o
o n
n a
a n
n d
d s
s u
u g
g g
g e
e s
s t
t i
i o
o n
n s
s i
i n
n d
d e
e a
a l
l i
i n
n g
g w
w i
i t
t h
h t
t h
h e
e s
s e
e s
s t
t u
u d
d e
e n
n t
t s
s w
w i
i t
t h
h a
a u
u t
t i
i s
s m
m .
. T
T h
h e
e o
o r
r t
t h
h o
o p
p e
e d
d a
a g
g o
o g
g s
s g
g a
a v
v e
e s
s o
o m
m e
e r
r e
e c
c o
o m
m m
m e
e n
n d
d a
a t
t i
i o
o n
n s
s t
t o
o E
E n
n g
g l
l i
i s
s h
h t
t e
e a
a c
c h
h e
e r
r s
s i
i n
n r
r e
e g
g a
a r
r d
d w
w i
i t
t h
h t
t h
h e
e m
m o
o d
d e
e l
l o
o f
f t
t h
h e
e t
t e
e s
s t
t ,
, h
h o
o w
w t
t o
o t
t a
a c
c k
k l
l e
e t
t h
h e
e s
s e
e s
s t
t u
u d
d e
e n
n t
t s
s i
i n
n c
c a
a s
s e
e t
t h
h e
e y
y e
e x
x p
p e
e r
r i
i e
e n
n c
c e
e d
d i
i s
s t
t u
u r
r b
b a
a n
n c
c e
e i
i n
n l
l e
e a
a r
r n
n i
i n
n g
g ,
, l
l o
o w
w m
m o
o t
t i
i v
v a
a t
t e
e d
d ,
, a
a s
s w
w e
e l
l l
l .
. M
M u
u t
t u
u a
a l
l c
c o
o m
m m
m u
u n
n i
i c
c a
a t
t i
i o
o n
n w
w a
a s
s m
m a
a d
d e
e c
c o
o n
n t
t i
i n
n u
u o
o u
u s
s l
l y
y t
t o
o a
a n
n t
t i
i c
c i
i p
p a
a t
t e
e a
a n
n y
y p
p r
r o
o b
b l
l e
e m
m s
s i
i n
n d
d e
e a
a l
l i
i n
n g
g w
w i
i t
t h
h t
t h
h e
e s
s e
e s
s t
t u
u d
d e
e n
n t
t s
s a
a n
n d
d i
i n
n o
o r
r d
d e
e r
r t
t o
o p
p r
r o
o v
v i
i d
d e
e a
a b
b e
e t
t t
t e
e r
r l
l e
e a
a r
r n
n i
i n
n g
g a
a c
c t
t i
i v
v i
i t
t y
y .
.
5
Day, Christopher Developing Teacher, Falmer Press, 1999, p. 204.
63
3. How did The Students with Autism Cope with English Learning
Activity?
How these students with autism coped with English learning activity was absolutely related with teachers who keptp the contact with
them daily. This condition could not be separated from the importance of teaching a student to speak a new language before he attempts to read it
cannot be over-emphasized. Charles Carpenter Fries, author of Teaching and Learning English
as a Foreign Language, says a child will learn to read two to three times faster is he first learns to speak the language. If a written word has no oral
counterpart in the mind of the child, it is like trying to find a reflection in a mirror for which no original exists.
Or again, it is like a child trying to read when he has little or no idea what sound or sounds have been assigned to the various letters of the
alphabet. It takes a considerable amount of brain washing of the primary teacher, especially, to enable her to drop teaching of reading as
an objective and replace it with the teaching of oral language. Probably this is so because she remembers learning to read but has forgotten
learning to speak. To her, reading is the language. Having assumed that the students EAT, MB, IN and TPW have
accomplished the first objective--the awareness of the importance of learning to speak English first and proceed to the second objective--the
preparation of teaching materials. In any second language teaching
situation the three basic principles are:
1. listen
2. repeat
3. memorize
This is the way the students with autism learnt to speak the first language, and it is the only way to learn to speak a second language. It is
the application of these principles in a second language teaching situation
64 that needs to be carefully worked out. It is this variation in teaching needs
that make the ability to write ones own material so helpful. Writing or adapting material to a specific situation is not difficult if the teacher has
completely accepted the first tenet of language teaching--Learn To Talk First.
Teacher should forget about reading until the students EAT, MB, IN and TPW have a talking vocabulary of at least four hundred words,
all taught in context. Before attempting to write the needed materials, teacher look at the teaching environment. Teachers ask whether EAT,
MB, IN and TPW need to say and understand to be at home in this classroom. These are their first needs language-wise and if the teachers,
work them out they can teach them in an easy relaxed fashion. Teachers know that they are immediately useful to both teacher and the student for
communication purposes. Very often the morning greeting is the first lesson in learning a
new language. To be able to communicate at once establishes a bond and starts the day right. Teachers teach whatever form is used in the school.
During learning activity process, teacher use a formal Good morning, how are you? or a less formal Good Morning. Teachers teach the
polite forms of our language first. Good Morning will get one by anywhere. The very informal Hi will not do in formal occasions and
will be learned soon enough. Following the morning greeting, commands or requests such as Come in or Please shut close the door, What is your
name? My name is ------------------------- What is your fathers name? May I go to the bathroom? washroom, lavatory, toilet Wash your
hands, Go to the dining room lunch room, cafeteria. The choice of words must be based on usefulness. The students EAT, MB, IN and
TPW need to be at ease in their environment as soon as possible. They need to establish communication as rapidly and as economically as
65 possible. Since these needs differ more or less with each situation, it is so
helpful if each teacher can write her own materials. In association with this fact, the writer takes the study of Sally S.
Scott and Elaine Manglitz, their world 2000, Foreign Language Learning and Learning Disabilities. Scott and Elaine Manglitz suggest
teaching and learning strategies for the students with disabilities
including the children with autism:
a
Learning disabilities affect the way that an individual takes in, retains, or expresses information. Different types of learning
disabilities can impact spoken or written language, spelling, organizational skills, memory, among others. EAT, MB, IN and
TPW can be strong in listening comprehension but poor in reading comprehension or vice versa.
b
Research shows there is a link between native and foreign language learning. Mostly it shows up in phonological difficulties
e.g. problems with tasks involving putting sounds together and pulling sounds apart in spoken and written language. Students
with learning disabilities may do fine in other classes, but their difficulties emerge when in a language class. Often the
phonological difficulties are present in their native language as well Granschow and Sparks 1995.
c
Some people may have difficulties reading in some languages but not in others because of the complexity of the different language
systems e.g. frequency of word occurrence, size of vocabulary, etc.. For the students with autism EAT, MB, IN and TPW in
SMA Lazuardi Global Islamic School Depok, reading assesment is not a hard task because they are getting used to it. Mostly are
able to read fluently with correct pronunciation, articulation and punctuation.
66 Scott and Manglitz provided several points for teachers in teaching
students with disabilities. This approach is also implemented to teach those with autism at SMA Lazuardi Global Islamic School as well. The following
points are accommodation suggested by Scott and Manglitz which have also been implemented by English teachers in teaching the students with autism at
SMA Lazuardi Global Islamic School:
a
Tutoring assistance and notetakers in class. This method has been being implemented in daily English learning activity at SMA
Lazuardi Global Islamic School.
b
Individualized learning pace, such as providing one term of coursework over a two-term period. In completing this task,
English teacher in cooperation with the orthopedagogs and the students‟ parent by using „communication book‟ as the media. In
this book, the English teachers write what the students should do in their tasks and assignments.
c
Option to audit the class before taking it for credit. In several cases, these students are conditioned to learn English the material
and the orthopedagos here are needed to assist them.
d
Taking a class under a passfail condition. In several cases, by the time the students do not fulfill the minimum standard of scoring,
they will be asked to join the remedial class.
e
Permission to write dictated questions before composing responses. It always happens during the daily English Learning
activity. These students are approached by not only the English teachers but also the orthopedagog whose roles are to assist them
doing dictation of the material. For these students, the dictation is made little bit slower in order for them to be able to comprehend
the content of the material.
67
f
Extended time to formulate replies on written or oral exams. In SMA Lazuardi Global islamic School Depok, no time extended is
given to the students with autism. They are given the duration of completing the test equally with the other normal students.
g
Permitting examinations to be read orally, dictated, or typed; alternative test formats. As it has been stated at the point e.
It always occured during the daily English Learning activity. These students were approached by not only the English teachers but also the
orthopedagog whose roles are to assist them doing dictation of the material. For these students, the dictation was made little bit slower in order for them to
be able to comprehend the content of the material. The orthopedagos usually read the instruction to these students slowly and check the students whether
they completely understand it and the orthopedagos repeat it many times to convince that the students are able to do the tests.
Furthermore, in regard with how the students with autism learn English as the foreign language, the following points of teaching methods suggested by
Scott and Manglitz New materials introduced at a slower pace which also have been implemented at SMA Lazuardi Global Islamic School Depok:
a. Reduced reading in classes. As it has been stated in the literature review of stereotype of autism in which these students
have tendency of making repetitive movement, such as hand flapping, head rolling, or body rocking. In does not enable to
instruct EAT, MB, IN and TPW to read a very long text because for them it will be a very hard task, they will feel it
inconveniently.
a
Reduced vocabulary lessons, or provision of basic vocabulary on tests to assist in translation and review of passages.
68
b
Noun and adjective endings chart to assist with translation
c
Flexibility in exam scheduling. However , In SMA Lazuardi Global Islamic School Depok, the exam scheduling is based on
the fixed term.
d
Explicit about expectations regarding class attendance, homework and class participation.
e
Planned repetition and review incorporated in each lesson. In order for the students to reach the indicator as stated in the
lesson plan, planned repetition and review incorporated in each lesson is applied during daily English learning activities.
f
Use of kinesthetic, auditory and visual modalities in instruction. In SMA Lazuardi Global Islamic School Depok,
the use of kinesthetic, auditory and visual modalities in instruction is applied in order to support an enjoyable learning
activity.
g
Explicit teaching of the codes of the language
h
Supportive learning environment. During learning activity, the students are endorsed with supportive
learning activity. Not only the ambience of the class room, seating arrangement in which they sit near teacher with the assistance of their peer
normal students, their classmates also give their big supports to them by respecting instead of bullying them. As it has been stated also in the literature
review, CAPELL Connecticut Administration Program of English Language Learner, c
ultural differences may influence students‟ behavior in the classroom. This condition is described during English Learning process at
SMA Lazuardi Global Islamic School Depok especially to the students with autism. Learning styles may reflect cultural experiences. The role of parents in
the educational process may also reflect their cultural background. Literacy in a student‟s first language facilitates the transfer of skills to a second language.
69 A student who is not literate in his or her first language may require additional
time to develop basic literacy skills. Additionally, a different writing system alphabet may cause students difficulty with reading, writing, and spelling in
a second language. Students who are successful in the learning environment or those who are encouraged to succeed are usually motivated to learn. All other
factors listed here also influence motivation. An accommodation is an adjustment or provision, which removes barriers
in a specific situation. Academic accommodations allow a student with a disability to have equal access to hisher education. Accommodations should
not provide an unfair advantage or fundamentally alter the essential requirements of a program or course. In addition, The following is the detailed
description on how these students with autism deal with English learning activity:
How EAT, MB, IN and TPW coped with English learning activity could not be separated from their characters and social behavior. As it is stated in
the literature review that Autistic children differ more strikingly from social norms; for example, they have less eye contact and turn taking, and do not
have the ability to use simple movements to express themselves, such as the deficiency to point at things. These students especially EAT are less likely to
exhibit social understanding, approach others spontaneously, imitate and respond to emotions, communicate nonverbally, and take turns with others.
However, they do form attachments to their primary caregivers.
6
Most autistic children display moderately less attachment security than non-autistic
children, although this difference disappears in children with higher mental
6
Rutgers AH, Bakermans-Kranenburg MJ, van IJzendoorn MH, van Berckelaer-Onnes IA. Autism and attachment: a meta-analytic review. J Child Psychol Psychiatry. 2004.p.45
70 development or less severe ASD. Older children and adults with ASD
perform worse on tests of face and emotion recognition.
7
Furthermore, impairments in social interaction; impairments in communication; and restricted interests and repetitive behavior. Other
aspects, such as atypical eating, are also common but are not essential for diagnosis.
8
Autisms individual symptoms occur in the general population and appear not to associate highly, without a sharp line separating
pathologically severe from common traits.
9
Those characteristics are found on the four students, EAT, MB, IN and TPW.
1 1
. .
E E
A A
T T
E E
A A
T T
i i
s s
1 1
6 6
y y
e e
a a
r r
s s
o o
l l
d d
. .
H H
e e
w w
a a
s s
a a
s s
t t
u u
d d
e e
n n
t t
o o
f f
s s
c c
i i
e e
n n
c c
e e
c c
l l
a a
s s
s s
o o
f f
e e
l l
e e
v v
e e
n n
t t
h h
g g
r r
a a
d d
e e
o o
f f
S S
M M
A A
L L
a a
z z
u u
a a
r r
d d
i i
G G
l l
o o
b b
a a
l l
I I
s s
l l
a a
m m
i i
c c
S S
c c
h h
o o
o o
l l
. .
A A
s s
s s
t t
a a
t t
e e
d d
i i
n n
t t
h h
e e
a a
b b
o o
v v
e e
t t
a a
b b
l l
e e
t t
h h
a a
t t
h h
e e
h h
a a
d d
d d
i i
s s
t t
u u
r r
b b
a a
n n
c c
e e
i i
n n
p p
r r
o o
c c
e e
s s
s s
i i
n n
g g
a a
n n
d d
p p
r r
o o
v v
i i
d d
i i
n n
g g
i i
n n
f f
o o
r r
m m
a a
t t
i i
o o
n n
. .
I I
n n
a a
d d
d d
i i
t t
i i
o o
n n
, ,
h h
e e
h h
a a
d d
p p
r r
o o
b b
l l
e e
m m
w w
i i
t t
h h
a a
d d
a a
p p
t t
a a
t t
i i
o o
n n
a a
n n
d d
s s
o o
c c
i i
a a
l l
i i
z z
a a
t t
i i
o o
n n
a a
s s
w w
e e
l l
l l
. .
H H
e e
w w
a a
s s
l l
e e
s s
s s
i i
n n
d d
e e
p p
e e
n n
d d
e e
n n
t t
a a
n n
d d
n n
e e
e e
d d
e e
d d
e e
x x
a a
m m
p p
l l
e e
s s
t t
o o
c c
o o
m m
p p
l l
e e
t t
e e
t t
a a
s s
k k
s s
a a
n n
d d
a a
s s
s s
i i
g g
n n
m m
e e
n n
t t
s s
. .
A A
s s
a a
d d
d d
i i
t t
i i
o o
n n
a a
l l
i i
n n
f f
o o
r r
m m
a a
t t
i i
o o
n n
, ,
h h
e e
w w
a a
s s
v v
e e
r r
y y
e e
x x
c c
e e
l l
l l
e e
n n
t t
s s
k k
i i
l l
l l
i i
n n
c c
o o
u u
n n
t t
i i
n n
g g
. .
H H
e e
h h
a a
d d
h h
i i
g g
h h
r r
e e
p p
l l
i i
c c
a a
t t
i i
v v
e e
s s
k k
i i
l l
l l
. .
F F
u u
r r
t t
h h
e e
r r
m m
o o
r r
e e
, ,
h h
e e
h h
a a
d d
v v
e e
r r
y y
g g
o o
o o
d d
s s
h h
o o
r r
t t
t t
e e
r r
m m
a a
n n
d d
l l
o o
n n
g g
t t
e e
r r
m m
m m
e e
m m
o o
r r
y y
. .
H H
e e
h h
a a
d d
n n
o o
s s
p p
e e
c c
i i
f f
i i
c c
d d
i i
s s
t t
u u
r r
b b
a a
n n
c c
e e
i i
n n
a a
c c
a a
d d
e e
m m
i i
c c
s s
k k
i i
l l
l l
. .
H H
e e
w w
a a
s s
c c
o o
n n
s s
i i
d d
e e
r r
e e
d d
t t
o o
b b
e e
a a
b b
l l
e e
t t
o o
c c
a a
t t
c c
h h
u u
p p
w w
i i
t t
h h
l l
e e
a a
r r
n n
i i
n n
g g
m m
a a
t t
e e
r r
i i
a a
l l
f f
o o
r r
h h
i i
g g
h h
s s
c c
h h
o o
o o
l l
s s
t t
u u
d d
e e
n n
t t
s s
. .
T T
e e
a a
c c
h h
e e
r r
h h
a a
d d
t t
o o
s s
e e
t t
u u
p p
l l
e e
a a
r r
n n
i i
n n
g g
e e
n n
v v
i i
r r
o o
n n
m m
e e
n n
t t
i i
n n
v v
i i
s s
u u
a a
l l
a a
n n
d d
p p
a a
t t
t t
e e
r r
n n
e e
d d
s s
c c
h h
e e
m m
e e
, ,
m m
a a
p p
p p
i i
n n
g g
, ,
v v
i i
d d
e e
o o
, ,
e e
t t
c c
. .
T T
e e
a a
c c
h h
e e
r r
h h
a a
d d
t t
o o
p p
l l
a a
c c
e e
h h
i i
m m
t t
o o
s s
i i
t t
n n
e e
a a
r r
t t
e e
a a
c c
h h
e e
r r
s s
o o
r r
p p
e e
e e
r r
s s
w w
h h
o o
c c
a a
n n
g g
u u
i i
d d
e e
h h
i i
m m
. .
T T
e e
a a
c c
h h
e e
r r
s s
w w
e e
r r
e e
a a
l l
s s
o o
s s
u u
g g
g g
e e
s s
t t
e e
d d
t t
o o
g g
i i
v v
e e
s s
t t
a a
g g
e e
s s
i i
n n
c c
o o
m m
p p
l l
e e
t t
i i
n n
g g
t t
a a
s s
k k
s s
e e
i i
t t
h h
e e
r r
i i
n n
w w
r r
i i
t t
t t
e e
n n
o o
r r
o o
r r
a a
l l
l l
y y
. .
7
Sigman M, Dijamco A, Gratier M, Rozga A.Early detection of core deficits in autism. Ment Retard Dev DisabilRes Rev. 2004.p.10
8
Filipek PA, Accardo PJ, Baranek GT et al. The screening and diagnosis of autistic spectrum disorders. J Autism Dev Disord. 1999.p. 29. This paper represents a consensus of representatives from nine professional and
four parent organizations in the US.
9
London E.The role of the neurobiologist in redefining the diagnosis of autism. Brain Pathol. 2007.p.1
71 I
I n
n E
E n
n g
g l
l i
i s
s h
h c
c l
l a
a s
s s
s ,
, c
c o
o m
m p
p a
a r
r e
e d
d w
w i
i t
t h
h t
t h
h e
e o
o t
t h
h e
e r
r s
s t
t u
u d
d e
e n
n t
t s
s w
w i
i t
t h
h s
s p
p e
e c
c i
i a
a l
l n
n e
e e
e d
d ,
, h
h e
e w
w a
a s
s q
q u
u i
i t
t e
e c
c o
o m
m p
p e
e t
t e
e n
n t
t .
. H
H e
e w
w a
a s
s ,
, h
h o
o w
w e
e v
v e
e r
r ,
, t
t h
h e
e l
l e
e a
a s
s t
t a
a c
c t
t i
i v
v e
e a
a n
n d
d t
t h
h e
e m
m o
o s
s t
t d
d e
e p
p e
e n
n d
d e
e n
n t
t o
o n
n e
e .
. T
T h
h e
e t
t e
e a
a c
c h
h e
e r
r h
h a
a d
d t
t o
o d
d i
i r
r e
e c
c t
t h
h i
i m
m t
t o
o p
p a
a y
y a
a t
t t
t e
e n
n t
t i
i o
o n
n t
t o
o t
t h
h e
e t
t e
e a
a c
c h
h i
i n
n g
g m
m a
a t
t e
e r
r i
i a
a l
l g
g i
i v
v e
e n
n .
. I
I t
t o
o f
f t
t e
e n
n o
o c
c c
c u
u r
r e
e d
d d
d u
u r
r i
i n
n g
g l
l e
e a
a r
r n
n i
i n
n g
g a
a c
c t
t i
i v
v i
i t
t y
y ,
, w
w h
h i
i l
l e
e t
t h
h e
e o
o t
t h
h e
e r
r p
p e
e e
e r
r s
s w
w e
e r
r e
e s
s e
e r
r i
i o
o u
u s
s l
l i
i s
s t
t e
e n
n i
i n
n g
g t
t o
o t
t h
h e
e t
t e
e a
a c
c h
h e
e r
r e
e x
x p
p l
l a
a n
n a
a t
t i
i o
o n
n ,
, h
h e
e w
w a
a s
s c
c o
o m
m m
m u
u n
n i
i c
c a
a t
t i
i n
n g
g w
w i
i t
t h
h h
h i
i m
m s
s e
e l
l f
f ,
, e
e v
v e
e n
n h
h e
e w
w a
a s
s l
l a
a u
u g
g h
h i
i n
n g
g a
a t
t h
h i
i m
m s
s e
e l
l f
f .
. T
T h
h e
e w
w a
a y
y t
t h
h e
e t
t e
e a
a c
c h
h e
e r
r b
b r
r o
o u
u g
g h
h t
t h
h i
i m
m t
t o
o f
f o
o c
c u
u s
s o
o n
n t
t h
h e
e m
m a
a t
t e
e r
r i
i a
a l
l g
g i
i v
v e
e n
n w
w a
a s
s h
h a
a v
v i
i n
n g
g h
h i
i m
m s
s i
i t
t n
n e
e a
a r
r h
h e
e r
r .
. H
H e
e r
r e
e ,
, t
t h
h e
e t
t e
e a
a c
c h
h e
e r
r h
h a
a d
d t
t o
o k
k e
e e
e p
p h
h e
e r
r e
e y
y e
e c
c o
o n
n t
t a
a c
c t
t o
o n
n h
h i
i m
m ,
, w
w h
h i
i l
l e
e e
e x
x p
p l
l a
a i
i n
n i
i n
n g
g t
t h
h e
e l
l e
e a
a r
r n
n i
i n
n g
g m
m a
a t
t e
e r
r i
i a
a l
l a
a n
n d
d g
g u
u i
i d
d i
i n
n g
g h
h i
i m
m e
e i
i t
t h
h e
e r
r t
t o
o w
w r
r i
i t
t e
e o
o r
r t
t o
o p
p r
r o
o n
n o
o u
u n
n c
c e
e w
w o
o r
r d
d s
s .
. A
A s
s a
a m
m a
a t
t t
t e
e r
r o
o f
f f
f a
a c
c t
t ,
, i
i f
f t
t h
h e
e i
i n
n t
t e
e n
n s
s i
i v
v e
e g
g u
u i
i d
d i
i n
n g
g b
b y
y t
t e
e a
a c
c h
h e
e r
r w
w a
a s
s g
g i
i v
v e
e n
n i
i n
n t
t e
e n
n s
s i
i v
v e
e l
l y
y t
t o
o h
h i
i m
m ,
, h
h e
e w
w o
o u
u l
l d
d b
b e
e v
v e
e r
r y
y c
c o
o o
o p
p e
e r
r a
a t
t i
i v
v e
e a
a n
n d
d t
t e
e n
n d
d e
e d
d t
t o
o o
o b
b e
e y
y s
s t
t r
r i
i c
c t
t l
l y
y t
t h
h e
e i
i n
n s
s t
t r
r u
u c
c t
t i
i o
o n
n .
. I
I n
n a
a d
d d
d i
i t
t i
i o
o n
n ,
, d
d e
e s
s p
p i
i t
t e
e h
h i
i s
s s
s h
h o
o r
r t
t c
c o
o m
m i
i n
n g
g s
s ,
, h
h e
e c
c a
a r
r e
e d
d a
a b
b o
o u
u t
t h
h i
i m
m s
s e
e l
l f
f .
. H
H e
e a
a l
l w
w a
a y
y s
s k
k e
e p
p t
t a
a s
s k
k i
i n
n g
g t
t h
h e
e t
t e
e a
a c
c h
h e
e r
r i
i n
n r
r e
e g
g a
a r
r d
d w
w i
i t
t h
h t
t h
h e
e i
i n
n s
s t
t r
r u
u c
c t
t i
i o
o n
n ,
, a
a n
n d
d t
t h
h e
e o
o u
u t
t l
l i
i n
n e
e o
o f
f t
t e
e s
s t
t s
s a
a s
s w
w e
e l
l l
l .
. T
T h
h e
e a
a n
n s
s w
w e
e r
r g
g i
i v
v e
e n
n o
o u
u g
g h
h t
t t
t o
o b
b e
e d
d e
e t
t a
a i
i l
l e
e d
d a
a s
s w
w e
e l
l l
l .
. H
H e
e w
w a
a s
s n
n e
e v
v e
e r
r r
r e
e l
l u
u c
c t
t a
a n
n t
t t
t o
o t
t a
a k
k e
e s
s o
o m
m e
e n
n o
o t
t e
e s
s .
. H
H i
i s
s p
p l
l e
e a
a s
s u
u r
r e
e w
w a
a s
s w
w h
h e
e n
n h
h e
e w
w a
a s
s s
s c
c l
l o
o s
s e
e t
t o
o t
t h
h e
e t
t e
e a
a c
c h
h e
e r
r .
. H
H e
e r
r e
e ,
, h
h e
e f
f e
e l
l t
t c
c o
o n
n f
f i
i d
d e
e n
n t
t a
a n
n d
d a
a w
w a
a y
y f
f r
r o
o m
m d
d i
i s
s c
c o
o m
m f
f o
o r
r t
t b
b e
e c
c a
a u
u s
s e
e o
o f
f g
g e
e t
t t
t i
i n
n g
g b
b u
u l
l l
l i
i e
e d
d b
b y
y h
h i
i s
s c
c l
l a
a s
s s
s m
m a
a t
t e
e s
s s
s o
o m
m e
e t
t i
i m
m e
e s
s .
. S
S i
i n
n c
c e
e h
h e
e w
w a
a s
s c
c o
o n
n s
s i
i d
d e
e r
r e
e d
d t
t o
o b
b e
e a
a b
b l
l e
e t
t o
o h
h a
a v
v e
e g
g o
o o
o d
d E
E n
n g
g l
l i
i s
s h
h c
c o
o m
m p
p e
e t
t e
e n
n c
c e
e ,
, t
t h
h e
e t
t e
e s
s t
t w
w h
h i
i c
c h
h g
g i
i v
v e
e n
n t
t o
o h
h i
i m
m w
w a
a s
s t
t h
h e
e r
r e
e g
g u
u l
l a
a r
r t
t e
e s
s t
t l
l i
i k
k e
e t
t h
h e
e o
o t
t h
h e
e r
r „
„ n
n o
o r
r m
m a
a l
l ‟
‟ p
p e
e e
e r
r s
s o
o f
f h
h i
i s
s l
l e
e v
v e
e l
l .
. F
F r
r o
o m
m s
s e
e v
v e
e r
r a
a l
l t
t e
e s
s t
t s
s h
h e
e d
d i
i d
d ,
, h
h e
e m
m a
a n
n a
a g
g e
e d
d t
t o
o m
m a
a k
k e
e g
g o
o o
o d
d r
r e
e m
m a
a r
r k
k ,
, a
a b
b o
o v
v e
e t
t h
h e
e a
a v
v e
e r
r a
a g
g e
e .
. T
T h
h e
e t
t e
e s
s t
t t
t h
h a
a t
t h
h e
e h
h a
a d
d c
c o
o m
m p
p l
l e
e t
t e
e d
d w
w e
e r
r e
e l
l i
i s
s t
t e
e n
n i
i n
n g
g ,
, w
w r
r i
i t
t i
i n
n g
g ,
, r
r e
e a
a d
d i
i n
n g
g a
a n
n d
d s
s p
p e
e a
a k
k i
i n
n g
g t
t e
e s
s t
t .
. F
F o
o r
r l
l i
i s
s t
t e
e n
n i
i n
n g
g t
t e
e s
s t
t ,
, h
h e
e h
h a
a d
d g
g o
o o
o d
d l
l i
i s
s t
t e
e n
n i
i n
n g
g s
s k
k i
i l
l l
l .
. I
I n
n o
o t
t h
h e
e r
r w
w o
o r
r d
d ,
, h
h e
e w
w a
a s
s a
a b
b l
l e
e t
t o
o c
c o
o m
m p
p r
r e
e h
h e
e n
n d
d t
t h
h e
e c
c o
o n
n t
t e
e n
n t
t o
o f
f c
c o
o n
n v
v e
e r
r s
s a
a t
t i
i o
o n
n s
s p
p o
o k
k e
e n
n b
b y
y t
t h
h e
e s
s p
p e
e a
a k
k e
e r
r s
s .
. F
F o
o r
r w
w r
r i
i t
t i
i n
n g
g t
t e
e s
s t
t ,
, h
h e
e c
c o
o u
u l
l d
d d
d o
o i
i t
t a
a s
s w
w e
e l
l l
l .
. S
S o
o f
f a
a r
r ,
, w
w r
r i
i t
t i
i n
n g
g t
t e
e s
s t
t s
s g
g i
i v
v e
e n
n t
t o
o h
h i
i m
m w
w e
e r
r e
e p
p r
r o
o d
d u
u c
c i
i n
n g
g e
e s
s s
s a
a y
y ,
, b
b u
u i
i l
l d
d i
i n
n g
g s
s e
e n
n t
t e
e n
n c
c e
e u
u s
s i
i n
n g
g c
c e
e r
r t
t a
a i
i n
n s
s t
t r
r u
u c
c t
t u
u r
r e
e .
. I
I n
n w
w r
r i
i t
t i
i n
n g
g h
h i
i s
s e
e s
s s
s a
a y
y ,
, h
h e
e s
s u
u c
c c
c e
e e
e d
d e
e d
d i
i n
n m
m a
a k
k i
i n
n g
g i
i t
t .
. H
H e
e e
e x
x p
p l
l o
o r
r e
e d
d h
h i
i s
s i
i d
d e
e a
a s
s u
u s
s i
i n
n g
g c
c e
e r
r t
t a
a i
i n
n d
d e
e t
t e
e r
r m
m i
i n
n e
e d
d t
t o
o p
p i
i c
c s
s s
s u
u c
c h
h a
a s
s d
d e
e s
s c
c r
r i
i b
b i
i n
n g
g p
p e
e r
r s
s o
o n
n b
b y
y f
f e
e a
a t
t u
u r
r i
i n
n g
g h
h i
i s
s p
p h
h y
y s
s i
i c
c a
a l
l a
a p
p p
p e
e a
a r
r a
a n
n c
c e
e a
a n
n d
d p
p e
e r
r s
s o
o n
n a
a l
l i
i t
t y
y t
t r
r a
a i
i t
t s
s ,
, w
w r
r i
i t
t i
i n
n g
g h
h i
i s
s o
o b
b s
s e
e s
s s
s i
i o
o n
n
72 d
d e
e s
s i
i g
g n
n i
i n
n g
g h
h i
i s
s p
p l
l a
a n
n i
i n
n t
t h
h e
e f
f u
u t
t u
u r
r e
e ,
, t
t e
e l
l l
l i
i n
n g
g e
e x
x p
p e
e r
r i
i e
e n
n c
c e
e l
l i
i k
k e
e e
e n
n j
j o
o y
y i
i n
n g
g h
h o
o l
l i
i d
d a
a y
y ,
, e
e t
t c
c .
. H
H e
e w
w r
r o
o t
t e
e t
t h
h e
e m
m a
a l
l l
l i
i n
n e
e l
l o
o q
q u
u e
e n
n t
t m
m a
a n
n n
n e
e r
r w
w i
i t
t h
h v
v e
e r
r y
y t
t i
i d
d y
y a
a n
n d
d r
r e
e a
a d
d a
a b
b l
l e
e h
h a
a n
n d
d w
w r
r i
i t
t i
i n
n g
g .
. H
H e
e c
c o
o u
u l
l d
d a
a r
r r
r a
a n
n g
g e
e t
t h
h e
e p
p a
a r
r a
a g
g r
r a
a p
p h
h b
b a
a s
s e
e d
d o
o n
n t
t h
h e
e m
m a
a i
i n
n i
i d
d e
e a
a .
. F
F r
r o
o m
m a
a s
s e
e n
n t
t e
e n
n c
c e
e o
o f
f m
m a
a i
i n
n i
i d
d e
e a
a ,
, h
h e
e d
d e
e v
v e
e l
l o
o p
p e
e d
d i
i t
t i
i n
n t
t o
o s
s u
u p
p p
p o
o r
r t
t i
i n
n g
g d
d e
e t
t a
a i
i l
l s
s u
u n
n t
t i
i l
l i
i t
t b
b u
u i
i l
l d
d a
a v
v e
e r
r y
y g
g o
o o
o d
d p
p a
a r
r a
a g
g r
r a
a p
p h
h .
. A
A f
f t
t e
e r
r w
w a
a r
r d
d ,
, t
t h
h e
e c
c o
o m
m p
p i
i l
l a
a t
t i
i o
o n
n o
o f
f t
t h
h e
e m
m a
a i
i n
n i
i d
d e
e a
a s
s a
a n
n d
d t
t h
h e
e i
i r
r s
s u
u p
p p
p o
o r
r t
t i
i n
n g
g d
d e
e t
t a
a i
i l
l s
s b
b e
e c
c a
a m
m e
e a
a q
q u
u i
i t
t e
e g
g o
o o
o d
d a
a n
n d
d e
e n
n j
j o
o y
y a
a b
b l
l e
e t
t o
o r
r e
e a
a d
d p
p i
i e
e c
c e
e o
o f
f w
w r
r i
i t
t i
i n
n g
g .
. M
M o
o r
r e
e o
o v
v e
e r
r ,
, w
w h
h e
e n
n h
h e
e d
d i
i d
d w
w r
r i
i t
t i
i n
n g
g w
w i
i t
t h
h t
t h
h e
e t
t e
e a
a c
c h
h e
e r
r s
s i
i t
t t
t i
i n
n g
g n
n e
e a
a r
r h
h i
i m
m a
a n
n d
d g
g i
i v
v i
i n
n g
g h
h i
i m
m a
a h
h e
e l
l p
p d
d e
e v
v e
e l
l o
o p
p h
h i
i s
s w
w r
r i
i t
t i
i n
n g
g ,
, i
i t
t w
w o
o u
u l
l d
d b
b e
e m
m u
u c
c h
h b
b e
e t
t t
t e
e r
r .
. M
M o
o r
r e
e o
o v
v e
e r
r ,
, h
h e
e h
h a
a d
d a
a v
v e
e r
r y
y e
e l
l o
o q
q u
u e
e n
n t
t h
h a
a n
n d
d w
w r
r i
i t
t i
i n
n g
g w
w h
h i
i c
c h
h m
m a
a k
k e
e s
s i
i t
t e
e n
n j
j o
o y
y a
a b
b l
l e
e t
t o
o r
r e
e a
a d
d .
. F
F o
o r
r s
s p
p e
e a
a k
k i
i n
n g
g t
t e
e s
s t
t ,
, h
h e
e c
c o
o u
u l
l d
d d
d o
o i
i t
t a
a s
s w
w e
e l
l l
l a
a s
s t
t h
h e
e p
p r
r e
e v
v i
i o
o u
u s
s t
t e
e s
s t
t s
s .
. H
H e
e s
s p
p o
o k
k e
e E
E n
n g
g l
l i
i s
s h
h q
q u
u i
i t
t e
e f
f a
a s
s t
t .
. I
I n
n a
a c
c o
o n
n v
v e
e r
r s
s a
a t
t i
i o
o n
n ,
, h
h e
e w
w a
a s
s a
a b
b l
l e
e t
t o
o p
p r
r o
o d
d u
u c
c e
e w
w o
o r
r d
d s
s a
a n
n d
d r
r e
e s
s p
p o
o n
n d
d t
t o
o h
h i
i s
s p
p a
a r
r t
t n
n e
e r
r w
w e
e l
l l
l .
. S
S o
o m
m e
e t
t o
o p
p i
i c
c s
s o
o f
f c
c o
o n
n v
v e
e r
r s
s a
a t
t i
i o
o n
n g
g i
i v
v e
e n
n w
w e
e r
r e
e e
e x
x p
p r
r e
e s
s s
s i
i n
n g
g p
p l
l e
e a
a s
s u
u r
r e
e a
a n
n d
d d
d i
i s
s p
p l
l e
e a
a s
s u
u r
r e
e ,
, e
e x
x p
p r
r e
e s
s s
s i
i n
n g
g a
a n
n n
n o
o y
y i
i n
n g
g a
a n
n d
d a
a n
n n
n o
o y
y e
e d
d ,
, e
e x
x p
p r
r e
e s
s s
s i
i n
n g
g a
a n
n x
x i
i e
e t
t y
y ,
, m
m a
a k
k i
i n
n g
g a
a p
p l
l a
a n
n ,
, e
e t
t c
c .
. C
C o
o n
n v
v e
e r
r s
s a
a t
t i
i o
o n
n w
w a
a s
s n
n o
o t
t t
t h
h e
e o
o n
n l
l y
y s
s p
p e
e a
a k
k i
i n
n g
g t
t e
e s
s t
t .
. O
O n
n c
c e
e ,
, a
a p
p r
r a
a c
c t
t i
i c
c a
a l
l e
e x
x a
a m
m o
o f
f s
s e
e m
m e
e s
s t
t e
e r
r 2
2 f
f o
o r
r g
g r
r a
a d
d e
e e
e l
l e
e v
v e
e n
n t
t h
h w
w a
a s
s c
c o
o n
n d
d u
u c
c t
t e
e d
d .
. A
A l
l l
l s
s t
t u
u d
d e
e n
n t
t s
s o
o f
f t
t h
h i
i s
s g
g r
r a
a d
d e
e ,
, n
n o
o t
t e
e x
x c
c e
e p
p t
t i
i o
o n
n ,
, w
w e
e r
r e
e r
r e
e q
q u
u i
i r
r e
e d
d t
t o
o s
s p
p e
e a
a k
k ,
, e
e x
x p
p l
l o
o r
r i
i n
n g
g t
t h
h e
e i
i r
r i
i d
d e
e a
a s
s b
b y
y u
u s
s i
i n
n g
g a
a p
p r
r o
o c
c e
e d
d u
u r
r a
a l
l t
t e
e x
x t
t .
. T
T h
h e
e p
p u
u r
r p
p o
o s
s e
e o
o f
f t
t h
h i
i s
s t
t e
e x
x t
t i
i s
s t
t o
o i
i n
n f
f o
o r
r m
m t
t h
h e
e r
r e
e a
a d
d e
e r
r s
s o
o r
r l
l i
i s
s t
t e
e n
n e
e r
r s
s a
a b
b o
o u
u t
t h
h o
o w
w t
t o
o d
d o
o a
a t
t h
h i
i n
n g
g b
b y
y u
u s
s i
i n
n g
g s
s t
t e
e p
p s
s o
o r
r m
m e
e t
t h
h o
o d
d s
s .
. S
S i
i n
n c
c e
e h
h e
e h
h a
a d
d p
p a
a s
s s
s i
i o
o n
n i
i n
n c
c h
h i
i c
c k
k e
e n
n w
w i
i e
e n
n n
n e
e r
r s
s c
c h
h n
n i
i t
t z
z e
e l
l ,
, h
h e
e t
t o
o l
l d
d t
t h
h e
e a
a u
u d
d i
i e
e n
n c
c e
e a
a b
b o
o u
u t
t h
h o
o w
w t
t o
o m
m a
a k
k e
e i
i t
t .
. H
H e
e c
c o
o u
u l
l d
d e
e x
x p
p l
l a
a i
i n
n i
i t
t t
t o
o t
t h
h e
e o
o t
t h
h e
e r
r s
s t
t h
h e
e i
i n
n g
g r
r e
e d
d i
i e
e n
n t
t s
s n
n e
e e
e d
d e
e d
d a
a n
n d
d t
t h
h e
e m
m e
e t
t h
h o
o d
d o
o f
f m
m a
a k
k i
i n
n g
g i
i t
t .
. H
H e
e d
d i
i d
d i
i t
t i
i n
n d
d e
e t
t a
a i
i l
l w
w i
i t
t h
h c
c l
l e
e a
a r
r e
e x
x p
p l
l a
a n
n a
a t
t i
i o
o n
n s
s o
o t
t h
h a
a t
t h
h i
i s
s a
a u
u d
d i
i e
e n
n c
c e
e w
w a
a s
s m
m a
a d
d e
e a
a m
m a
a z
z e
e d
d a
a n
n d
d i
i m
m p
p r
r e
e s
s s
s e
e d
d b
b y
y i
i t
t d
d e
e s
s p
p i
i t
t e
e h
h i
i s
s f
f a
a s
s t
t s
s p
p e
e a
a k
k i
i n
n g
g .
. F
F u
u r
r t
t h
h e
e r
r m
m o
o r
r e
e ,
, h
h e
e w
w a
a s
s a
a b
b l
l e
e t
t o
o r
r e
e s
s p
p o
o n
n d
d t
t o
o t
t h
h e
e q
q u
u e
e s
s t
t i
i o
o n
n s
s f
f r
r o
o m
m h
h i
i s
s v
v i
i e
e w
w e
e r
r s
s .
. W
W e
e l
l l
l ,
, d
d e
e s
s p
p i
i t
t e
e h
h i
i s
s s
s h
h o
o r
r t
t c
c o
o m
m i
i n
n g
g ,
, h
h e
e h
h a
a d
d a
a n
n e
e x
x c
c e
e l
l l
l e
e n
n c
c e
e t
t h
h a
a t
t t
t h
h e
e o
o t
t h
h e
e r
r s
s m
m i
i g
g h
h t
t n
n o
o t
t h
h a
a v
v e
e .
. I
I n
n s
s p
p i
i t
t e
e o
o f
f h
h i
i s
s b
b e
e i
i n
n g
g l
l e
e s
s s
s e
e x
x p
p r
r e
e s
s s
s i
i o
o n
n ,
, h
h e
e w
w a
a s
s a
a f
f a
a s
s t
t r
r e
e a
a d
d e
e r
r .
. I
I n
n a
a r
r e
e a
a d
d i
i n
n g
g t
t e
e s
s t
t ,
, h
h e
e m
m a
a n
n a
a g
g e
e d
d t
t o
o r
r e
e a
a d
d f
f a
a s
s t
t w
w i
i t
t h
h g
g o
o o
o d
d a
a n
n d
d c
c l
l e
e a
a r
r p
p r
r o
o n
n u
u n
n c
c i
i a
a t
t i
i o
o n
n .
. T
T h
h r
r o
o u
u g
g h
h t
t h
h e
e t
t e
e x
x t
t ,
, a
a s
s i
i t
t i
i s
s i
i n
n d
d i
i c
c a
a t
t e
e d
d i
i n
n t
t h
h e
e i
i n
n d
d i
i c
c a
a t
t o
o r
r o
o f
f l
l e
e s
s s
s o
o n
n p
p l
l a
a n
n ;
; h
h e
e w
w a
a s
s a
a b
b l
l e
e t
t o
o
73 i
i d
d e
e n
n t
t i
i f
f y
y t
t h
h e
e s
s p
p e
e c
c i
i f
f i
i c
c i
i n
n f
f o
o r
r m
m a
a t
t i
i o
o n
n a
a n
n d
d t
t h
h e
e p
p u
u r
r p
p o
o s
s e
e o
o f
f t
t h
h e
e t
t e
e x
x t
t a
a s
s w
w e
e l
l l
l .
. H
H e
e m
m a
a d
d e
e g
g o
o o
o d
d m
m a
a r
r k
k s
s f
f o
o r
r i
i t
t .
. H
H e
e w
w a
a s
s a
a l
l w
w a
a y
y s
s e
e a
a g
g e
e r
r t
t o
o l
l e
e a
a r
r n
n a
a n
n d
d h
h i
i g
g h
h l
l y
y m
m o
o t
t i
i v
v a
a t
t e
e d
d a
a s
s w
w e
e l
l l
l t
t h
h a
a t
t e
e n
n a
a b
b l
l e
e s
s t
t h
h e
e t
t e
e a
a c
c h
h e
e r
r e
e x
x p
p e
e r
r i
i e
e n
n c
c e
e p
p l
l e
e a
a s
s u
u r
r e
e t
t o
o t
t e
e a
a c
c h
h h
h i
i m
m .
. T
T h
h e
e t
t e
e a
a c
c h
h e
e r
r n
n e
e v
v e
e r
r m
m e
e t
t s
s i
i g
g n
n i
i f
f i
i c
c a
a n
n t
t p
p r
r o
o b
b l
l e
e m
m s
s t
t o
o d
d e
e a
a l
l w
w i
i t
t h
h h
h i
i m
m b
b e
e c
c a
a u
u s
s e
e h
h e
e w
w a
a s
s e
e a
a s
s y
y t
t o
o b
b e
e t
t a
a u
u g
g h
h t
t a
a n
n d
d d
d i
i r
r e
e c
c t
t e
e d
d .
. A
A n
n d
d i
i t
t w
w a
a s
s s
s u
u c
c h
h a
a n
n a
a d
d v
v a
a n
n t
t a
a g
g e
e f
f o
o r
r t
t h
h e
e b
b o
o t
t h
h s
s i
i d
d e
e s
s ,
, t
t h
h e
e t
t e
e a
a c
c h
h e
e r
r a
a n
n d
d h
h i
i m
m .
. A
A s
s t
t h
h e
e r
r e
e s
s u
u l
l t
t ,
, t
t h
h e
e g
g o
o a
a l
l o
o f
f t
t h
h e
e l
l e
e a
a r
r n
n i
i n
n g
g w
w a
a s
s e
e a
a s
s i
i l
l y
y a
a b
b l
l e
e t
t o
o b
b e
e r
r e
e a
a c
c h
h e
e d
d .
. I
I n
n t
t h
h a
a t
t s
s e
e m
m e
e s
s t
t e
e r
r ,
, a
a l
l l
l s
s t
t u
u d
d e
e n
n t
t s
s i
i n
n c
c l
l u
u d
d i
i n
n g
g t
t h
h e
e s
s e
e f
f o
o u
u r
r s
s t
t u
u d
d e
e n
n t
t s
s h
h a
a d
d s
s t
t u
u d
d i
i e
e d
d v
v a
a r
r i
i o
o u
u s
s t
t o
o p
p i
i c
c s
s i
i n
n c
c l
l u
u d
d i
i n
n g
g G
G r
r a
a m
m m
m a
a r
r ,
, r
r e
e a
a d
d i
i n
n g
g t
t e
e x
x t
t ,
, l
l i
i s
s t
t e
e n
n i
i n
n g
g a
a n
n d
d d
d i
i s
s c
c u
u s
s s
s i
i n
n g
g c
c e
e r
r t
t a
a i
i n
n i
i s
s s
s u
u e
e s
s .
. F
F o
o r
r G
G r
r a
a m
m m
m a
a r
r ,
, t
t h
h e
e y
y l
l e
e a
a r
r n
n t
t „
„ a
a d
d d
d i
i n
n g
g e
e m
m p
p h
h a
a s
s i
i s
s ‟
‟ ,
, „
„ d
d i
i r
r e
e c
c t
t a
a n
n d
d i
i n
n d
d i
i r
r e
e c
c t
t s
s p
p e
e e
e c
c h
h ‟
‟ .
. F
F o
o r
r r
r e
e a
a d
d i
i n
n g
g t
t e
e x
x t
t ,
, t
t h
h e
e y
y r
r e
e a
a d
d a
a t
t e
e x
x t
t t
t i
i t
t l
l e
e d
d „
„ f
f l
l y
y v
v e
e h
h i
i c
c l
l e
e ‟
‟ .
. F
F u
u r
r t
t h
h e
e r
r m
m o
o r
r e
e ,
, w
w e
e d
d i
i s
s c
c u
u s
s s
s e
e d
d s
s o
o m
m e
e i
i s
s s
s u
u e
e s
s s
s u
u c
c h
h a
a s
s f
f a
a s
s t
t f
f o
o o
o d
d .
. H
H e
e r
r e
e t
t h
h e
e y
y w
w e
e r
r e
e e
e n
n c
c o
o u
u r
r a
a g
g e
e d
d t
t o
o e
e x
x p
p l
l o
o r
r e
e t
t h
h e
e i
i r
r i
i d
d e
e a
a s
s o
o n
n c
c o
o n
n s
s u
u m
m i
i n
n g
g f
f a
a s
s t
t f
f o
o o
o d
d a
a n
n d
d i
i t
t s
s e
e f
f f
f e
e c
c t
t o
o n
n t
t h
h e
e i
i r
r h
h e
e a
a l
l t
t h
h .
. T
T h
h e
e s
s e
e a
a u
u t
t i
i s
s t
t i
i c
c s
s t
t u
u d
d e
e n
n t
t s
s i
i n
n c
c l
l u
u d
d i
i n
n g
g E
E A
A T
T m
m a
a n
n a
a g
g e
e d
d t
t o
o c
c a
a t
t c
c h
h u
u p
p t
t h
h e
e m
m a
a t
t e
e r
r i
i a
a l
l q
q u
u i
i t
t e
e w
w e
e l
l l
l .
. T
T h
h e
e y
y r
r e
e s
s p
p o
o n
n d
d e
e d
d t
t h
h e
e m
m a
a t
t e
e r
r i
i a
a l
l g
g i
i v
v e
e n
n w
w i
i t
t h
h e
e n
n t
t h
h u
u s
s i
i a
a s
s m
m .
.
2 2
. .
M M
B B
M M
B B
w w
a a
s s
1 1
6 6
y y
e e
a a
r r
s s
o o
l l
d d
. .
H H
e e
h h
a a
d d
b b
e e
e e
n n
s s
t t
u u
d d
y y
i i
n n
g g
a a
t t
S S
M M
A A
L L
a a
z z
u u
a a
r r
d d
i i
G G
l l
o o
b b
a a
l l
I I
s s
l l
a a
m m
i i
c c
S S
c c
h h
o o
o o
l l
f f
o o
r r
t t
h h
e e
l l
a a
s s
t t
t t
h h
r r
e e
e e
s s
e e
m m
e e
s s
t t
e e
r r
s s
. .
W W
h h
e e
n n
t t
h h
i i
s s
r r
e e
s s
e e
a a
r r
c c
h h
w w
a a
s s
c c
o o
n n
d d
u u
c c
t t
e e
d d
, ,
h h
e e
w w
a a
s s
i i
n n
t t
h h
e e
g g
r r
a a
d d
e e
o o
f f
e e
l l
e e
v v
e e
n n
, ,
s s
o o
c c
i i
a a
l l
c c
l l
a a
s s
s s
. .
B B
a a
s s
e e
d d
o o
n n
t t
h h
e e
m m
a a
p p
p p
i i
n n
g g
o o
f f
t t
e e
a a
c c
h h
i i
n n
g g
g g
u u
i i
d d
a a
n n
c c
e e
, ,
h h
e e
h h
a a
d d
a a
b b
i i
l l
i i
t t
y y
i i
n n
l l
a a
n n
g g
u u
a a
g g
e e
a a
n n
d d
m m
u u
s s
i i
c c
. .
H H
e e
m m
a a
s s
t t
e e
r r
e e
d d
t t
h h
r r
e e
e e
f f
o o
r r
e e
i i
g g
n n
l l
a a
n n
g g
u u
a a
g g
e e
s s
. .
H H
e e
w w
a a
s s
a a
b b
l l
e e
t t
o o
a a
r r
r r
a a
n n
g g
e e
t t
o o
n n
e e
a a
n n
d d
c c
o o
m m
p p
o o
s s
e e
s s
o o
n n
g g
l l
y y
r r
i i
c c
s s
s s
o o
t t
h h
a a
t t
h h
e e
w w
a a
s s
a a
b b
l l
e e
t t
o o
p p
r r
o o
d d
u u
c c
e e
m m
u u
s s
i i
c c
. .
H H
i i
s s
w w
e e
a a
k k
n n
e e
s s
s s
w w
a a
s s
i i
n n
M M
a a
t t
h h
. .
H H
e e
n n
e e
e e
d d
e e
d d
s s
u u
p p
e e
r r
v v
i i
s s
i i
n n
g g
i i
n n
c c
o o
u u
n n
t t
i i
n n
g g
. .
H H
e e
h h
a a
d d
d d
i i
s s
t t
u u
r r
b b
a a
n n
c c
e e
i i
n n
f f
o o
c c
u u
s s
i i
n n
g g
h h
i i
s s
a a
t t
t t
e e
n n
t t
i i
o o
n n
a a
n n
d d
c c
o o
n n
c c
e e
n n
t t
r r
a a
t t
i i
n n
g g
. .
H H
e e
w w
a a
s s
a a
l l
s s
o o
h h
y y
p p
e e
r r
a a
c c
t t
i i
v v
e e
s s
o o
t t
h h
a a
t t
h h
e e
w w
a a
s s
u u
n n
a a
b b
l l
e e
t t
o o
f f
o o
c c
u u
s s
o o
n n
t t
h h
e e
t t
o o
p p
i i
c c
o o
f f
s s
p p
e e
e e
c c
h h
w w
h h
i i
c c
h h
i i
s s
b b
e e
i i
n n
g g
s s
p p
o o
k k
e e
n n
b b
y y
t t
h h
e e
o o
t t
h h
e e
r r
s s
. .
H H
e e
h h
a a
d d
g g
o o
o o
d d
c c
o o
g g
n n
i i
t t
i i
v v
e e
s s
k k
i i
l l
l l
a a
n n
d d
g g
o o
o o
d d
a a
b b
i i
l l
i i
t t
y y
i i
n n
l l
a a
n n
g g
u u
a a
g g
e e
, ,
. .
H H
e e
74 w
w a
a s
s c
c o
o n
n s
s i
i d
d e
e r
r e
e d
d t
t o
o b
b e
e a
a b
b l
l e
e t
t o
o c
c o
o m
m e
e a
a l
l o
o n
n g
g w
w i
i t
t h
h l
l e
e a
a r
r n
n i
i n
n g
g m
m a
a t
t e
e r
r i
i a
a l
l f
f o
o r
r s
s t
t u
u d
d e
e n
n t
t s
s o
o f
f s
s e
e n
n i
i o
o r
r h
h i
i g
g h
h s
s c
c h
h o
o o
o l
l a
a s
s l
l o
o n
n g
g a
a s
s h
h e
e g
g e
e t
t s
s r
r e
e s
s p
p o
o n
n d
d a
a n
n d
d o
o b
b s
s e
e r
r v
v a
a t
t i
i o
o n
n f
f r
r o
o m
m h
h i
i s
s e
e n
n v
v i
i r
r o
o n
n m
m e
e n
n t
t .
. H
H e
e ,
, h
h o
o w
w e
e v
v e
e r
r ,
, h
h a
a d
d b
b o
o t
t h
h g
g o
o o
o d
d s
s h
h o
o r
r t
t t
t e
e r
r m
m a
a n
n d
d l
l o
o n
n g
g t
t e
e r
r m
m m
m e
e m
m o
o r
r y
y .
. T
T e
e a
a c
c h
h e
e r
r g
g a
a v
v e
e h
h i
i m
m i
i n
n s
s t
t r
r u
u c
c t
t i
i o
o n
n i
i n
n d
d i
i v
v i
i d
d u
u a
a l
l l
l y
y s
s o
o t
t h
h a
a t
t h
h e
e c
c o
o u
u l
l d
d c
c a
a t
t c
c h
h t
t h
h e
e i
i n
n s
s t
t r
r u
u c
c t
t i
i o
o n
n f
f r
r o
o m
m t
t e
e a
a c
c h
h e
e r
r c
c l
l e
e a
a r
r l
l y
y .
. T
T e
e a
a c
c h
h e
e r
r o
o u
u g
g h
h t
t t
t o
o s
s u
u p
p e
e r
r v
v i
i s
s e
e h
h i
i m
m f
f o
o r
r a
a n
n a
a l
l y
y t
t i
i c
c a
a l
l l
l e
e s
s s
s o
o n
n s
s a
a n
n d
d c
c o
o m
m p
p l
l e
e x
x c
c o
o m
m p
p r
r e
e h
h e
e n
n s
s i
i o
o n
n .
. I
I n
n E
E n
n g
g l
l i
i s
s h
h c
c o
o m
m p
p e
e t
t e
e n
n c
c e
e ,
, c
c o
o m
m p
p a
a r
r e
e d
d t
t o
o t
t h
h e
e o
o t
t h
h e
e r
r s
s t
t u
u d
d e
e n
n t
t s
s w
w i
i t
t h
h t
t h
h e
e s
s p
p e
e c
c i
i a
a l
l n
n e
e e
e d
d ,
, h
h e
e w
w a
a s
s t
t h
h e
e m
m o
o s
s t
t o
o u
u t
t s
s t
t a
a n
n d
d i
i n
n g
g .
. H
H i
i s
s f
f a
a m
m i
i l
l y
y b
b a
a c
c k
k g
g r
r o
o u
u n
n d
d s
s u
u p
p p
p o
o r
r t
t e
e d
d h
h i
i m
m t
t o
o h
h a
a v
v e
e s
s u
u c
c h
h c
c o
o m
m p
p e
e t
t e
e n
n c
c e
e b
b e
e c
c a
a u
u s
s e
e h
h e
e w
w a
a s
s c
c o
o n
n d
d i
i t
t i
i o
o n
n e
e d
d t
t o
o c
c o
o m
m m
m u
u n
n i
i c
c a
a t
t e
e i
i n
n E
E n
n g
g l
l i
i s
s h
h d
d a
a i
i l
l y
y .
. D
D u
u e
e t
t o
o t
t h
h i
i s
s c
c o
o n
n d
d i
i t
t i
i o
o n
n ,
, d
d e
e a
a l
l i
i n
n g
g w
w i
i t
t h
h c
c o
o m
m m
m u
u n
n i
i c
c a
a t
t i
i n
n g
g i
i n
n E
E n
n g
g l
l i
i s
s h
h i
i s
s h
h a
a r
r d
d l
l y
y a
a b
b i
i g
g p
p r
r o
o b
b l
l e
e m
m f
f o
o r
r h
h i
i m
m .
. I
I n
n a
a n
n y
y c
c o
o n
n d
d i
i t
t i
i o
o n
n ,
, w
w h
h e
e n
n e
e v
v e
e r
r h
h e
e w
w a
a s
s a
a s
s k
k e
e d
d ,
, h
h e
e w
w a
a s
s a
a l
l w
w a
a y
y s
s r
r e
e a
a d
d y
y t
t o
o p
p r
r e
e s
s e
e n
n t
t ,
, e
e x
x p
p l
l a
a i
i n
n ,
, t
t e
e l
l l
l s
s t
t o
o r
r y
y ,
, e
e t
t c
c .
. H
H e
e w
w a
a s
s t
t h
h e
e o
o n
n e
e t
t o
o w
w h
h o
o m
m h
h i
i s
s f
f r
r i
i e
e n
n d
d s
s a
a s
s k
k e
e d
d a
a n
n d
d c
c o
o n
n s
s u
u l
l t
t e
e d
d i
i n
n r
r e
e g
g a
a r
r d
d w
w i
i t
t h
h E
E n
n g
g l
l i
i s
s h
h .
. M
M o
o r
r e
e o
o v
v e
e r
r ,
, h
h i
i s
s f
f r
r i
i e
e n
n d
d s
s l
l i
i k
k e
e d
d h
h i
i m
m b
b e
e c
c a
a u
u s
s e
e o
o f
f h
h i
i s
s p
p e
e r
r s
s o
o n
n a
a l
l i
i t
t y
y ,
, f
f r
r i
i e
e n
n d
d l
l y
y a
a n
n d
d h
h e
e l
l p
p f
f u
u l
l i
i n
n c
c e
e r
r t
t a
a i
i n
n c
c i
i r
r c
c u
u m
m s
s t
t a
a n
n c
c e
e .
. I
I n
n E
E n
n g
g l
l i
i s
s h
h c
c l
l a
a s
s s
s ,
, t
t h
h e
e t
t e
e a
a c
c h
h e
e r
r n
n e
e v
v e
e r
r h
h a
a d
d p
p r
r o
o b
b l
l e
e m
m t
t o
o d
d e
e a
a l
l w
w i
i t
t h
h h
h i
i m
m .
. D
D u
u r
r i
i n
n g
g l
l e
e a
a r
r n
n i
i n
n g
g a
a c
c t
t i
i v
v i
i t
t y
y o
o n
n p
p r
r o
o g
g r
r e
e s
s s
s ,
, h
h e
e w
w a
a s
s a
a l
l w
w a
a y
y s
s c
c o
o o
o p
p e
e r
r a
a t
t i
i v
v e
e ,
, e
e n
n t
t h
h u
u s
s i
i a
a s
s t
t a
a n
n d
d e
e a
a g
g e
e r
r l
l y
y r
r e
e s
s p
p o
o n
n d
d s
s t
t o
o t
t h
h e
e t
t e
e a
a c
c h
h i
i n
n g
g m
m a
a t
t e
e r
r i
i a
a l
l .
. H
H e
e a
a l
l w
w a
a y
y s
s h
h a
a d
d g
g o
o o
o d
d o
o p
p i
i n
n i
i o
o n
n t
t o
o s
s h
h a
a r
r e
e w
w h
h e
e n
n e
e v
v e
e r
r h
h e
e w
w a
a s
s a
a s
s k
k e
e d
d f
f o
o r
r .
. C
C o
o m
m m
m o
o n
n l
l y
y i
i n
n s
s p
p e
e a
a k
k i
i n
n g
g c
c l
l a
a s
s s
s ,
, h
h e
e w
w a
a s
s s
s u
u c
c c
c e
e s
s s
s f
f u
u l
l t
t o
o p
p r
r a
a c
c t
t i
i c
c e
e .
. I
I n
n d
d e
e t
t a
a i
i l
l e
e x
x p
p l
l a
a n
n a
a t
t i
i o
o n
n ,
, s
s e
e v
v e
e r
r a
a l
l s
s p
p e
e a
a k
k i
i n
n g
g c
c l
l a
a s
s s
s e
e s
s w
w e
e r
r e
e b
b e
e i
i n
n g
g c
c o
o n
n d
d u
u c
c t
t e
e d
d s
s u
u c
c h
h a
a s
s p
p r
r a
a c
c t
t i
i c
c i
i n
n g
g c
c o
o n
n v
v e
e r
r s
s a
a t
t i
i o
o n
n w
w h
h e
e r
r e
e s
s t
t u
u d
d e
e n
n t
t s
s w
w e
e r
r e
e r
r e
e q
q u
u i
i r
r e
e d
d t
t o
o e
e x
x p
p r
r e
e s
s s
s v
v a
a r
r i
i o
o u
u s
s e
e x
x p
p r
r e
e s
s s
s i
i o
o n
n s
s .
. I
I n
n R
R o
o l
l e
e p
p l
l a
a y
y i
i n
n g
g ,
, h
h e
e w
w a
a s
s a
a b
b l
l e
e t
t o
o p
p l
l a
a y
y a
a c
c h
h a
a r
r a
a c
c t
t e
e r
r o
o f
f s
s o
o m
m e
e b
b o
o d
d y
y e
e i
i t
t h
h e
e r
r i
i n
n p
p a
a i
i r
r o
o r
r i
i n
n s
s m
m a
a l
l l
l g
g r
r o
o u
u p
p e
e l
l s
s e
e q
q u
u i
i t
t e
e w
w e
e l
l l
l .
. E
E v
v e
e n
n i
i n
n t
t h
h e
e h
h a
a r
r d
d e
e s
s t
t l
l e
e v
v e
e l
l o
o f
f s
s p
p e
e a
a k
k i
i n
n g
g c
c l
l a
a s
s s
s s
s u
u c
c h
h d
d e
e b
b a
a t
t i
i n
n g
g ,
, h
h e
e s
s u
u c
c c
c e
e e
e d
d e
e d
d i
i n
n m
m a
a k
k i
i n
n g
g i
i t
t e
e i
i t
t h
h e
e r
r a
a s
s b
b e
e i
i n
n g
g t
t h
h e
e p
p r
r o
o o
o r
r t
t h
h e
e c
c o
o n
n t
t r
r a
a t
t e
e a
a m
m .
. H
H e
e ,
, w
w i
i t
t h
h h
h i
i s
s B
B r
r i
i t
t i
i s
s h
h p
p r
r o
o n
n u
u n
n c
c i
i a
a t
t i
i o
o n
n ,
, h
h a
a d
d s
s u
u c
c h
h e
e n
n o
o r
r m
m o
o u
u s
s b
b r
r i
i l
l l
l i
i a
a n
n t
t i
i d
d e
e a
a s
s t
t o
o a
a r
r g
g u
u e
e a
a n
n d
d r
r e
e b
b u
u t
t t
t h
h a
a t
t m
m a
a k
k e
e h
h i
i s
s o
o p
p p
p o
o n
n e
e n
n t
t s
s n
n e
e a
a r
r l
l y
y s
s p
p e
e e
e c
c h
h l
l e
e s
s s
s .
.
75 I
I n
n s
s p
p e
e a
a k
k i
i n
n g
g t
t e
e s
s t
t ,
, w
w h
h e
e n
n h
h e
e w
w a
a s
s i
i n
n t
t h
h e
e s
s e
e c
c o
o n
n d
d s
s e
e m
m e
e s
s t
t e
e r
r o
o f
f g
g r
r a
a d
d e
e t
t e
e n
n ,
, a
a l
l l
l s
s t
t u
u d
d e
e n
n t
t s
s w
w e
e r
r e
e o
o b
b l
l i
i g
g a
a t
t e
e d
d t
t o
o a
a c
c c
c o
o m
m p
p l
l i
i s
s h
h a
a b
b o
o o
o k
k a
a n
n d
d n
n o
o v
v e
e l
l r
r e
e v
v i
i e
e w
w a
a s
s t
t h
h e
e r
r e
e q
q u
u i
i r
r e
e m
m e
e n
n t
t f
f o
o r
r p
p a
a s
s s
s i
i n
n g
g g
g r
r a
a d
d e
e .
. I
I t
t t
t o
o o
o k
k q
q u
u i
i t
t e
e l
l o
o n
n g
g p
p r
r o
o c
c e
e s
s s
s .
. 3
3 m
m o
o n
n t
t h
h w
w a
a s
s g
g i
i v
v e
e n
n t
t o
o a
a l
l l
l s
s t
t u
u d
d e
e n
n t
t s
s i
i n
n c
c l
l u
u d
d i
i n
n g
g h
h i
i m
m t
t o
o s
s e
e l
l e
e c
c t
t a
a n
n y
y E
E n
n g
g l
l i
i s
s h
h n
n o
o v
v e
e l
l ,
, r
r e
e a
a d
d ,
, r
r e
e s
s u
u m
m e
e a
a n
n d
d a
a t
t t
t h
h e
e e
e n
n d
d o
o f
f t
t h
h e
e p
p r
r o
o c
c e
e s
s s
s w
w a
a s
s t
t o
o p
p r
r e
e s
s e
e n
n t
t i
i t
t b
b e
e f
f o
o r
r e
e a
a u
u d
d i
i e
e n
n c
c e
e .
. M
M B
B s
s u
u c
c c
c e
e e
e d
d e
e d
d i
i n
n m
m a
a k
k i
i n
n g
g i
i t
t a
a n
n d
d m
m a
a d
d e
e a
a l
l l
l a
a u
u d
d i
i e
e n
n c
c e
e a
a s
s t
t o
o u
u n
n d
d e
e d
d w
w i
i t
t h
h h
h i
i s
s p
p r
r e
e s
s e
e n
n t
t a
a t
t i
i o
o n
n .
. I
I n
n h
h i
i s
s p
p r
r e
e s
s e
e n
n t
t a
a t
t i
i o
o n
n ,
, h
h e
e t
t o
o l
l d
d u
u s
s t
t h
h e
e w
w h
h o
o l
l e
e p
p r
r o
o c
c e
e s
s s
s o
o f
f r
r e
e v
v i
i e
e w
w i
i n
n g
g t
t h
h e
e n
n o
o v
v e
e l
l w
w i
i t
t h
h n
n o
o s
s i
i g
g n
n i
i f
f i
i c
c a
a n
n t
t m
m i
i s
s t
t a
a k
k e
e .
. A
A s
s i
i f
f h
h e
e h
h a
a d
d b
b e
e e
e n
n a
a p
p r
r o
o f
f e
e s
s s
s i
i o
o n
n a
a l
l s
s p
p e
e a
a k
k e
e r
r ,
, h
h e
e s
s p
p o
o k
k e
e g
g e
e n
n t
t l
l y
y a
a n
n d
d b
b o
o l
l d
d l
l y
y i
i n
n v
v o
o i
i c
c i
i n
n g
g h
h i
i s
s o
o p
p i
i n
n i
i o
o n
n a
a n
n d
d i
i m
m p
p r
r e
e s
s s
s i
i o
o n
n o
o f
f h
h i
i s
s n
n o
o v
v e
e l
l .
. N
N o
o t
t o
o n
n l
l y
y h
h i
i s
s f
f l
l u
u e
e n
n c
c y
y i
i n
n s
s p
p e
e a
a k
k i
i n
n g
g b
b u
u t
t a
a l
l s
s o
o h
h i
i s
s e
e l
l o
o q
q u
u e
e n
n t
t m
m a
a n
n n
n e
e r
r i
i n
n w
w r
r i
i t
t i
i n
n g
g h
h i
i s
s s
s y
y n
n o
o p
p s
s i
i s
s a
a n
n d
d h
h i
i s
s s
s k
k i
i l
l l
l i
i n
n p
p r
r o
o d
d u
u c
c i
i n
n g
g p
p o
o w
w e
e r
r p
p o
o i
i n
n t
t p
p r
r e
e s
s e
e n
n t
t a
a t
t i
i o
o n
n o
o f
f n
n o
o v
v e
e l
l r
r e
e v
v i
i e
e w
w a
a m
m a
a z
z e
e d
d u
u s
s .
. T
T h
h e
e p
p u
u r
r p
p o
o s
s e
e o
o f
f h
h i
i m
m a
a n
n d
d t
t h
h e
e o
o t
t h
h e
e r
r s
s r
r e
e v
v i
i e
e w
w i
i n
n g
g t
t h
h i
i s
s n
n o
o v
v e
e l
l w
w a
a s
s i
i n
n o
o r
r d
d e
e r
r f
f o
o r
r t
t h
h e
e m
m t
t o
o b
b e
e a
a b
b l
l e
e t
t o
o b
b e
e s
s k
k i
i l
l l
l f
f u
u l
l i
i n
n f
f o
o u
u r
r l
l a
a n
n g
g u
u a
a g
g e
e c
c o
o m
m p
p o
o n
n e
e n
n t
t s
s ;
; r
r e
e a
a d
d i
i n
n g
g ,
, w
w r
r i
i t
t i
i n
n g
g ,
, s
s p
p e
e a
a k
k i
i n
n g
g a
a n
n d
d l
l i
i s
s t
t e
e n
n i
i n
n g
g .
. I
I n
n r
r e
e a
a d
d i
i n
n g
g ,
, h
h e
e t
t o
o o
o k
k t
t i
i m
m e
e t
t o
o r
r e
e a
a d
d t
t h
h e
e n
n o
o v
v e
e l
l c
c h
h a
a p
p t
t e
e r
r b
b y
y c
c h
h a
a p
p t
t e
e r
r .
. F
F r
r o
o m
m h
h e
e r
r e
e ,
, n
n o
o t
t o
o n
n l
l y
y h
h e
e g
g o
o t
t l
l o
o t
t s
s o
o f
f i
i n
n f
f o
o r
r m
m a
a t
t i
i o
o n
n a
a n
n d
d w
w a
a s
s a
a b
b l
l e
e t
t o
o i
i d
d e
e n
n t
t i
i f
f y
y s
s p
p e
e c
c i
i f
f i
i c
c i
i n
n f
f o
o r
r m
m a
a t
t i
i o
o n
n f
f r
r o
o m
m i
i t
t b
b u
u t
t a
a l
l s
s o
o h
h e
e w
w a
a s
s a
a b
b l
l e
e t
t o
o f
f i
i n
n d
d n
n e
e w
w g
g l
l o
o s
s s
s a
a r
r y
y ,
, p
p r
r o
o v
v e
e r
r b
b s
s a
a n
n d
d q
q u
u o
o t
t a
a t
t i
i o
o n
n .
. A
A t
t t
t h
h e
e e
e n
n d
d ,
, h
h i
i s
s h
h o
o r
r i
i z
z o
o n
n w
w a
a s
s e
e n
n r
r i
i c
c h
h e
e d
d .
. I
I n
n w
w r
r i
i t
t i
i n
n g
g t
t h
h e
e s
s y
y n
n o
o p
p s
s i
i s
s ,
, t
t h
h e
e m
m a
a i
i n
n l
l e
e s
s s
s o
o n
n h
h e
e g
g o
o t
t w
w a
a s
s t
t h
h a
a t
t h
h e
e s
s u
u c
c c
c e
e e
e d
d e
e d
d i
i n
n d
d e
e v
v e
e l
l o
o p
p i
i n
n g
g h
h i
i s
s s
s k
k i
i l
l l
l i
i n
n a
a r
r r
r a
a n
n g
g i
i n
n g
g s
s e
e n
n t
t e
e n
n c
c e
e s
s a
a n
n d
d c
c l
l a
a u
u s
s e
e s
s .
. H
H e
e r
r e
e ,
, h
h e
e m
m a
a n
n a
a g
g e
e d
d t
t o
o p
p o
o u
u r
r h
h i
i s
s t
t h
h o
o u
u g
g h
h t
t s
s i
i n
n t
t o
o h
h i
i s
s w
w r
r i
i t
t i
i n
n g
g .
. I
I n
n s
s p
p e
e a
a k
k i
i n
n g
g c
c o
o m
m p
p e
e t
t e
e n
n c
c e
e ,
, h
h e
e w
w a
a s
s a
a b
b l
l e
e t
t o
o d
d e
e m
m o
o n
n s
s t
t r
r a
a t
t e
e h
h i
i s
s s
s k
k i
i l
l l
l i
i n
n d
d e
e l
l i
i v
v e
e r
r i
i n
n g
g p
p r
r e
e s
s e
e n
n t
t a
a t
t i
i o
o n
n ,
, c
c o
o m
m m
m u
u n
n i
i c
c a
a t
t i
i n
n g
g i
i n
n t
t e
e r
r a
a c
c t
t i
i v
v e
e l
l y
y t
t o
o t
t h
h e
e j
j u
u d
d g
g e
e s
s ,
, e
e n
n t
t e
e r
r t
t a
a i
i n
n i
i n
n g
g t
t h
h e
e a
a u
u d
d i
i e
e n
n c
c e
e ,
, c
c o
o n
n c
c l
l u
u d
d i
i n
n g
g t
t h
h e
e w
w h
h o
o l
l e
e c
c o
o n
n t
t e
e n
n t
t o
o f
f h
h i
i s
s m
m a
a t
t e
e r
r i
i a
a l
l .
. H
H i
i s
s g
g r
r e
e a
a t
t e
e f
f f
f o
o r
r t
t s
s w
w e
e r
r e
e d
d e
e c
c e
e n
n t
t t
t o
o b
b e
e a
a p
p p
p r
r e
e c
c i
i a
a t
t e
e d
d .
. D
D u
u e
e t
t o
o h
h i
i s
s e
e x
x c
c e
e l
l l
l e
e n
n t
t s
s p
p e
e a
a k
k i
i n
n g
g c
c o
o m
m p
p e
e t
t e
e n
n c
c e
e ,
, t
t h
h e
e w
w r
r i
i t
t e
e r
r d
d e
e c
c i
i d
d e
e d
d t
t o
o t
t a
a k
k e
e h
h i
i m
m t
t o
o p
p a
a r
r t
t i
i c
c i
i p
p a
a t
t e
e i
i n
n a
a n
n E
E n
n g
g l
l i
i s
s h
h s
s p
p e
e e
e c
c h
h c
c o
o m
m p
p e
e t
t i
i t
t i
i o
o n
n h
h e
e l
l d
d l
l a
a s
s t
t m
m o
o n
n t
t h
h i
i n
n a
a s
s e
e n
n i
i o
o r
r h
h i
i g
g h
h s
s c
c h
h o
o o
o l
l n
n e
e a
a r
r b
b y
y .
. H
H e
e r
r e
e ,
, h
h e
e h
h a
a d
d t
t o
o c
c o
o m
m p
p e
e t
t e
e w
w i
i t
t h
h t
t h
h e
e o
o t
t h
h e
e r
r 2
2 2
2 p
p a
a r
r t
t i
i c
c i
i p
p a
a n
n t
t s
s .
. H
H e
e w
w a
a s
s t
t h
h e
e o
o n
n l
l y
y s
s t
t u
u d
d e
e n
n t
t w
w i
i t
t h
h a
a u
u t
t i
i s
s m
m a
a m
m o
o n
n g
g t
t h
h e
e o
o t
t h
h e
e r
r
76 „
„ n
n o
o r
r m
m a
a l
l ‟
‟ p
p a
a r
r t
t i
i c
c i
i p
p a
a n
n t
t s
s .
. D
D e
e s
s p
p i
i t
t e
e h
h i
i s
s l
l o
o s
s i
i n
n g
g ,
, h
h e
e m
m a
a d
d e
e n
n o
o t
t o
o n
n l
l y
y t
t h
h e
e a
a u
u d
d i
i e
e n
n c
c e
e b
b u
u t
t a
a l
l s
s o
o t
t h
h e
e j
j u
u d
d g
g e
e f
f e
e l
l t
t a
a m
m a
a z
z e
e d
d w
w i
i t
t h
h h
h i
i s
s s
s k
k i
i l
l l
l .
. T
T h
h e
e t
t o
o p
p i
i c
c g
g i
i v
v e
e n
n t
t o
o a
a l
l l
l a
a u
u d
d i
i e
e n
n c
c e
e w
w a
a s
s „
„ Y
Y o
o u
u n
n g
g p
p e
e o
o p
p l
l e
e ,
, w
w h
h a
a t
t w
w i
i l
l l
l y
y o
o u
u d
d o
o i
i n
n y
y o
o u
u r
r l
l i
i f
f e
e ?
? W
W i
i t
t h
h h
h i
i s
s g
g e
e n
n t
t l
l e
e s
s e
e l
l f
f -
- c
c o
o n
n f
f i
i d
d e
e n
n c
c e
e ,
, h
h e
e s
s p
p o
o k
k e
e h
h i
i s
s m
m i
i n
n d
d f
f l
l u
u e
e n
n t
t l
l y
y .
. E
E v
v e
e r
r y
y s
s i
i n
n g
g l
l e
e w
w o
o r
r d
d w
w a
a s
s u
u t
t t
t e
e r
r e
e d
d c
c l
l e
e a
a r
r l
l y
y a
a n
n d
d c
c o
o n
n t
t a
a i
i n
n i
i n
n g
g d
d e
e e
e p
p m
m e
e a
a n
n i
i n
n g
g .
. H
H e
e d
d i
i d
d h
h i
i s
s b
b e
e s
s t
t .
. I
I n
n s
s e
e v
v e
e r
r a
a l
l t
t e
e s
s t
t s
s e
e v
v e
e r
r c
c o
o n
n d
d u
u c
c t
t e
e d
d f
f o
o r
r h
h i
i m
m f
f o
o r
r s
s e
e v
v e
e r
r a
a l
l t
t i
i m
m e
e s
s ,
, h
h e
e m
m a
a n
n a
a g
g e
e d
d t
t o
o d
d o
o t
t h
h e
e m
m a
a l
l l
l s
s u
u c
c c
c e
e s
s s
s f
f u
u l
l l
l y
y b
b y
y g
g a
a i
i n
n i
i n
n g
g s
s c
c o
o r
r e
e s
s r
r e
e a
a c
c h
h i
i n
n g
g t
t h
h e
e s
s t
t a
a n
n d
d a
a r
r d
d a
a v
v e
e r
r a
a g
g e
e ,
, e
e v
v e
e n
n b
b e
e y
y o
o n
n d
d t
t h
h e
e a
a v
v e
e r
r a
a g
g e
e a
a l
l t
t h
h o
o u
u g
g h
h t
t h
h e
e t
t e
e s
s t
t s
s g
g i
i v
v e
e n
n t
t o
o h
h i
i m
m a
a r
r e
e t
t h
h e
e s
s a
a m
m e
e w
w i
i t
t h
h t
t h
h e
e o
o t
t h
h e
e r
r „
„ n
n o
o r
r m
m a
a l
l ‟
‟ p
p e
e e
e r
r s
s .
. W
W h
h i
i l
l e
e t
t h
h e
e o
o t
t h
h e
e r
r s
s t
t u
u d
d e
e n
n t
t s
s w
w i
i t
t h
h t
t h
h e
e a
a u
u t
t i
i s
s m
m h
h a
a d
d s
s p
p e
e c
c i
i a
a l
l t
t e
e s
s t
t s
s d
d e
e s
s i
i g
g n
n e
e d
d s
s p
p e
e c
c i
i a
a l
l f
f o
o r
r t
t h
h e
e m
m .
. H
H e
e w
w a
a s
s ,
, n
n e
e v
v e
e r
r t
t h
h e
e l
l e
e s
s s
s ,
, a
a l
l w
w a
a y
y s
s s
s e
e l
l f
f -
- c
c o
o n
n f
f i
i d
d e
e n
n t
t i
i n
n a
a n
n y
y k
k i
i n
n d
d s
s o
o f
f t
t e
e s
s t
t s
s .
. H
H e
e g
g o
o t
t h
h i
i m
m s
s e
e l
l f
f p
p r
r e
e p
p a
a r
r e
e d
d f
f o
o r
r t
t h
h e
e m
m .
. D
D u
u r
r i
i n
n g
g E
E n
n g
g l
l i
i s
s h
h c
c l
l a
a s
s s
s ,
, r
r e
e l
l u
u c
c t
t a
a n
n c
c e
e w
w a
a s
s a
a w
w a
a y
y f
f r
r o
o m
m h
h i
i m
m .
. H
H e
e ,
, w
w i
i t
t h
h h
h i
i s
s t
t i
i d
d y
y a
a n
n d
d r
r e
e a
a d
d a
a b
b l
l e
e h
h a
a n
n d
d w
w r
r i
i t
t i
i n
n g
g ,
, w
w a
a s
s a
a l
l w
w a
a y
y s
s r
r e
e a
a d
d y
y t
t o
o t
t a
a k
k e
e n
n o
o t
t e
e s
s f
f o
o r
r a
a n
n y
y i
i m
m p
p o
o r
r t
t a
a n
n t
t l
l e
e s
s s
s o
o n
n .
. H
H e
e p
p a
a i
i d
d c
c l
l o
o s
s e
e a
a t
t t
t e
e n
n t
t i
i o
o n
n t
t o
o t
t h
h e
e t
t e
e a
a c
c h
h e
e r
r e
e x
x p
p l
l a
a i
i n
n i
i n
n g
g t
t h
h e
e l
l e
e a
a r
r n
n i
i n
n g
g m
m a
a t
t e
e r
r i
i a
a l
l s
s .
. H
H e
e f
f o
o l
l l
l o
o w
w e
e d
d t
t h
h e
e w
w h
h o
o l
l e
e p
p r
r o
o c
c e
e s
s s
s o
o f
f t
t e
e a
a c
c h
h i
i n
n g
g q
q u
u i
i t
t e
e w
w e
e l
l l
l .
. I
I n
n o
o t
t h
h e
e r
r w
w o
o r
r l
l d
d ,
, t
t h
h e
e g
g o
o a
a l
l o
o f
f E
E n
n g
g l
l i
i s
s h
h l
l e
e a
a r
r n
n i
i n
n g
g c
c o
o u
u l
l d
d b
b e
e r
r e
e a
a c
c h
h e
e d
d a
a s
s i
i t
t w
w a
a s
s d
d e
e s
s i
i g
g n
n e
e d
d i
i n
n t
t h
h e
e a
a n
n n
n u
u a
a l
l p
p r
r o
o g
g r
r a
a m
m a
a n
n d
d l
l e
e s
s s
s o
o n
n p
p l
l a
a n
n .
. S
S i
i n
n c
c e
e h
h e
e w
w a
a s
s c
c o
o n
n s
s i
i d
d e
e r
r e
e d
d t
t o
o b
b e
e a
a b
b l
l e
e t
t o
o j
j o
o i
i n
n r
r e
e g
g u
u l
l a
a r
r c
c l
l a
a s
s s
s l
l i
i k
k e
e t
t h
h e
e o
o t
t h
h e
e r
r „
„ n
n o
o r
r m
m a
a l
l ‟
‟ f
f r
r i
i e
e n
n d
d s
s o
o f
f h
h i
i s
s l
l e
e v
v e
e l
l d
d o
o ,
, t
t h
h e
e r
r e
e w
w a
a s
s n
n o
o s
s p
p e
e c
c i
i a
a l
l t
t r
r e
e a
a t
t m
m e
e n
n t
t g
g i
i v
v e
e n
n t
t h
h e
e m
m .
. H
H e
e m
m a
a n
n a
a g
g e
e d
d t
t o
o c
c o
o n
n c
c e
e n
n t
t r
r a
a t
t e
e a
a n
n d
d r
r e
e s
s p
p o
o n
n d
d s
s t
t o
o t
t h
h e
e l
l e
e a
a r
r n
n i
i n
n g
g m
m a
a t
t e
e r
r i
i a
a l
l q
q u
u i
i t
t e
e w
w e
e l
l l
l .
. H
H i
i s
s a
a t
t t
t i
i t
t u
u d
d e
e t
t o
o w
w a
a r
r d
d t
t h
h e
e l
l e
e a
a r
r n
n i
i n
n g
g p
p r
r o
o c
c e
e s
s s
s w
w a
a s
s r
r e
e g
g a
a r
r d
d e
e d
d a
a p
p p
p r
r e
e c
c i
i a
a t
t i
i v
v e
e a
a s
s w
w e
e l
l l
l .
. F
F u
u r
r t
t h
h e
e r
r m
m o
o r
r e
e ,
, t
t h
h e
e t
t e
e s
s t
t s
s ,
, e
e i
i t
t h
h e
e r
r s
s p
p e
e a
a k
k i
i n
n g
g o
o r
r w
w r
r i
i t
t t
t e
e n
n t
t e
e s
s t
t g
g i
i v
v e
e n
n t
t o
o h
h i
i m
m i
i s
s e
e x
x a
a c
c t
t l
l y
y t
t h
h e
e s
s a
a m
m e
e l
l i
i k
k e
e t
t h
h o
o s
s e
e g
g i
i v
v e
e n
n t
t o
o t
t h
h e
e o
o t
t h
h e
e r
r „
„ n
n o
o r
r m
m a
a l
l f
f r
r i
i e
e n
n d
d s
s o
o f
f h
h i
i s
s l
l e
e v
v e
e l
l .
. S
S o
o f
f a
a r
r ,
, h
h e
e h
h a
a d
d n
n e
e v
v e
e r
r m
m e
e t
t s
s u
u c
c h
h h
h a
a r
r d
d p
p r
r o
o b
b l
l e
e m
m s
s .
. T
T h
h e
e m
m a
a r
r k
k e
e d
d t
t h
h a
a t
t h
h e
e h
h a
a d
d m
m a
a d
d e
e w
w e
e r
r e
e n
n e
e a
a r
r l
l y
y p
p e
e r
r f
f e
e c
c t
t .
. B
B a
a s
s e
e d
d o
o n
n t
t h
h i
i s
s r
r e
e a
a s
s o
o n
n s
s ,
, I
I E
E P
P I
I n
n d
d i
i v
v i
i d
d u
u a
a l
l i
i z
z e
e d
d E
E d
d u
u c
c a
a t
t i
i o
o n
n a
a l
l P
P r
r o
o g
g r
r a
a m
m w
w a
a s
s n
n o
o t
t g
g i
i v
v e
e n
n t
t o
o h
h i
i m
m .
. I
I n
n t
t h
h a
a t
t s
s e
e m
m e
e s
s t
t e
e r
r ,
, a
a l
l l
l s
s t
t u
u d
d e
e n
n t
t s
s i
i n
n c
c l
l u
u d
d i
i n
n g
g t
t h
h e
e s
s e
e f
f o
o u
u r
r s
s t
t u
u d
d e
e n
n t
t s
s h
h a
a d
d s
s t
t u
u d
d i
i e
e d
d v
v a
a r
r i
i o
o u
u s
s t
t o
o p
p i
i c
c s
s i
i n
n c
c l
l u
u d
d i
i n
n g
g G
G r
r a
a m
m m
m a
a r
r ,
, r
r e
e a
a d
d i
i n
n g
g t
t e
e x
x t
t ,
, l
l i
i s
s t
t e
e n
n i
i n
n g
g a
a n
n d
d d
d i
i s
s c
c u
u s
s s
s i
i n
n g
g c
c e
e r
r t
t a
a i
i n
n i
i s
s s
s u
u e
e s
s .
. F
F o
o r
r G
G r
r a
a m
m m
m a
a r
r ,
, t
t h
h e
e y
y h
h a
a d
d l
l e
e a
a r
r n
n t
t „
„ a
a d
d d
d i
i n
n g
g e
e m
m p
p h
h a
a s
s i
i s
s ‟
‟ ,
, „
„ d
d i
i r
r e
e c
c t
t
77 a
a n
n d
d i
i n
n d
d i
i r
r e
e c
c t
t s
s p
p e
e e
e c
c h
h ‟
‟ .
. F
F o
o r
r r
r e
e a
a d
d i
i n
n g
g t
t e
e x
x t
t ,
, t
t h
h e
e y
y r
r e
e a
a d
d a
a t
t e
e x
x t
t t
t i
i t
t l
l e
e d
d „
„ f
f l
l y
y v
v e
e h
h i
i c
c l
l e
e ‟
‟ .
. F
F u
u r
r t
t h
h e
e r
r m
m o
o r
r e
e ,
, w
w e
e d
d i
i s
s c
c u
u s
s s
s e
e d
d s
s o
o m
m e
e i
i s
s s
s u
u e
e s
s s
s u
u c
c h
h a
a s
s f
f a
a s
s t
t f
f o
o o
o d
d .
. H
H e
e r
r e
e t
t h
h e
e y
y w
w e
e r
r e
e e
e n
n c
c o
o u
u r
r a
a g
g e
e d
d t
t o
o e
e x
x p
p l
l o
o r
r e
e t
t h
h e
e i
i r
r i
i d
d e
e a
a s
s o
o n
n c
c o
o n
n s
s u
u m
m i
i n
n g
g f
f a
a s
s t
t f
f o
o o
o d
d a
a n
n d
d i
i t
t s
s e
e f
f f
f e
e c
c t
t o
o n
n t
t h
h e
e i
i r
r h
h e
e a
a l
l t
t h
h .
. T
T h
h e
e s
s e
e a
a u
u t
t i
i s
s t
t i
i c
c s
s t
t u
u d
d e
e n
n t
t s
s i
i n
n c
c l
l u
u d
d i
i n
n g
g
M M
B B
m m
a a
n n
a a
g g
e e
d d
t t
o o
c c
a a
t t
c c
h h
u u
p p
t t
h h
e e
m m
a a
t t
e e
r r
i i
a a
l l
q q
u u
i i
t t
e e
w w
e e
l l
l l
. .
T T
h h
e e
y y
r r
e e
s s
p p
o o
n n
d d
e e
d d
t t
h h
e e
m m
a a
t t
e e
r r
i i
a a
l l
g g
i i
v v
e e
n n
w w
i i
t t
h h
e e
n n
t t
h h
u u
s s
i i
a a
s s
m m
. .
3 3
. .
T T
P P
W W
T T
P P
W W
w w
a a
s s
a a
s s
t t
u u
d d
e e
n n
t t
o o
f f
g g
r r
a a
d d
e e
e e
l l
e e
v v
e e
n n
s s
o o
c c
i i
a a
l l
. .
A A
m m
o o
n n
g g
a a
l l
l l
s s
t t
u u
d d
e e
n n
t t
s s
w w
i i
t t
h h
s s
p p
e e
c c
i i
a a
l l
n n
e e
e e
d d
f f
r r
o o
m m
g g
r r
a a
d d
e e
X X
I I
, ,
T T
P P
W W
w w
a a
s s
t t
h h
e e
l l
e e
a a
s s
t t
c c
o o
m m
p p
e e
t t
e e
n n
t t
i i
n n
E E
n n
g g
l l
i i
s s
h h
. .
H H
i i
s s
c c
o o
m m
p p
r r
e e
h h
e e
n n
s s
i i
o o
n n
i i
n n
E E
n n
g g
l l
i i
s s
h h
s s
k k
i i
l l
l l
r r
e e
a a
d d
i i
n n
g g
, ,
w w
r r
i i
t t
i i
n n
g g
, ,
s s
p p
e e
a a
k k
i i
n n
g g
a a
n n
d d
l l
i i
s s
t t
e e
n n
i i
n n
g g
i i
s s
s s
t t
r r
o o
n n
g g
l l
y y
n n
e e
e e
d d
e e
d d
t t
o o
i i
m m
p p
r r
o o
v v
e e
. .
B B
a a
s s
e e
d d
o o
n n
t t
h h
e e
m m
a a
p p
p p
i i
n n
g g
o o
f f
t t
e e
a a
c c
h h
i i
n n
g g
g g
u u
i i
d d
i i
n n
g g
a a
b b
o o
v v
e e
, ,
i i
t t
i i
s s
s s
t t
a a
t t
e e
d d
t t
h h
a a
t t
T T
P P
W W
h h
a a
d d
d d
i i
s s
t t
u u
r r
b b
a a
n n
c c
e e
i i
n n
f f
o o
c c
u u
s s
i i
n n
g g
h h
i i
s s
a a
t t
t t
e e
n n
t t
i i
o o
n n
, ,
a a
n n
d d
c c
o o
n n
c c
e e
n n
t t
r r
a a
t t
i i
n n
g g
. .
H H
e e
a a
l l
s s
o o
h h
a a
d d
d d
i i
s s
t t
u u
r r
b b
a a
n n
c c
e e
i i
n n
c c
o o
m m
p p
r r
e e
h h
e e
n n
d d
i i
n n
g g
a a
b b
s s
t t
r r
a a
c c
t t
o o
b b
j j
e e
c c
t t
s s
, ,
p p
r r
o o
c c
e e
s s
s s
i i
n n
g g
a a
n n
d d
c c
o o
n n
v v
e e
y y
i i
n n
g g
i i
n n
f f
o o
r r
m m
a a
t t
i i
o o
n n
c c
a a
l l
c c
u u
l l
a a
t t
i i
o o
n n
i i
n n
h h
i i
s s
d d
a a
i i
l l
y y
l l
i i
f f
e e
. .
H H
e e
n n
e e
e e
d d
e e
d d
f f
u u
l l
l l
g g
u u
i i
d d
a a
n n
c c
e e
i i
n n
c c
o o
m m
p p
r r
e e
h h
e e
n n
d d
i i
n n
g g
l l
e e
a a
r r
n n
i i
n n
g g
m m
a a
t t
e e
r r
i i
a a
l l
s s
. .
H H
o o
w w
e e
v v
e e
r r
, ,
h h
e e
w w
a a
s s
v v
e e
r r
y y
i i
n n
d d
e e
p p
e e
n n
d d
e e
n n
t t
i i
n n
h h
i i
s s
d d
a a
i i
l l
y y
l l
i i
f f
e e
. .
H H
e e
h h
a a
d d
g g
o o
o o
d d
i i
n n
t t
e e
l l
l l
i i
g g
a a
n n
c c
e e
i i
n n
a a
r r
t t
, ,
e e
s s
p p
e e
c c
i i
a a
l l
l l
y y
i i
n n
c c
l l
a a
s s
s s
i i
c c
a a
l l
p p
i i
a a
n n
o o
p p
l l
a a
y y
, ,
a a
n n
d d
d d
r r
a a
w w
i i
n n
g g
. .
H H
e e
w w
a a
s s
a a
l l
s s
o o
v v
e e
r r
y y
s s
k k
i i
l l
l l
f f
u u
l l
i i
n n
d d
r r
a a
w w
i i
n n
g g
. .
H H
e e
h h
a a
d d
h h
i i
g g
h h
r r
e e
p p
l l
i i
c c
a a
t t
i i
v v
e e
s s
k k
i i
l l
l l
, ,
g g
o o
o o
d d
s s
h h
o o
r r
t t
t t
e e
r r
m m
a a
n n
d d
l l
o o
n n
g g
t t
e e
r r
m m
m m
e e
m m
o o
r r
y y
. .
Teacher had to set up learning environment in visual and patterned scheme, mapping, video, etc. Teacher had to place him to sit near
teachers or peers who could guide him.Teachers were also suggested togive stages in completing tasks either in written or orally.
In English learning class, a close friend of him sat beside him helping him understand the explanation by the teacher. His friend re-explained the
explanation and instructions which was given by the teacher. In explaining the teaching material to him, his friend had to translate it into Bahasa
Indonesia to him in order to make him more comprehend the teaching material.
78 TPW was not too good in performing his speaking skill. He spoke less
English words. He recognized some common expressions such as “Hi,
Good morning, How are things?”; “Mrs., May I go to the toilet?”; “Mrs., It i
s break time now.” When the teacher had a talk with him in English, he made effort to
respond it. In spite of the fact that he asked the teacher for repetition, the teacher had to talk loudly with very clear articulation and with slow
rhythm in order to make him understand the content of the conversation. The teacher even had to use body gesture to make the communication run
on smoothly. Since TPW
‟s learning style was by visualization, the teacher designed the teaching method by using visualization as well. One advantage of
English learning that both the teacher and Tara experience was during the English learning, they used some books in which various enticing pictures
were provided. In addition, the teacher provided a number of slides featuring pictures during English learning.
TPW was not good in producing words orally since he was not good in verbal skill. Neither did he comprehend the pattern of a sentence based on the
tenses and the use of the other grammar lessons. Having realized this condition, the teacher usually designed
a „special‟ test for him which is different from the others. In several tests ever conducted, the instructions
commonly asked him to draw various pictures describing an activity. For instant, the test material which given to him was producing sentences using
„if conditional clause‟ type 0, 1, 2 and 3. This test would be absolutely hard for him since he did not recognize the pattern well and it was very hard for
him to memorize the pattern. His difficulty in comprehending the concept was such a big problem for him. As the result, the form of the test was
simplified using simple words and clauses. Furthermore, here, he was not required to produce sentences by writing but by drawing some pictures
figuring out the instruction instead, because it most enabled him to accomplish
79 the test. Moreover, it would be his pleasure to accomplish it. He would
absolutely enjoy it as drawing was his passion, particularly, the pictures that he produces are magnificent.
In that semester, all students including these four students hadstudied various topics including Grammar, reading text, listening and discussing
certain issues. For Grammar, they had learnt „adding emphasis‟, „direct and
indirect speech‟. For reading text, they read a text titled „fly vehicle‟. Furthermore, we discussed some issues such as fast food. Here they were
encouraged to explore their ideas on consuming fast food and its effect on their health. These autistic students including TPW managed to catch up the
material quite well. They responded the material given with enthusiasm.
4 4
. .
I I
N N
I I
N N
w w
a a
s s
a a
s s
t t
u u
d d
e e
n n
t t
o o
f f
e e
l l
e e
v v
e e
n n
t t
h h
g g
r r
a a
d d
e e
o o
f f
s s
o o
c c
i i
a a
l l
c c
l l
a a
s s
s s
. .
H H
e e
h h
a a
d d
b b
e e
e e
n n
s s
t t
u u
d d
y y
i i
n n
g g
a a
t t
S S
M M
A A
L L
a a
z z
u u
a a
r r
d d
i i
G G
l l
o o
b b
a a
l l
I I
s s
l l
a a
m m
i i
c c
S S
c c
h h
o o
o o
l l
D D
e e
p p
o o
k k
f f
o o
r r
t t
h h
e e
l l
a a
s s
t t
o o
n n
e e
a a
n n
d d
h h
a a
l l
f f
y y
e e
a a
r r
s s
w w
h h
e e
n n
t t
h h
i i
s s
r r
e e
s s
e e
a a
r r
c c
h h
w w
a a
s s
c c
o o
n n
d d
u u
c c
t t
e e
d d
. .
T T
h h
e e
s s
o o
c c
i i
a a
l l
b b
e e
h h
a a
v v
i i
o o
r r
a a
n n
d d
t t
h h
e e
c c
h h
a a
r r
a a
c c
t t
e e
r r
i i
s s
t t
i i
c c
o o
f f
I I
l l
h h
a a
m m
r r
e e
s s
e e
m m
b b
l l
e e
d d
w w
i i
t t
h h
t t
h h
e e
d d
e e
s s
c c
r r
i i
p p
t t
i i
o o
n n
o o
f f
t t
h h
e e
l l
i i
t t
e e
r r
a a
t t
u u
r r
e e
r r
e e
v v
i i
e e
w w
t t
h h
a a
t t
I I
n n
a a
p p
a a
i i
r r
o o
f f
s s
t t
u u
d d
i i
e e
s s
, ,
h h
i i
g g
h h
- -
f f
u u
n n
c c
t t
i i
o o
n n
i i
n n
g g
a a
u u
t t
i i
s s
t t
i i
c c
c c
h h
i i
l l
d d
r r
e e
n n
a a
g g
e e
d d
8 8
– –
1 1
5 5
p p
e e
r r
f f
o o
r r
m m
e e
d d
e e
q q
u u
a a
l l
l l
y y
w w
e e
l l
l l
a a
s s
, ,
a a
n n
d d
a a
d d
u u
l l
t t
s s
b b
e e
t t
t t
e e
r r
t t
h h
a a
n n
, ,
i i
n n
d d
i i
v v
i i
d d
u u
a a
l l
l l
y y
m m
a a
t t
c c
h h
e e
d d
c c
o o
n n
t t
r r
o o
l l
s s
a a
t t
b b
a a
s s
i i
c c
l l
a a
n n
g g
u u
a a
g g
e e
t t
a a
s s
k k
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a a
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y y
a a
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p p
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l l
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. .
B B
o o
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m m
p p
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x x
l l
a a
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a a
s s
k k
s s
s s
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c c
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a a
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f f
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a a
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l l
a a
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a a
g g
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, ,
c c
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p p
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n n
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n n
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d d
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f f
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e e
n n
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. .
A A
s s
p p
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o o
p p
l l
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a a
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e e
o o
f f
t t
e e
n n
s s
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z z
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d d
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p p
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y y
f f
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m m
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c c
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a a
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, ,
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m m
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h h
a a
t t
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p p
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h h
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n n
d d
s s
. .
1 1
Based on the table of description of students with the special need, it is stated that he was able to express his feeling and willing to ask actively in
regard with anything he doesn‟t know. Ilham had good memory, friendly to
10
Williams DL, Goldstein G, Minshew NJ. Neuropsychologic functioning in children with autism: further evidence for disordered complex information-processing. Child Neuropsychol. 2006.p.12
80 everyone and possesses solidarity with people around him, independent and
able to absorb teaching material with little aid in certain circumstance. Despite his friendliness, sometimes, he was unable to control his
emotion, getting angry easily and furious in case of finding unexpected thing. In addition, He was unable to adapt with the rules and social norms, either.
He had poor hard and mild motor skill. As the result, his handwriting was awful and hardly able to be read. He was always in hurry in completing his
task. He was good in reading pattern and so is his abstract skill. He was able to catch intruction and information quickly.While learning activity was on
progress, Teachers had to give placement and extra time to review his understanding. Teachers had to give him extra take home task to complete at
home, too. Praises and rewards had to be expressed continuously to build his motivationand self confidence.
In daily English class, IN was always enthusiast as he had great passion in learning English in spite of his disability. He always sat in the first
row, listening attentively to the teacher‟s explanation. He was able to respond the teacher‟s questions as well.
In his classroom, he was conditioned to sit in regular class where he studied
with his „normal‟ friends of his level. He sat near his closest „normal‟ peers, students with very good English competence. He got his closest peers
to re-teach and re- explain the teacher‟s explanation to him. His „normal‟
peers with their pleasure would do it for him. IN had studied various kinds of English learning materials as the
others students do, including four components of language reading, writing, speaking and listening. He had quite good understanding to deal with these
learning materials. The tests, particularly the mid-term and final test, nevertheless, were designed different for him since the teacher considered
him to find difficulties if the „regular tests‟ are given to him. In the first
81 semester of grade X
, the teacher gave him the „regular test‟; however, this test was pretty hard for him to accomplish. As the result, he failed to make
good grade. Since then, the test given to him is designed „more special‟, except for practical exams. The model of the test given to him is simplified
with the instruction designed simpler in order for him to be able to accomplish it. In spite of the fact that the material of the tests given to him
was the similar with the other students as the materials given are the similar and delivered in the same time for them. The matter was the simplification.
So far, he had accomplished various kinds of tests. For speaking, he managed to express annoyance, excitement, congratulating. He succeeded in
working either in pairs or in a small group playing role of characters as well. In the practical exam in the second semester of grade X, all students
regardless of their academic background, either „ordinary‟ or „those with special need‟ were required to do English novel review. While the other
students reviewed „hard‟ and thick novel with hard language such as those
authored by Mitch Albom, IN preferred to review a simpler , thin, and likely more decent for kids one, „Pinocchio‟. In spite of his shortcoming, he did the
whole process in correct procedure. Furthermore, the peak event came. He, in his bold and firm manner, managed to present it with his power point
presentation before the audience quite well. All audience felt very amazed, impressed and got entertaining because of him.
The latest test of practical exam conducted for all eleven graders was all students were obligated to do a task as being a radio broadcaster
broadcasting the single topic, “My excitement of conducting my research.” Most students performed their tasks very well including IN who in great
enthusiasm spoke before the radio microphone. In that semester, all students including these four students had studied
various topics including Grammar, reading text, listening and discussing
82 certain issues. For Grammar, they had
learnt „adding emphasis‟, „direct and indirect speech‟. For reading text, they read a text titled „fly vehicle‟.
Furthermore, we discussed some issues such as fast food. Here they were encouraged to explore their ideas on consuming fast food and its effect on
their health. These autistic students including IN managed to catch up the
material quite well. They responded the material given with enthusiasm.
4. How did English Teachers Conduct Their Tasks for the Students
with Autism Concerning Their Learning Activity?
How English teachers in SMA Lazuardi Global Islamic School Depok conducted their tasks for the students with autism in regard with their
learning activity referring to the condition that in general, teaching staffs are the professional teachers whose main duty is to educate, teach, guide, direct,
drill, and evaluate the learners in the scope of SMA Lazuardi Global Islamic School. The teaching staffs included the guardian teachers, English teachers
and the orthopedagogs the special teachers who concern to handle these students. Both the orthopedagogs and all teachers, particularly English
teachers are required to be able to read the condition of these students in order for them to give the most suitable treatment for them. Furthermore,
understanding them psychologically is the most significant as it is aimed for them to feel the comfort of learning and to keep them from getting bullied
from the others. At SMA Lazuardi GIS, here are a set of tasks teachers must accomplish,
1 To create a conducive climate of the classroom so that all
students and these students with autism feel very comfortable in it.
2 To design and conduct the assassment for all students with
autism in order to identify their ability and need.
83 3
To design annual program, syllabus and lesson plan. Here, English teachers are assisted by their orthopedagogs.
4 To conduct English learning and teaching activity and to
evaluate it as it is part of their responsibilities. 5
To conduct remedial teaching, drilling and accelerating for these students with autism when it is necessary.
In addition, the orthopedagogs also has significant role. In coping with the students with autism, the orthopedagogs in cooperation with English
teacher do the following tasks:
1 To design and conduct the educational assassment for
students with autism in order to identify their ability and need.
2 To build coordination system with all teachers, school
management team and parents of these students with autism. 3
To accompany these students with autism. They are assisted by guardian teachers and all teachers, especially English
teachers in regard with English learning activity. 4
To provide the special assistance sevice for these students with autism whose problems in following learning activity
in regular class. They may provide them with remedial program or drilling.
5 To provide continuous guidance and make special notes for
these students with autism during their engaging the regular class so that it will help them understand the learning
materials, particularly during the interval between the previous teachers and the following ones.
6 To provide assistance sharing experience for guardian
teachers and all teachers especially English teachers so that they could give educational service for these students with
autism.
84 As a matter of fact, SMA Lazuardi, for the recent time has
accommodated 20 students with special need including not only those with autism, but also those with ADD Attention Deficit Disorder, Asperger
Syndrom, Hyperactive, hearing impairment, articulation impairment, those in borderline, those with concentration problems and many more. In this
case, however, the table above manifests a glimpse of description of these students with autism. So, how these students learn English? In general,
Learning relates to thinking and solving problems. While in related to performance relates to achievement,
11
there are many learning theoretical perspectives on how children learn and there are many complementary and
sometimes conflicting views on learning strategies. There are however some points of general point of consensus. These include the following
points: a
Learning is a process b
Learning requires a period of consolidation c
Learning is more effective when the content is familiar d
Using the material to be learnt in different context and overtime enhances the chances of retention and understanding
e Intrinsic within child as well as extrinsic environment factors
can influence learning f
Learning is lifelong. People learning a new language encounter some difficulties
first. To discuss how these students learn English, the writer will give detailed explanation. In English class, the learning process styles are
various. Based on the curriculum that learning language is focused on student‟s skill of four language components; reading, writing, speaking
and listening. According to the writer‟s observation, overall there is no
11
Learning styles and Inclusion Gavin Reid.SAGE Publication India pvt Ltd New Delhi 2005.p.4.
85 significant hardship dealing with them. In the following are some
essential points which are taken into a consideration in regard with teaching and learning English for these students with special needs.
These following points are further explanation in regard with the preparation of English learning activity:
1. Planning
These following points are how the English teachers of these students with autism conducted in planning the learning and teaching activity for
the inclusive class: a
To design English class management. b
To design English material organization. c
To design approach strategy for the English teaching and learning activity.
d To design the procedure of English teaching and learning activity.
e To designthe use of sources and learning media.
f To design evaluation for students.
2. Implementing
These following points are how the English teachers of these autism conducted in implementing the learning and teaching activity for the
inclusive class:
a To implement apperception.
b To provide learning material.
c To implement the method of English teaching, learning material,
and drilling material according to the initial ability and the
students‟ characteristic and meet the purpose of learning. d
To support students actively involving in English learning. e
To demonstrate the English material mastery and its relevance in daily life.
86 f
To build a close relationship such as: 1 to behave openly, tolerant and sympathy toward students; 2 to show passion and
seriousness; 3 to handle interaction between individuals.
3. The principles of learning
a. The principle of motivation
Teachers, particularly English teacher continuously motivated these students with autism so that they would be highly motivated and
encouraged. Generally, the teachers talked with them personally and be a good listeners to their matters.
b. The principle of context
Teacher recognized these students with autism very well by using the role model, making use of the surrounding environment as
the learning sources and avoiding unnecessary learning material to the
students especially the disabled students.
c. The principle of being directed
In doing every learning activity, teachers focus on the clear goal, prepared the necessary learning material, and developed the right
English learning strategy.
d. The principle of social relationship
In teaching activity, teacher was necessary to develop learning strategy which could improve interaction between teacher and
students, students and students, teacher and students, teachers and students and environment and interaction between all.
87
e. The principle of learning by doing.
In learning activity, teachers gave students with autism more opportunity particularly the disabled students to do practice and trial or
discover a new thing through observation, research and so on.
f. The principle of individualization
Teachers recognized the initial ability and characteristic of each student very well either their ability and disability, their speed
and retard in absorbing learning material and behaving so that each student especially the disabled will get the equal treatment and
attention.
g. The principle of discovering
