SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM, 2017

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nglish Instructions for an Autistic Student: AnEvaluative Study

Clara Ayu Juliarni Widyasari Marhaendra Wijaya

Abstrak


ABSTRACT

Wijaya, Clara A.J.W.M. English Instructions for an Autistic Student: An Evaluative Study.Sarjana’s Thesis, English Department, Faculty of Letters, State University of Malang. Advisors: (I) Dr. Sri Rachmajanti, Dip.TESL.,M.Pd, (II) SitiMuniroh, S.Pd, M.A.

Keywords: English instructions, inclusive setting, autistic student

This study aims to provide information of English instructions that were used to teach English to an autistic student at SMPN 4 Malang that will be beneficial for teaching language to special needs students. The research design used in this research is an evaluative study adapted from Paulsen and Dailey (2002) since it evaluate the English program for an autistic student. The subject of this study was the autistic student that was enrolled in the 9th grade. The data were collected from observations and interviews. English instructions for an autistic student at SMPN 4 Malangwas the focus of this study that the researcher wanted to probe and describe, since the autistic student was the first inclusive student registered in this school.

The result of this study shows that the English teacher did not prepare the specific syllabus and lesson plan that can accommodate autistic student’s special needs. The materials were also limited, not specifically prepared to adjust the needs of the student. Techniques and media used were also limited and not variously implemented in teaching English to autistic student. The assessment was not individually set by the teacher to assess academic, social, and emotional development as the teacher uses the same assessment that was also used to assess regular students. It is also shown that the teacher only focused on academic activity of the autistic student, without focusing on his social and emotional development. Using the instructions above, autistic student did not significantly improve his English mastery yet his achievement did not significantly decreased although his score was still above the average.

 

It can be concluded that the inflexible teaching system could not contribute to developing autistic student academically. The school and the teacher have to be flexible by setting a learning-friendly system for inclusive students, not limited to autistic only. Hence, the development of the syllabus, materials, methodology, media, and also assessment has to be done to adjust to the autistic student’s special needs. It is also important to not only help the autistic student to develop academically but also help him to develop socially and emotionally as autistic student is part of the society.