DEVELOPING TEACHING AND LEARNING MATERIALS FOR ENCOURAGING THE INVOLVEMENT AND CONCENTRATION OF THE STUDENTS WITH SPECIAL NEEDS (Specified for the Autism Students in SLB YPAC)
a final project submitted in partial of the requirements for the degree of Sarjana Pendidikan in English
by Anisa Devi Prabajati 2201410116
ENGLISH DEPARTMENT FACULTY OF LANGUAGES AND ARTS SEMARANG STATE UNIVERSITY 2015 i
APPROVAL This final project was approved by Board of Examiners of English Department of Faculty of Language and Arts of Semarang State University on 22nd of September 2015. Board of Examination Chairperson Prof. Dr. Agus Nuryatin, M. Hum NIP. 196008031989011001
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Secretary Rini Susanti Wulandari, S.S., M.hum NIP. 197406252000032001
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First Examiner Dr. Rudi Hartono, S,S., M.Pd NIP. 196909072002121001
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Second Examiner Dr. Dwi Anggani Linggar B, M. Pd NIP. 195901141989012001
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Third Examiner/ Advisor I Sri Wahyuni, S.Pd., M. Pd NIP. 197104082006042001
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Approved by: Dean of Faculty of Languages and Arts
Prof. Dr. Agus Nuryatin, M.Hum NIP. 1960080319890011001
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PERNYATAAN Dengan ini saya, Nama
: Anisa Devi Prabajati
NIM
: 2201410116
Prodi/Jurusan : Pendidikan Bahasa Inggris S-1 / Bahasa dan Sastra Inggris Menyatakan dengan sesungguhnya bahwa skripsi/tugas akhir/final project yang berjudul: Developing Teaching and Learning Materials for Encouraging the Involvement and Concentration of the Students with Special Needs(Specified for the Autism Students in SLB YPAC) Yang saya tulis dalam rangka memenuhi salah satu syarat untuk memperoleh gelar sarjana ini, benar-benar merupakan karya saya sendiri yang saya hasilkan setelah melalui penelitian, bimbingan, diskusi, dan pemaparan atau ujian. Semua kutipan, baik yang langsung maupun tidak langsung, baik yang diperoleh dari sumber kepustakaan, wahana elektronik, pengamatan langsung, maupun sumber lainya telah disertai keterangan mengenai identitas sebenarnya dengan cara sebagaimana yang lazim dalam penulisan karya ilmiah. Dengan demikian, walaupun tim penguji dan pembimbing penulisan skripsi ini membubuhkan tanda tangan sebagaimana tanda keabsahannya, seluruh isi karya ilmiah ini tetap menjadi tanggung jawab saya sendiri. Demikian, harap pernyataan ini dapat dipergunakan seperlunya. Semarang, 22 September,2015 Yang membuat pernyataan,
Anisa Devi Prabajati
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MOTTO AND DEDICATION
If you are brave anough for some goodbyes, new hellos will embrace you
I dedicate my work for: My beloved parents, thank you for all the lessons. My lovely siblings who are the source for my motivation. My dear Jung one and only, who stays with me for the rainy days and the thunder storms. Thank s to all my true friends whom I cannot mention one by one.
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ACKNOWLEDGEMENT
In the name of Allah the most Gracious and the most Merciful. I extend my deepest gratitude to my advisor, Sri Wahyuni, S.Pd., M.Pd., for her supports, corrections and advices in completing this final project, without her motivation I will not be able to finish this final project. Henceforth, I give my deepest thank to my wonderful parents, Ali Mashuri and Wiwik Wijayati, to my siblings who always stay even if the whole world leaves me. To my beautiful friends, absolutely true friends and always know me well when I need a shoulder to cry on. Special for my beloved one, Mahendra Baskara Hanindita whose hands always hold me tight when I am struggling, whose heart always beats for our future and betterment. Thank you for loving for who I am. I cannot say a word. Lastly, I realize that this final project lacks many things. Therefore, I need some suggestion for its perfection. I hope this final project will be useful for the readers.
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ABSTRACT Prabajati, Anisa Devi. 2015. Developing Teaching and Learning Materials for Encouraging the Involvement and Concentration of the Students with Special Needs (Specified for the Autism Students in SLB YPAC). English Department. Faculty of Language and Arts. Semarang State University. Advisor: Sri Wahyuni, S.Pd. M.Pd. Keywords: material-development, Teaching-Learning, Autism, involvement, concentration. Teaching material is one of the keys for teachers to conduct a teaching-learning activity in the classroom. The materials are the source for teachers to teach and for students to learn. This research focuses on three matters, 1) Describing the English teaching learning process for autistic learners at SLB YPAC Semarang 2) How teachers deliver the materials to the autistics students at SLB YPAC Semarang 3) Developing the materials for encouraging the students to be more involved and concentrated. This study was aimed to develop a set of suitable English teaching-learning materials. This final project used the research and development (R&D) to develop the materials. The materials were validated by two experts to come to the final product. This research was conducted at SLB YPAC Semarang involving the students of 8th grade with special needs (in this case is autism). The data were collected from classroom and checklist observations, questionnaire and interview with teacher. The author also gave a set of questions for teacher to give his response on the final materials. Those data collection resulted that teacher and students actually faced the same problem which was the absence of a set of suitable materials for English lesson. The writer was aware of the special characteristics of students with autism, some steps must be taken before she developed the materials. The first step taken was to review the syllabus, in this stage the writer evaluated which part of the syllabus must be developed. Syllabus review delivered the writer into the second step that was to make the lesson plans which was purposed to help teacher in conducting the classroom activity management. The third step was to integrate the students’ needs with the materials design. The integration of the materials then led to materials development for encouraging the students’ involvement and concentration. The writer assumed there were some considerations the teacher should pay attention in using the materials, those are : 1) the teachers should give the instruction clearly to the students, 2) the teachers should be more creative in developing materials for the students 3) the teacher should enhance his knowledge of materials development for students with special needs 4) Every student has different characteristics, therefore the materials should be applied in the basis of students’ capacity and ability.
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TABLE OF CONTENT Page APPROVAL....................................................................................................
ii
PERNYATAAN...……………………………………………....................... iii MOTTO and DEDICATION……………………………............................
iv
ACKNOWLEDGEMENT……………………………………….................
v
ABSTRACT…..................................……………………………………….. vi TABLE OF CONTENT ………………………………………………….... vii LIST OF APPENDICES................................................................................ ix LIST OF TABLES.......................................................................................... x Chapter 1.
INTRODUCTION.………………………………………………........ 1
1.1
Background of the Study………………………………………….......
1
1.2
Reasons for Choosing the Topic ……………………………………. .
6
1.3
Research Problems….......………………………………………….....
7
1.4
Purpose of the Study …………………………………………….... ..
7
1.5
Significance of the Study………………………………………….......
7
1.6
Outline of the Study…..…………………………………………….....
8
2.
REVIEW OF THE RELATED LITERATURE ………………… . 10
2.1
Review of the Previous Studies…………………………………….. ... 10
2.2
Review of the Theoretical Studies…………………………… ............. 12
2.2.1 Definition of Teaching-Materials Development………..……….......... 12 2.2.2 Definition of Autism...............................................…………………... 13 2.2.3 Characteristics of Autistic Children............……………………… ..... 15 2.2.4 Teaching Autistic Students......................................………………… .. 19 2.3
Theoretical Framework ……………………………………………..... 20
3.
METHODS OF INVESTIGATION……………………………......... 21
3.1
Research Design………………………………………………............ 21
3.1.1
Qualitative Study…………………………………………………. . 21
3.1.2
Research and Development……………………………………. ...... 23
3.2
Object of the Study............................................................................. 27 vii
3.3
Data Source...……………………………………………………….... 27
3.3.1 Classroom and Checklist Observations…………………………… .... 28 3.3.2 Questionnaires.......................……………………………………….... 33 3.3.3 Interview.......................................……………………....................... . 36 3.4
Role of the Researcher.......................................................................... 37
3.5
Procedures of Collecting the Data......................................................... 38
3.6
Procedures of Analysing the Data......................................................... 39
3.7
Procedures of Designing the Materials.................................................. 40
3.8
Procedures of Developing the Materials...............................................
42
3.9
Procedures of Materials Implementation..............................................
45
3.10 Technique of Reporting the Materials Validation................................
46
4.
RESULT OF ANALYSIS WITH MATERIALS DEVELOPMENT
AND DISCUSSION OF MATERIALS IMPLEMENTATION .............. 51 4.1
Result of Classroom Observations........................……….................... 52
4.2
Result of the Questionaire...………………………………… ............. 55
4.3
Materials Design and Development.................................…………. ... 58
4.3.1 Materials Design...................................................................……….... 59 4.3.2 Developing the Materials......................................……….................... 68 4.4
Validation of the Materials...............................................…................. 70
4.4.1 Validation of the First Draft by the First Evaluator.................……...... 71 4.4.2 Validation of the Second Draft by the Second Evaluator...................... 73 4.4.3 Validation of the Third Draft by the First and the Second Evaluators.. 73 4.5
The Teacher’s Response on the Final Teaching Materials.................... 77
4.6
The Teacher’s Observation on the Students’ Involvement andConcentration......................................................................................... 80
4.7
Discussion of Materials Implementation .............................................. 81
5.
CONCLUSSION AND SUGGESTION ……………………….......... 83
5.1
Conclusion…………………………………………………………..... 83
5.2
Suggestion………………………………………………………… ..... 85
BIBLIOGRAPHY…………………………………………………… .......... 86 APPENDICES ………………………………………………………… ....... 88
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LIST OF APPENDICES
Appendix
Page
1. Appendix 1 Lesson Plans............................................................................................... 90 2. Appendix 2 The Meterials (Product of Teaching-Learning Materials for Students With Special Needs).......................................................................… ....... 136
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LIST OF TABLES
Table
Page
1. Figure 3.1 Classroom Observation Steps According to Hammersley ...........................……………………...................
29
2. Table 3.2 List of Questions in the Questionnaires......................
34
3. Figure 3.3 Steps of Developing the Materials............................
43
4. Table 3.4 Materials Implementation.........................................
44
5. Table 3.5 Table of Teacher’s Response..…...............................
46
6. Table 3.6 Validation of the Draft ..........................................…
47
7. Table 3.7 Observation Form......................................................
49
8. Table 4.1 Observation Flows.....................................................
52
9. Table 4.2 Result of Checklist Observation................................
52
10. Table 4.3 Questionaire Result....................................................
55
11. Table 4.4 Lesson Design............................................................
62
12. Figure 4.5 Steps in Making the Final Materials.........................
68
13. Table 4.6 First Draft Evaluation by the First Evaluator.............
71
14. Table 4.7 Second Draft Evaluation by the Second Evaluator...
73
15. Table 4.8 Third Draft Evaluation by the First and Second Validators..................................................................................
75
16. Table 4.9 The Teacher’s Response...........................................
78
17. Table 4.10 The Teacher’s Observation.....................................
81
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CHAPTER I INTRODUCTION Chapter 1 presents the introduction of the study, which consists of background, reason for choosing the topic, statement of the problems, purpose of the study, significance of the study, and the outline of the study report. The description of the subchapter is presented as follows. 1.1 Background of the Study English study is one of the most important studies in language learning across the world. It is because English as an international language is used in almost every aspects of humans’ life. In economics, politics and technology, for example, English plays important roles, especially at the degree of international communities. Many books, articles, and journal of science and technology from many countries are also written in Englishtherefore mastering English will be very essential to make us be able to compete in globalization era. Our government also has the concern of the importance of English indeed, and implies it as the subject in every formal school level, elementary, junior high, senior high, and even in university. English is also implemented in the curriculum of SLB. In a formal education which takes place in a formal school, a teacher is obligated to maintain the teaching and learning to take place and involving the students in the activity. Teaching and learning are integrated in a one component, an educator must understand both the learning and teaching process; every
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component in the activity must be accomplished in order to reach the result of meaningful learning. In this context, English for students with special needs is also considered as an important component too, especially in this global era there are so many English phrases are used in our country, for example is “non-smoking area” it is an English phrase, for normal people who have seen it for many times, it will not be hard to reckon the phrase however it might be different for the students with special needs; they might get difficulty to get the meaning of that phrase. From this situation we can derive a conclusion that English is important for everyone without exception. In Indonesia, there are many SLB applies English as a substantial subject, this shows how English is defined as a supporting element for students with special needs to be involved in daily social life. Basically, to teach English to students with special needs especially students with autism the awareness and understanding the students’situation is one main point that must be understood by the educators. Students with mental disorders are the students who suffer from mental health illness, when special needs begin to severely affect a person’s thinking, emotional state and behavior then it may be that the problem is becoming a disorder. If this occurs it is important that the person seeks appropriate help from a health professional such as a GP, psychologist or other mental health professional. A mental disorder is a clinically diagnosable illness (Ruble, 2012). Seeking help as early as possible can lead to a good treatment. It shows that students with autism cannot manage their
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emotional, they may have a problem in getting themselves concentrated, interested in and encouraged to the materials the teacher delivers. On the onther hand, autism is a complex neurological disorder which affects the functioning of brain, this prevents the people who suffer autism from understanding what the see, hear, and otherwise the sense. Thus leads to a problem that prevents the autism people in communicating, behaving and socializing. (Ruble, 2011) An educator will find several problems in doing his/her job, especially in handling and getting into students attention. One biggest concern is how the teacher of disabled students (special needs specified autism) get the attention from the students, it will take a lot of efforts in getting the students interested in and involved in the teaching and learning process. It is the chalenge for the teachers that students with mental health issues may be limited in the amount or kinds of activities they can perform due to the presence of an emotional, psychological or psychiatric condition. Autistic students actually have higher ability to process words and vocabulary compared to downsyndroms, this is one big point becomes a sorce to develop the teaching materials for the autism students. Developing the teaching and learning materials for these autism students is one way to improve the students’ concentration, interest, and involvement. As teachers of SLB are generally knowledgable of these terms, they develop the teaching methods to suit the characteristics of the autistic students, and to encourage them in getting involved more. Teacher also faces problems in finding
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appropriate materials; it is obvious that materials for students with special needs are different from the materials for normal students, that is also one concern that teacher has to face. The teacher also has to be aware of the students’ characteristics generally and individually. There are numerous characteristics which usually exist in autistic learners. They usually resist in human contact and social interaction from a very early age and have difficulty in learning the social interaction. Sometimes, they can be very sensitive and cannot control their emotion well. They also have developmental delay of spoken language. They like repeating words and sounds made by other people. Sometimes, they use words which are not appropriate with the meaning. From here, author can actually use imitating technique to be applied in the materials;since the students like to repeat words made by other people, can follow and repeat after the teacher in learning new vocabularies. From those characteristics, we assume that teaching autistic children is not easy. The teacher must be patient, attractive, creative also aware to use appropriate teaching methods and materials since method is an important element in teaching-learning process, especially in studying English. As a foreign language, getting maximum result of study is surely not easy. However, the achievement is not the target of this research; it will produce a supplementary book which eases teacher students, and parents (informal educator) to apply it in classroom and home. The sstudents are expected to be more active by following the instruction from teacher based on the book/module which researcher will develop. Basically, the goal of the module is that the students will be able to use
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basic English in their daily life and help them to survive with the situation of global era which many of English phrases are used in our Indonesian community, one more goal is students are expected to be less dependent to others and learning to be more independent through English language learning. Children learn language by imitating, teachers are asked and demanded to give a very clear exampleand instruction, are expected to be creative, and to be patient to the children. Different kinds of methods are applied during the teaching and learning process. In SLB YPAC the teachers apply old or traditional methods in teaching the autistic students. Yet, teachers are supposed to be aware of the materials that being taught must be delivered in an attractive and creative way to get students’ involvement and concentration. A set of developed suitable teaching materials is very needed to help the teachers and the students as well. By that the developed teaching and learning materials (covers syllabus (not entirely), lesson plans (if necessary),teaching materials, and activitywill improve and develop autism students’ involvement and concentration moreover social ability by putting them work together in groups and they will build communication inside their own community. Working in group and pairs are good ways in improving students’ involvement, this also leads to the fun activities that can be applied in classroom activities. Students can practice their language ability by the help of their peers and also the classroom teacher and subject teacher. This developed material will attend a more effective learning and teaching activity.
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1.2 Reasons for Choosing the Topic One other component of teaching and learning process is the materials. A successful teaching and learning is when the materials are delivered and transmitted effectively to the receivers. The materials play a big role in getting students’ interest and involvement, as we know that teaching autism students will take more effort than teaching normal students. Teachers need more effort to make them in full concentration, full interest and involvement. Author chooses to develop teaching and learning materials for autism students as the topic of the following thesis with these considerations: 1) Teaching and learning is one integrated activity and they cannot be separated from the materials to be conveyed. 2) The teaching and learning materials are important as they have been considered as the knowledge that must be mastered by students. 3) Educating autism students is not easy. 4) There are many forms of materials that can be developed to gain students’ concentration, involvement and interest which can be applied and practiced by teachers and students at the same time. 5) The author wishes to know and observes how the materials are delivered to the autism students by teachers.
1.3 Research Problems Based on the background of the study above, the problems that will be discussed in this study are: 1) How does the existing materialencourage the students to learn English?
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2) How to find and analyze the students’ needs analysis in learning
English? 3) How to develop the material with the goal of encouraging the students’
involvement and concentration? 4) How effective is the developed materials in encouraging the students’
involvement and concentration?
1.4 Purpose of the Study The purpose of the study, concerning the statement of the problem is: 1) to analyze the suitability of the existing materials in encouraging the students’ involvement and concentration. 2) to find out the students’ needs in learning English. 3) to develope the materials based on the students needs with the goal of encouraging the students’ involvement and concentration. 4) to discuss the effectiveness of the developed materials in encouraging the students’ involvement and concentration.
1.5 Significance of the Study The author hopes that the result of the research will be useful for the better achievement of English teaching and learning materials development in order to improve the quality of the learning process itself. By this research she predicts that it will give more references of materials for teachers in teaching autistics students. In addition, the writer expects that the result will give more information and knowledge for everyone who reads this study that is about the overall
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condition of English teaching-learning process that held in a special education school (SLB), specificallyfor autism. This study also provides materials for parents if they need to handle their autistic kids at home by themselves, because the materials that will be developed are not only formal education bases, but also considered applicable for parents in informal education which is a useful tool for parents who face problems in finding materials to teach their autistic children English. The result of this research is a supplementary book
1.6 Outline of the Study This final project is organized into five chapters. Chapter one is the introduction, which consists of background of the study, reasons for choosing the topic, statement of the problems, purposes of the study, significance of the study, and outline of final project. Chapter two is review of the related literature, which consists of three subchapters. First subchapter discusses about the review of related study, this part explains some previous study that relates to English teaching-learning to autism. Second subchapter focuses on the theoretical study, this part discusses about the related theories of autism, characteristics of autism, and materials development. The last but not least is a framework; it describes how the theories are applied in the proofs of analysis in answering the statement of problems. Chapter three is research methodologies; this chapter consists of ten subchapters. The first subchapter discusses the research design which is in this study researcher uses R and D method and it is a kind of qualitative research. The
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second gives information about the object of the study. The third is about the data collection or data source. The fourth discusses about the role of the researcher. Fifth subchapter describes the procedures of collecting the data and also the kind of data that will be obtained. The next is the sixth subchapter which covers the procedures of analyzing the data. The seventh subchapter is about the procedures of designing the materials. The eighth subchapter talks about the procedures of developing the materials and roles of both teacher and researcher during the process of designing the materials. The ninth subchapter discuss about the procedures of materials implementation. The last subchapter is about the procedure of materials evaluation, this is held after the materials gone through some trials processes and revised by the developer. Chapter four is the analysis, it contains the analysis regarding to the result of the observation. It describes the process of designing the materials based on the result of the needs analysis. This chapter will answer all the questions which appear in the research problems, and will also reach the purposes of the research. The last is chapter five which contains conclusions and some suggestions dealing with the subject matter of this final project.
CHAPTER II REVIEW OF THE RELATED LITERATURE
In this chapter will discuss the review of the previous studies. It also reveals the theories and definitions of the terms used in the research. This chapter contains the definitions of materials, development, and some other terms that related or underlined with the context.
2.1 Review of the previous studies Talking about teaching students with special needs specified autism students, there are some studies that have been conducted before. The first study was conducted by Endah (2011)she conducted a reasearch entitled “A Descriptive Study of Teacher’s Method in Teaching English for Autistic Learners at SLB Negeri Semarang” the purpose of her study is to get a description what methods the teachers use in SLB Negeri Semarang to handle and hold the English teaching activity. The reasearch was focused on what methods were used to teach English for Autistic students. From this research she found that the teacher not only used one method, but combined several methods in order to reach the esential objectives of the teaching-learning itself. From her research, the author can drag a brief description of the teaching and learning activity in a condition of autistic students as the objects. The burdens that teachers find in teaching autism students, and also several problems that teachers find were briefly reviewed in her research.
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One area that has not been touched is developing the teaching-learning materials for the autism students. Students with autismhave different characteristics from normal students, and from any other mental disorders students. The materials must be prepared for the students to accomplish the goal with different designs, there must be a supporting planning to help the autism students in learning activity. Many other studies about teaching students with special needs, one is the famous one by Susan Stokes entitled “Structured Teaching: Strategies for Supporting Students with Autism”, actually the term “structured teaching” was developed in North Carolina University.It allows for implementation of a variety of instructional methods (e.g., visual support strategies, Picture Exchange Communication System - PECS, sensory integration strategies, discrete trial, music/rhythm intervention strategies, Greenspan's Floortime, etc.). The following information outlines some important considerations for structured teaching to occur. It is one of many approaches to consider in working with children with autism. The research is actually becoming references by many teachers who teach students with special needs especially with autism in the US and in many other countries. Different teaching-learning materials deliveries may conduct different result toward the autism students’ achievement. In here, the writer will observe the way the teacher delivers the materials and find out the problems in delivering the materials. From that the writer can derive an analysis to make a structure to
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develope a new material to be applied replacing the old material. New materials must be tested for several times to see the appropriateness of the materials.
2.2 Review of the Theoretical Study This second section gives brief descriptions of teaching-materials development, definitions of autism, characteristics of autistic children, and teaching English for autistic children. 2.2.1 Definition of Teaching-materials Development As this study discusses about developing teaching-learning materials in teaching English for autistic learners, it is necessary to know what the term of development and teaching-materials actually means in this study. To grab further understanding, we have to take a look at several explanations retrieved from several references about the terms. According to Department for International Development: Learning and Teaching Materials Policy and Practice for Provision (2007) the term development is the act of developing or disclosing that which is unknown; a gradual unfolding process by which anything is developed, as a plan or method, or an image upon a photographic plate; gradual advancement or growth through a series of progressive changes; also, the result of developing, or a developed state. If we relate this term with teaching-materials, then it means that the subject of the development itself is teaching materials. The term teaching materials based on DFID (2007) is educational resources used to improve students’ knowledge, abilities, and skills, to monitor their assimilation of information, and to contribute to their overall development and upbringing.
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The existed materials are the raw source to be compared to the developed materials. In this proces some trials are needed to see the level of appropriateness and the significance of the materials to get students’ attention and involvement. This relates to the question why are materials important in teaching language? In his study, Allwright (1990) argues that materials should teach students to learn, that they should be resource books for ideas and activities for instruction/learning, and that they should give teachers rationales for what they do. From Allwright's point of view, textbooks are too inflexible to be used directly as instructional material. O'Neill (1990), in contrast, argues that materials may be suitable for students' needs, even if they are not designed specifically for them, that textbooks make it possible for students to review and prepare their lessons, which textbooks are efficient in terms of time and money, and that textbooks can and should allow for adaptation and improvisation. Materials here control the learning and teaching process. An derived understanding about teaching materials development is about upgrading the content of the materials to be suited to the objectives of the learning process which will be controlled by the materals designed by the developer. 2.2.2 Definition of Autism As this study concerns with autistic learners, it is important to know the meaning of autism actually. Therefore, to grab further understanding, we need to have a look at several explanations about autism from several references. Autism is first introduced by Leo Kanner who, in his psychiatric practice, had encountered a
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small number of children who displayed a cluster of behaviors that made them appear to belong to a unique group, he identified autism in 1943. Leo was an American psychiatric who identified Autism back in the 1943.Based on his research, he found the dominant characteristic of those children that they are unable to make a relation with other people in many situations using common way. American Psychiatric Association (APA) defined autism as a pervasive developmental
disorder,
which
is
characterized
by
impairments
in
communication and social interaction, and restricted, repetitive and stereotypic patterns of behavior, interests, and activities. It is a complex neurological disorder that affects the functioning of the brain. (Abdul Hadis, 2006:43) Autism is a condition caused by the interference of developmental brain function in which the symptoms usually exist on the early age of childhood in the first 2-3 years old and it will be continued on whole of their life. Children with autism have difficulties to communicate. (Yatim, 2007:10) Maurice in Hadis (2006:43) stated that autism child cannot respond, answer, and play as a child in common. This syndrom is not curable, but it is treatable. The symptoms can be minimalized by the intervention of early education. It can help autism to improve their social development and decrease the distraction habbits. With the education, children with autism have opportunity to life normally. Autism is referred to as a spectrum disorder, which means that the symptoms can be present in a variety of combinations, and can range from mild to severe. Mildly affected individuals may appear very close to normal. Severely afflicted individuals may have an extreme intellectual disability and
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unable to function in almost any setting. Multiple abilities can be affected, while others are not (Ruble,2011). Every autistic child has different way of thinking and different skill in each field. Sometimes, some of them are very good in math but aren’t good in writing, good in music but aren’t not good in math, etc. Shortly, the skill and ability of them are various. But above all, teachers must be aware that all individuals with autism have difficulties with social interaction and communication, although the extent and type of difficulty may vary. 2.2.3 Characteristics of Autistic Children Autism appears in a child’s early infancy and early childhood, and parents usually are able to see the core symptoms, the symptoms when their child displayed behavior deficits, such as the delayed of the developmental in communication, motoric, and social interaction. The disorder causes delays in many basic development areas such as in talking, playing and interracting with others. Ross (1974:156) explained that in the early age of children, parents can see signs of this autism syndrom when their child fails to anticipate being picked up and reacts as if other people do not exist. As the child gets older, this autistic aloneness takes the form of an absence of interpersonal behavior. He does not emit the social smile, seems not to recognize members of his family, and does not engage in such social games. One of the most frequently reported characteristics of autistic children is the failure to develop appropriate language, specially the distortion of speech for purposes of communication. Despite these marked behavior deviations, medical examinations reveal no gross neurological impairment, and the child’s physical development ususally proceeds normally.
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From those characteristics above, it can be classified into three groups of general characteristics of children with autism: 1) Impairment in Social Interaction Significant difficulty with social relationships is an essential characteristic of individuals with autism. Most of the students with autism resist human contact and social interactions from a very early age and have difficulty learning the subtleties of social interaction. As the child develops, interaction with others continues to be abnormal. Affected behaviors can include eye contact, facial expressions, and body postures. These students often do not make eye contact with others, and they seem not interested in developing social relationships. (Friend dan W.D. Bursuck, 2006) Children with autism also show less attention to social stimuli, smile and look at others less often, and sometimes respond less to their own name. There is usually an inability to develop normal peer and sibling relationships and the child often seems isolated. There may be little or no joy or interest in normal age-appropriate activities. Affected children or adults do not seek out peers for play or other social interactions. In severe cases, they may not even be aware of the presence of other individuals. 2) Communication Communication is usually severely impaired in persons with autism. Autistic children are less likely to make requests or share experiences, and are more likely to simply repeat others' words. Autistic children also may have difficulty with imaginative play and with developing symbols into language.
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They are unable to understand simple directions, questions, or commands. Teens and adults with autism may continue to engage in playing with games that are for young children. Individuals withautism are unable to initiate or participate in a two-way conversation. Frequently the way in which a person with this disorder speaks is perceived as unusual. Their speech may seem to lack the normal emotion and sound flat or monotonous. The sentences are often very immature: "want water" instead of "I want some water please." They often repeat words or phrases that are spoken to them without any knowledge of what was said.This repetition is known as echolalia. 3) Repetitive Behavior Children with autism often exhibit a variety of repetitive, abnormal behaviors. They also hypersensitive to sensory input through vision, hearing, or touch (tactile). As a result, there may be an extreme intolerance to loud noises or crowds, visual stimulation, or things that are felt. On the other hand, there may be an underdeveloped (hyposensitivity) response to the same type of stimulation. This individual may use abnormal means to experience visual, auditory, or tactile (touch) input. This person may head bang, scratch until blood is drawn, scream instead of speaking in a normal tone, or bring everything into close visual range. He or she might also touch an object, image or other people thoroughly just to experience the sensory input. Autistic children are also often tied to routine and many everyday tasks may be ritualistic. Something as simple as a bath might only be accomplished after
18
the precise amount of water is in the tub, the temperature is exact, the same soap is in its assigned spot and even the same towel is in the same place. Any break in the routine can provoke a severe reaction in the individual and place a tremendous strain on the adult trying to work with him or her. From those characteristics above, it can be grouped to be four criteria that can be used as the sign of autism in the child’s early infancy. They are early onset of autistic aloneness, absence or distortion of language, stereotyped insistence on sameness, and the lack of demonstrable physical defect. But, it is rare for children to display those four autistic criteria. But, although children with autism have some common features, but no two individuals are same because the pattern and extent of difficulties may change with development. The common characteristics help us to understand the general needs of autism children, but there is a need to combine this information with knowledge of the specific interests, abilities, and personality of each student. 2.2.4 Teaching Autistic Students Children with autism present with differences in learning style, impairments in communication and social skill development, and the presence of challenging behaviors. Therefore, there is no specific curriculum to teach them. Effective programs are individualized and based on the unique needs and abilities of each student. The student’s personal program plan will include a combination of objectives from the regular curriculum as well as objectives that are unique to the individual.
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There are numerous problems that autistic children face in academic environment. They have difficulty with any changes and distractions, and they also have constant interaction on a daily basis. Children with autism are also difficult in performing their ability and staying on task. It is important for teacher to understand the learning characteristics of autism so that these children have the best chance of finding success in the classroom. Again, their characteristics can vary from one child to the next, and the varying characteristics are often directly related to where a child's symptoms fall on the autism spectrum.(Teaching Students with Autism, Aresource Guide for School, British Columbia, 2000) Teaching Support Service, University Guelph (2009) explained that there are some teaching principles in teaching students with learning problems, they are: 1) Use Direct Instruction 2) Provide Success 3) Provide Feedback 4) Be possitive 5) Strive to Motivate 6) Insure Attention 7) Enjoy Teaching These principles are all about how the teachers figure out a way to make the students learn. Students with autism have the same right as normal students do; teachers’ job is to find out how these students with different characteristics reach accomplishments and analyze the possibilities of reaching the
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accomplishments. One condition which either normal or autistic students have, that is they have the same right as human being they have the right to be educated. 2.3 Theoretical Framework The theoretical review presented above leads the author to assume that teaching autistic learners contains burdens since they have many characteristics that are different from the normal learners, especially in their difficulty of making social interaction with other people. For this, materials development is being an essential element in a teaching-learning process because it is a way of teacher in transferring material to the students to get maximum result. By using a set of developed-teaching amterials hopefully that the achievement of the autistic students will b improved and maximalized
Mind Map
Existing materials
Analysis
Result
Students’ needs analysis
Materials Development
CHAPTER III RESEARCH METHODOLOGIES
Developer uses qualitative study by using reasearch and development method based on an observed situation in a teaching-learning activity of English for autism students in SLB YPAC Semarang. This research is aimed to develop the existing English language materials to be more practicaland more interesting for the autism students to follow. The materials includes team-work which will build social interaction between autism students and teachers as we know that children with autism are lack of social interactions.
3.1 Research Design As it is mentioned earlier, the writerattempts to carry out a qualitative study using research and development method. This part will explain about the methodologies of the research she proposes for. 3.1.1Qualitative Study The result of Qualitative research is determined by the description analysis and interpretation. According to Mujiyanto: A qualitative research is aimed to gain deeper understanding of a specific area. It aims to provide an explicit rendering ofthe structure, order and broad patterns whis are found among a group of participants. (Mujiyanto, 2009:25) Based on Mujiyanto’s explanation (2009:25), a qualitative reasearch is a scientfic research
consistsof
an
investigation
21
that
1)seeks
answers
to
a
22
question,2)systematically uses a predefined set of procedures to answer the question,3) collects evidence,4)produces findings that were not determined in advance. 5)Produces findings that are applicable beyond the immediate boundaries of the study. In this case, the developer needs to find an answer of developing a set of proper materials for teaching autistic students. In this reasearch the author will seek an answer on developing new materials for autistic students by evaluating the existed materials and finding out teachers’s burdens in teaching students with different characteristics from normal students. The aim of the writer is to gain information and description the students’ capacity in learning English while they also fight their disorders. Autistic students need more attention from teacher because they have different characteristics from normal students in socializing with others. In this research, the writer wants to investigate the teacher and students’ problem when they apply the writer’s developed material. The qualitative analysiswill present data and research result as the form of Qualitative Description. The writer chooses this qualitative research because qualitative is the appropriate method for answering all questions appear in the research. One other reason of researcher choosing qualitative because when it is related to the data which writer tries to get (descriptive data) then qualitative is appropriate to be applied. The developer uses research and development design to describe how to develop teaching material. In this research, she would like to investigate the students’ need in learning English as substantial skill.
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3.1.2 Research and Development In education, R & D Research is aimed at investigating activities which are related to education in order to improve qualities of education system, curriculum, or even teaching material. It was done by using the methodology of R & D Research. Some experts in education tried to develop the curriculum and material based on the needs of the learners. Some experts state different opinion on the definition of research and development. Tyas (2010: 18), R&D Research is a research method which is used to get a certain product and to examine the effectiveness of a product. There are two other definitions which are more complete thoroughly. Carrol (2007: 4) states that Research and Development is managed by following steps: 1) take initiative to seek solutions to known issues, 2) gather data from teachers and learners, 3) create syllabus, 4) monitor implementation, seek feedback, and make adjustments. Whereas, teachers and learners are required to: 1) respond to management initiatives, 2) give feedback, 3) follow syllabus. According to Thornton et al. (2009: 18), there are five methods in the process of developing the curriculum and materials, they are as follows: 1)
Needs Analysis
The first stage of the research is analysis. A needs analysis is a process of identifying and evaluating needs in a ethnographically oriented investigation focusing not only on the perceived needs of end users but also on the broader socioeducational context in which any innovation is to
24
take place. The identification of needs is also a process of describing problems of a target population and possible solutions to these problems. 2)
Design
Design is the process making the draft, producing the structures of the findings of the needs analysis. In here, author will manage a structural materials based on the needs analysis findings. In this stage, author also can make revision on the materials if the existing materials are not qualified as a suitable one based on the needs of the students. 3)
Development
After revising the syllabus,the material is developed according to the level at which the students are taught and based on their needs also. 4)
Implementation
In order to ensure the quality of teaching developed materials, teachers are necessary to try it out to the students as the implementation of teaching material in learning activity. 5)
Evaluation
Evaluation has two main purposes: 1) to collect formative feedback on the curriculum and materials and 2) to access the training needs of English teachers. Based on the research and developmental approach by Carrol and Thornton et. al above, writer will apply some methods in conducting R & D research: 1) observe and collect data from teacher and students, 2) needs analysis,
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3) create/design material structures,4) develop the material, 5) material implementation, and 6) evaluate the developed materials after implementation. Based on the definition above, writer can make an interpretation that R&D in this study means the process or developing a totally new material or improving existing ones to encourage the students in learning English.
3.2 Object of the Study The object of the study is the English teaching-learning materials of SLB YPAC Semarang. The writer chooses this school as an object of the study because based on writer’s informal interview with vice-headmaster and teacher of SLB YPAC, she gets some information that in the teaching-learning process of English language; teacher doesn’t have a module or textbook for teaching. In this situation, teacher uses book that commonly used to teach students of primary school. An appropriate set of materials is very crucial; the materials must be designed based on the needs analysis. Author thinks that she has found the target which is to develop materials for the autistic students; she finds that the textbook which teacher has been using is inappropriate, because the book is targeted for elementary students with normal mental condition. From this inappropriateness, author finds a spot to help the teacher to develop a set of materials through this research. This SLB holds learning for autistic children, eventhough there is no special class for them. In this school, they are placed in the same class with the children with down-syndrome. Usually, a class consists of five to seven students with one of them is autistic student which is handled only by one teacher. It has
26
purpose to help the autistic children to learn to communicate with others and lessen their self-dependent in other word to grow their independence since one of the characteristics of autism is that they are lack of communication. They are selfcentered and unaware with everything that happens in the environment around them. Therefore, if they are placed in one class, there will be no communication among students. Moreover, the reason the researcher chooses this school is because this school conducts some education levels for autistic students-Playgroup, Kindergarten, Elementary School, Junior High School, and Senior High School--that makesthe author easier to find which classes have got English lesson. One room contains several students from different levels, this group is basically consists of five to seven students who have the same problems and needs, one teacher handles one group with the same needs, from this, author decides to develop the materials in the form of a supplementary book because if she has to make it as a textbook to replace the existed textbook, she will find a problem, because she has to structure the materials from different level, and which means one group will need three to six different books which is a lot of work to do. On the other hand, that does not match the purpose of the research, this research is to improve, encourage students to be more active and involved in the activity, not to reach better achievement academically. The product is also targeted for parents not only teachers. The teachers are interviewed by the author in order to get as much as information related to the English language materials they delivered in that SLB to the autism students.
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3.3 Data Source The data of this study was gathered from the classroom observation and interview. 3.3.1 Classroom and Checklist Observations Observations in education research generally involve observing classrooms while instruction is being given. The observation will be conducted for several times based on how much information the researcher needs to get throughout the whole term. Each observation lasts 60 minutes. The classroom observation will be held when the teacher teaches English to the autistic students. Checklist observation is aimed to check the teaching-learning devices, whether the teacher already has the complete devices or not. The checklist observation is very important because in teaching there must be syllabus, lesson-plans, handouts or text books, learning materials-learning media, and evaluation. Author directly observes the classroom activities and takes notes on the relevant events while the teaching learning process is taking place. researcher notes down the teaching-learning process from the beginning until the end of the lesson. While observing, author notes all of the teacher’s activities and the students’ activities and responses. Author divides into three segments in noting the teaching-learning process. They do activity before the lesson, activity during the lesson, and activity ending the lesson. The author also emphasizes in observing and looking through the materials delivered to the students. This is meant to see what parts of the materials must be developed and how they are going to be developed.
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Author plans to do the classroom observation first, this is aimed first to get a brief description of the teaching and learning process, second to check the completion of the teaching-learning devices, and the last and most important is to see deeper to the students’ needs. Identifying students’ needs is the core in this research, from the needs analysis author can start to design or to create a structure of teaching –learning materials. Based on an article of Hammersley, a professor in University of Guelph a teaching observation process typically involves three keys, they are: preobservation planning & discussion, the actual teaching observation, and a postobservation discussion & summary (Hammersley-Fletcher and Orsmond, 2004). In order to prepare for and to provide some context to the teaching observation process it is important to plan a Pre-Observation Meeting. In his article, Hammersley stated that an observation is actually an essential experience for teachers to get involved in. An observation reveals specific areas for improvement which author believes it has strong impact to her research. Deriving a redline from Hammersley’s article, an observation is supposed to share particularly innovative and effective teaching strategies and techniques; to more broadly disseminate pedagogical knowledge and expertise; to develop effective peer/self-evaluation and appraisal skills; and to provide time to intentionally reflect upon our approaches to teaching. From the article author concludes that an organized observation is needed to get a reliable data; researcher has to make the observation as clear as possible therefore the following paragraph will describe the steps of classroom
29
observations which the author will conduct. Those steps will guide the author to keep doing the observation based on the planned tracks. As it is mentioned in the previous paragraph that there must be steps in conducting an observation; the next paragraph will explain the steps mapping of classroom observation. In developing a teaching-learning material there must be references as guidelines for developer in this context are the teaching-learning basic devices: 1) syllabus, 2) lesson plans (excluding objectives and indicators). From the two basic devices material developer can develop a set of structural objectives and learning indicators. Author divides the classroom observation into some steps, they are ilustrated in the table below: Figure 3.1 Classroom observation steps according to Hammersley (HammersleyFletcher and Orsmond, 2004)
Step 1: Preobservation planning
Observation outline.
Identify specific focus area.
Non-formal visit.
Review lesson plans /objectives, and teaching-learning
materials,
and
learning media.
Preparation observation.
for
the
classroom
30
Observing
classroom
physical
condition.
Pre-teaching activities / material
introduction. Step 2:
TeachingLearning classroom
Teaching
activities:
materials
delivery, teacher’s burdens.
observation
Students’ responses: concentration, capability in receiving materials.
Identifying main problems of the students in learning English.
Identifying students’ needs.
Preparation for a disscussion with teacher.
Preparation meeting.
for
post-observation
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- Discussion and reflection with teacher: Analyzing the result of the observation. Reflections though out the results. Identifying needs analysis with teacher. Focusing Step 3: Postobservation Meeting
on
specific
improvement:
1)
actions
for
teaching-learning
devices, 2) teacher’s burdens in teaching, 3) students responses, 4) needs analysis. Finalizing summary report and reflections and identifying further goals for better
continuous improvement. (in this context is which materials must be developed) based on the needs analysis) Mapping on the materials which must be developed. Designing
rough
plans
of
materials
developments. Preparations for developing materials.
The three steps above are meant to guide the observer to work on her observation based on the paths. Hammersley’s article is the guideline in planning the observation steps. The classroom observation will yield a descriptive data.
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This descriptive data is the core data in developing the materials since from the data author can derive what the students need in other word is needs analysis. Again, teaching autistic students is a different thing, it has many burdens to face, teacher must be aware of those burdens in this term teacher needs to put more attention on the characteristics of autistic students generally, and on the individuals’ characteristics specifically. Teacher needs to use such special techniques in teaching-learning activity, lately; many teachers in SLB start to be aware of helping their students to be less dependence to their teachers. Author agrees that the material which is going to be developed can be modified with substantial materials which in context to make the students to be more independence especially in their daily activity. The checklist observation is planned to be held in the classroom too, during the observation author needs to find out the parts with flaws during the lesson, from that the author can derive a red line of the students’ need, also checking whether or not the teaching-learning devices exist. The checklist observation can be conducted in a different time from the classroom observation, or in between the period of classroom observation being held. Both ways are possible to do. This part is crucial, since from the observation, writer will find the problems that must be solved. 3.3.2 Questionnaire According to Mujiyanto’s explanation questionnaire is list of a research or survey questions asked to respondents, and designed to extract specific information. In his explanation, questionnaire serves four basic purposes: to 1) collect the
33
appropriate data,2) make data comparable and amenable to analysis, 3) minimize bias in formulating and asking question, and 4) to make questions engaging and varied. Another expert, Saleh states that questionnaire is used as a means of collecting data especially when the data will be collected in the form of ideas, thought, opinions, or personal experience of a group of people or an individual (2013: 44).This type of instrument matches appropriately with the data that will be yield that is descriptive data, researcher attempts to get deeper description from teacher by diving into teacher’s opinions, thoughts, and experience. The data will hep a lot for the next step to be taken which is designing and developing the materials. This questionnaire is directed to teacher with specific questions in the form of questions to gain information in details from teacher about teachers’ burdens in teaching and handling the situation in class. Teachers are supposed to fill up the questions appear in the questionnaire with descriptions and elaboration, teachers’ point of view in facing her/his teaching burdens and situation is important to build deeper understanding of the problems in the teaching process. Teachers are also asked what burdens they’ve been through with the materials they have been using, whether the materials are appropriate or not. This questionnaire is also a connecting way between researcher and teacher during the research; both are having the same role that is to find out a problem solving toward the problems occur in the research, and to discuss and develop teaching-learning materials as it is mention in the purposes
34
of the research. The table below figures the questions that will be given to teacher: Table 3.2 list of questions in the questionnaire No.
Pertanyaan
1.
Sudah berapa lama Anda mengajar di SLB YPAC ini?
2.
kelas berapa yang Anda ajar dan berapa banyak siswa yang Anda ajar dalam satu kelas? Mata pelajaran apa saja yang Anda ampu? Apakah Anda juga mengampu mata pelajaran bahasa Inggris?
3.
4.
Apakah Anda menghadapi kesulitan dalam mengajar mata pelajaran bahasa Inggris?
5.
Kendala apa sajakah yang Anda hadapi dalam mengajar siswa dengan kebutuhan khusus? Khususnya dalam mengajar mata pelajaran bahasa Inggris.
6.
Apakah kendala tersulit yang Anda hadapi?
7.
Apakah Anda sudah menemukan solusinya?
8.
Bagaimana Anda menangani kendala yang berasal dari siswa?
9.
Solusi apa yang Anda harapkan untuk menyelesaikan kesulitan dan kendala yang terjadi dalam proses belajar mengajar?
10.
Apa yang Anda harapkan dari penelitian yang akan dilakukan peneliti?
Jawab
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11.
Selama ini materi yang seperti apa yang Anda gunakan dalam mengajar bhasa Inggris?
12.
Menurut Anda apakah kebutuhan murid dalam belajar bahasa Inggris? Dan materi yang seperti apa yang harus disampaikan kepada murid?
13.
Menurut Anda apakah materi yang Anda gunakan dan sampaikan selama ini sudah sesuai dengan tujuan pembelajaran dan memenuhi kebutuhan murid? Bahan ajar atau materi seperti apa yang Anda nilai akan bisa memenuhi kebutuhan murid dan tujan pembelajaran?
14.
15.
Adakah solusi yang Anda temukan guna untuk memperbaiki bahan ajar yang ada?
3.3.3 Interview Another technique in gathering the data in this research is interview. An interview is conducted to collect the data about important features of English language materials development, especially regarding the suitability of the existing materials to the students’ need of learning English. Here, the subject of interview is the English teacher at SLB YPAC Semarang. Author makes thisinterview in the teachers’ room to make the interview runs well without any disturbance from the students. The questions that are directed to teachers in the interview is about the English languge teaching-learning activity, students’ responses, teachers’ burdens
36
in handling autism students, and the flaw of the materials that need to be developed based on the needs analysis. This interview is aimed to discover some facts which cannot be told by writing, because description from teacher orally will get the researcher to get more information, and it will connect the author and also teacher to a close relationship which is beneficial for researcher and important during the research is under process. The big parts of the interview is to find out whether or not the existed materials already grabs the students concentration and involvement since autistic students have sort of sensory and motoric problems which make them lack of gaining concentration, they also seem to have tendency to avoid normal social life.
3.4 Role of the Researcher In qualitative research, the presence of the researcher in the natural setting of the data gathered is very essential. Researcher directly observes the activity during the English lesson is being held, students’ responses, and the materials are being delivered. Then, for completing the data, researcher conducts an interview with the English teacher. After the data is collected, author begins to analyze the findings. researcher interprets the data by her own words to make the conclusion and suggestions.
Researcher is also the data collector; her role in collecting data
will affect how this research will flow. The flow of the research must be based on the research purposes, because those purposes are the essential goals to be reached by the researcher; it is the researcher’s role in controlling the research to
37
be on the right procedures in writing an academic research. Researcher also becomes the partner of teacher in discussing the problems teacher’s facing in teaching English. Researcher and teacher are partners during the process of the research takes place.
3.5 Procedures of Collecting Data In collecting the data, an instrument is needed. An instrument in a research will influence the data which has been obtained. According to Saleh (2001:31), the term instrument means equipment for collecting the data. Based on the statements, an instrument is very significant for gathering an accurate data. For the research question number one that is about the teaching-learning process for autistic learners the researcher plans to use an activities table as the instrument. This table describes the teacher-students activity during the lesson. The table consists of three columns; they are number, the teacher’s activities, and the student’s activities. Then, for the research question number two that is the way teacher delivers the materials to autism students, author plans to use checklist instrument. Author palns to make a table consisting the characteristics of each teachinglearning method. The table consists of ten columns; they are number, categories, and the elements of teaching-learning activity. The checklist of the method is done based on the activities during the lesson. For the last question of the research that is how to develope new materials for the students Researcher makes a list of elements that must be comprised in the
38
materials (syllabus, lesson-plans, teaching materias), and according to Teaching Students with Autism, Aresource Guide for School, British Columbia, 2000 there are some essential elements for developing teachng and learning amterials for autism students they are:
Instructional approaches
Strategies for classroom management
Strategies for communication development
Strategies for teaching social skills
Teaching functional skills Those are the five elements that must be included in developing the
teaching-learning materials for autism students.
3.6 Procedures of Analysing the Data When all data are collected, the next step is analyzing the whole data obtained. In this research, the data analysis is used to find out the materials that need to be developed, what product muat be created to help autism students get better achievement in learning English. For this, researcher use a qualitative data analysis in analyzing the obtained data. To make the process of data analysis easier, author describes the data on a table of the teaching-learning process activities. Then, she
analyzes the
teaching materials based on the result of cheklist instrument that hasbeen made before. With those techniques of data analysis, researcher will present a clear description which is in the form of descriptive data for processing the teaching-
39
learning materials for autism which needs to be remodified . This would be useful for improving our understanding of the teaching-learning process specially with an abnormal situation in this context is teaching students with autism. This is also useful for us as teachers-to-be to learn solving the problems that might occur in the teaching-learning process. The next step to take is designing the materials; which is going to be discussed in the next section. Designing the materials is the activity which needs time to do, that is why researcher has to follow appropriate procedures in designing the materials since the materials must suitable with the needs analysis which occur during the process of data collection.
3.7 Procedure of Designing the Materials Designing the materials is the next step in this research. In this step researcher has to work with the teacher to discuss the result of the observation which derives a red line of needs analysis; researcher and teacher together work in designing the materials. What has to be remembered that in designing materials there are some elements that must be implemented in the process of designing the materials. Based on the journal of Effective Educational Practices for Students with Autism Spectrum Disorders(2007:5) here are the elements which have to be implemented in the designing the materials: 1) Foundations: General information about the diagnosis of autism disorder, characteristics of individuals, needs analysis, and key principle for designing effective teaching materials. Researcher and
40
teacher have to look through the basic information because the basic is the foundation to take another step in designing the materials which fits the needs analysis. 2) Teaching and Learning: Strategies and practices that have been found effective to be applied in teaching students with autism. 3) Communication and Behaviors: Strategies and techniques are applied to get deeper understanding about students’ characteristics and behavior. This element is very basic; teacher and researcher need to investigate the students’ characteristics and behavior in the process of designing the materials, those two things are the source of how and which materials must be modified. 4) Tools or Devices: researcher and teacher have to look through the teaching-learning devices. Teaching tools are the syllabus, lesson plans (excluding objectives and indicators), materials, handouts, textbooks, evaluation. The existed tools are the source for researcher to evaluate and discus the tools with teacher; the tools also draw a silver lining for researcher in designing the materials. 5) References: A glossary and lists of helpful resources on teaching autistic students. The lists can be journals, books, online webs, and so on. The five elements are crucial and must be implemented in designing the materials; researcher and teacher have to make sure that both of them keep the elements to be in the process of designing the materials.
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Most important part is that those five elements help teacher and researcher to deepen their knowledge about the problems they are facing in developing the materials in this case deep knowledge about the situation they are facing in teaching autism students, this knowledge helps teacher and researcher to develop the materials based on the situation, teacher and researcher must have the same level of knowledge about the situation; it lessens the risk of misunderstanding between the two, so that the discussion keeps running as the way it is planned. The product of this whole process is a rough plan of materials design that will be developed in the next step.
3.8 Procedures of Developing the Materials Develop is an action or the process of improving the existed materials or creating a new one. The next step to be taken is developing the materials. In developing the materials, still, researcher and teacher must work together. In this stage, researcher and teacher again have to look though the data they have obtained, basically the findings of needs analysis. Prevalence of developing materials is that there are steps that must be followed. In a formal educational institution, there are guidelines that our government has made for the institutions as we call them as curriculum; the curriculum is the reference for researcher and teacher in the process of developing the materials. Teaching tools are also the reference that crucial in this process, the tools/ devices (syllabus, lesson plans, the existed teaching-learning materials), author in
42
her observation previously evaluates the syllabus and also the lesson plan which means that in this stage the evaluation of the two tools will affect the materials that will be developed. The material development is going to be integrated with the needs analysis since the materials are design based on the needs of the students. Researcher and teacher do not develop the whole material; they first look through the syllabus and also lesson plans. They leave the existed materials that qualified as suitable to students; researcher only develops the parts of the materials which need to be developed and integrate the existed materials with the needs analysis, and then the process of developing can take place. Here, researcher needs guidance from teacher, because teacher is the one who will evaluate the will be developed materials. The figure below describes the procedures of developing the materials. By following the procedures below, the development process will be easier; researcher and teacher only need to follow the procedures. Both, researcher and teacher must collaborate with each other and keep the communication between them on going. Again, researcher must put a lot of attention in fulfilling the needs analysis during the process of developing the materials, she also has to remember the goals of developing the materials, it is not to reach better achievement in academically, but it is to encourage the students to be more active, interested, and more involved in the activity whether in the classroom or in social life. Because researcher has to be really carefully concentrated so that she will not expanding
43
her point in doing the research, since it will lead the researcher in to a problem if that expansion happens during the development process. Figure 3.3 steps of developing the Materials
Syllabus LESSON PLANS NEEDS ANALISYS INTEGRATION
MATERIALS DEVELOPMENT
There is actually one matter that teacher must consider, it is somehow no one method or intervention will meet the needs of every individual in class, as individuals students are differ from one to another in their abilities and their needs vary considerably based on the Journal of Effective Educational Practices for Students with ASD(2007:24). In this context, the materials that will be developed designed require careful planning, preparation, and teamwork so that the materials provided are appropriate and effective for the individual students. Researcher and teacher must put their attention more to develop the materials that must be focused on developing skills that will be of use in the students’ current and future education, and on lessening the students’ dependent percentage to others, so that they can play their role in social life as an individual. From the data obtained of needs analysis, researcher has to implement it in the
44
objectives of the learning process that it is going to be implemented in the materials; this is aimed to reach the goals of the learning process. Both, teacher and researcher are having crucial important roles during the process of developing the materials, so they have to share as much as information together in order to conduct the research keeps going.
3.9 Procedures of Materials Implementation A material can be defined to be successfully designed and developed only after it is being implemented or applied in the field, in this context is using the materials for teaching the students and it goes to the next step that is to be evaluated by the evaluator. The material must go through a correction process before it will be applied. The table below describes the procedures of materials implementation. Table 3.4 Materials Implementation -
Materials evaluation by teacher and advisor
Materials implementation:
-
Materials being implemented in class
-
Second and third evaluations
-
Reimplementation
-
Final evaluation
Since the materials are not a substitution book but a supplementary book, which is for supporting teachers in finding new materials, parents in handling English-learning in an informal atmosphere, and especially students in gaining
45
their involvement and concentration in learning English with general purposes then the materials are not supposed to be the main source for teachers to use. The materials are designed to be used in both formal and informal education; it is possible for parents to use the materials to teach their kids with special needs.
3.10 Technique of Reporting the Materials Validation Technique in reporting the result of the analysis from this research is in description way, because the writer used the qualitative research, which is a qualitative research has different characteristic from the other. It is not using score but it is interpreted in the form of description. There will be three times validations from two experts, the first expert is the classroom teacher who is going to give comments and evaluate the draft of the material. The first expert also evaluates the way of the writer delivers the materials to the students. The second evaluator/validator is the advisor of the writer; the second validator emphasizes the evaluation on the content of the materials and the standard of the materials for example is for the phonetics transcription in short words the second validator give evaluation from an expert in English teaching-learning. The table below is the first validating activity, this covers the evaluation of the book generally.
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Table 3.5 Table of Teacher’s Response No.
Pertanyaan
Validator’s Response Ya
1.
Apakah menurut anda siswa dapat menerima materi yang diberikan?
2.
Apakah menurut anda siswa dapat memahami isi dari materi tersebut?
3.
Apakah menurut anda siswa kesulitan untuk memahami gambar, petunjuk, dan kata-kata di dalam buku tersebut?
4.
Apakah
menurut
anda
penyampaian materi
melalui buku tersebutterdapat kendala? 5.
Apakah menurut anda siswa cepat menangkap isi materi tersebut?
6.
Apakah menurut anda materi yang diberikan terlalu monoton?
7.
Apakah menurut anda siswa mengalami kendala saat dimintai konfirmasi pemahaman kembali?
8.
Apakah menurut anda siswa masih kesulitan dalam memahami isi materi?
9.
Apakah menurut anda materi yang diberikan sudah layak untuk dipakai siswa SMP LB dengan kebutuhan khusus?
10.
Apakah menurut anda materi yang diberikan sudah berdasarkan Standar Kompetensi dan Kompetensi Dasar?
Tidak
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The materials will get through the second and the third evaluations process. Validators will be given the indicators which must be fulfilled by the writer in order to meet the needs of the students and the objectives of the materials. The indicators are aimed to indicate whether the author has solved the problems in this teaching-learning situation or not.
The next table shows the set of indicators of the validation. Table 3.6 The Validation of The Draft
No. 1.
Activities Lesson One
Comment and Discussion 1. The theme : 2. The lesson plan:
2.
A Colorful Day
3. Content suitability:
Lesson Two
1. The theme: 2. The lesson plan:
3.
Numbers
3. Content suitability:
Lesson Three
1. The theme: 2. The lesson plan:
4.
My Name Is
3. Content suiability:
Lesson Four
1. The theme 2. The lesson plan:
5
Greetings + Farewell
3. Content suitability:
Lesson Five
1. The theme: 2. The lesson plan:
My Big Family
3. Content suitability:
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6
Lesson Six At The Zoo
1. The theme: 2. The lesson plan: 3. Content suitability:
7.
Lesson Seven
1. The theme: 2. The lesson plan:
8.
My Body
3. Content suitability:
Lesson Eight
1. The theme: 2. The lesson plan:
9.
My Car
3. Content suitability
Lesson Nine
1. The theme: 2. The lesson plan:
I Want to be ...
3. Content suitability:
The writer gives additional observation for the materials validation. This is aimed to see the teacher’s observation on the impact of the materials development to the students’ involvement and concentration.The writer gives an observation form to the teacher to be filled up. The teacher must do the observation after applying or using the developed materials in teaching his students. The observation helps the teacher to figure out the impact of the materials and how the learning circumstances after the teacher uses the materials. The writer and the teacher can see the success rate of thematerials in achieving the goals which is to encourage students’ involvement and concentration.The table below is the observation form for the teacher.
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Table 3.7 Observation Form Ulasan
Penjelasan/komentar
1. Secara keseluruhan bahan ajar yang Anda gunakan sebelumnya apakah sudah membantu siswa Anda untuk lebih terlibat dalam proses pembelajaran? 2. Tolong jelaskan jika iya/ tolong jelaskan
jika
tidak.
Sebutkan
alasan. 3. Bahan ajar penulis
yang dibuat oleh
sudah
sesuai
dengan
kebutuhan siswa? 4. Berdasarkan pengamatan Anda, bagaimana siswa merespon bahan ajar tersebut? 5. Bagaimana
siswa
mengikuti
pembelajaran
dengan
menggunakan buku yang berbasis tematik? 6. Dalam mengerjakan setiap latihan apakah
siswa
menghadapi
kesulitan? 7. Apakah siswa memberikan respon yang baik dalam mengerjakan latihan secara berpasangan dan kelompok? 8. Berdasarkan apakah
pengamatan
siswa
Anda
menunjukkan
peningkatan dalam melibatkan diri
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dan
konsentrasi
dalam
proses
pembelajaran menggunakan buku yang dibuat oleh penulis? 9. Apakah perubahan yang signifikan dalam proses pembelajaran setelah Anda menggunakan buku yang dibuat oleh penulis? 10. Saran apakah yang Anda beri guna untuk pemberbaikan bahan ajar yang penulis buat.
An interview is also needed to support the level of the validity of the teacher’s observation on the students’ involvement and concentration by using the materials made by the writer.
CHAPTER IV RESULT OF ANALYSISWITH MATERIALS DEVELOPMENT AND DISCUSSION OF MATERIALS IMPLEMENTATION
This chapter discusses the analysis result and the development of the materials. It gives details of the atmosphere of SLB YPAC in general, situation which the teacher faces, and the problems solving to the problems. The writer developsthe materials for students in junior high school level. The book covers most parts of the competences in the syllabus.
4.1 Result of Classroom Observation An observation is made for grabbing an introduction stage between the observer and the object of the research. In this stage, the writer will obtain as much as information relating to the situation in the classroom. Based on Hammersley and Orsmond observation is actually a good stage for teacher to get involved in the research since an observation is aimed to reveal specific areas for improvement and teacher is the partner to discuss this matter. An observation is supposed to share particularly innovative and effective teaching strategies and techniques; to more broadly disseminate pedagogical knowledge and expertise; to develop effective peer/self-evaluation and appraisal skills; and to provide time to intentionally reflect upon our approaches to teaching. The observation is divided into three parts, they are: pre-observation activity, classroom observation, and post-observation; these three steps were
51
52
taken based on the theory of Hammersley and Orsmond from Guelph University. The three steps derived the specific result that is needs analysis. Pre-observation activity divides into some parts, this stage the writer did some non-formal visits, and the table below gives the visualization of preobservation activity. Table 4.1 observation flows NON-FORMAL VISITS
OUTLINE OF THE OBSERVATION
REVIEW OF LESSON PLANS, OBJECTIVES, LEARNING MATERIALS, AND LEARNING MEDIA
TEACHER-WRITER DISCUSSION
The table above describes the flows of pre-observation activity. The result of this pre-observation activity was the rough draft of the check list for the next observation. The writer took a record while the teacher taught in the classroom; the following table describes the checklist result.age Table 4.2 Result of checklist observation NO
Checklists
1.
Existence of an English Teacher.
2.
English teaching is handled by classroom
Yes
No v
v
teacher. 3.
Existence of teaching tools : -
Syllabus
-
Lesson plans
-
Teaching media
-
Textbook/Teaching materials.
v v v v v
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4.
Existence of suitable English textbook/teaching materials.
5.
v
The school supports by giving the suitable textbook
v
6.
Classroom consists of more than 10 students.
7.
The students are all from the same grade.
8.
Some students are from different grade.
10.
Classroom
teacher
develops
her/his
v v own
v
textbook/teaching material.
Table 4.2 shows the result of pre-observation activity, the writer derived some points from this activity. The information covered the physical and nonphysical condition of English teaching and learning in the classroom. the checklist discovered the facts that students did not have much support in learningEnglish; classroom teacher basically teach all subjects including English. The teacher must handle at least 13 students with the common problems and common ability in academic achievement and learning (relating to IQ), based on the checklist, teacher did not have an English textbook which specifically designed for students with special needs. Teacher mostly used the materials from his/her own creation by downloading the materials from internet or from elementary school’s English textbook. The teacher seemed having some hard times in finding the suitable materials, teacher had more problems that the school did not have the up to date syllabus of English lesson. They used the syllabus from 1995’s curriculum, as the writer got through it, the syllabus actually has not much difference with the
54
structure of normal students’ English lesson, the difference was in the items of difficulty levels. Teaching-learning activities of any subject must have lesson plans, this is aimed to guide teachers in conducting the classroom activities to be well organized, well-received, and well-delivered. One other flaw appeared in this research; the teacher did not have any lesson plans in teaching English. The writer develops the materials by combining the contents from the syllabus from the teacher with the content that the students need. The writer initiates to make the lesson plans for teacher in the beginning of every chapter of the textbook; therefore teachers will the guidance in conducting the class.
4.2 Result of The Questionnaire Writer gathered further information from teacher by giving list of question in the questionnaire. According to Cresswell’s explanation a questionnaire is a form used in a survey of a research or survey design that participants in a study complete and return to the researcher. The participnts choose answers to questions and suppliy basic personal or demographic information. Other opinion by Mujiyanto explains thata questionnaire serves four basic purposes: to 1) collect the appropriate data, 2) make data comparable and amenable to analysis, 3) minimize bias in formulating and asking question, and 4) to make questions engaging and varied. In this part of data gathering, the teacher were given the questions and answered them in table. The table below shows the result of the questionnaire.
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Table 4.3 Questionnaire Result No. Pertanyaan 1. Sudah berapa lama Anda 16 tahun mengajar di SLB YPAC ini? 2.
3.
4.
5.
Jawab
Kelas berapa yang Anda Kelas VII dan VIII dengan 8 siswa ajar dan berapa banyak siswa yang Anda ajar dalam satu kelas? Mata pelajaran apa saja Semua mata pelajaran, ya yang Anda ampu? Apakah Anda juga mengampu mata pelajaran bahasa Inggris? Apakah Anda menghadapi Ya kesulitan dalam mengajar mata pelajaran bahasa Inggris? Kendala apa sajakah yang Belum ada buku pegangan untuk anak dan Anda hadapi dalam guru. mengajar siswa dengan kebutuhan khusus? Khususnya dalam mengajar mata pelajaran bahasa Inggris.
6.
Apakah kendala tersulit Cara baca dan cara tulis anak masih yang Anda hadapi? kesulitan.
7.
Apakah Anda sudah Belum menemukan solusinya?
8.
Bagaimana Anda Mencari buku yang cocok untuk anak menangani kendala yang berasal dari siswa?
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9.
10.
Solusi apa yang Anda Alat bantu yaitu LCD dan Buku harapkan untuk menyelesaikan kesulitan dan kendala yang terjadi dalam proses belajar mengajar? Apa yang Anda harapkan Adanya buku pegangan yang dari penelitian yang akan dimanfaatkan dalam belajar anak. dilakukan peneliti?
dapat
11.
Selama ini materi yang Pengetahuan harian sperti: angka, waktu, seperti apa yang Anda warna, tanya, salam sapa, perintah, anggota gunakan dalam mengajar tubuh, dll. bhasa Inggris?
12.
Menurut Anda apakah kebutuhan murid dalam belajar bahasa Inggris? Dan materi yang seperti apa yang harus disampaikan kepada murid? Menurut Anda apakah materi yang Anda gunakan dan sampaikan selama ini sudah sesuai dengan tujuan pembelajaran dan memenuhi kebutuhan murid? Bahan ajar atau materi seperti apa yang Anda nilai akan bisa memenuhi kebutuhan murid dan tujan pembelajaran?
13.
14.
15.
Buku yang memiliki materi seperti di atas.
Sudah
Buku yang isi materi pelajaran tentang keseharian seperti warna, angka, waktu, dll.
Adakah solusi yang Anda Mengambil materi dari pelajaran SD kelas I, temukan guna untuk II, III. memperbaiki bahan ajar yang ada? In this case, the biggest challenge faced by the author in making the
material based on the students’ needs and based on the expectation of the teacher which mentioned in the questionnaire above. the teacher gave many statements in
57
the questionnaire that he expected the materials to in the daily basic activities, with low degree of difficulty. the writer combined the two components (daily basic activities and low degree of difficulty) with another component called active learning such as games, creative and critical thinking regarding that some students have the ability to receive the information really well.
4.3 Materials Design and Development Based on the journal of Effective Educational Practices for Students with ASD (2007:5) here are the elements which have to be implemented in the designing the materials: 1) Foundations, it stands for the general information of autism, and also the diagnosis of it, further information of students’ characteristics in deriving the needs analysis. The most important is the key principle to design the effective teaching and learning materials. 2) Teaching-learning: observe the ongoing teaching-learning activities, underline the strategies and practices found to be eefctive to be applied. 3) Communication and behavior: n getting the deeper understanding of students’ characaters. 4) Tools and devices: syllabus, lesson plans, handouts, textbooks, evaluation. 5) References: as the support in developing the materials. Any sources to be applied in the activity of teaching and learning.
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4.3.1 Materials Design The writer designed the material based on thematic learning. Based on the journal of Effective Educational Practices for Students with Autism Spectrum Disorders that thematic learning has many advantages especially to be applied for students with autism. They are: it has the strength in the connection which means that it helps students understand the connection and how to connect to the material, draw connection from the real world which is very important since students are basically taught to learn the real condition of their surroundings, makes connections through a common them, has the variety within learning which means that thematic learning allows students to experience many different ways of learning (strategies, activities), teachers are able to be creative, authentic and original, utilizes collaborative and cooperative learning, students share the same learning goals, not all teacherstudents centered mostly is students-centered, integrates word processing skills into creative activities, it saves the time since teacher can teach more than one subject at the same time (languange and nature, languange and social studies). Thus many advantages teacher can get from thematic learning. The author designed the materials to be divided into some lessons, each lesson concentrates on one theme and also interspersed by other language features. Below is one example of the material design taken from lesson V with the theme of “ Family Members”.
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Sister : saudara perempuan Brother : saudara laki-laki Younger brother: adik laki-laki
siblings
Older brother: kakak laki-laki Older sister: kakak perempuan Younger sister: adik perempuan
The writer used many colors and used bold font to ease the students in recognizing the words and to grab their attention since students like colors. Another strategy in designing the material that is to blend the instruction by using Bahasa and English at the same time; it is aimed to ease the teacher and students in finding out what they have to do especially in doing the exercise. Below is the example of the instruction:
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Listening and reading Perhatikan !!! dengarkan guru kalian membaca dan tirukan.
There are two books. | ðər ə tuː bʊks | Ada dua buku.
There is a car. | ðə z ə kɑː | Ada satu mobil.
There are five candies. | ðər ə faɪv ˈkændɪz | Ada lima permen.
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The examples are taken from lesson VI about the zoo, the writer made the materials as easy as the students can receive the message. The writer put the transcription for each word in English to ease teacher in reading and annoucing the ncorrect pronounciation. The correct pronounciation is very crucial in this case, students will gradually understand that different sound in English leads to different meaning. The table below describes the design of each lesson in the textbook. Table 4.4 Lesson Design Lesson chapter Lesson I Lesson II Lesson III
Lesson IV
Lesson V Lesson VI
Lesson VII
Lesson VIII
Content A Colorful Day : kinds of colors (11 colors), state the colors, exercises. Numbers: 1-10, 11- 20, favorite number, state the number, exercise. My Name Is: introduce myself, introduce others, name, age, grade, school’s address, home address, and so on. Insert: how to apologize, sorry, I apologize, and so on. Forgiving: it’s okay. Never mind. Greetings and Farewell : hello, hi, good morning, good afternoon, good evening. How are you Farewell: goodbye, good night, see you, later, see you later. My Big Family: Family members, my pet, family tree. At The Zoo : Animals in the zoo, animals in the house (family pet), the farm (animals in the farm), single plural ( a/ one, two, three, four, and so on), the use of “there isthere are”. My Body : body parts (head, hair, nose, face, ear, and so on) Health condition: sick, headache, stomachache, cold, fever and so on. Transportation : public transportataion, private transportation. Bus, train, airplane, subway, and so on. The classroom: things in the classroom, tables, chairs, desks, chalks, crayon, pen, pencil, and so on. Our house: livimgroom, bedroom, bathroom, garden, dining room. And so on.
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Lesson IX
Job: professions, doctor, nurse, teacher, farmer, and so on. I want to be....... What do you want to be?
The table above describes the lessons sequence, each lesson is completed with a lesson plan. The teacher must follow the lesson plan in doing the teaching and learning activity. The lesson plan eases teacher in managing the activity in the classroom. below is the example of the lesson plan. LESSON PLAN (RPP) Lesson I SCHOOL
: SMP SLB YPAC Semarang
STUDY
: English
YEAR/SEMESTER
: VII/VIII I and II
COMPETENCE STANDARD: 1. Siswa dapat membaca kalimat dan percakapan sederhana, misalnya tentang warna, anggota keluarga, perkenalan serta bilangan 0 s.d 20 dalam bahasa Inggris. (membaca) 2. Siswa dapat mengidentifikasi benda-benda yang
namanya
disebutkan
oleh
guru.
(menyimak) 3. Siswa dapat melafalkan dengan benar katakata yang telah dipelajari. (berbicara) 4. Siswa dapat menyalin kalimat sederhana yang telah dipelajari. (menulis) CHARACTER
: 1. Menunjukkan pemikiran yang lojik, kreatif, dan termotifasi.
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2. Menunjukkan sikap aktif dalam belajar. 3. Menunjukkan
sikap
kepedulian
terhadap
sekitar. INDICATOR
: 1. Siswa mampu mengenali warna dalam bahasa inggris. 2. Siswa mampu melafalkan warna-warna dengan
menggunakan bahasa Inggris.
3, Siswa dapat mengenal benda sekitar beserta warnanya dalam bahasa Inggris.
THEME ASPECT
: A Colorful Day : Membaca, Menyimak, Berbicara, Menulis
TIME ALLOCATION
: 3 x 40 menit
I. Learning Purpose Pada akhir pembelajaran siswa akan: 1. Dapat mengenali 11 warna dalam bahasa Inggris. 2. Dapat menyebutkan jenis-jenis warna dalam bahasa Inggris. 3. Dapat bekerjasama dan berdiskusi dengan teman satu kelas dengan topik warna. 4. Menguasai pelafalan warna-warna dengan benar dengan menggunakan bahasa Inggris. II. Material of Learning 1. Set kosakata warna-warna dalam bahasa Inggris. 2. Text-text pendek tentang warna dari benda yang ada disekitar dalam bahasa Inggris. 3. Text bacaan bergambar “Pumpkin” beserta phonetics transcriptionnya dan juga artinya. Pengenalan pada konsep bertanya menggunakan “Do you like...?”
III. Method of Study / Technique:
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1.Individual test 2.Question and Answer
IV. Learning Activities Opening Activity - Guru menyapa murid - Guru mengundang presensi dari murid
Main Activity a. Exploration 1. Guru memberikan pertanyaan pancingan kepada murid mengenai warna dalam bahasa Indonesia. 2. Guru menarik perhatian dengan menyebutkan beberapa warna dalam bahasa Inggris. b. Elaboration 1. mendengarkan instruksi dari guru. 2. mendiskusikan warna-warna yang ada di buku. 3. mendiskusikan benda-benda yang di sekitar yang memiliki warna yang sama dengan di buku dalam bahasa Inggris. 5. untuk menjawab soal latihan yang ada di buku mengenai warna. 6. mendengarkan bacaan yang dibaca oleh guru dan menirukan dengan benar sesuai dengan phonetics transcription. c. Confirmation 1. menanyakan pada siswa apabila ada kesulitan yang ditemukan selama proses belajar. 2. memberikan pemahaman akhir tentang warna benda disekitar kepada siswa. 3. memberikan tugas pada siswa untuk mengerjakan latihan yang ada di buku. Last Activity Closing
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1. Memberikan penjelasan akhir atau simpulan dari seluruh proses belajar mengajar. 2. Siswa diberikan kesempatan untuk memberikan pendapat tentang pembelajaran tentang warna dalam bahasa Inggris. 3. Memberikan nasehat dan masukan terhadap hasil pembelajaran siswa tentang warna. V. Source and Media of Study - textbook - crayons - pencil warna atau spidol - benda-benda di sekitar.
VI.Evaluation Teacher evaluates with certain conditions: a. Evaluation techniques
: test
b. Forms
: Analyze text, answer questions
c. Instruments
: Comprehension Questions
Evaluation Indicator
1. Siswa mampu mengenali warna dalam bahasa inggris.
Example of
Technique
Form
Benda dan
Benda
Terdapat di
warna
dan
buku
Instrument
warna 2. Siswa mampu melafalkan
Mendengarkan
Satu
warna-warna dengan
dan
Text di
persatu
menggunakan bahasa Inggris.
menirukan.
buku
murid belajar melafalkan
3, Siswa dapat mengenal
Bertanya dan
dgn benar
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benda sekitar beserta
menjawab.
warnanya dalam bahasa
Terdapat di buku.
Inggris. Group Discussion Time
: 1 x 40’
Instruction
: kumpulkan beberapa benda di tas sekolahmu, dan letakkan di
meja, dan tanyakan pada masing-masing teman kalian apa warna benda tersebut dalam bahasa Inggris. The next part will focus on developing the materials including the steps and the validation result from the validators.
4.3.2 Developing the Materials Before the writer gets the final materials of teaching learning materials for students with autism, the writer must follow the steps from the first, second, third, and the last editing. The first draft is checked by the first expert, the second is checked by the teacher that the writer called as the second expert. From the third analysis the writer revised the best version of the materials. Below is the diagram that will help us to know the steps in making the final materials. The flowchart shows the process starting from mapping, reviewing syllabus, arranging the lesson plans, materials development which has to get through some evaluations process by the experts.The lowchart/ diagram belo gives clear depiction of the materials development.
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Figure 4.5. Steps in Making the Final Material
Mapping/ designing by Material Developer
Syllabus Analysis
Lesson Plans By Material Developer
2 Material revised by MaterialDeveloper
The Second Draftof Material validated By Burhan , S.Pd
Material revised by Material Developer
The First Draf of Material validated By the Experts Sri Wahyuni, S.Pd, M.Pd and Burhan,S.Pd
Material revised by MaterialDeveloper
The Third Draftof Material By 2nd Expert validated by Sri Wahyuni S.Pd, M.Pd and Burhan, S.Pd
The Final Materials for students with special needs
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The table above describes the flow of the materials being developed by the author and validated by the experts. The first step was mapping/designing which was done by the writer. In this step writer collect the source or references in the form of the textbooks or materials used by the teacher earlier. This step is important since the writer must integrate the students need with the syllabus. The writer decided not to make all materials mentioned in the syllabus. The decision was supported by the teacher request based on the questionnaires given to the teacher in the beginning of the research. The writer and the teacher agrred that the materials must be designed based on the daily basic activity which means the basic knowledge that support the students’ ability to be independent in their daily activities. The second step was aimed to analize the syllabus. In this step the writer and the teacher discussed which part of the syllabus must be developed to be the materials. both, the writer and the teacher together observed the needs of the students by doing some observations. A classroom and a checklist observation occured in the research; the two observations were aimed to get as much as information regarding to students behavior in learning and also the classroom supplies completion. The result of the observation gave big impact to the syllabus analysis because the observation result leaded to some additional part for the materials development and deletion to some parts too. The third step was making “Lesson Plan”, lesson plan was made by the material developer, and it provided the steps in a meeting and presented all the material and activities during the process of teaching learning in the classroom.
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So, it could be called as teacher documents. After making the lesson plan, the materials had to be completed in the form of teaching materials. The next steps were to construct “The First Draft of Materials”, then this material was validated by the First Evaluator Sri Wahyuni,S.Pd, M.Pd, When the first evaluator analyzed the first draft of materials, and she found some mistakes, the writer were asked to revise the material into the correct one and the result of the correction was named as the second draft of materials. The second draft of materials was analyzed by the second evaluator Burhan, S.Pd. When he found some mistakes, the writer was asked to revise the material again. The result of the correction was named as the third draft of materials. The third draft of materials was analyzed by both, the first and the secondevaluator Mrs. Sri Wahyuni, S.Pd, M.Pd and Mr. Burhan,S.Pd, from both evaluators, the writer was asked to rearrange the activities in a good order, so when the students or the teacher followed this material step by step, they could understand quickly. Then, the writer was asked to make it perfect. After all the material was validated, the writer gave the last material as “Final Materials for Students with Special Needs”.
4.4 The Validation of the Materials In this part, the writer will provide and explain the validation from the validators based on the writer’s materials and what the writer should change, add, and correct from the materials, from the first draft, the second draft,the third draft, and the Final Materials for Students with Special Needs.
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4.4.1 Validation of the First Draft by the First Evaluator After making the material, it is very important to know the discussion between the First Evaluator and the Writer. The discussion will be provided in the table below: Table 4.6 First Draft Evaluation by the First Evaluator
No Activities 1.
2.
3.
4.
5
6
Comment and Discussion Lesson One 1. The theme : Please make sure that the transcription A Colorful Day follows the rule. Give lesson plan for each chapter. 2. Content suitability: Keep the information easy to understand. Lesson Two 1. The theme: Good, basic knowledge about number. Numbers 2. The lesson plan: Give lesson plan for each lesson. Lesson Three 1. The lesson plan: Give lesson plan for each chapter. My Name Is 2. Content suiability: Keep the content emphasizes on how to introduce myself. Give more animation to ease the students in understanding the lesson. Lesson Four 1. The theme Greetings + 2. The lesson plan: Farewell Give lesson plan for each chapter. 3. Content suitability: Good. Lesson Five 1. The theme: My Big Family 2. The lesson plan: Please give lesson plan for each chapter. 3. Content suitability: Please use standard phonetics transcription. Please ease the content. Good. Lesson Six 1. The theme: At The Zoo 2. The lesson plan: Please give lesson plan for each chapter 3. Content suitability: Good.
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7.
Lesson Seven My Body
8.
Lesson Eight My Car
9.
Lesson Nine I Want to be ...
1. The theme: This theme is important. 2. The lesson plan: Please give lesson plan for each lesson. 3. Content suitability: 1. The theme: 2. The lesson plan: Please give lesson plan for each chapter. 3. Content suitability Give more knowledge about the signs in public area. 1. The theme: 2. The lesson plan: Please give lesson plan for each chapter. 3. Content suitability: Good, this chapter’s content gives inspiration students in what they want to be. Be careful with the standard phonetics transcription.
4.4.2. The validation of the Second Draft by the Second Evaluator The first draft was evaluated by the first evaluator and after that being revised by the writer. The revised version is called as the second draft, this draft then being evaluated by the second evaluator. Below is the result of the evaluation by the second evaluator. 4.7 Second Draft Evaluation by the Second Evaluator
No.
Activities
1.
Lesson One A Colorful Day
2.
Lesson Two Numbers
Comment and Discussion 1. The theme : Anak-anak perlu belajar tentang warna, Ada masalah dalam bagaimana cara membaca yang benar. 2. Content suitability: Mudah dipahami. 1. The theme: Beri lebih banyak warna, agar menarik. 2. The lesson plan:
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3.
Lesson Three My Name Is
1. 2.
4.
Lesson Four Greetings + Farewell
1. 2.
5
Lesson Five My Big Family
1.
2. 3.
6
Lesson Six At The Zoo
1. 2.
3.
7. 8.
9.
Lesson Seven My Body Lesson Eight My Car
Lesson Nine I Want to be ...
1.
Adanya RPP membantu guru dalam mengatur pembelajaran. The lesson plan: RPP sangat membantu. Content suiability: Latihan soal untuk siswa untuk ditambah, untuk berlatih memperkenalkan diri. The lesson plan: RPP sudah sangat jelas. Content suitability: Berikan perintah yang jelas untuk mengerjakan soal latihan. The theme: Penting bagi anak mengetahui kosakata anggota keluarga. The lesson plan: Setiap bab memiliki RPP. Content suitability: Sederhanakan dialog yang ada di bab ini. The theme: Gamabar-gambarnya menarik. The lesson plan: Adanya RPP membantu guru dalam mengajar. Content suitability: Baik. Bahasa di dalam teks terlalu rumit, sederhanakan. Baik
1. The theme: 2. The lesson plan: RPP sangat membantu guru. 3. Content suitability Adanya pengetahuan tambahan tentang tanda-tanda di ruang umum sangat memberi pengetahuan yang baru untuk siswa. 1. The theme: 2. The lesson plan: Baik.
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4.4.3 The Validation of the Third Draft by the First and the Second Evaluators The writer must do the last revision, after the second draft was evaluated by the second evaluator; the draft was submitted to the both evaluators to be evaluated for the last validation. The last validation resuted a final product. Below is the table of the last validation: Table 4.8 Validation of the Third Draft by the First and the Second Validators No. 1.
Activities Lesson One A Colorful Day
1.
2. 2.
Lesson Two Numbers
1. 2.
3.
Lesson Three My Name Is
1. 2.
4.
Lesson Four Greetings + Farewell
1. 2. 3.
5
Lesson Five My Big Family
1. 2. 3.
6
Lesson Six At The Zoo
1. 2.
Comment and Discussion The theme : Good Each chapter already has Lesson Plan. Content suitability: Suitable. The theme: Good The lesson plan: good The lesson plan: Good Content suiability: The direction for doing the tasks is clear. The theme The lesson plan: Give lesson plan for each chapter. Content suitability: Good. The theme: No mistake The lesson plan: Good lesson plan. Content suitability: Good phonetics transcription standard. Good content. The theme: Good. The lesson plan:
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3. 7.
Lesson Seven My Body
1. 2. 3.
8.
Lesson Eight My Car
1. 2. 3.
9.
Lesson Nine I Want to be ...
1. 2. 3.
Clear lesson plan. Content suitability: Good. The theme: Good The lesson plan: Content suitability: No mistake The theme: The lesson plan: Good lesson plan. Content suitability Already has the additional knowledge of signs in public areas. The theme: The lesson plan: Good lesson plan. Content suitability: Good Keep the pnonetics transcription standard.
4.5 The Teacher’s Response on the Final Teaching Materials This part is to give space for teacher in giving his/her response or point of view on the materials. According to the Importance and Effect of Using Aid Materials In Foreign Language Teaching by Mehmet Ali Seven from Attaturk University said that it has been known well that the usage of materials to help the learners to learn easily and well is one of the most important basements of teaching and learning activities and processes. He stated that providing a natural learning environment motivates the students well and helps them to take part in the learning, teaching and experiencing processes. The materials which desiged by the writer is aimed to create that natural environment and ease the students in receiving the message of the lesson. The table below is the response from teacher
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in order to monitor the effect of the materials to the teaching and learning process. Table 4.9 The Teacher’s Response No.
Pertanyaan
Teacher’s Response Ya
1.
Apakah menurut anda siswa dapat menerima
Tidak
Ya
materi yang diberikan? 2.
Apakah menurut anda siswa dapat memahami
Ya
isi dari materi tersebut? 3.
Apakah menurut anda siswa kesulitan untuk
Tidak
memahami gambar, petunjuk, dan kata-kata di dalam buku tersebut? 4.
Apakah menurut anda penyampaian materi
Tidak
melalui buku tersebut terdapat kendala? 5.
Apakah menurut anda siswa cepat menangkap isi materi tersebut?
Tidak (perlu waktu perlahan)
6.
Apakah menurut anda materi yang diberikan
Tidak
terlalu monoton? 7.
Apakah menurut anda siswa mengalami kendala saat dimintai konfirmasi pemahaman kembali?
Tidak (perlu kesabaran)
8.
Apakah menurut anda siswa masih kesulitan
Tidak
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dalam memahami isi materi? 9.
Apakah menurut anda materi yang diberikan
Ya
sudah layak untuk dipakai siswa SMP LB dengan kebutuhan khusus? 10.
Apakah menurut anda materi tematik yang
Ya
diberikan sudah sesuai dengan kebutuhan siswa?
According to the response result above, the writer concluded that the final materials already suit the needs of the students. Some concerns such as students’ ability in giving response back might occur but teacher can minimalize the concerns by giving students more exercises. As it was mentioned earlier in the previous paragraph that a learning materials is very important in supporting the learning situation of a foreign language class, this materials developed by the writer has the same aimed which is to help the learners to learn English as a foreign language in an easier way. The writer developed the materials with thematic basis, it was because she found that teacher mentioned about using elementary school materials since the absenceof the suitable textbook/materials to be used. The writer observed that the students in the classroom liked thematic lesson. Once she observed they were learning about heat, this theme brought them outside the classroom and feel the warmth of the sun directly, they gave really great responses to the lesson. Teacher asked them about what they felt, was it hot, cold, or anything else. They gave various answers, some said too hot, warm, or just hot. From that classroom observation the writer discussed the materials she would develop with the
77
teacher, she mentioned of developing the materials with thematic basis, the teacher could say nothing but agreed with the idea. The teacher stated that it is important to create the natural environment for students while they learn not only for English but for every subject. As he had been teaching for years in the school and based on his experience; he knew that the students really liked to experience the lesson themselves. As mentioned in the paragraph above. 4.6 The Teacher’s Observation on the Students’ Involvement and Concentration It is crucial to know the students’ involvement and concentration by using the book or so called final material in the classroom. The teacher was asked to do an observation in order to see and evaluate the students’ involvement and concentration during their English lesson using the developed materials. From the result of the observation we will see how the students were encouraged to be more involved and concentrated during their learning activities. The writer followed the study of Susan Stokes from North Carolina University was so called “Structured Teaching” she mentioned that teaching must be structured by using some instructional methods either in the teaching or in the materials development such as implementing various methods, like pictures exchange which occurs in the final materials, visual support strategies which the writer implemented in the materials by using many cartoon characters to grab students’ attention, and sensory integration which the writer most agrees since students with autism needs to use movement in order to encourage them to be
78
concentrated, it is because they get bored easily by only listening to the teacher, they need to move their body and get more natural atmosphere during the lesson. Below is the teacher’s observation regarding to students’ involvement and concentration. Table 4.10 The teacher’s Observation Ulasan
Penjelasan/komentar
1) Secara keseluruhan bahan ajar Sebelumnya saya hanya menggunakan yang Anda gunakan sebelumnya buku-buku untuk SD, belum ada apakah sudah membantu siswa support yang sesuai untuk anak-anak. Anda untuk lebih terlibat dalam Buku yang diberi oleh penulis sangat proses pembelajaran?
membantu, karena sudah sesuai dgn
Apakah bahan ajar yang dibuat kebutuhan oleh
penulis
sudah
siswa.
Materinya
juga
membantu ringan.
Anda? 4. Apakah
Anda
sudah
mulai Sudah, saya gunakan setiap adal
menggunakan buku yang diberi pelajaran bahasa Inggris. Buku yang oleh penulis?
diberikan membantu saya karena sudah dilengkapi dengan RPP.
5.
Bahan penulis
ajar
yang
sudah
dibuat
sesuai
kebutuhan siswa?
oleh Dalam pengamatan saya, siswa hanya
dengan memerlukan basic English semisal percakapan ringan dalam sehari-hari, seperti sapaan, memperkenalkan diri, angka dll, dan materi yang ada dibuku juga
ringan,
ada
beberapa
yang
memang lebih susah namun, dapat diguanakn siswa saat mereka naik ke kelas yang lebih tinggi. 6.
Berdasarkan
pengamatan
Anda, Saya mengamati siswa sangat senang,
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bagaimana siswa merespon bahan mereka antusias, karena selama ini ajar tersebut?
mereka tidak pernah memiliki buku yang menarik untuk blajar bahasa Inggris.
Anak-anak
gambar-gambar sudah
suka
lucunya.
membuat
dengan Sehingga
mereka
lebih
melibatkan diri dalam belajar bahasa Inggris. 7.
Bagaimana
siswa
pembelajaran
mengikuti Bahan ajar yang diberikan untuk siswa dengan dengan keterbatasan memang berbasis
menggunakan buku yang berbasis tematik. Karena dinilai memudahkan tematik?
guru dan juga siswa dapat merasakan situasi
yang natural. Saya setuju
dengan pengembangan bahan ajar yang berbasis tematik untuk siswa saya. Khususnya naak-anak juga menyukai, sepert contohnya ada tema tentang kebun binatang, dengan mudahnya siswa
dapat
diajak
mendapatkan
penggambarn mereka tentang kebun binatang. 8.
Dalam mengerjakan setiap latihan Beberapa siswa menghadapi kesulitan, apakah
siswa
kesulitan?
menghadapi namun merupakan hal yang wajar karena butuh waktu untuk membuat siswa paham materi berbahasa Inggris.
9.
Apakah siswa memberikan respon Sangat baik, mereka senang membuat yang
baik
dalam
mengerjakan kelompok
latihan secara berpasangan dan menggunakan kelompok?
menagjarkan
kreatif, kertas
dengan gunting,
mereka
bekerjasama dengan yang lain.
dan untuk
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10. Berdasarkan apakah
pengamatan
siswa
Anda Progress
yang
menunjukkan terlihat.
baik
sudah
mulai
Anak-anak
lebih
peningkatan dalam melibatkan diri memperhatikan karena tampilan buku dan
konsentrasi
dalam
proses yang ful warna, bergambar. Serta ada
pembelajaran menggunakan buku kerja kelompok yang membuat mereka yang dibuat oleh penulis?
tidak
bosan.
Karena
sebenarnya
memang tidak mudah mengajar mereka bahasa Inggris. 11. Apakah perubahan yang signifikan Tentu saja, yang paling signifikan dalam proses pembelajaran setelah adalah kemudahan bagi saya sebagai Anda menggunakan buku yang guru, tdk perlu susah mencari bahan dibuat oleh penulis?
ajar sendiri. Untuk siswa sendiri, mereka senang dengan adanya buku yang membantu mereka belajar. Untuk proses belajar mengajar sendiri, saya mengamati siswa menjadi lebih semangat,
karena
buku
tersebut
menarik. 12. Saran apakah yang Anda beri guna Saran saya adalah, seharusnya guru untuk pemberbaikan bahan ajar memang memiliki kemampuan untuk yang penulis buat.
mengembangkan bahan ajar sendiri menyesuaikan
dengan
siswa
yang
diajarnya, karena memang tidak semua guru
memiliki
kemampuan
untuk
mengembangkan bahan ajar.
An interview was also conducted by the writer to gather stronger validity on the result of the teacher’s observation on the students’ involvement and concentration by using the materials made by the writer. The observation result
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showed that the students put more attention during the lesson. The book which was made by the writer contains a lot of physical movement and group activity; those two parts played big roles for students to be involved. The group work made the students communicating with their mates to finish the task; the teacher observed that the students showed more effective communication; in this case they deliver their ideas in the group while they were doing the task and their physical movement made them to be more blending with the natural circumstances. As Susan Stokes from North Carolina University stated that teaching must be structured by combining some instructional methods. In this research the writer used thematic basis for developing the materials. The choice was taken with the support from the teacher, the support continued to his observation result; he stated that the thematic materials improve students’ involvement in the way they put more interest in learning English. The writer put many colorful pictures in the book which the students really liked, the teacher mentioned that his students liked to open his book and ask him for some explanation for the picture which the students saw. Thoroughly, the teacher mentioned that the students became more involved in the learning process and more concentrated since they were put in to pair works and group works 4.7 Discussion of Materials Implementation In this subchapter, the author discussed the impact of materials implementation toward the students’ concentration and involvement. The materials could be said successful only if it had raised the students’ achievement, in this case when the
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students’ gain their concentration and involvement; it would automatically increase their achievemnt in English subject. Below is the comparison result of students’ score back when they used the teacher’s materials compilation with the score after they used the materials from the author. Average score of using teacher’s Average score autre using the author’s material: 76,6
materials: 80.43
The improvement of the students after using the materials from the author is 5%, it is seen in the calculation below: 3.8
× 100
76.6 The students’ achievement had raised for 5 %, in this case author concluded that her materials gave significant impact in the students’ concentration and involvement.
CHAPTER V CONCLUSION AND SUGGESTION
In this last chapter the writer presents the conclusion and suggestion based on the analysis done in the previous chapter then. It compasses the main points of the study and the writer also provides some suggestions for the readers who want to conduct a reasearch on the similar subject. 5.1 Conclusion As a foreign language, many students have difficulties in learning English, moreover, for the autistic students who have abnormalities in their experiences of the social aspects, language, and intelligence. They need special attention, assistance, and special education services. For this, to take into success learning, the use of a special set of teaching and learning materials is important. Thus, finding out what is needed by the students is crucial. Based on the reason above this research was conducted. The students with special needs especially the students with autism; they have special characteristics in social aspect, languange and intelligence. Such an obvious answer that they of course need special materials in learning any lesson of any subjects. The teacher mentioned about the difficulties to find the suitable materials of English for his students. The materials designed by the writer hopefully helps the teacher in teaching English and the students especially in order to motivate them, to be involved and increase their concentration. Based on the research
83
84
result of the students need analysis resulting from the questionnaire for teacher, classroom observation, and also the result of interview with teacher; the writer decided to develop the materials with thematic basis. The role of parents is also important for the students in learning, in house learning is important; it builds the moral and also the personality of the students; that reason delivers the writer to develop this book as a suplementary book since then the parents can use the book at home to taech their kids. The materials which the writer develops is a supplementary book. It is not a textbook because the writer found a problem in finding the update syllabus of English. Moreover, it will be impossible for the writer to develop a-3-yearmaterial fully. Thus, she concluded that a supplementary book would do better, because English is not a main subject and based on teacher suggestion; the students only need to learn Basic English or general English with general themes.
5.2 Suggestions The writer expects to give contribution to the students, teacher and also readers by conducting this study. Here, the writer would like to present some suggestions based on the result of the research: 1) Since the characteristics of autistic learners are very different with the normal ones, teacher should make a better preparation. Making lesson plan before teaching is very important because it can be used to find out whether the objectives of the teaching has been achieved or not. Teacher should manage the lesson plan well to measure the success of students’ learning.
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2) It is important for the teacher to keep on updating the latest version of the syllabus. The usage of the latest syllabus is important since teacher must follow the progress and development of special needs education. 3) The condition that the school does not provide any textbook of English for the students must motivate the teacher in keeping up to be creative in developing the materials be himself. 4) Suggestion for English Department students who are willing to conduct a research on this matter. It will be better to provide more creative group work for the materials development. Since students with autism need more physical activities to associate them with their schoolmates. 5) the next suggestion is for the pedagogical implication, education for people with special needs must get much more attention. Education for special learners must be prepared well, and also the educators must be prepared for the situation of teaching students with special needs. It is the duty of the educational institution to prepare the curriculum for the educators to be for teaching learners with special needs.
REFERENCES
Arikunto, S. 2006. Prosedur Penelitian; Suatu Pendekatan Praktik (6th Revised Ed.). Jakarta: P.T. Rineka Cipta. Bristol,M.M, et al.1996, State of Science in Autism: Report to the National Institute of Health. Journal of Autism and Developmental Disorders, 26. British Columbia. 2000. A Resource Guide for Schools. Teaching Students with Autism. Page 3-8. Page 27-33. Victoria: Ministry of Education. Department for International Development. 2007. Learning and Teaching Materials : Policy and Practice for Provision. IBD for DFID Hadis, Abdul. 2006. Pendidikan Anak Berkebutuhan Khusus. Bandung: Alfabeta Handoyo, Y. 2003. Autisma: Petunjuk Praktis dan Pedoman Materi untuk Mengajar Anak Normal, Autis, dan Perilaku Lain. Jakarta: PT. Bhuana Ilmu Populer. Hammersley. 2009. Teaching Students with a Mental Heath Problems,Teaching Support Services, :Guelph University Kurniasih, Endah Sarwo L. 2011. A descriptive Study of Teacher’s Method in Teaching English for Autistic Students in SLB Negeri Semarang . Semarang: Universitas Negeri Semarang. Lisa Ruble, PhD, & Trish Gallagher, Med 2004,Autism Spectrum Disorders: Primer for Parents and Edocators, University of Louisville Health Sciences Center: National Association of School Psychologists.
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Maulana, Mirza. 2008. Anak Autis: Mendidik Anak Autis dan Gangguan Mental Lain Menuju Anak Cerdas dan Sehat. Jogjakarta: Katahati. Poulson, L Claire. 2009. Teaching Emphaty Skills to Children with Autism. New York: University of New York. Pusponegoro, Hardiono D. 2007. Apakah Anak Kita Autis?. Bandung: Multi Media Ross, Alan O. 1974. Phychological Disorders of Children: A Behavioral Approach to Theory, research, and Therapy.
APPENDICES Appendix 1: Lesson Plans LESSON PLAN (RPP) Lesson I SCHOOL
: SMP SLB YPAC Semarang
STUDY
: English
YEAR/SEMESTER
: VII/VIII I and II
COMPETENCE STANDARD: 1. Siswa dapat membaca kalimat dan percakapan sederhana, misalnya tentang warna, anggota keluarga, perkenalan serta bilangan 0 s.d 20 dalam bahasa Inggris. (membaca) 2. Siswa dapat mengidentifikasi benda-benda yang
namanya
disebutkan
oleh
guru.
(menyimak) 3. Siswa dapat melafalkan dengan benar katakata yang telah dipelajari. (berbicara) 4. Siswa dapat menyalin kalimat sederhana yang telah dipelajari. (menulis) CHARACTER dan termotifasi.
: 1. Menunjukkan pemikiran yang lojik, kreatif, 2. Menunjukkan sikap aktif dalam belajar. 3. Menunjukkan sikap kepedulian terhadap
sekitar. INDICATOR
: 1. Siswa mampu mengenali warna dalam bahasa inggris. 2. Siswa mampu melafalkan warna-warna dengan
88
menggunakan bahasa Inggris.
89
3, Siswa dapat mengenal benda sekitar beserta warnanya dalam bahasa Inggris. THEME ASPECT TIME ALLOCATION
: A Colorful Day : Membaca, Menyimak, Berbicara, Menulis : 3 x 40 menit
II. Learning Purpose Pada akhir pembelajaran siswa akan: 1. Dapat mengenali 11 warna dalam bahasa Inggris. 2. Dapat menyebutkan jenis-jenis warna dalam bahasa Inggris. 3. Dapat bekerjasama dan berdiskusi dengan teman satu kelas dengan topik warna. 4. Menguasai pelafalan warna-warna dengan benar dengan menggunakan bahasa Inggris. II. Material of Learning 4. Set kosakata warna-warna dalam bahasa Inggris. 5. Text-text pendek tentang warna dari benda yang ada disekitar dalam bahasa Inggris. 6. Text bacaan bergambar “Pumpkin” beserta phonetics transcriptionnya dan juga artinya. Pengenalan pada konsep bertanya menggunakan “Do you like...?”
III. Method of Study / Technique: 3.Individual test 4.Question and Answer
IV. Learning Activities Opening Activity - Guru menyapa murid - Guru mengundang presensi dari murid Main Activity
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a. Exploration 1. Guru memberikan pertanyaan pancingan kepada murid mengenai warna dalam bahasa Indonesia. 2. Guru menarik perhatian dengan menyebutkan beberapa warna dalam bahasa Inggris.
b. Elaboration 1. mendengarkan instruksi dari guru. 2. mendiskusikan warna-warna yang ada di buku. 3. mendiskusikan benda-benda yang di sekitar yang memiliki warna yang sama dengan di buku dalam bahasa Inggris. 5. untuk menjawab soal latihan yang ada di buku mengenai warna. 6. mendengarkan bacaan yang dibaca oleh guru dan menirukan dengan benar sesuai dengan phonetics transcription.
c. Confirmation 1. menanyakan pada siswa apabila ada kesulitan yang ditemukan selama proses belajar. 2. memberikan pemahaman akhir tentang warna benda disekitar kepada siswa. 3. memberikan tugas pada siswa untuk mengerjakan latihan yang ada di buku. Last Activity Closing 4. Memberikan penjelasan akhir atau simpulan dari seluruh proses belajar mengajar. 5. Siswa diberikan kesempatan untuk memberikan pendapat tentang pembelajaran tentang warna dalam bahasa Inggris. 6. Memberikan nasehat dan masukan terhadap hasil pembelajaran siswa tentang warna.
91
V. Source and Media of Study - textbook - crayons - pencil warna atau spidol - benda-benda di sekitar.
VI.Evaluation Teacher evaluates with certain conditions: d. Evaluation techniques
: test
e. Forms
: Analyze text, answer questions
f. Instruments
: Comprehension Questions
Evaluation Indicator
Technique
Form
1. Siswa mampu mengenali warna dalam bahasa inggris.
Benda dan warna
Benda dan warna
2. Siswa mampu melafalkan warna-warna dengan menggunakan bahasa Inggris.
Mendengarkan dan Text di menirukan. buku
3, Siswa dapat mengenal benda sekitar beserta warnanya dalam bahasa Inggris.
Bertanya dan menjawab.
Example of Instrument Terdapat di buku Satu persatu murid belajar melafalkan dgn benar Terdapat di buku.
Group Discussion Time
: 1 x 40’
Instruction
: kumpulkan beberapa benda di tas sekolahmu, dan letakkan di
meja, dan tanyakan pada masing-masing teman kalian apa warna benda tersebut dalam bahasa Inggris.
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LESSON PLAN (RPP) Lesson II SCHOOL
: SMP SLB YPAC Semarang
STUDY
: English
YEAR/SEMESTER
: VII/ IX I and II
COMPETENCE STANDARD: 1. Siswa dapat membaca kalimat dan percakapan sederhana, misalnya tentang warna, anggota keluarga, perkenalan serta bilangan 0 s.d 20 dalam bahasa Inggris. (membaca) 2. Siswa dapat mengidentifikasi benda-benda yang
namanya
disebutkan
oleh
guru.
(menyimak) 3. Siswa dapat melaksanakan perintah yang diberikan secara lisan. (menyimak) 4.
Siswa
dapat
bertanya
dan
menjawab
pertanyaan secara sederhana. (berbicara) 5. siswa dapat melengkapi kalimat sederhana dengan sebuah kata yang tepat. (menulis) CHARACTER dan termotifasi.
: 1. Menunjukkan pemikiran yang lojik, kreatif, 2. Menunjukkan sikap aktif dalam belajar. 3. Menunjukkan sikap kepedulian terhadap
sekitar. 4. Menunjukkan sikap kooperatif dan dapat bekerjasama dengan lingkungan sekitar. INDICATOR
: 1. Siswa mampu mengenali angka 1-20 dalam bahasa inggris. 2. Siswa mampu melafalkan angka-angka dengan
menggunakan bahasa Inggris.
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3, Siswa dapat menuliskan angka-angka dalam bahasa Inggris dengan benar. THEME ASPECT TIME ALLOCATION
: Numbers : Membaca, Menyimak, Berbicara, Menulis : 4 x 40 menit
I. Learning Purpose Pada akhir pembelajaran siswa akan: 1. Dapat mengenali angka 1-20 dalam bahasa Inggris. 2. Dapat menyebutkan angka 1-20 dalam bahasa Inggris. 3. Dapat bekerjasama dan berdiskusi dengan teman satu kelas dengan topik angka. 4. Menguasai pelafalan angka 1-20 dengan benar dengan menggunakan bahasa Inggris. 5. Menanyakan angka dengan menggunakan bahasa Inggris dengan benar.
II. Material of Learning 1. Set kosakata angka 1-20 dalam bahasa Inggris. 2. Text pendek bergambar yang menjelaskan tentang angka. 3. Percakapan pendek tentang warna favorit. Pengenalan penggunaan “what is your favorite color?”. 4. Penggunaan ungkapan konfirmasi tentang warna, dan ungkapan memberi konfirmasi. Example: “ is it number eight?”. Yes, it is No, it is not. 5. Penggunaan kalimat pernyataan tentang angka dalam bahasa Inggris Example: “ it is number nine”.
III. Method of Study / Technique: 1. Individual test 2. Question and Answer
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3. Group work. 4. Teacher describing
IV. Learning Activities Opening Activity - Guru menyapa murid - Guru mengundang presensi dari murid Main Activity a. Exploration 1. Guru memberikan pertanyaan pancingan kepada murid mengenai angka dalam bahasa Indonesia. 2. Guru menarik perhatian dengan menyebutkan beberapa angka dalam bahasa Inggris. b. Elaboration 1. mendengarkan instruksi dari guru. 2. mendiskusikan angka-angka yang ada di buku. 3. guru menerangkan tentang angka dari cara tulis yang benar dan juga pelafalan yang benar dalam bahasa Inggris.. 5. untuk menjawab soal latihan yang ada di buku mengenai angka. 6. mendengarkan bacaan yang dibaca oleh guru dan menirukan dengan benar sesuai dengan phonetics transcription.
c. Confirmation 1. menanyakan pada siswa apabila ada kesulitan yang ditemukan selama proses belajar. 2. memberikan pemahaman akhir tentang warna benda disekitar kepada siswa. 3. memberikan tugas pada siswa untuk mengerjakan latihan yang ada di buku.
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Last Activity Closing 7. Memberikan penjelasan akhir atau simpulan dari seluruh proses belajar mengajar. 8. Siswa diberikan kesempatan untuk memberikan pendapat tentang pembelajaran tentang angka dalam bahasa Inggris. 9. Memberikan nasehat dan masukan terhadap hasil pembelajaran siswa tentang angka.
V. Source and Media of Study - textbook - crayons - pencil warna atau spidol - kertas karton - penggaris
VI.Evaluation Teacher evaluates with certain conditions: g. Evaluation techniques
: guess and answer. Listening test, question
and answer h. Forms
: group work, individual work, art project
for making set of numbers. i. Instruments
: text pendek, naskah dialog pendek.
Evaluation Indicator 1. Siswa mampu mengenali angka 1-20 dalam bahasa inggris.
Technique
Form
Tes mendengarkan. Test lisan Mendengarkan dan menirukan.
Group work project, membuat set angka dengan kertas karton. Latihan belajar
Example of Instrument Terdapat contoh di buku. .
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2. Siswa mampu melafalkan angka-angka dengan menggunakan bahasa Inggris.
Mendengarkan dan menirukan
percakapan sesuai dgn contoh. Group project / poster angka.
3, Siswa dapat menuliskan angka-angka dalam bahasa Inggris dengan benar
Seperti dicontohkan di buku.
Group Discussion Time
: 1 x 40’
Instruction
:
1. Buat kelompok yang terdiri dari 4 orang. 2. Kumpulkan bahan: -
Kertas karton berwarna-warna.
-
Spidol.
-
Gunting
-
Lem
-
Penghias.
3. Buatlah gambar angka dari 1-10 dan warnai dengan spidol/ pencil warna. 4. Potong dengan rapih. 5. Kemudia tempelkan pada kertas karton yang lebar dari angka 1-10 dan beri keterangan angka tersebut menggunakan bahasa Inggris. 6. Kumpulkan, jangan lupa beri nama anggota kelompok kalian. .
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LESSON PLAN (RPP) Lesson III SCHOOL
: SMP SLB YPAC Semarang
STUDY
: English
YEAR/SEMESTER
: VII/ I and II
COMPETENCE STANDARD: 1. Siswa dapat membaca kalimat dan percakapan sederhana, misalnya tentang warna, anggota keluarga, perkenalan serta bilangan 0 s.d 20 dalam bahasa Inggris. (membaca) 2. Siswa dapat melafalkan dengan benar katakata yang telah dipelajari. (berbicara dan menyimak) 3. Siswa dapat menyalin kalimat sederhana yang telah dipelajari. (menulis) 4.
memahami
dan
atau
mengungkapkan
perkenalan diri sendiri dan orang lain. (berbicara) 5.
siswa
dapat
memahami
dan
atau
mengungkapkan permintaan maaf. CHARACTER dan termotifasi.
: 1. Menunjukkan pemikiran yang lojik, kreatif, 2. Menunjukkan sikap aktif dalam belajar. 3. Menunjukkan sikap kepedulian terhadap
sekitar. INDICATOR
: 1. Siswa mampu menggunakan perkenalan sederhana dalam bahasa inggris.
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2. Siswa mampu melafalkan ungkapan perkenalan dengan
menggunakan bahasa
Inggris. 3. Siswa dapat mengenalkan orang lain dalam bahasa Inggris. 4. siswa dapat menggunakan ungkapan permintaan maaf dengan baik dan benar dengan menggunakan bahasa Inggris. THEME ASPECT
: My Name Is : Membaca, Menyimak, Berbicara, Menulis
TIME ALLOCATION
: 3 x 40 menit
I. Learning Purpose Pada akhir pembelajaran siswa akan: 1. Dapat mengenali ungkapan perkenalan diri dan permintaan maaf dalam bahasa Inggris. 2. Dapat melafalkan dngan benar ungkapan perkenalan diri dan permintaan maaf dengan baik dan benar dalam nahasa Inggris. 3. Dapat menggunakan dan membuat percakapan sederhana untuk memperkenalkan diri dan oranglain dengan menggunakan bahasa Inggris. 4. Menguasai penerapan penggunaan kosakata perkenalan dan permintaan maaf dengan situasi yang tepat dalam bahasa Inggris. II. Material of Learning 1. Ungkapan perkenalan diri dan permintaan maaf dalam bahasa Inggris. 2. Monolog pendek untuk memperkenalkan diri. 3. Dialog pendek perkenalan dan meminta maaf 4. Kosakata untuk memperkenalkan diri dan meminta maaf b. Method of Study / Technique: 1. Individual test 2. Question and Answer 3. Pair work
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III. Learning Activities Opening Activity - Guru menyapa murid - Guru mengundang presensi dari murid Main Activity a. Exploration 1. Guru memberikan pertanyaan pancingan kepada murid mengenai perkenalan dalam bahasa Indonesia. 2. Guru menarik perhatian dengan menyebutkan beberapa cara mengenalkan diri dalam bahasa Inggris. 3. Guru memberikan contoh situasi perkenalan diri yang sederhana dalam bahasa Indonesia dan kemudian dalam bahasa Inggris 4. Guru memberikan contoh situasi sederhana penggunaan kata “sorry”. b. Elaboration 1. mendengarkan instruksi dari guru. 2. mengajarkan cara baca yang benar berkaitan dengan perkenalan diri dan meminta maaf seperti yang ada di buku. 3. mendiskusikan situasi sederhana berkaitan dengan kosakata perkenalan diri. 4. untuk mengerjakan soal latihan yang ada di buku mengenai tema perkenalan diri dan permintaan maaf. 5. mendengarkan bacaan yang dibaca oleh guru dan menirukan dengan benar sesuai dengan phonetics transcription. c. Confirmation 1. menanyakan pada siswa apabila ada kesulitan yang ditemukan selama proses belajar. 2. memberikan pemahaman akhir tentang warna benda disekitar kepada siswa. 3. memberikan tugas pada siswa untuk mengerjakan latihan yang ada di buku.
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Last Activity Closing 1. Memberikan kesimpulan terhadap seluruh proses belajar. 2. Memberikan penjelasan akhir atau simpulan dari seluruh proses belajar mengajar. 3. Siswa diberikan kesempatan untuk memberikan pendapat tentang pembelajaran tentang warna dalam bahasa Inggris. 4. Memberikan nasehat dan masukan terhadap hasil pembelajaran siswa tentang warna IV. Source and Media of Study - textbook - worksheet - Kertas warna putih/ HVS - Spidol/pensil warna V. Evaluation Teacher evaluates with certain conditions: j. Evaluation techniques
: test, discussion
k. Forms
: answer questions
l. Instruments
: Comprehension Questions
Evaluation Indicator 1. Siswa dapat membaca kalimat dan percakapan sederhana, misalnya tentang warna, anggota keluarga, perkenalan serta bilangan 0 s.d 20 dalam bahasa Inggris. (membaca) 2. Siswa dapat melafalkan dengan benar kata-kata yang telah dipelajari. (berbicara dan menyimak) 3. Siswa dapat menyalin kalimat sederhana yang telah dipelajari.
Technique
Mendengarkan dan menirukan.
Bertanya dan menjawab. Playrole dengan teman sebangku Team Work, mengisi gambar
Form
Monolog di dlam buku
Monolog dalam buku.
Example of Instrument
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(menulis) 4. . memahami dan atau mengungkapkan perkenalan diri sendiri dan orang lain. (berbicara) 5. siswa dapat memahami dan atau mengungkapkan permintaan maaf.
helo kitty dengan informasi pribadi. Pair work
Dialog di dalam buku
Pair work Creative Corner
Creative Corner
Creative Corner Time
: 1 x 40’
Instruction
: sediakan kertas putih /HVS/ kertas poster berwarna, gunting, spidol berwarna, double tape/ selotip bolak-balik.
Yang harus dilakukan adalah: Potong kertas tersebut dengan ukuran 15 cm x 10 cm Kemudian tuliskan nama kalian masing-masing dikertas tersebut dengan menggunakan spidol berwarna, pilihlah warna kesukaan kalian. Tempelkan double tape disisi belakang kertas. Kemudian, yempelkan kertas nama tersebut di dada kanan kalian. Perkenalkan diri kalian dengan papan nama kertas tersebut, kalian boleh menempelkan sticker di kertas nama kalian.
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LESSON PLAN (RPP) Lesson IV SCHOOL
: SMP SLB YPAC Semarang
STUDY
: English
YEAR/SEMESTER
: VII/ VIII I and II
COMPETENCE STANDARD: 1. Siswa dapat membaca kalimat dan percakapan sederhana, misalnya tentang warna, anggota keluarga, perkenalan serta sapaan dalam bahasa Inggris. (membaca) 2. Siswa dapat melafalkan dengan benar katakata yang telah dipelajari. (berbicara dan menyimak) 3. Siswa dapat menyalin kalimat sederhana yang telah dipelajari. (menulis) 4. memahami dan atau mengungkapkan kata dan kalimat
sapaan
kepada
orang
lain.
dan
atau
(berbicara) 5.
siswa
dapat
memahami
mengungkapkan kata sapaan dan perpisahan CHARACTER dan termotifasi.
: 1. Menunjukkan pemikiran yang lojik, kreatif, 2. Menunjukkan sikap aktif dalam belajar. 3. Menunjukkan sikap kepedulian terhadap
sekitar. INDICATOR
: 1. Siswa mampu menggunakan kata sapaan sederhana dalam bahasa inggris. 2. Siswa mampu melafalkan ungkapan kata/kalimat sapaan sederhana dengan menggunakan bahasa Inggris.
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3. Siswa dapat menyapa orang lain dalam bahasa Inggris. 4. siswa dapat menggunakan ungkapan sapaan dan perpisahan dengan baik dan benar dengan menggunakan bahasa Inggris. THEME ASPECT TIME ALLOCATION I.
: Greetings and Farewell : Membaca, Menyimak, Berbicara, Menulis : 6 x 40 menit
Learning Purpose Pada akhir pembelajaran siswa akan: 1. Dapat mengenali kata sapaan sederhana dalam bahasa Inggris. 2. Dapat melafalkan denganbenar kata sapaan dan perpisahan sederhana dengan baik dan benar dalam bahasa Inggris. 3. Dapat menggunakan dan membuat percakapan sederhana untuk menyapa orang lain dengan menggunakan bahasa Inggris. 4. Menguasai penerapan penggunaan kosakata sapaan dan perpisahan dengan situasi yang tepat dalam bahasa Inggris.
II. Material of Learning 1. Ungkapan sapaan dan perpisahan dalam bahasa Inggris. 2. Dialog pendek untuk menyapa dan mengucapkan perpisahan. 3. Contoh analogi waktu untuk menentukan sapaan. 4. Kosakata untuk penggunaan kata sapaan dan perpisahan dalam bahasa Inggris. b. Method of Study / Technique: 1. Individual test 2. Question and Answer 3. Pair work 4. Group discussion.
III. Learning Activities Opening Activity - Guru menyapa murid
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- Guru mengundang presensi dari murid Main Activity a. Exploration 1. Guru membuka kegiatan belajar dengan menyapa siswa menggunakan kata “Good Morning”. 2. Guru memberikan pertanyaan pancingan kepada murid mengenai sapaan dan perpisahan dalam bahasa Indonesia. 3.Guru menarik perhatian dengan menyebutkan beberapa kata sapaan dalam bahasa Inggris. 4. Guru memberikan contoh situasi sapaan yang sederhana dalam bahasa Indonesia dan kemudian dalam bahasa Inggris 5. Guru memberikan contoh situasi sederhana penggunaan kata “hello, Hi, Good Morning ”. b. Elaboration 1. mendengarkan instruksi dari guru. 2. mengajarkan cara baca yang benar berkaitan dengan sapaan dan perpisahan seperti yang ada di buku. 3. mendiskusikan situasi sederhana berkaitan dengan kosakata sapaan. 4. untuk mengerjakan soal latihan yang ada di buku mengenai tema sapaan dan perpisahan, 5. mendengarkan bacaan yang dibaca oleh guru dan menirukan dengan benar sesuai dengan phonetics transcription.
c. Confirmation 1. menanyakan pada siswa apabila ada kesulitan yang ditemukan selama proses belajar. 2. memberikan pemahaman akhir tentang warna benda disekitar kepada siswa. 3. memberikan tugas pada siswa untuk mengerjakan latihan yang ada di buku.
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Last Activity Closing 1. Memberikan kesimpulan terhadap seluruh proses belajar. 2. Memberikan penjelasan akhir atau simpulan dari seluruh proses belajar mengajar. 3. Siswa diberikan kesempatan untuk memberikan pendapat tentang pembelajaran tentang sapaan dan perpisahan dalam bahasa Inggris. 4. Memberikan nasehat dan masukan terhadap hasil pembelajaran siswa tentang sapaan dan perpisahan.
IV.Source and Media of Study - textbook - worksheet - Spidol/pensil warna -Buku Gambar V. Evaluation Teacher evaluates with certain conditions: m. Evaluation techniques
: test, discussion
n. Forms
: answer questions
o. Instruments
: Comprehension Questions
Evaluation Indicator
Technique
Form
1. Siswa dapat membaca kalimat dan
percakapan
sederhana,
misalnya tentang warna, anggota keluarga, perkenalan serta sapaan Mendengarkan dalam bahasa Inggris. (membaca)
dan menyimak,
2. Siswa dapat melafalkan dengan dilanjutkan
Dialog dalam buku
Example of Instrument
106
benar
kata-kata
dipelajari.
yang
(berbicara
telah dengan dan membaca
menyimak)
individual.
3. Siswa dapat menyalin kalimat (repeat after sederhana yang telah dipelajari. teacher) (menulis) 4.
memahami
dan
atau
mengungkapkan kata dan kalimat Analogi waktu sapaan
kepada
orang
lain.
(berbicara)
Pair work
5. siswa dapat memahami dan atau
Creative
mengungkapkan kata sapaan dan perpisahan
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LESSON PLAN (RPP) Lesson V SCHOOL
: SMP SLB YPAC Semarang
STUDY
: English
YEAR/SEMESTER
: VII/ IX I and II
COMPETENCE STANDARD: 1. Siswa dapat memahami atau mengungkapkan anggota keluarga. 2. Siswa dapat melafalkan dengan benar kosakata
anggota
keluarga
yang
telah
dipelajari. (berbicara dan menyimak) 3. Siswa dapat menyalin kalimat sederhana yang telah dipelajari. (menulis) 4. memahami dan atau mengungkapkan kata dan kalimat
tentang
anggota
keluarga.
(berbicara) 5. siswa dapat melengkapi kalimat sederhana dengan sebuah kata yang tepat. CHARACTER dan termotifasi.
: 1. Menunjukkan pemikiran yang lojik, kreatif, 2. Menunjukkan sikap aktif dalam belajar. 3. Menunjukkan sikap kepedulian terhadap
sekitar. 4. Mengajarkan sikap kooperatif dalam belajar kelompok. INDICATOR
: 1. Siswa mampu menggunakan kosakata anggota keluarga dalam bahasa inggris. 2. Siswa mampu melafalkan kosakata anggota keluarga dengan menggunakan bahasa Inggris.
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3. Siswa dapat menyebutkan anggota keluarga dengan menggunakan bahasa Inggris yang benar. THEME ASPECT TIME ALLOCATION
: My Big Family : Membaca, Menyimak, Berbicara, Menulis : 6 x 40 menit
I. Learning Purpose Pada akhir pembelajaran siswa akan: 1. Dapat mengenali kosakata anggota keluarga dalam bahasa Inggris. 2. Dapat melafalkan kosakata anggta keluarga dengan baik dan benar dalam bahasa Inggris. 3. Dapat membaca dengan pelafalan yang benar tentang anggota keluarga dalam bahasa Inggris. 4. Menguasai penerapan/ menyebutkan anggota keluarga dengan menggunakan bahasa Inggris. II. Material of Learning 1. Kosakata anggota keluarga dalam bahasa Inggris. 2. Teks tentang anggota keluarga. 3. Kosakata beserta phonetic transcription-nya 4. Family tree, atau sislsilah keluarga dengan menggunakan bahasa Inggris untuk penggambaran keluarga. 5. Worksheet untuk menggambarkan potret keluarga. 6. Individual task untuk membuat poster Family Tree. b. Method of Study / Technique: 1. Individual test 2. Question and Answer 3. Pair work 4. Individual project 5. Creative corner
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III. Learning Activities Opening Activity - Guru menyapa murid - Guru mengundang presensi dari murid Main Activity a. Exploration 1. Guru membuka kegiatan belajar dengan menyapa siswa menggunakan kata “Good Morning”. 2. Guru memberikan pertanyaan pancingan tentang anggota keluarga, dengan menanyakan apakah siswa memilik saudara. 3.Guru menarik perhatian dengan menyebutkan beberapa kosakata anggota keluarga dengan menggunakan bahasa Inggris. 4. Guru memberikan contoh sederhana dengan menyebutkan urutan anggota keluarga disebuah keluarga. b. Elaboration 1. mendengarkan instruksi dari guru. 2. mengajarkan cara baca yang benar berkaitan dengan kosakata anggota keluarga seperti yang ada di buku. 3.
memberikan
penjelasan
fungsi
dari
family
Tree.
(pohon
keluarga/silsilah keluarga). 4. untuk mengerjakan soal latihan yang ada di buku mengenai tema anggota keluarga. 5. mendengarkan bacaan yang dibaca oleh guru dan menirukan dengan benar sesuai dengan phonetics transcription. c. Confirmation 1. menanyakan pada siswa apabila ada kesulitan yang ditemukan selama proses belajar. 2. memberikan pemahaman akhir tentang anggota keluarga dengan menggunakan bahasa Inggris. 3. memberikan tugas pada siswa untuk mengerjakan latihan yang ada di buku.
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Last Activity Closing 1. Memberikan kesimpulan terhadap seluruh proses belajar. 2. Memberikan penjelasan akhir atau simpulan dari seluruh proses belajar mengajar. 3. Siswa diberikan kesempatan untuk memberikan pendapat tentang pembelajaran tentang anggota keluarga dalam bahasa Inggris. 4. Memberikan nasehat dan masukan terhadap hasil pembelajaran siswa tentang anggota keluarga.
IV. Source and Media of Study - textbook - worksheet - Spidol/pensil warna -Buku Gambar -kertas poster
V. Evaluation Teacher evaluates with certain conditions: p. Evaluation techniques
: test, discussion
q. Forms
: answer questions
r. Instruments
: Comprehension Questions
Evaluation Indicator 1. Siswa dapat memahami atau mengungkapkan anggota keluarga. 2. Siswa dapat melafalkan dengan benar kosakata anggota keluarga yang telah dipelajari. (berbicara dan menyimak)
Technique
Form
Individual work
Pembuatan family tree
Repeat after the teacher
Example of Instrument
Kosakata dgn phonetic transcription. Menuliskan cerita
111
3. Siswa dapat menyalin kalimat sederhana yang telah dipelajari. (menulis) 4. memahami dan atau mengungkapkan kata dan kalimat tentang anggota keluarga. (berbicara). 5. siswa dapat melengkapi kalimat sederhana dengan sebuah kata yang tepat.
pendek tentang anggota keluarga masing-masing.
Match the words
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LESSON PLAN (RPP) Lesson VI SCHOOL
: SMP SLB YPAC Semarang
STUDY
: English
YEAR/SEMESTER
: VIII/ II
COMPETENCE STANDARD: 1. Siswa dapat menjodohkan gambar dengan kata-kata yang benar. (membaca) 2. membaca bersuara kata-kata yang tertulis pada gambar dengan tepat. (membaca) 3.
mengidentifikasi disebutkan
guru
benda-benda dengan
yang
menunjukkan
gambar. (menyimak) 4. melakukan perintah yang diberikan secara lisan. (menyimak) 5. siswa dapat melafalkan kata-kata yang ada di buku dengan tema binatang. CHARACTER dan termotifasi.
: 1. Menunjukkan pemikiran yang lojik, kreatif, 2. Menunjukkan sikap aktif dalam belajar. 3. Menunjukkan sikap kepedulian terhadap
sekitar. 4. Mengajarkan sikap kooperatif dalam belajar kelompok. INDICATOR
: 1. Siswa dapat mengenali kosakata dengan tema binatang dalam bahasa inggris. 2. Siswa mampu melafalkan kosakata dengan tema binatang dengan inonasi yang benar menggunakan bahasa Inggris. 3. Siswa dapat menyebutkan nama-nama binatang dengan menggunakan bahasa Inggris
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4. Siswa dapat membaca dan menuliskan kosakata dengan tema binatang menggunakan ejaan yang benar dalam bahasa Inggris. THEME ASPECT TIME ALLOCATION
: The Zoo : Membaca, Menyimak, Berbicara, Menulis : 6 x 40 menit
I. Learning Purposes Pada akhir pembelajaran siswa akan: 1. Dapat mengenali kosakata nama-nama hewan dalam bahasa Inggris. 2. Dapat melafalkan kosakata nama-nama hewan dengan baik dan benar dalam bahasa Inggris. 3. Dapat membaca dengan pelafalan yang benar tentang nama-nama hewan dalam bahasa Inggris. 4. Menguasai penulisan nama-nama hewan dengan ejaan yang benar dalam bahasa Inggris. II.Material Of Learning 1. Kosakata nama-nama hewan dalam bahasa Inggris. 2. Teks description tentang hewan-hewan di kebun binatang. 3. Kosakata beserta phonetic transcription-nya 4. Teks cerita tentang kebun binatang. 5. Worksheet untuk latihan soal. 6. Pictue game. 7. Animal sound game b. Method of Study / Technique: 1. Individual test 2. Question and Answer 3. Pair work 4. Individual project 5. Creative game
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III.Learning Activities Opening Activity - Guru menyapa murid - Guru mengundang presensi dari murid Main Activity a. Exploration 1. Guru membuka kegiatan belajar dengan menyapa siswa menggunakan kata “Good Morning” 2. Guru memberikan pertanyaan pancingan tentang anggota keluarga, dengan menanyakan apakah siswa pernah ke kebun binatang. 3.Guru menarik perhatian dengan menyebutkan beberapa nama-nama hewanmenggunakan bahasa Inggris. . b. Elaboration 1. mendengarkan instruksi dari guru. 2. mengajarkan cara baca yang benar berkaitan dengan kosakata namanama binatang seperti yang ada di buku. 3. memberikan penjelasan tentang kebun binatang beserta isinya 4. untuk mengerjakan soal latihan yang ada di buku mengenai tema nama-nama binatang. 5. mendengarkan bacaan yang dibaca oleh guru dan menirukan dengan benar sesuai dengan phonetics transcription.
c. Confirmation 1. menanyakan pada siswa apabila ada kesulitan yang ditemukan selama proses belajar. 2. memberikan pemahaman akhir tentang nama-nama binatang dengan menggunakan bahasa Inggris. 3. memberikan tugas pada siswa untuk mengerjakan latihan yang ada di buku.
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Last Activity Closing 1. Memberikan kesimpulan terhadap seluruh proses belajar. 2. Memberikan penjelasan akhir atau simpulan dari seluruh proses belajar mengajar. 3. Siswa diberikan kesempatan untuk memberikan pendapat tentang pembelajaran tentang anggota keluarga dalam bahasa Inggris. 4. Memberikan nasehat dan masukan terhadap hasil pembelajaran siswa tentang anggota keluarga.
IV. Source and Media of Study - textbook - worksheet - poster bergambar binatang -Buku Gambar
V. Evaluation Teacher evaluates with certain conditions: s. Evaluation techniques
: test, discussion
t. Forms
: answer questions
u. Instruments
: Comprehension Questions
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Evaluation Indicator
Technique
1. Siswa dapat menjodohkan Individual work gambar dengan kata-kata yang benar. (membaca) 2. membaca bersuara kata-kata Repeat after the yang tertulis pada gambar teacher dengan tepat. (membaca) 3. mengidentifikasi bendabenda yang disebutkan guru dengan menunjukkan gambar. (menyimak) 4. melakukan perintah yang diberikan secara lisan. (menyimak) 5. siswa dapat melafalkan katakata yang ada di buku dengan tema binatang. -
Form Soal latihan
Example of Instrument Picture match
Kosakata dgn phonetic transcription. Poster binatang bergambar Individual work
Soal-soal latihan di dalam buku
creative game : 40 menit permainan tebak gambar peralatan yang diperlukan: poster binatang bergambar guru dapat menyiapkan beberapa poster gambar binatang baik satuan maupun binatang dalam grup ( satu poster beberapa binatang). Atau guru dapat menyiapkan gambar yang diprint dari internet tanpa nama binatang dalam bahasa Inggris dan dilaminating. Guru membagi siswa dalam dua kelompok, yaitu kelompok satu dan kelompok dua. Guru dapat menunjukkan gambar binatang yang akan ditebak oleh siswa Kelompok yang berhasil menebak dengan benar paling banyak adalah pemenang dari permainan tersebut.
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LESSON PLAN (RPP) Lesson VII SCHOOL
: SMP SLB YPAC Semarang
STUDY
: English
YEAR/SEMESTER
: VII/ II/ III
COMPETENCE STANDARD: 1. Siswa dapat membacakalimat dan percakapan sederhana misalnya tentang tubuh manusia.. (membaca) 2. memperoleh informasi tertentu dari kalimat dan percakapan sederhana lisan. (menyimak) 3.
mengidentifikasi disebutkan
guru
benda-benda dengan
yang
menunjukkan
gambar. (menyimak) 4. melakukan perintah yang diberikan secara lisan. (menyimak) 5. siswa dapat melafalkan kata-kata yang ada di buku dengan tema tubuh manusia. CHARACTER
: 1. Menunjukkan pemikiran yang lojik, kreatif,
termotivasi. 2. Menunjukkan sikap aktif dalam belajar. 3. Menunjukkan sikap kepedulian terhadap sekitar. 4. Mengajarkan sikap kooperatif dalam belajar kelompok. INDICATOR
: 1. Siswa dapat mengenali kosakata dengan tema tubuh manusia dan kondisi kesehatan dalam bahasa inggris.
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2. Siswa mampu melafalkan kosakata dengan tema anggota tubuh dengan intonasi yang benar menggunakan bahasa Inggris. 3. Siswa dapat menyebutkan kosakata anggota tubuh dengan menggunakan bahasa Inggris 4. Siswa dapat membaca dan menuliskan kosakata dengan tema anggota tubuh menggunakan ejaan yang benar dalam bahasa Inggris. THEME
: My Body
ASPECT TIME ALLOCATION
: Membaca, Menyimak, Berbicara, Menulis : 4 x 40 menit
I. Learning Purposes Pada akhir pembelajaran siswa akan: 1. Dapat mengenali kosakata nama-nama anggota tubuhmanusia dalam bahasa Inggris. 2. Dapat melafalkan kosakata anggota tubuh dengan baik dan benar dalam bahasa Inggris. 3. Dapat membaca dengan pelafalan yang benar tentang anggota tubuh dalam bahasa Inggris. 4. Menguasai penulisan anggota tubuh dengan ejaan yang benar dalam bahasa Inggris. IV. Material Of Learning 1. Kosakata anggota tubuh dalam bahasa Inggris. 2. Teks description tentang anggota tubuh 3. Kosakata beserta phonetic transcription-nya 4. Kosakata tentang kondisi kesehatan 5. Worksheet untuk latihan soal. 6. Pictue game. 7. Sing tigether
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b. Method of Study / Technique: 1. Individual test 2. Question and Answer 3. Pair work 4. Individual project 5. Creative game
V.
Learning Activities
Opening Activity - Guru menyapa murid - Guru mengundang presensi dari murid Main Activity a. Exploration 1. Guru membuka kegiatan belajar dengan menyapa siswa menggunakan kata “Good Morning” 2. Guru memberikan pertanyaan pancingan tentang anggota tubuh, dengan menanyakan apakah siswa tahu bahasa Inggris dari kepala. 3.Guru menarik perhatian dengan menyebutkan beberapa anggota tubuh menggunakan bahasa Inggris. b. Elaboration 1. mendengarkan instruksi dari guru. 2. mengajarkan cara baca yang benar berkaitan dengan kosakata anggota tubuh seperti yang ada di buku. 3. memberikan penjelasan tentang anggota tubuh. 4. untuk mengerjakan soal latihan yang ada di buku mengenai tema anggota tubuh. 5. mendengarkan bacaan yang dibaca oleh guru dan menirukan dengan benar sesuai dengan phonetics transcription. c. Confirmation 1. menanyakan pada siswa apabila ada kesulitan yang ditemukan selama proses belajar.
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2. memberikan pemahaman akhir tentang anggota tubuh dan kodisi kesehatan dengan menggunakan bahasa Inggris. 3. memberikan tugas pada siswa untuk mengerjakan latihan yang ada di buku. Last Activity Closing 1. Memberikan kesimpulan terhadap seluruh proses belajar. 2. Memberikan penjelasan akhir atau simpulan dari seluruh proses belajar mengajar. 3. Siswa diberikan kesempatan untuk memberikan pendapat tentang pembelajaran tentang anggota tubuh dalam bahasa Inggris. 4. Memberikan nasehat dan masukan terhadap hasil pembelajaran siswa tentang anggota keluarga.
IV.
Source and Media of Study
- textbook - worksheet - poster bergambar anggota tubuh
VI.
Evaluation
Teacher evaluates with certain conditions: a. Evaluation techniques
: test, discussion
b. Forms
: answer questions
c. Instruments
: Comprehension Questions Evaluation Example
Indicator
Technique
Form
of Instrument
1. Siswa kalimat
dapat dan
membaca
Repeat after
percakapan teacher
Monolog
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sederhana misalnya tentang tubuh manusia.. (membaca) 2. memperoleh
informasi
Confirmation
tertentu dari kalimat dan Latihan soal
question from
percakapan sederhana lisan.
the
Soal-soal
(menyimak)
monolog(indi
latihan di
vidual work)
dalam
benda yang disebutkan guru
Poster
buku
dengan
anggota
Picture
tubuh
match
3. mengidentifikasi
benda-
menunjukkan
gambar. (menyimak) 4. melakukan diberikan
perintah
yang
secara
lisan. Mendengarkan
(menyimak)
dan melaksanakan Individual
5. siswa dapat melafalkan kata- perintah guru. kata yang ada di buku dengan Listen and repeat
work dan pair
Latihan
work.
soal
tema anggota tubuh Randomly choose student to repeat after the teacher
-
creative game : 60 menit
POSTER LABELLING GAME siswa mengerjakan game dengan teman sebangku. Siapkan 1 poster untuk satu meja. Beri siswa wakti 40 menit untuk bekerjasama mengerjakan tugas mereka .
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Berikut adalah poster yang harus siswa labeli.
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LESSON PLAN (RPP) Lesson VIII SCHOOL
: SMP SLB YPAC Semarang
STUDY
: English
YEAR/SEMESTER
: VII, VIII, IX/I DAN II
COMPETENCE STANDARD: 1. Siswa dapat membacakalimat dan percakapan sederhana misalnya tentang alat transportasi dan ruang kelas (membaca) 2. memperoleh informasi tertentu dari kalimat dan percakapan sederhana lisan. (menyimak) 3.
mengidentifikasi disebutkan
guru
benda-benda dengan
yang
menunjukkan
gambar. (menyimak) 4. melakukan perintah yang diberikan secara lisan. (menyimak) 5. siswa dapat melafalkan kata-kata yang ada di buku dengan tema alat transportasi dan ruang kelas. CHARACTER
: 1. Menunjukkan pemikiran yang lojik, kreatif,
termotivasi. 2. Menunjukkan sikap aktif dalam belajar. 3. Menunjukkan sikap kepedulian terhadap sekitar. 4. Mengajarkan sikap kooperatif dalam belajar kelompok. INDICATOR
: 1. Siswa dapat mengenali kosakata dengan tema alat transportasi dan ruang kelas dalam bahasa inggris.
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2. Siswa mampu melafalkan kosakata dengan tema alat transportasi dengan intonasi yang benar menggunakan bahasa Inggris. 3. Siswa dapat menyebutkan kosakata alat transportasi dan ruang kelas dengan menggunakan bahasa Inggris 4. Siswa dapat membaca dan menuliskan kosakata dengan tema alat transportasi dan ruang kelas menggunakan ejaan yang benar dalam bahasa Inggris. THEME ASPECT TIME ALLOCATION
: My Car : Membaca, Menyimak, Berbicara, Menulis : 4 x 40 menit
I. Learning Purposes Pada akhir pembelajaran siswa akan: 1. Dapat mengenali kosakata nama-nama alat transportasi dalam bahasa Inggris. 2. Dapat melafalkan kosakata alat transportasi dengan baik dan benar dalam bahasa Inggris. 3. Dapat membaca dengan pelafalan yang benar tentang alata transportasi dan ruang kelas dalam bahasa Inggris. 4. Menguasai penulisan kosakata alat transportasi dan benda-benda di ruang kelas dengan ejaan yang benar dalam bahasa Inggris. II. Material Of Learning 1. Kosakata anggota tubuh dalam bahasa Inggris. 2. Teks description tentang alat transportasi 3. Kosakata beserta phonetic transcription-nya 4. Kosakata tentang benda-benda di ruang kelas. 5. Worksheet untuk latihan soal. 6. Picture game.
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b. Method of Study / Technique: 1. Individual test 2. Question and Answer 3. Pair work 4. Individual project 5. Creative game
III.
Learning Activities
Opening Activity - Guru menyapa murid - Guru mengundang presensi dari murid Main Activity a. Exploration 1. Guru membuka kegiatan belajar dengan menyapa siswa menggunakan kata “Good Morning” 2. Guru memberikan pertanyaan pancingan tentang alat transportasi atau kendaraan yang mereka miliki dirumah dengan menggunakan bahasa Indonesia . 3.Guru menarik perhatian dengan menyebutkan beberapa alat transportasi menggunakan bahasa Inggris. b. Elaboration 1. mendengarkan instruksi dari guru. 2. mengajarkan cara baca yang benar berkaitan dengan kosakata alat transportasi seperti yang ada di buku. 3. memberikan penjelasan tentang alat transportasi ( transportasi umum, dan tranportasi pribadi) dan tentang benda-benda di dalam ruang kelas. . 4. untuk mengerjakan soal latihan yang ada di buku mengenai tema anggota tubuh. 5. mendengarkan bacaan yang dibaca oleh guru dan menirukan dengan benar sesuai dengan phonetics transcription.
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c. Confirmation 1. menanyakan pada siswa apabila ada kesulitan yang ditemukan selama proses belajar. 2. memberikan pemahaman akhir tentang alat transportasi dan bendabenda di ruang kelasdengan menggunakan bahasa Inggris. 3. memberikan tugas pada siswa untuk mengerjakan latihan yang ada di buku. Last Activity Closing 1. Memberikan kesimpulan terhadap seluruh proses belajar. 2. Memberikan penjelasan akhir atau simpulan dari seluruh proses belajar mengajar. 3. Siswa diberikan kesempatan untuk memberikan pendapat tentang pembelajaran tentang alat transportasi dalam bahasa Inggris. 4. Memberikan nasehat dan masukan terhadap hasil pembelajaran siswa tentang alat transportasi dan benda-benda di ruang kelas.
IV.
Source and Media of Study
- Textbook - Worksheet - Poster gambar alat transportasi.
IV.
Evaluation
Teacher evaluates with certain conditions: d. Evaluation techniques
: test, discussion
e. Forms
: answer questions
f. Instruments
: Comprehension Questions
Evaluation Indicator 1. Siswa dapat
Technique
Form
Repeat after
Monolog
Example of Instrument
127
2.
3.
4.
5.
membacakalimat dan percakapan sederhana misalnya tentang alat transportasi dan ruang kelas (membaca). memperoleh informasi tertentu dari kalimat dan percakapan sederhana lisan. (menyimak). mengidentifikasi benda-benda yang disebutkan guru dengan menunjukkan gambar. (menyimak) melakukan perintah yang diberikan secara lisan. (menyimak) siswa dapat melafalkan kata-kata yang ada di buku dengan tema alat transportasi dan ruang kelas.
-
teacher
Latihan soal
Confirmation question from the monolog(individual work) Poster anggota tubuh
Individual work Mendengarkan dan dan pair work. melaksanakan perintah guru. Listen and repeat
Soal-soal latihan di dalam buku Picture match
Latihan soal
Randomly choose student to repeat after the teacher
creative game : 60 menit siapkan: 1. Kertas Label yang berukuran besar sebanyak mungkin 2. Spidol warna hitam. 3. Cara bermainnya adalah, kalian harus cepat-cepat mengumpulkan sebanyak mungkin benda didalam kelas kalian yang kalian tahu namanya dalam bahasa Inggris. 4. Kalian dapat waktu selama 20 detik. 5. Sekarang, mulai tulis nama-nama benda tersebut dalam bahasa Inggris dan tuliskan di label yang sudah kalian bawa. 6. Tempelkan label-label tersebut di barang yang kalian kumpulkan. 7. Pemenangnya berdasarkan yang paling banyak benarnya.
128
LESSON PLAN (RPP) Lesson IX SCHOOL
: SMP SLB YPAC Semarang
STUDY
: English
YEAR/SEMESTER
: VII, IX/ I DAN II
COMPETENCE STANDARD: 1. Siswa dapat menjodohkan gambar dengan kata yang benar (membaca) 2. membaca bersuara kata-kata yang tertulis pada gambar dengan tepat. (membaca) 3. menerka arti kata. (membaca) 4. melakukan perintah yang diberikan secara lisan. (menyimak) 5. siswa dapat melafalkan kata-kata yang ada di buku dengan tema pekerjaan. (berbicara) 6. tanya jawab berdasarkan bacaan, gambar, foto. (berbicara) 7. melengkapi kalimat dengan kata-kata yang tepat. (menulis) 8. menyalin kata atau kalimat. (menulis) CHARACTER
: 1. Menunjukkan pemikiran yang lojik, kreatif, termotivasi. 2. Menunjukkan sikap aktif dalam belajar. 3. Menunjukkan sikap kepedulian terhadap sekitar. 4. Mengajarkan sikap kooperatif dalam belajar kelompok.
129
INDICATOR
: 1. Siswa dapat mengenali kosakata dengan tema pekerjaan dan cita-cita dalam bahasa inggris. 2. Siswa mampu melafalkan kosakata dengan tema pekerjaan dengan intonasi yang benar menggunakan bahasa Inggris. 3. Siswa
dapat
pekerjaan
dan
menyebutkan cita-cita
kosakata dengan
menggunakan bahasa Inggris 4. Siswa dapat membaca dan menuliskan kosakata dengan tema pekrjaan dan cita-cita menggunakan ejaan yang benar dalam bahasa Inggris. THEME
: I want to be ...
ASPECT
: Membaca, Menyimak, Berbicara, Menulis
TIME ALLOCATION
: 4 x 40 menit
Learning Purposes
I.
Pada akhir pembelajaran siswa akan: 1. Dapat mengenali kosakata dengan tema pekerjaan dan cita-cita dalam bahasa Inggris. 2. Dapat melafalkan kosakata dengan tema pekerjaan dengan baik dan benar dalam bahasa Inggris. 3. Dapat membaca dengan pelafalan yang benar tentang pekerjaan dan citacita dalam bahasa Inggris. 4. Menguasai penulisan kosakata dengan tema pekerjaan dan cita-cita dengan ejaan yang benar dalam bahasa Inggris.
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Material Of Learning
II.
1. Kosakata anggota tubuh dalam bahasa Inggris. 2. Teks description tentang alat transportasi 3. Kosakata beserta phonetic transcription-nya 4. Kosakata tentang benda-benda di ruang kelas. 5. Worksheet untuk latihan soal. 6. Picture game.
III.
Method of Study / Technique: 1. Individual test 2. Question and Answer 3. Pair work 4. Individual project 5. Creative game
IV.Learning Activities Opening Activity - Guru menyapa murid - Guru mengundang presensi dari murid Main Activity a. Exploration 1. Guru membuka kegiatan belajar dengan menyapa siswa menggunakan kata “Good Morning”/ “good afternoon” 2. Guru memberikan pertanyaan pancingan tentang pekerjaan dan cita-cita dengan menggunakan bahasa Indonesia . 3. Guru menarik perhatian dengan menyebutkan beberapa pekerjaan menggunakan bahasa Inggris. b. Elaboration 1. mendengarkan instruksi dari guru. 2. mengajarkan cara baca yang benar berkaitan dengan kosakata pekerjaan seperti yang ada di buku.
131
3. memberikan penjelasan tentang jenis-jenis profesi. 4. untuk mengerjakan soal latihan yang ada di buku mengenai tema pekerjaan dan cita-cita. 5. mendengarkan bacaan yang dibaca oleh guru dan menirukan dengan benar sesuai dengan phonetics transcription. c. Confirmation 1. menanyakan pada siswa apabila ada kesulitan yang ditemukan selama proses belajar. 2. memberikan pemahaman akhir tentang profesi dan cita-cita dengan menggunakan bahasa Inggris. 3. memberikan tugas pada siswa untuk mengerjakan latihan yang ada di buku.
Last Activity Closing 1. Memberikan kesimpulan terhadap seluruh proses belajar. 2. Memberikan penjelasan akhir atau simpulan dari seluruh proses belajar mengajar. 3. Siswa diberikan kesempatan untuk memberikan pendapat tentang pembelajaran tentang profesi/pekerjaan dan cita-cita dalam bahasa Inggris. 4. Memberikan nasehat dan masukan terhadap hasil pembelajaran siswa tentang profesi dan cita-cita.
V.
Source and Media of Study
- Textbook - Worksheet - Poster gambar alat transportasi. V.
Evaluation
Teacher evaluates with certain conditions: g. Evaluation techniques
: test, discussion
132
h. Forms
: answer questions
i. Instruments
: Comprehension Questions
Evaluation Indicator
Example of Instrument Match the Individual work Soal-soal dalam picture (match the picture) latihan di dalam buku. Picture Classroom match Repeat after the evaluation. Menunjuk satuteacher Menirukan guru. satu siswa untuk bisa menirukan guru dengan baik Pair work dan benar. Saling memberikan tebakan dengan menunjukkan kartu profesi. Mendengarkan Monolog tentang Latihan soal di dan pekerjaan dalam buku. melaksanakan perintah guru. Monolog/ dialog Soal-soal latihan Listen and di dalam buku repeat / membaca Pertanyaan dengan keras konfirmasi Technique
1. Siswa dapat menjodohkan gambar dengan kata yang benar (membaca) 2. membaca bersuara katakata yang tertulis pada gambar dengan tepat. (membaca)
3. menerka arti kata. (membaca)
4. melakukan perintah yang diberikan secara lisan. (menyimak) 5. siswa dapat melafalkan kata-kata yang ada di buku dengan tema pekerjaan. (berbicara) 6. tanya jawab berdasarkan bacaan, gambar, foto. (berbicara) 7. melengkapi kalimat dengan kata-kata yang tepat. (menulis) 8. menyalin kata atau kalimat. (menulis)
Form
Individual assesment
Menulis cerita pendek tentang cita-cita
-
creative game : 40 menit
-
siapkan:
Latihan soal
Membuat karangan singkat tentang cita-cita.
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kertas karton warna warni yang sudah dipotong dengan ukuran 10 x 15 spidol warna warni
cara bermain: tuliskan jenis-jenis atau nama-nama pekerjaan yang ada di buku di atas kertas karton dengan menggunakan spidol berwarna. Setelah itu kumpulkan kertas karton yang sudah bertulis kepada guru. Yang kemudian kertas tersebut kita sebut dengan kartu pekerjaan. Kalian akan bekerjasama dengan teman sebangku kalian. Guru memberikan satu kartu pekerjaan untuk setiap anak. Kalian tidak boleh memperlihatkan kartu kalian kepada siapapun ini adalah permainan tebak rahasia. Kemudian
masing-masing
dari
kalian
harus
bertindak
layaknya profesi yanga ad di kartu pekerjaan, teman kalian harus menebaknya, ingat tidak boleh bersuara, hanya boleh bersikap layaknya kalian mengerjakan profesi tersebut. Selamat bersenang-senang.
