My Proposal Acc

5/13/2018 My Proposal Acc - slidepdf.com

http://slidepdf.com/reader/full/my-proposal-acc 1/38

ENGLISH LANGUAGE TEACHING LEARNING

FOR AUTISTIC STUDENTS

(A Descriptive Study with Eighth Grade of SMPLB Negeri Semarang

in the Academic Year of 2011/2012)

THESIS PROPOSAL

Submitted in Partial Fulfillment of the Requirement for Degree of Bachelor of

Education in English Education

By:

ANIK WULANDARI

083411062

TARBIYAH FACULTY

WALISONGO STATE INSTITUTE FOR ISLAMIC STUDIES

SEMARANG

2012

ENGLISH LANGUAGE TEACHING LEARNING



FOR AUTISTIC STUDENTS

(A Descriptive Study with Eighth Grade of SMPLB Negeri Semarang

in the Academic Year of 2011/2012)

A. Background of the Study

Human beings as social creature interact to their environment, mostly to

others. In interaction, human being needs communication as an interaction

medium. Through communication, an interaction will be more significant and

influent all of their lives aspects. In the other hand, there are several peoplewho get disorder in communication, such as an autistic child. They cannot

communicate as well as normal children.

Autistic child is an integral part of extraordinary children. According to

Sutadi in Abdul Hadis, autistic child is a child who experiences high

development interference which influents the way someone communicates

and relates to other people.1

Autistic children need an education which is suitable with their interest,

need, and ability so that they can develop in communication and social

interaction. That’s why language learning is needed. Teaching autistic

students is not as easy as teaching normal students. The teacher needs more

patients and various creativities. Besides that, the teacher has to know the

students characteristics. Autistic children have no many vocabularies. They

often get difficulty to deliver their opinion in their mother tongue moreover

when they speak a foreign language (English). It must be much more

difficult.

Based on the problem above, the autistic children should study at a

special school to differ from normal students. The teacher has to come from

physiology expert. He must know their psychological condition, how to treat

them, and how to control them so that he can decide the best method to teach

1 Abdul Hadits, Pendidikan Anak Berkebutuhan Khusus, (Bandung: Alfabeta, 2006), p.43.



the autistic student.

One of appropriate schools for autistic students is SLB (Sekolah Luar

Biasa). In SMPLB Negeri Semarang where the researcher does the research,

there is a phenomenon show the autistic students learn English. They really

get many difficulties for example: they cannot pronounce the word perfectly;

the sentence they produce is ungrammatical; and they like imitating what the

teacher speaks but do not understand the meaning. But some of them like to

be passive students and they seem like deaf mute. Moreover the teacher has to

face their characteristics that sometimes change irregularly. The autistic

students have less concentration. When the teacher speaks to them, they avoid

looking at him and loss their eyes contact. They like playing in their own

world. That’s why the teacher should have an interesting method to get their

attention. The teacher must be creative in building a good mood of the class

and more patient to encounter their abnormal behavior.

Not only the teacher who has a big influence in improving the autistic

child’s skill but also the parents themselves. The parents have to motivate

their children to practice speaking continually. They play role as a friend,

teacher and guidance at home. Because the autistic children spend their whole

days at home, the parents become the most influential aspect in their skill

development.

In the other sides, the religion takes a part in this case. Based on Islam

point of view, every people has the same right to look for science and

learning process is something suggested because anyone who has knowledge

will be placed on the better degree. Allah stated in the holy Qur’an (Al

Mujadalah: 11)

Æìsùöt…” ª!$# tûïÏ% © !$# (#qãZtB#uä öNä3ZÏB tûïÏ% © !$#ur (#qè?ré& zOù=Ïèø9$# ;M»y_uy 4…“

“…Those who have been granted knowledge. And Allah is well-Acquainted

with what you do.” (Al-Mujadalah: 11).2

2 Yayasan Penyelenggara Penerjemah Al-Qur’an, DEPAG RI, Al-Qur’an dan



Then the government has also roles in developing education of the

autistic students. They have legalized a regulation to support them. One of

efforts in improving education of autistic child is legalizing UU No.20 year

2003, about National Educational System (Sisdiknas) section 5 subsection (2)

says: “The citizen who has physical anomaly, emotional, intellectual, and

social has right to get a special education.” Section 32 subsection (1) says: “A

special education is an education for a learner who has difficulty in following

learning process because of physical anomaly, emotional, mental, social,

having intelligent and extraordinary talent.3

Based on the background above, the researcher is interested to analysis

English language teaching learning for autistic students. The decision that the

autistic children will be the subject of this study is an exact choice to research

English teaching learning process in different point of view. It will be very

interesting to describe how the autistic children study English and how the

teacher teaches them. Of course it is rather difficult and needs extra efforts to

get the goal of English teaching learning itself. That’s why the research will

do research under the title (A Descriptive Study at Eighth Grade of SMPLB

Negeri Semarang in the Academic Year of 2011/2012).

B. Reasons for Choosing the Topic

1. The researcher is interested in describing an English language teaching

learning for autistic students because the autistic child has weakness in

communication. It has a big deal to language as communication tool.

2. The researcher thinks that it is more difficult to teach autistic students with

some weaknesses in delivering their language and producing sentences,

moreover foreign language (English). The researcher wants to know how

to teach English for autistic students.

Terjemahnya, (Semarang: Toha Putra, 1989), p. 910.

3 Undang-undang SISDIKNAS (Sistem Pendidikan Nasional), (Jakarta: Sinar Grafika,2003).



C. Research Question

1. What are language materials and topics covered in English

course for autistic students at eighth grade of SMPLB Negeri

Semarang in The Academic Year of 2011/2012?

2. How does the teacher use several teaching and learning

methods for autistic students at eighth grade of SMPLB Negeri

Semarang in The Academic Year of 2011/2012?

3. How does the teacher assess the autistic students at eighth

grade of SMPLB Negeri Semarang in The Academic Year of

2011/2012?

D. Objectives of the Study

1. To describe the language materials and topics covered in

English course for autistic students at SMPLB Negeri

Semarang in The Academic Year of 2011/2012.

2. To describe some teaching and learning methods applied in

English course for autistic students at SMPLB Negeri

Semarang in The Academic Year of 2011/2012.

3. To describe some assessment strategies applied in English

course for autistic students at SMPLB Negeri Semarang in The

Academic Year of 2011/2012.

E. Scope of the Study

The focus of the research is English language teaching learning practice

for autistic students at SLB Negeri Semarang in The Academic Year of

2011/2012 in terms of teaching materials, teaching methods, and learning

assessment.

F. Significance of the Research

This research is expected to be able to give an information for the



researcher herself and people in educational field dealing with learning

method, material, and evaluation for autistic students effectively and

efficiently. The researcher herself expects that this research can be useful as:

a) Suggestion and motivation for all teachers, especially

English teacher in SMPLB Negeri Semarang to get

more information about autistic students so that they can

teach successfully.

b) The researcher hopes that the students will get an

appropriate treatment in learning English so that they

are going to learn English comfortably and do not get

any difficulties.

c) For the head master, this research will be expected to be

a reflection for teaching learning at SMPLB Negeri

Semarang. It evaluates the instructional practice at

eighth grade of SMPLB Negeri Semarang. It can be a

consideration to change the best strategy in teaching

English; moreover can improve the quality of English

teaching and learning.

G. Literature Review

Since the proclamation of Indonesia on the 17th of August 1945, English

has been taught in our beloved country Indonesia as a first foreign language.

That is not the first time that the foreign language teaching was introduced in

the curriculum of Indonesian school.

During Dutch colonial time, the language was of course an obligatory

subject which had to be taught in government schools. It was not only taught

as a subject, but it was also used as the medium of communication, used in

correspondence, in government offices, and even in the homes of Dutch

educated families.4

4 Ramelan, Introduction to Linguistic Analysis, (Semarang: IKIP Semarang Press, 1992), p.1.



1. A Teacher as the Main Component of Language Teaching

A teacher is someone who teaches the learner. At Oxford

learner’s pocket dictionary, teacher is defined as someone whose job is to

teach, especially in a school.5 A teacher who educates an individual

student may also be described as a personal tutor. Sometimes the teacher

is called as instructor. A teacher is also like an actor because she or he is

always on the stage. At a university, a teacher is usually called as

lecturer. The role of teacher is often formal and informal, carried out by

way of occupation or profession at a school or other place of formal

education.

A teacher can occupy many roles, as a facilitator and resource for

the learner. The teacher has some requirements such as special qualities

of education skill, good personalities, and performing different roles at

different lesson activities. Jeremy Harmer said that a teacher has several

roles which have the aim to facilitate the students’ progress in some ways

or others. All of the roles are: Controller, Organizer, Assessor, Prompter,

Participant, Resource , Tutor , and Observer .6

a. Controller

When the teacher acts as a controller, she or he dominates

activities that take place in the classroom. The teacher may stand in

front of the class, dictate everything happens and be the focus of

attention. For the consequence, there will be little chance for the

students to take much responsibility for their own learning.

b. Organizer

Organizing the students to do various activities is an

important thing for the teacher. An organizer gives the students

information, tells the students how they are going to do the activity,

and puts them into pairs or groups and finally closing things down

when time is over.

5 Oxford learner’s pocket dictionary, (New York: Oxford University Press, 2000), p. 443.

6 Jeremy Harmer, The Practice of English language Teaching , (England: Longman,2002), 3rd Ed., p. 57.



c. Assessor

Teacher can help his or her students to evaluate their

performance, offering feedback and correction and grading students

in various ways. The teacher needs to be aware about possibility of

his or her students’ reaction with the assessment.

Some students will feel proud with their learning result if

they get good mark, but sometimes half of them will feel under

pressure when they get bad mark.

d. Prompter

Teacher has to prompt students to speak English rather than

their mother tongue. She or he should encourage the students to

think creatively, pushing them to achieve more, feeding in a bit of

information or language to help them proceed.

e. Participant

Teacher has certain times to join in an activity not as a

teacher, but also as a participant. She or he may take part in

discussion and organize students ‘group.

f. Resource

Students may ask something to the teacher. They may want

to know information in the middle of activity about activity itself or

other information. Students can consult to the teacher to get more

knowledge and solve their learning difficulties. Teacher is

considered as a person who more clever than the students. It is hoped

that the teacher can help their students and give them many

references.

g. Tutor

A teacher can be an advisor for the students who response to

what the teacher is doing and advising them on what to do next.

h. Observer

A teacher needs to be able to work and observe

simultaneously, listening, watching, and absorbing, so between the



teacher and the students can create the best kind of rapport.

The researcher assumes that a teacher does not only have the

rules as like mentioned above but there are still many other roles. A

teacher can be a motivator for the students. Besides teaching in the

classroom, a teacher also motivates the students to study harder and

stimulates the students‘spirit. A teacher also occupies a rule as a

friend for the students. When the students have a problem in learning

process, they can share to the teacher. The teacher of course will

give a kind of solving problem. Moreover when the students have a

private problem, the teacher can be a nice friend to share everything.

2. Language Teaching

We need to refute the fault opinion that language teaching is an

inferior occupation. On the contrary, language teaching is a job which

needs training, intelligence, imagination, command of language,

experience, a body of knowledge, the exercise of judgment and

compassion are essential qualities, and in which high standards are

imposed and maintained, on a world-wide basis, by a particular branch of

the profession of education.7

Becoming a teacher with high professional standards is different

in its content and aims from becoming a good surgeon, or linguist, or

lawyer, or psychologist; but it is similar in its reliance upon selective

entry, special training, and the attainment of skill before acceptance.

The language teaching learning can be viewed as a process. Seenas a process, language teaching learning turns out to have a beginning

and the end, and to be promoted and impelled by particular elements.

According to Peter Strevens, there are twelve essential elements of

language teaching learning process. The elements are as follow:8 policy

and aims; administration and organization; relevant professional

7 Peter Strevens, New Orientations in the Teaching of English, (London: Oxford

University press, 1977), p. 12-13.

8 Peter Strevens, New Orientations in the Teaching of English, (London: OxfordUniversity press, 1977), p. 14.



disciplines; choice of language teaching learning types; teaching training;

approach; pedagogy, methodology, instruction, teaching; syllabus design;

materials construction; constraints on language teaching learning

achievement; the learner; and evaluation.

3. Teaching Materials

The form of teaching material is analyzing which presents or

informs about the language to be learned.9 Teaching material is a source

for what will be taught and learned, source of activities for leaner

practice and communication interaction, reference source, for learners on

grammar, vocabulary, pronunciation etc, source of stimulation the ideas

for classroom activities, syllabus, and also learning support.10

It is a practical requirement of the language teaching learning

process that learners should have available to them an extensive range of

different materials. And it follows from the nature of teaching that the

teacher should be able to choose this material from among an even

greater range. The only practical way in which this can be brought about

is by the existence of a massive industry of materials publishing, which

in most countries relies on commercial firms.11

All teaching materials needs to possess certain characteristics, and

these apply equally whether we are considering printed course books,

ancillary readers, visuals of many kinds, recordings, films, or any other

kind of instructional materials. They need to be realistic, relevant,

interesting, encouraging, and compatible.12

Realistic means that the teaching materials can be applied by the

teachers and learners. They are capable of being learned from, cheap

enough to get them, actually in hand, and not empty entries in an official

9 Brian Tomlinson, Material Development in Language Teaching , (UK: Cambridge

University Press, 2003), p. 1.

10 Jack, C. Richard, Curriculum Development in Language Teaching , (USA: Cambridge

University Press, 2001), p., 251.


University press, 1977), p. 26.




list which never reach the learners. Relevant means that the teaching

materials have a big deal to particular point in the learner’s progress and

to the aims and age-group. Interesting means varied the topics of interest

to the learner, intellectually satisfying, so that they will not be boring for

the learners. Encouraging means having the quality of making the learner

feel they are getting progress, getting better, or at least enjoying his

learning. Compatible means that they are with the approach being

followed and with the teacher’s attitudes.

We should point out that between those last five elements

embrace the teacher, as well as the teacher’s professional activities. In the

next element we shall see that the teacher whose professional skill falls

below certain minimum standards becomes an impediment to the

learner’s progress.

To make teaching learning more successful, the teacher must

select an appropriate material. A good material is the one based on a

valid syllabus and curriculum.

According to Peter Strevens, the syllabus is party an

administrative instrument, partly a day-to-day guide to the teacher, partly

a statement of what is to be taught and how, sometimes partly a statement

of an approach.13 It is the document in which is listed, ideally, the items

to be taught, in a particular course, to a particular set of defined learners,

on a given number of occasions per week or day, in a given sequence,

with the aim of achieving stated interim and final goals or objectives, and

(usually) according to particular teaching techniques for each and every

item. The syllabus embodies that part of the language which is to be

taught, broken down into ‘items’ or otherwise processed for teaching

purposes.

The design of syllabuses is a task about which must have been

written, especially in two respects: in discussion of selection and




grading.14 When designer put syllabuses together, they have to consider

each for inclusion on the basis of a number of criteria. This will not only

help them to decide if they want to include the item in question, but also

where to put it in the sequence. The syllabus designer has to balance such

competing claims when making decisions about selection and grading.

Syllabus design concerns the selection of items to be learnt and

grading of those items into an appropriate sequence. Every syllabus

needs to be developed on the basis of certain criteria, such as learn ability

and frequency which can inform decision about selection and ordering.

Learn ability means that some structural or lexical items are easier for

students to learn than others. Thus we teach easier things first and then

increase the level of difficulty as the students’ language level rises. While

frequency means that it would make sense, especially at the beginning

levels, to include items which are more frequent in the language, than

ones that are only used occasionally by native speaker.15

4. Teaching Methods

Edward Anthony said that there are three hierarchical elements,

namely approach, method, and technique. An approach is a set of

assumption dealing with nature of language, learning, and teaching.

Method is described as an overall plan for systematic presentation of

language based upon a selected approach. Technique is the specific

activities manifested in the classroom that were consistent with a method

and therefore were in harmony with an approach as well.16

A teacher must choose an appropriate method in teaching process.

It is based on considerable of students’ characteristic, students’

capability, and many others. According to Diane Larsen and Freeman, at


University press, 1977), p. 25.

15 Jeremy Harmer, The Practice of English language Teaching , (England: Longman,

2002), 3rd Ed., p. 295-296.

16 H. Douglas Brown, Teaching by Principles: an Interactive Approach to Language Pedagogy, (New York: Pearson Education, 2001), p. 14.



least there are eight methods for teaching language.17

a) The Grammar-Translation Method

The Grammar-Translation Method is not new. It has had

different names, but it has been used by language teachers for many

years. At one time it is called the Classical Method since it was first

used in teaching of the classical language, Latin and Greek. Earlier

in this century, this method was used for the purpose of helping

students read and appreciate foreign language literature. It was also

hoped that, through the study of the grammar of the target language,

students would become more familiar with the grammar of their

native language better.

The roles of the Grammar-Translation Method are very

traditional. The teacher is the authority in the classroom. The

students do as the teacher says so they can learn what the teacher

knows.

Students are taught to translate from one language to another.

Often what they translate are readings in the target language about

some aspects of the culture of the target language community.

Students study grammar deductively; that is, they are given the

grammar rules and examples, are told to memorize them, and then

are asked to apply the rules to other examples. They also learn

grammatical paradigms such as verb conjugations. They memorize

native language equivalents for target-language vocabulary words.

According to the teachers who use this method, a

fundamental purpose of learning a foreign language is to be able to

read literature written in the target language. To do this, students

need to learn about the grammar rules and vocabulary of the target

language. In addition, it is believed that studying a foreign language

17 Diane Larsen-Freeman, Techniques and Principles in Language Teaching , (NewYork: Oxford University Press, 2000), p. 1-175.



provides students with good mental exercise which helps develop

their minds.

b) The Direct Method

As with the grammar-translation method, the direct method is

not new. Its principles have been applied by language teachers for

many years. Most recently, it was receive as a method when the goal

of instruction became learning how to use a foreign language to

communicate.

Teachers who use this method intend that the students learn

how to communicate in the target language. In order to do this

successfully, students should learn to think in the target language.

Although the teacher directs the class activities, the student

role is less passive then the Grammar-Translation Method. The

teachers and the students are more like partners in the teaching

learning process. Teachers who use this method believe that students

need to associate meaning and the target of language directly. In

order to this, when the teacher introduces a new target language

word or phrase, he demonstrates the meaning through the use of

realia, pictures, or pantomime, he never translate it into the students’

native language. Students speak in the target language a great deal

and communicate as if they were in real situations.

c) The Audio-Lingual Method

The Audio-Lingual Method, like the Direct Method is also an

oral-based approach. However, it is very different in that rather than

emphasizing vocabulary acquisition through exposure to its use in

situations, the Audio-Lingual method drills students in the use of

grammatical sentence patterns.

New vocabulary and structural patterns are presented through

dialogs. The dialogs are learnt through imitation and repetition.



Drills are conducted based upon the patterns present in the dialog.

Students’ successful responses are positively reinforced. Grammar is

induced from the examples given; explicit grammar rules are not

provided. Cultural information is contextualized in dialogs or

presented by the teacher. Students’ reading and written work is based

upon the oral work they did earlier.

Teachers want their students to be able to use the target

language communicatively. In order to do this, they believe students

need to over learn the target language, to learn to use it automatically

without habits in the target language and overcoming the old habits

of their native.

d) The Silent Way

The Silent Way has many great principles. The teacher is a

technician or engineer. Only the learner can do the learning, but the

teacher, relying on what his students already know, can give what

help is necessary, focus the students’ perceptions, force their

awareness, and provide exercises to insure their facility with the

language. The teacher should respect the autonomy of the learners in

their attempts at relating and interacting with the new challenges.

The role of the students is to make of what they know, to free

themselves of any obstacles that would interfere with giving their

utmost attention to the learning task, and to actively engage in

exploring the language.

Students should be able to use the language for self-

expression to express their though, perceptions, and feelings. In

order to do this, they need to develop independence from the teacher,

to develop their own inner criteria for correctness. Students become

independent by relying on themselves. The teacher therefore should

give them only what they absolutely need to promote their learning.

e) Desuggestopedia

A Desuggestopedia course is conducted in classroom which



is bright and cheerful. Posters displaying grammatical information

about the target language are hung around the room in order to take

advantage of students’ peripheral learning. The posters are changed

every few weeks to create a sense of novelty in the environment.

Students select target language names and choose new

occupations. During the course they create whole biographies to go

along with their new identities. The texts students work from are

handouts containing lengthy dialogs in the target language. Next to

the dialog is a translation in the students’ native language. There are

also some notes on vocabulary and grammar with correspond to

bold-faced items in dialog.

The teacher is the authority in the classroom. In order for the

method to be successful, the students must trust and respect the

teacher. The students will retain information better from someone in

whom they have confidence since they will be more responsive to

the teacher’s “desuggesting” their limitations and suggesting how

easy it will be for them to succeed. Once the students trust the

teacher, they can feel more secure. If they feel secure, they can be

more spontaneous and less inhibited.

The teachers hope to accelerate the process by which students

learn to use a foreign language for everyday communication. In

order to do this, more of the students’ mental powers must be tapped.

This is accomplished by desuggesting the psychological barriers

learners bring with them to the learning situation and using

techniques to active the “preconscious” part of the mind, just below

the fully-conscious mind.

f) Community Language learning

The teacher’s initial role is primarily that of a counselor. This

does not mean that the teacher is a therapist, or that the teacher does

not teach. It means that the teacher recognizes how threatening a

new learning situation can be for adult, so the teacher skillfully



understands and supports the students in their struggle to master the

target language.

Initially the learners are very dependent upon the teacher. It

is recognized, however, that as the learners continue to study, they

become increasingly independent. Community Language Learning

methodologist have identified five stages in this movement from

dependency mutual interdependency with the teacher. In stages I, II,

and II, the teacher focuses not only on the language but also on being

supportive of learners in their learning process. In stage IV, because

of the students’ greater security in the language and readiness to

benefit from corrections, the can focus more on accuracy. It should

be noted that accuracy is always a focus even in the first three stages;

however, it is subordinated to fluency. The reverse is true in stages

IV and V.

The teachers who use this method want their students to learn

how to use the target language communicatively. In addition, they

want their students to learn about their own learning and to take

increasing responsibility for it. All of these objectives can be

accomplished in a no defensive manner if a teacher and learner treat

each other as whole persons, valuing both thoughts and feelings.

g) Total Physical Response

Initially the teacher is the director of all student behavior.

The students are imitators of the teacher non verbal model. At some

point (usually after ten to twenty hours of instruction), some students

will be ready to speak. At the point there will be a role reversal with

individual students directing the teacher and the other students.

The first phase of a lesson is one of modeling. The instructor

issues commands to a few students, then performs the actions with

them. In the second phase, these same students demonstrate that they

can understand the commands by performing them alone. The

observers also have an opportunity to demonstrate their



understanding. The teacher next recombines elements of the

commands to have students develop flexibility in understanding

unfamiliar utterances. These commands, which students perform, are

often humorous.

After learning to respond to some oral commands, the

students learn to read and write them. When the students are ready to

speak, they become the ones who issue the commands. After

students begin speaking, activities expand to include skits and

games.

The teachers who use TPR believe in the importance of

having their students enjoy their experience in learning to

communicate in a foreign language. In fact, TPR was developed in

order to reduce the stress people feel when studying foreign

languages and thereby encourage students to persist in their study

beyond a beginning level of proficiency. It is believed that to base

foreign language learning upon the way children learn their native

language.

h) Communicative Language Teaching

Communicative language Teaching, aims broadly to apply

the theoretical perspective of the Communicative Approach by

making communication competence the goal of language teaching

and by acknowledging the interdependence of language and

communication. What this looks like in the classroom may depend

on how the tenets are interpreted and applied. The goal of this

method is to enable students to communicate in the target language.

Students need knowledge of the linguistic forms, meanings, and

functions. They need to know that many different forms can be used

to perform a function and also that a single form can often serve a

variety of functions. They must be able to choose from among these

the most appropriate form, given the social context and the roles of

the interlocutors. Communication is a process; knowledge of the



forms of language is insufficient.

The teacher facilitates communication in the classroom. In

this role, one of these major responsibilities is to establish situations

likely to promote communication. During the activities the teacher

acts as an adviser, answering students’ questions and monitoring

their performance. The teacher might make note of their errors to be

worked on at a later time during more accuracy-based activities. At

other times, the teacher might be a communicator engaging in the

communicative activity along with students.

Students are, above all, communicators. They are actively

engaged in negotiating meaning-in trying to make them understood

and in understanding others-even when their knowledge of the target

language is incomplete.

5. Teaching Learning Assessment

According to Douglas Brown, assessment is a popular and

sometimes misunderstood term in current educational practice. We might

be tempted to think of testing and assessing as synonymous terms, but

they are not. Tests are prepared administrative procedures that occur at

identifiable times in a curriculum when learners muster all their faculties

to offer peak performance, knowing that their responses are being

measured and evaluated. Assessment, in the other hand, is an ongoing

process that encompasses a much wider domain. Whenever a student

responds to a question, offers a comment, or tries out a new word or structure, the teachers subconsciously makes an assessment of the

students’ performance.18

Kenneth T. Henson and Delmar Janke in their book, Elementary

Science Methods, said that evaluation involves passing judgment on or

assigning a value to something. Evaluation of students’ work is not to be

confused with grading, which should not be influenced by the teacher’s

18 H. Douglas Brown, Language Assessment; Principles and Classroom Practices, (NewYork: Longman Press, 2000), p. 4.



values. Test and other forms of measurement should also be objective

and free of value judgments. In evaluation, in the other hand, value

judgments are essential. Evaluation of students’ work begins where

testing ends. A test is a measuring device, a method of gathering

information. After the testing is finished, the teacher uses the information

to evaluate students’ work.19

We have categorized language learning/teaching as a process in

which something is being changed. Like most complex processes, LL/LT

needs and possesses feedback systems which assess the progress of the

change and supply information to those who are controlling the process

about how the learning is coming long, so that changes in the teaching

can be made for the purpose of improving the learning. However, tests

and examinations have come to fulfill a function different from that of a

normal, regulatory feedback system.

Based on Douglas Drown, there are at least three kinds of

Assessment:20

a) Informal and Formal Assessment

Informative assessment can take a number of forms, starting

with incidental, unplanned comment, and responses, along with

coaching and other impromptu feedback. On the other hand, formal

assessments are exercises or procedures specifically designed to tap

into a storehouse of skills and knowledge. They are systematic,

planed sampling techniques constructed to give teacher and students

an appraisal of students’ achievement.

b) Formative and Summative Assessment

Formative Assessment is evaluating students in the process

of “forming” their competencies and skills with the goal of helping

them to continue that growth process. The key to such formation is

19 Kenneth T. Henson and Delmar Janke, Elementary Science Methods , (United States of

America: Mc Grow-Hill. Inc, 1984), p. 82.

20 H. Douglas Brown, Language Assessment; Principles and Classroom Practices, (NewYork: Longman Press, 2000), p. 5-7.



delivery (by teacher) and internalization (by the student) of

appropriate feedback on performance, with an eye toward the future

continuation of learning. While summative assessment aims to

measure, or summarize, what a student has grasped, and typically

occurs at the end of a course or unit of instruction. A summation of

what a student has learned implies looking back and taking stock of

how well that student has accomplished objective, but does not

necessarily point the way to future progress. Final exam in a course

and general proficiency exams are examples of summative

assessment.

c) Norm-Reference and Criterion-Reference Test

In norm-referenced test, each test-taker’s score is interpreted

in relation to a mean (average score), median (middle score),

standard deviation (extent of variance in score), and/or percentile

rank. Criterion-Reference Tests, on the other hand, are designed to

give test-takers feedback, usually in the form of grades, on specific

course or lesson objectives. Classroom test involving the students in

only one class, and connected to a curriculum, are typical of

criterion-referenced testing.

According to Jeremy Harmer, assessment of students’

performance can come from the teacher or from the students themselves.

The teacher can assess the students by a number of ways. There are

comments, marks and grades, and reports.21

The first is comments. Commenting on student performance

happens at various stages both in and outside the class. Thus the teacher

may say good, or nod approvingly, and this comment is a clear sign of a

positive assessment. When the teacher gives a negative assessment, she

or he may do by indicating that something has gone wrong or by saying

things such as that’s not quite right.

21 Jeremy Harmer, The Practice of English language Teaching , (England: Longman,2002), 3rd Ed., p. 100-104.



The second is marks and grade. When the students are graded on

their work, they always want to know what grade they have achieved.

Awarding a mark of 9/10 for a piece of writing or giving B+ assessment

for a speaking activities are clear indicators that students have done well.

When the students get good grade, their motivation is often positively

affected provided that the level of challenge for the task was appropriate.

Bad grades can be extremely disheartening.

The last is reports. At the end of year, some teachers write reports

on their students’ performance. Such reports have to give a clear

indication of how well the student has done in the recent past and a

reasonable assessment of their future prospects. It is important when

writing reports to achieve a judicious balance between positive and

negative feedback, where it is possible. Like all feedback, students have a

right to know their weakness and strengths they have been able to

demonstrate.

Meanwhile the students can also be extremely affective at

monitoring and judging their own language production. They frequently

have a very clear idea of how well they are doing or have done, and if the

teacher helps them to develop this awareness, the teacher may greatly

enhance learning. Here the students write their own assessment of their

successes and difficulties and say how they think they can proceed. The

teacher then adds the students’ assessment of their progress and replies to

the points the students have made. Where the students are involved in

their own assessment, there is a good chance that their understanding of

the feedback which their teacher gives them will be greatly enhanced as

their awareness of the learning process increases.

6. Kinds of Language Learner

Kinds of language learner can be classified into several kinds.

The first begins to deal with contextual considerations in language

teaching by addressing the learner variable of age, there are young



learner, adult learner and teen learner. The second deals with the learner

variable of language proficiency (beginner, intermediate, and advanced).

The third deals with several complex variables introduced by

sociopolitical context of teaching (country, societal expectations, cultural

factors, political constraints, and the status of English). The fourth deals

with several complex variables introduced by the institution one is

teaching in (school, university, language school, adult education,

vocational/workplace course). And the last deals with several complex

variables introduced by the implied purposes for learning English

(academic, technical, social, cultural immersion, enrichment, survival).

Each of those considerations is essential to incorporate into our choices

of techniques, lesson organization, and supporting materials.

In this proposal, the researcher only explains kinds of language

learner based on age. There are three kinds, young learner, adult learner,

and teen learner.

The first is young learner. They refer to children, children

widespread success in acquiring second language belies a tremendous

subconscious effort devoted to the task. Children exercise a good deal of

both cognitive and affective effort in order to internalize both native and

second language. The popular notion about children holds only if “effort”

refers, rather narrowly, to focal attention to language form.

The popular claim fails to differentiate very young children (four-

six year olds) from pre-pubescent children (twelve to thirteen) and the

whole range of ages in between. There are actually many instances of six

to twelve years old children manifesting significant difficulty in

acquiring a second language for a multitude of reasons. Ranging high on

that list of reasons are a number of complex personal, social, cultural, and

political factor at play in elementary school education.22

To success fully teach children a second language requires

specific skill and intuitions that differ from those approaches for adult




teaching. Five categories may help give some practical approaches to

teaching children:23 (1) Intellectual development, children are still in an

intellectual. The teacher needs to remember their limitation. Rules,

explanations, and other even slightly abstract talk about language must be

approached with extreme caution. Children are centered on the here and

now, on the functional purposes of language. They have little

appreciation for our use to describe and explain linguistic concepts. (2)

Attention Span, we cannot make a sweeping claim that children have

short attention spans! But short attention spans do come into play when

children have to deal with material that to them is boring useless, or too

difficult. Language lesson can at times be difficult for children; your job

is to make them interesting, lively, and fun. (3) Sensory input, children

need to have all five senses stimulated. The teacher’s activities should

strive to go well beyond the visual and auditory modes that they are

usually sufficient for a classroom. (4) Affective factors, Children are

often innovative in language forms but still have many great inhibitions.

They are extremely sensitive. Children are in many ways much more

fragile than adults. Their egos are still being shaped, and therefore the

slightest nuances of communication can be negatively interpreted.

Teachers need to help them to overcome such potential barrier to learn.

(5) Authentic, meaningful language, children are focused on what this

new language can actually be used for here and now. They are less

willing to put up with language that doesn’t hold immediate rewards for

them. Our classes can ill afford to have an overload of language that is

neither authentic nor meaningful.

The second is adult. Here are some characteristics of adult: (1)

adult are more able to handle abstract rules and concepts. But as we

know, too much abstract generalization about usage and not enough real

life language use can be deadly for adults, too. (2) Adults have longer

attention spans for material that may not be intrinsically interesting to




them. (3) Sensory input need not always be quite as varied with adults,

but one of the secret of lively adult classes is their appeal to multiple

senses. (4) Adults often bring a modicum of general self-confidence

(global self-esteem) into a classroom; the fragility of egos may therefore

not be quite as critical as those of children. Yet we should not

underestimate the emotional factors that may be attendant to adult second

language learner. (5) Adults, with their more developed abstract thinking

ability, are better able to understand a context-reduced segment of

language. Authenticity and meaningfulness are of course still highly

important, but in adult language teaching, a teacher can take temporary

digressions to dissect and examine isolated linguistic properties, as long

as students are returned to the original context.

The third is teens leaner. Teens are in between childhood and

adulthood, and therefore a very special set of considerations applies to

teach them. (1) Intellectual capacity adds abstract operational thought

around the age of twelve. Some sophisticated processing is increasingly

possible. (2) Attention spans are lengthening as a result of intellectual

maturation. But once again, with many diversions present in a teenager’s

life, those potential attention spans can easily be shortened. (3) Varieties

of sensory input are still important, but, again, increasing capabilities for

abstraction lesson the essential nature of appealing to all five senses. (4)

Factors surrounding ego, self-image, and self-esteem are at their

pinnacle. Teens are ultrasensitive to how other perceives their changing

physical and emotional selves along with their mental capabilities. (5)

Secondary school students are of course becoming increasingly adult like

in their ability to make those occasional diversions from the “here and

now” nature of immediate communicative contexts to dwell on a

grammar point or vocabulary item.

7. The Definition of Autistic Students

The autistic children as a part of integral from children and the



normal children commonly need an education which is appropriate with

their intention, need, and ability. By an education which is appropriate

with their intention, need, and ability, the autistic students can develop in

communication, social interaction, playing system, and attitude so that

they can live independently in family, school, and society environment.

The term “Autism” firstly was known by Leo Kanner in 1943.

Kanner said that this interference is as an inability to interact to other

people, language interference shown by postponed mastery of language,

reversal sentences, repetitive playing system, strong route memory, and

obsessive desire for defending orderliness in environment.24

The term “autism” itself comes from the word “auto” that means

alone.25 So the autistic children live as if they live in their own world.

They are inclined to involve themselves from their environment and

enjoy playing by them.

According to Pusponegoro, autism is a disorder of growth child

which includes in Pervasive Developmental Disorder group (PDD).26

Dr. Faisal Yatim says that autism is a condition where children do

everything just as they like in mindset or behavior. This condition has

been appeared since they were childhood, about 2-3 year old.27

According to APA in Abdul Hadis, autism is a disorder of growth

child pervasively. This development disorder occurs in childhood or

teenager clearly. Autism is a development disorder which complex

dealing with communication, social interaction, and imagination

activities.28

The autism cannot be only defined as children who separate

themselves out from the environment. That condition has not been

24 Setiati Widihastuti, Pola Pendidikan Anak Autis: Aktivitas Pembelajaran di Sekolah

Autis Fajar Nugraha, (Yogyakarta: CV. Data Media, 2007), p. 1.

25 K. A. Razhiyah, Apa itu Autis?, (Kuala Lumpur: Zafar, Sdn, Bhd, 2008), p. 9.

26 Hardiono D Pusponegoro, Apakah Anak Kita Autis?, (Bandung: Rikarsa Multi Media,

2007), p. 3.

27 Faisal Yatim, Autisme Sebagai Gangguan Jiwa pada Anak-anak , (Jakarta: Pustaka

Populer Obor, 2007), p. 10.

28Abdul Hadis, Pendidikan Anak Berkebutuhan Khusus, (Bandung: Alfabeta, 2006), p.43.



enough to determine someone is included to autism categorize. The

difficulties which occur in autistic students actually are much bigger than

only the characteristic of inclining themselves. We need clear

determinate or certain characteristic to define who the autistic children

are.

Based on the definitions above, the researcher can conclude that

autistic children are they who have problem or disorder in

communication, social interaction, sensory disorder, playing system,

emotion.

8. The Cause of Autism

Autism is not like other illnesses which can be diagnosed easily.

Autism has not surely known its causes yet. The indications of autism

usually appear at one a half to two years old. When the children grow up

normally, in the contrary autistic child does not have any progress,

moreover they are getting decrease. What are the factors? Many

researches are continually done to answer that question. Many factors are

estimated as the factors of autism, such as poisonous pollution, the

ingredients which consist of mercury as a preservative ingredient, and

many kinds of allergy. But these are still notion and need more research.

According to Prasetyono, here are some factors of autism and

other medical diagnosis:29

The first is disorder of central nerve formation. The expert found

that there is anomaly in the central nerve formation in autistic child’s brain. There is decreasing of purkinje cell in their brain. It results less

serotonin production and disturbs the process of information connecting

inter-brain. They also found that there is anomaly structure in central

emotion in autistic child ‘brain so that their emotion often gets trouble.

The second is disorder of metabolism system. There is relation

between the disorder of metabolism system and the indication of autism.

29 Dwi Sunar Prastyono, Biarkan Anakmu Bermain, (Jogyakarta: DiVA Press, 2008), p.228-230.



Secreting injection can help to decrease metabolism disorder.

The third is enteritis. The autistic child generally has bad

digestion and enteritis. It is presumed that enteritis is distempered by a

virus. It may come from measles virus. That’s why many parents refuse

MMR immunization (Measles, Mumps, Rubella) because it is presumed

to become the factor of autism.

The forth is genetic factor. The most famous factor of autism is

genetic factor. There are some genes included autism. But the indicator

of autism can appear if there are many genes combinations.

9. The Characteristics of Autistic Student

To diagnose autism, the criteria used by professional expert are

criteria of Diagnostic and Statistical of Manual Mental Disorder (DSM). 30

These criteria explain some disorders which can be found in autistic

students:

The first, Communication disorder: the autistic children’s

language develop very slowly, they seem like deaf mute, sometimes the

word they use is not appropriate, their language is not understandable,

speaking is not used as communication tool, they like imitating what

someone speaks, and some autistic children can memorize many words

and songs without understanding the meaning.

The second, disorder in social communication: the autistic

children like isolating themselves, there is no eyes contact, they avoid

looking into other people, if they are invited to play by their friends, theywill refuse it, there is no effort to do interaction with other people, and

they will not glance toward if someone call them.

The third, sensory disorder: they are very sensitive of touch or

contact, if they listen to very load sound, they will close their ears, they

like kissing and licking everything included their toys, and the autistic

children are not sensitive feeling illness and anxiety.

30 Hardiono D Pusponegoro, Apakah Anak Kita Autis?, (Bandung: Rikarsa Multi Media,2007), p. 9.



The fourth, disorder in playing system: generally, the autistic

children do not know the way to play, if they like a certain toy, they do

not want to play others, they prefer toys which have wheel such as fan

and bicycle wheel, mostly they are not creative and imaginative, and they

dislike play with their contemporary friends.

The fifth, disorder in behavior: the autistic children can be

hyperactive or hypoactive, they dislike any change, they like showing

strength behavior such as moving around, flatting their hands like bird,

beating around the bush, getting closer their eyes to TV, and moving

their body continually.

The sixth, disorder in emotion: they often laugh, cry, and angry

without any clear reason, they will go wild unrestrained, if they do not

get what they want, sometimes they attack and destroy everything they

see, they also hurt themselves, and they have no empathy or do not care

other people feeling.

H. Previous Research

1. The previous research is Rismawati (063411053), Tarbiyah

Faculty of Walisongo State Institute for Islamic Studies (IAIN

Walisongo) Semarang by the title “English Language Teaching

Learning in Parakan, Ngargogondo International Community

Village Borobudur Magelang”. She investigated three aspects,

they are the English teaching materials, teaching method, and

learning assessment. This study uses qualitative approach becausethe data are descriptive in form of written and spoken. The data

are collected by some techniques; observation, interview, and also

documentation.31 Similar to the research above, the researcher

will investigate the English teaching learning in terms teaching

materials, teaching methods, and learning assessment.

31 Rismawati, English Language Teaching Learning in Parakan, Ngargogondo

International Community Village Borobudur Magelang, Thesis (Semarang: Skripsi IAINWalisongo, 2010).



2. Another previous research related to this study is the research that

has been done by Agustini Prihatini, thesis of State University of

Semarang (UNNES) under the title “Pengelolaan Pembelajaran

Anak Autistik (Studi Descriptif di Sekolah Dasar Luar Biasa

Negeri Semarang Tahun Ajaran 2008/2009). She investigated

how the process of learning management for autistic is. This

descriptive study was conducted at SDLB Negeri Semarang in the

academic year 2008/2009 in terms; learning plan, learning

process, and leaning evaluation for autistic students. This research

uses descriptive approach and uses observation, interview, and

document as data collection.32

I. Research Approach

A scientific research has to use methodology. This research uses a

descriptive qualitative approach. The qualitative involves description and

analysis rather than, for example, the counting of features. This kind of

research also often involves longer-term observation, very detailed and close

perusal of the data and relatively small numbers of subject.33 Qualitative

research has purpose to find out something new or result based on the activity

of the subject.34 The ideas of descriptive qualitative which strength the

approach are:35 Qualitative research is concerned with the description and

explanation of phenomena as they occur in routine, ordinary, natural

environment; the researcher can approach the data in different frame and

mind; and it is emphasized in rich descriptive and subjective character of data

which is produced by using qualitative techniques.

32 Agustini Prihatini, Pengelolaan Pembelajaran Anak Autistik (Studi Descriptif diSekolah Dasar Luar Biasa Negeri Semarang Tahun Ajaran 2008/2009), Thesis (Semarang: Skripsi

UNNES, 2009).

33 Alison Wray-Kate Trott-Aileen Bloomer, Projects in Linguistics, (New York: Oxford

University Press Inc, 1998), p. 95-96.

34 Ag. Bambang Setyadi, Teaching English as a Foreign language, (Jogjakarta: Graha

Ilmu, 2006), p. 5-6.

35 Graham Hitchcock and David Hughes, Research and the Teacher, a Qualitative Introduction to School-Based Research, (New York: Routledge, 1995), p. 296.



1) Setting

This research will be conducted in SMPLB Negeri Semarang. It is

located at Elang Raya Street No.2 Tembalang South Semarang. This

school has three education levels, starting from elementary school, Junior

High School, and finally Senior High School. This research will be only

focused on eighth grade of SMPLB Negeri Semarang. The researcher

chooses that class because it is the second class where English is taught.

2) Data SourcesThis research will be conducted in SLB Negeri Semarang, exactly

at eighth grade of SMPLB Negeri Semarang in academic year 2011/2012.

The researcher will exploit all of data sources that can be used, such as

learning materials, classroom process, students’ achievement, teachers’

perspectives, working sheets, paper based learning, syllabus, lesson plan,

textbook, etc. Those data sources will be analysis to answer three research

questions above dealing with teaching methods, teaching materials, and

learning assessment.

3) Subject

There are three grades in SMPLB Negeri Semarang. They are

seventh grade, eighth grade, and ninth grade. This research will be only

focused on eighth grade. The researcher will observe the English teacher

and the students of the eighth grade and focus on the method of the

teaching teach, the material, and the learning assessment.

4) Techniques of Data Collection

In collecting the data, the researcher needs some instruments to get

information for this research. The researcher uses three instruments for

collecting the data. They are observation, interview, and document.

a) Observation

Observation data is qualitative in the first instance, consisting

of recordings, transcriptions, and notes relating to our subjects’



behavior and language. Arikunto (2006) says that an observation is the

way to get information by observing and taking notes systematically

about observed phenomenon. When we begin role as a participant

observer, try to observe everything that is happening: make notes and

jot down thoughts without narrow, specific regard for our research

problem.36 In using observation method, the most effective way is

completing it with the form of observation as the instrument. The

arranged form consists of some items about the objects that will be

observed .37 They are related to English language teaching and

learning in the classroom, the methods and materials learning, and

learning assessments. The researcher will fill the observation form and

write notes for additional information.

b) Interview

Interview is the second method. According to Sutrisno Hadi

(2004), an interview is data collection method by asking and

answering systematically and with research purposes.38 There are

some advantages of observation: first is that we concentrate all of our

attention on the interview, rather than continually having to break eye

contact by looking away while we write things down, second is that

we can also avoid having to make snap judgment about what to note

down and what to omit, third is that we are not a victim of our own

handwriting, which may be less than legible during hurried note-

taking.39 There are two kinds of interview, structured and unstructured

interview. The structured interview is manual interview which is

arranged as detail as possible like check list while unstructured

interview is manual interview which only contains main point that will

36 Corrine Glesne, Becoming Qualitative Research: an introduction, (New York: Pearson

Education, 2006), p. 53.

37 Suharsini Arikunto, Prosedur Penelitian, Suatu pendekatan praktek , (Jakarta: Rieneka

Cipta, 2006), P. 229.

38 Sutrisno Hadi, Metodologi Research, (Yogyakarta: Andi, 2004), 2nd Ed, p. 179.

39 Alison Wray-Kate Trott-Aileen Bloomer, Projects in Linguistics, (New York: OxfordUniversity Press Inc, 1998), p. 187.



be asked to the source.40 The researcher will use both of them.

c) Documentation

According Arikunto (2006), documentation method is

searching the data such as note, transcript, book, newspaper,

magazine, agenda, etc.41 T he researcher uses this method to collect

documents which are related to the research. They are SMPLB Negeri

Semarang files (the data of English teacher and the students dealing

with schedule, proposal of establishing SLB Negeri Semarang),

students’ worksheet, textbooks, and pictures.

5) Technique of Data Analysis

Prasetyo Irawan says that data analysis of qualitative research is

analysis done toward non number data, such as interview result, notes or

report from books, article, including photograph, pictures, or film.42

“Analysis involves discovering and deriving patterns in the data,

looking for the general orientation in the data, in short, trying to sort out

what the data are about, why and what kinds of things might be said about

them.”43

The analysis of qualitative data can be done trough some stages.

The researcher can begin with collecting and comparing the data, coding

the then begins to organize ideas which emerge from the data. For the next

stage, the researcher moves from description of what is the case to an

explanation of why is the case, is the case.44 Marsall and Huberman

suggest that the process of data analysis involve three activities: datareduction, data display, and conclusion drawing or verification.45

40 Suharsini Arikunto, Prosedur Penelitian, Suatu pendekatan praktek , (Jakarta: Rieneka

Cipta, 2006), p. 227.

41 Suharsini Arikunto , Prosedur Penelitian, Suatu pendekatan praktek, (Jakarta:

Rieneka Cipta, 2006), p. 231.

42 Irawan Prasetyo, Logika dan Prosedur Penelitian, (Jakarta: STIA-LAN Press, 1999),

p. 99.

43 Graham Hitchcock and David Hughes, Research and the Teacher, a Qualitative Introduction to School-Based Research, (New York: Routledge, 1995), p. 295.

44 Graham Hitchcock and David Hughes, Research and the Teacher, a Qualitative

Introduction to School-Based Research, (New York: Routledge, 1995), p. 297.45 Sugiono, Metode Penelitian Kuantitative Kualitative dan R&D, (Bandung: Alfabeta,



a) Data Reduction

Data reduction can make unmanageable data become more

manageable and easy to comprehend. It is process to select, focus,

simply, and change, the data from the field. Choose the case, make

research question and determine instrument of data collection are the

earlier stage in data reduction. After the data collected, the researcher

makes coding and categorizes the data. The use of codes and

categorization can help to break the data down into manageable

pieces, it allows for the identification of relationship between units of

meaning.46

b) Data Display

Data display is process to present the data. After organize, and

arrange the data into some classification, the researcher reports the

data in words or narrative form. It is supported by Miles and

Huberman who said that the most frequent from the display data for

qualitative research data in the past has been narrative text. 47

c) Conclusion Drawing

Conclusion is verified during process analysis by rechecking

the data, discus with the information and other informant. After data is

analyzed, it will be written as a report of research.

In technique of data collection, the researcher is going to use

several steps. These are the following steps used to analyze the data:

a. All of the data that have been collected throughobservation, interview, and documentation will be

categorized to be as follows: teaching material;

teaching method; and teaching learning assessment.

b. The researcher is going to do the triangulation process

2008), p.127.

46 Graham Hitchcock and David Hughes, Research and the Teacher, a Qualitative

Introduction to School-Based Research, (New York: Routledge, 1995), p. 299.

47 Sugiono, Metode Penelitian Kuantitative Kualitative dan R&D, (Bandung: Alfabeta,2008), p. 249.



which the researcher selects the significant data. If the

interview does not match to the observation, the

researcher is going to choose the observation, the

stronger data.

c. Finally the researcher is going to conclude the research

by rechecking the data. After data is analyzed, it is

going to be written in narrative form as a report of this

research.

6) Procedure and Time Line

No. Task Description In week

I II III IV V

1. Giving the permission letter to the

principal.

v

2. Contact the English teacher. v

3. Enrollment the participant. v

4. Doing observation. v v5. Conducting in-deep interview. v v

6. Analyzing data from interview. v

7. Reducing data from observation and

interview

v

8. Making conclusion data v

9. Writing report of research v

7) Outline of the ThesisIn order to make this research comprehends; the researcher will

divide the thesis into five chapters:

Chapter I will present introduction, which contains of general

background of the study, the reasons for choosing the topic, objective of

the study, definition of key terms, research question, pedagogical

significance, and limitation of the study.

Chapter II will present the literature review. In this chapter the



researcher will discuss about the theories which have relevant and

supporting to the topic.

Chapter III will be the method of investigation. It is about the

source of data, the choice of population and sample, the technique of data

collection and the instrument of research, technique of data analysis.

Chapter IV will present the analysis the data.

Chapter V will be conclusion and suggestion.



BIBLIOGRAPHY

Abdul Hadis, Pendidikan Anak Berkebutuhan Khusus, Bandung: Alfabeta,

2006.

Ag. Bambang Setyadi, Teaching English as a Foreign Language, Jogjakarta:Graha Ilmu, 2006.

Agustini Prihatini, “Pengelolaan Pembelajaran Anak Autistik (Studi Descriptif di Sekolah Dasar Luar Biasa Negeri Semarang Tahun Ajaran

2008/2009)”, Thesis, Semarang: Skripsi UNNES, 2009.

Brown. H. Douglas, Language Assessment; Principles and Classroom Practices, New York: Longman Press, 2000.

Brown. H. Douglas, Teaching by Principles: an Interactive Approach to

Language Pedagogy, New York: Pearson Education, 2001.

Dwi Sunar Prastyono, Biarkan Anakmu Bermain, Jogyakarta: DiVA Press,2008.

Faisal Yatim, Autisme Sebagai Gangguan Jiwa pada Anak-anak , Jakarta:

Pustaka Populer Obor, 2007.

Glesne. Corrine, Becoming Qualitative Research: an introduction, New York:

Pearson Education, 2006.

Hardiono D Pusponegoro, Apakah Anak Kita Autis?, Bandung: Rikarsa Multi

Media, 2007.

Harmer. Jeremy, The Practice of English language Teaching , England:

Longman, 2002.

Henson. Kenneth T. and Delmar Janke, Elementary Science Methods, UnitedStates of America: Mc Grow-Hill. Inc, 1984.

Hitchcock. Graham and David Hughes, Research and the Teacher, a

Qualitative Introduction to School-Based Research, New York:Routledge, 1995.

Irawan Prasetyo, Logika dan Prosedur Penelitian, Jakarta: STIA-LAN Press,

1999.

K. A. Razhiyah, Apa itu Autis?, Kuala Lumpur: Zafar, Sdn, Bhd, 2008.

37



Larsen. Diane - Freeman, Techniques and Principles in Language Teaching ,

New York: Oxford University Press, 2000.

Oxford learner’s pocket dictionary, New York: Oxford University Press,

2000.

Ramelan, Introduction to Linguistic Analysis, Semarang: IKIP Semarang

Press, 1992.

Richard. Jack C, Curriculum Development in Language Teaching , USA:Cambridge University Press, 2001.

Rismawati, English Language Teaching Learning in Parakan, Ngargogondo

International Community Village Borobudur Magelang, Semarang:

Skripsi IAIN Walisongo, 2010.

Setiati Widihastuti, Pola Pendidikan Anak Autis: Aktivitas Pembelajaran diSekolah Autis Fajar Nugraha, Yogyakarta: CV. Data Media, 2007).

Strevens. Peter, New Orientations in the Teaching of English, London: Oxford

University press, 1977.

Sugiono, Metode Penelitian Kuantitative Kualitative dan R&D, Bandung:Alfabeta, 2008.

Suharsini Arikunto, Prosedur Penelitian, Suatu pendekatan praktek , Jakarta:Rieneka Cipta, 2006.

Sutrisno Hadi, Metodologi Research, Yogyakarta: Andi, 2004.

Tomlinson. Brian, Material Development in Language Teaching , UK:Cambridge University Press, 2003.

Undang-undang SISDIKNAS (Sistem Pendidikan Nasional), Jakarta: Sinar

Grafika.

Wray. Alison, et.al , Projects in Linguistics, New York: Oxford University

Press Inc, 1998.

Yayasan Penyelenggara Penerjemah Al-Qur’an, DEPAG RI, Al-Qur’an danTerjemahnya, Semarang: Toha Putra, 1989.

Documents

My Proposal Acc