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ENGLISH LANGUAGE TEACHING LEARNING
FOR AUTISTIC STUDENTS
(A Descriptive Study with Eighth Grade of SMPLB Negeri Semarang
in the Academic Year of 2011/2012)
THESIS PROPOSAL
Submitted in Partial Fulfillment of the Requirement for Degree of Bachelor of
Education in English Education
By:
ANIK WULANDARI
083411062
TARBIYAH FACULTY
WALISONGO STATE INSTITUTE FOR ISLAMIC STUDIES
SEMARANG
2012
ENGLISH LANGUAGE TEACHING LEARNING
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FOR AUTISTIC STUDENTS
(A Descriptive Study with Eighth Grade of SMPLB Negeri Semarang
in the Academic Year of 2011/2012)
A. Background of the Study
Human beings as social creature interact to their environment, mostly to
others. In interaction, human being needs communication as an interaction
medium. Through communication, an interaction will be more significant and
influent all of their lives aspects. In the other hand, there are several peoplewho get disorder in communication, such as an autistic child. They cannot
communicate as well as normal children.
Autistic child is an integral part of extraordinary children. According to
Sutadi in Abdul Hadis, autistic child is a child who experiences high
development interference which influents the way someone communicates
and relates to other people.1
Autistic children need an education which is suitable with their interest,
need, and ability so that they can develop in communication and social
interaction. That’s why language learning is needed. Teaching autistic
students is not as easy as teaching normal students. The teacher needs more
patients and various creativities. Besides that, the teacher has to know the
students characteristics. Autistic children have no many vocabularies. They
often get difficulty to deliver their opinion in their mother tongue moreover
when they speak a foreign language (English). It must be much more
difficult.
Based on the problem above, the autistic children should study at a
special school to differ from normal students. The teacher has to come from
physiology expert. He must know their psychological condition, how to treat
them, and how to control them so that he can decide the best method to teach
1 Abdul Hadits, Pendidikan Anak Berkebutuhan Khusus, (Bandung: Alfabeta, 2006), p.43.
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the autistic student.
One of appropriate schools for autistic students is SLB (Sekolah Luar
Biasa). In SMPLB Negeri Semarang where the researcher does the research,
there is a phenomenon show the autistic students learn English. They really
get many difficulties for example: they cannot pronounce the word perfectly;
the sentence they produce is ungrammatical; and they like imitating what the
teacher speaks but do not understand the meaning. But some of them like to
be passive students and they seem like deaf mute. Moreover the teacher has to
face their characteristics that sometimes change irregularly. The autistic
students have less concentration. When the teacher speaks to them, they avoid
looking at him and loss their eyes contact. They like playing in their own
world. That’s why the teacher should have an interesting method to get their
attention. The teacher must be creative in building a good mood of the class
and more patient to encounter their abnormal behavior.
Not only the teacher who has a big influence in improving the autistic
child’s skill but also the parents themselves. The parents have to motivate
their children to practice speaking continually. They play role as a friend,
teacher and guidance at home. Because the autistic children spend their whole
days at home, the parents become the most influential aspect in their skill
development.
In the other sides, the religion takes a part in this case. Based on Islam
point of view, every people has the same right to look for science and
learning process is something suggested because anyone who has knowledge
will be placed on the better degree. Allah stated in the holy Qur’an (Al
Mujadalah: 11)
Æìsùöt…” ª!$# tûïÏ% © !$# (#qãZtB#uä öNä3ZÏB tûïÏ% © !$#ur (#qè?ré& zOù=Ïèø9$# ;M»y_uy 4…“
“…Those who have been granted knowledge. And Allah is well-Acquainted
with what you do.” (Al-Mujadalah: 11).2
2 Yayasan Penyelenggara Penerjemah Al-Qur’an, DEPAG RI, Al-Qur’an dan
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Then the government has also roles in developing education of the
autistic students. They have legalized a regulation to support them. One of
efforts in improving education of autistic child is legalizing UU No.20 year
2003, about National Educational System (Sisdiknas) section 5 subsection (2)
says: “The citizen who has physical anomaly, emotional, intellectual, and
social has right to get a special education.” Section 32 subsection (1) says: “A
special education is an education for a learner who has difficulty in following
learning process because of physical anomaly, emotional, mental, social,
having intelligent and extraordinary talent.3
Based on the background above, the researcher is interested to analysis
English language teaching learning for autistic students. The decision that the
autistic children will be the subject of this study is an exact choice to research
English teaching learning process in different point of view. It will be very
interesting to describe how the autistic children study English and how the
teacher teaches them. Of course it is rather difficult and needs extra efforts to
get the goal of English teaching learning itself. That’s why the research will
do research under the title (A Descriptive Study at Eighth Grade of SMPLB
Negeri Semarang in the Academic Year of 2011/2012).
B. Reasons for Choosing the Topic
1. The researcher is interested in describing an English language teaching
learning for autistic students because the autistic child has weakness in
communication. It has a big deal to language as communication tool.
2. The researcher thinks that it is more difficult to teach autistic students with
some weaknesses in delivering their language and producing sentences,
moreover foreign language (English). The researcher wants to know how
to teach English for autistic students.
Terjemahnya, (Semarang: Toha Putra, 1989), p. 910.
3 Undang-undang SISDIKNAS (Sistem Pendidikan Nasional), (Jakarta: Sinar Grafika,2003).
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C. Research Question
1. What are language materials and topics covered in English
course for autistic students at eighth grade of SMPLB Negeri
Semarang in The Academic Year of 2011/2012?
2. How does the teacher use several teaching and learning
methods for autistic students at eighth grade of SMPLB Negeri
Semarang in The Academic Year of 2011/2012?
3. How does the teacher assess the autistic students at eighth
grade of SMPLB Negeri Semarang in The Academic Year of
2011/2012?
D. Objectives of the Study
1. To describe the language materials and topics covered in
English course for autistic students at SMPLB Negeri
Semarang in The Academic Year of 2011/2012.
2. To describe some teaching and learning methods applied in
English course for autistic students at SMPLB Negeri
Semarang in The Academic Year of 2011/2012.
3. To describe some assessment strategies applied in English
course for autistic students at SMPLB Negeri Semarang in The
Academic Year of 2011/2012.
E. Scope of the Study
The focus of the research is English language teaching learning practice
for autistic students at SLB Negeri Semarang in The Academic Year of
2011/2012 in terms of teaching materials, teaching methods, and learning
assessment.
F. Significance of the Research
This research is expected to be able to give an information for the
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researcher herself and people in educational field dealing with learning
method, material, and evaluation for autistic students effectively and
efficiently. The researcher herself expects that this research can be useful as:
a) Suggestion and motivation for all teachers, especially
English teacher in SMPLB Negeri Semarang to get
more information about autistic students so that they can
teach successfully.
b) The researcher hopes that the students will get an
appropriate treatment in learning English so that they
are going to learn English comfortably and do not get
any difficulties.
c) For the head master, this research will be expected to be
a reflection for teaching learning at SMPLB Negeri
Semarang. It evaluates the instructional practice at
eighth grade of SMPLB Negeri Semarang. It can be a
consideration to change the best strategy in teaching
English; moreover can improve the quality of English
teaching and learning.
G. Literature Review
Since the proclamation of Indonesia on the 17th of August 1945, English
has been taught in our beloved country Indonesia as a first foreign language.
That is not the first time that the foreign language teaching was introduced in
the curriculum of Indonesian school.
During Dutch colonial time, the language was of course an obligatory
subject which had to be taught in government schools. It was not only taught
as a subject, but it was also used as the medium of communication, used in
correspondence, in government offices, and even in the homes of Dutch
educated families.4
4 Ramelan, Introduction to Linguistic Analysis, (Semarang: IKIP Semarang Press, 1992), p.1.
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1. A Teacher as the Main Component of Language Teaching
A teacher is someone who teaches the learner. At Oxford
learner’s pocket dictionary, teacher is defined as someone whose job is to
teach, especially in a school.5 A teacher who educates an individual
student may also be described as a personal tutor. Sometimes the teacher
is called as instructor. A teacher is also like an actor because she or he is
always on the stage. At a university, a teacher is usually called as
lecturer. The role of teacher is often formal and informal, carried out by
way of occupation or profession at a school or other place of formal
education.
A teacher can occupy many roles, as a facilitator and resource for
the learner. The teacher has some requirements such as special qualities
of education skill, good personalities, and performing different roles at
different lesson activities. Jeremy Harmer said that a teacher has several
roles which have the aim to facilitate the students’ progress in some ways
or others. All of the roles are: Controller, Organizer, Assessor, Prompter,
Participant, Resource , Tutor , and Observer .6
a. Controller
When the teacher acts as a controller, she or he dominates
activities that take place in the classroom. The teacher may stand in
front of the class, dictate everything happens and be the focus of
attention. For the consequence, there will be little chance for the
students to take much responsibility for their own learning.
b. Organizer
Organizing the students to do various activities is an
important thing for the teacher. An organizer gives the students
information, tells the students how they are going to do the activity,
and puts them into pairs or groups and finally closing things down
when time is over.
5 Oxford learner’s pocket dictionary, (New York: Oxford University Press, 2000), p. 443.
6 Jeremy Harmer, The Practice of English language Teaching , (England: Longman,2002), 3rd Ed., p. 57.
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c. Assessor
Teacher can help his or her students to evaluate their
performance, offering feedback and correction and grading students
in various ways. The teacher needs to be aware about possibility of
his or her students’ reaction with the assessment.
Some students will feel proud with their learning result if
they get good mark, but sometimes half of them will feel under
pressure when they get bad mark.
d. Prompter
Teacher has to prompt students to speak English rather than
their mother tongue. She or he should encourage the students to
think creatively, pushing them to achieve more, feeding in a bit of
information or language to help them proceed.
e. Participant
Teacher has certain times to join in an activity not as a
teacher, but also as a participant. She or he may take part in
discussion and organize students ‘group.
f. Resource
Students may ask something to the teacher. They may want
to know information in the middle of activity about activity itself or
other information. Students can consult to the teacher to get more
knowledge and solve their learning difficulties. Teacher is
considered as a person who more clever than the students. It is hoped
that the teacher can help their students and give them many
references.
g. Tutor
A teacher can be an advisor for the students who response to
what the teacher is doing and advising them on what to do next.
h. Observer
A teacher needs to be able to work and observe
simultaneously, listening, watching, and absorbing, so between the
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teacher and the students can create the best kind of rapport.
The researcher assumes that a teacher does not only have the
rules as like mentioned above but there are still many other roles. A
teacher can be a motivator for the students. Besides teaching in the
classroom, a teacher also motivates the students to study harder and
stimulates the students‘spirit. A teacher also occupies a rule as a
friend for the students. When the students have a problem in learning
process, they can share to the teacher. The teacher of course will
give a kind of solving problem. Moreover when the students have a
private problem, the teacher can be a nice friend to share everything.
2. Language Teaching
We need to refute the fault opinion that language teaching is an
inferior occupation. On the contrary, language teaching is a job which
needs training, intelligence, imagination, command of language,
experience, a body of knowledge, the exercise of judgment and
compassion are essential qualities, and in which high standards are
imposed and maintained, on a world-wide basis, by a particular branch of
the profession of education.7
Becoming a teacher with high professional standards is different
in its content and aims from becoming a good surgeon, or linguist, or
lawyer, or psychologist; but it is similar in its reliance upon selective
entry, special training, and the attainment of skill before acceptance.
The language teaching learning can be viewed as a process. Seenas a process, language teaching learning turns out to have a beginning
and the end, and to be promoted and impelled by particular elements.
According to Peter Strevens, there are twelve essential elements of
language teaching learning process. The elements are as follow:8 policy
and aims; administration and organization; relevant professional
7 Peter Strevens, New Orientations in the Teaching of English, (London: Oxford
University press, 1977), p. 12-13.
8 Peter Strevens, New Orientations in the Teaching of English, (London: OxfordUniversity press, 1977), p. 14.
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disciplines; choice of language teaching learning types; teaching training;
approach; pedagogy, methodology, instruction, teaching; syllabus design;
materials construction; constraints on language teaching learning
achievement; the learner; and evaluation.
3. Teaching Materials
The form of teaching material is analyzing which presents or
informs about the language to be learned.9 Teaching material is a source
for what will be taught and learned, source of activities for leaner
practice and communication interaction, reference source, for learners on
grammar, vocabulary, pronunciation etc, source of stimulation the ideas
for classroom activities, syllabus, and also learning support.10
It is a practical requirement of the language teaching learning
process that learners should have available to them an extensive range of
different materials. And it follows from the nature of teaching that the
teacher should be able to choose this material from among an even
greater range. The only practical way in which this can be brought about
is by the existence of a massive industry of materials publishing, which
in most countries relies on commercial firms.11
All teaching materials needs to possess certain characteristics, and
these apply equally whether we are considering printed course books,
ancillary readers, visuals of many kinds, recordings, films, or any other
kind of instructional materials. They need to be realistic, relevant,
interesting, encouraging, and compatible.12
Realistic means that the teaching materials can be applied by the
teachers and learners. They are capable of being learned from, cheap
enough to get them, actually in hand, and not empty entries in an official
9 Brian Tomlinson, Material Development in Language Teaching , (UK: Cambridge
University Press, 2003), p. 1.
10 Jack, C. Richard, Curriculum Development in Language Teaching , (USA: Cambridge
University Press, 2001), p., 251.
11 Peter Strevens, New Orientations in the Teaching of English, (London: Oxford
University press, 1977), p. 26.
12 Peter Strevens, New Orientations in the Teaching of English, (London: OxfordUniversity press, 1977), p. 27.
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list which never reach the learners. Relevant means that the teaching
materials have a big deal to particular point in the learner’s progress and
to the aims and age-group. Interesting means varied the topics of interest
to the learner, intellectually satisfying, so that they will not be boring for
the learners. Encouraging means having the quality of making the learner
feel they are getting progress, getting better, or at least enjoying his
learning. Compatible means that they are with the approach being
followed and with the teacher’s attitudes.
We should point out that between those last five elements
embrace the teacher, as well as the teacher’s professional activities. In the
next element we shall see that the teacher whose professional skill falls
below certain minimum standards becomes an impediment to the
learner’s progress.
To make teaching learning more successful, the teacher must
select an appropriate material. A good material is the one based on a
valid syllabus and curriculum.
According to Peter Strevens, the syllabus is party an
administrative instrument, partly a day-to-day guide to the teacher, partly
a statement of what is to be taught and how, sometimes partly a statement
of an approach.13 It is the document in which is listed, ideally, the items
to be taught, in a particular course, to a particular set of defined learners,
on a given number of occasions per week or day, in a given sequence,
with the aim of achieving stated interim and final goals or objectives, and
(usually) according to particular teaching techniques for each and every
item. The syllabus embodies that part of the language which is to be
taught, broken down into ‘items’ or otherwise processed for teaching
purposes.
The design of syllabuses is a task about which must have been
written, especially in two respects: in discussion of selection and
13 Peter Strevens, New Orientations in the Teaching of English, (London: OxfordUniversity press, 1977), p. 25.
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grading.14 When designer put syllabuses together, they have to consider
each for inclusion on the basis of a number of criteria. This will not only
help them to decide if they want to include the item in question, but also
where to put it in the sequence. The syllabus designer has to balance such
competing claims when making decisions about selection and grading.
Syllabus design concerns the selection of items to be learnt and
grading of those items into an appropriate sequence. Every syllabus
needs to be developed on the basis of certain criteria, such as learn ability
and frequency which can inform decision about selection and ordering.
Learn ability means that some structural or lexical items are easier for
students to learn than others. Thus we teach easier things first and then
increase the level of difficulty as the students’ language level rises. While
frequency means that it would make sense, especially at the beginning
levels, to include items which are more frequent in the language, than
ones that are only used occasionally by native speaker.15
4. Teaching Methods
Edward Anthony said that there are three hierarchical elements,
namely approach, method, and technique. An approach is a set of
assumption dealing with nature of language, learning, and teaching.
Method is described as an overall plan for systematic presentation of
language based upon a selected approach. Technique is the specific
activities manifested in the classroom that were consistent with a method
and therefore were in harmony with an approach as well.16
A teacher must choose an appropriate method in teaching process.
It is based on considerable of students’ characteristic, students’
capability, and many others. According to Diane Larsen and Freeman, at
14 Peter Strevens, New Orientations in the Teaching of English, (London: Oxford
University press, 1977), p. 25.
15 Jeremy Harmer, The Practice of English language Teaching , (England: Longman,
2002), 3rd Ed., p. 295-296.
16 H. Douglas Brown, Teaching by Principles: an Interactive Approach to Language Pedagogy, (New York: Pearson Education, 2001), p. 14.
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least there are eight methods for teaching language.17
a) The Grammar-Translation Method
The Grammar-Translation Method is not new. It has had
different names, but it has been used by language teachers for many
years. At one time it is called the Classical Method since it was first
used in teaching of the classical language, Latin and Greek. Earlier
in this century, this method was used for the purpose of helping
students read and appreciate foreign language literature. It was also
hoped that, through the study of the grammar of the target language,
students would become more familiar with the grammar of their
native language better.
The roles of the Grammar-Translation Method are very
traditional. The teacher is the authority in the classroom. The
students do as the teacher says so they can learn what the teacher
knows.
Students are taught to translate from one language to another.
Often what they translate are readings in the target language about
some aspects of the culture of the target language community.
Students study grammar deductively; that is, they are given the
grammar rules and examples, are told to memorize them, and then
are asked to apply the rules to other examples. They also learn
grammatical paradigms such as verb conjugations. They memorize
native language equivalents for target-language vocabulary words.
According to the teachers who use this method, a
fundamental purpose of learning a foreign language is to be able to
read literature written in the target language. To do this, students
need to learn about the grammar rules and vocabulary of the target
language. In addition, it is believed that studying a foreign language
17 Diane Larsen-Freeman, Techniques and Principles in Language Teaching , (NewYork: Oxford University Press, 2000), p. 1-175.
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provides students with good mental exercise which helps develop
their minds.
b) The Direct Method
As with the grammar-translation method, the direct method is
not new. Its principles have been applied by language teachers for
many years. Most recently, it was receive as a method when the goal
of instruction became learning how to use a foreign language to
communicate.
Teachers who use this method intend that the students learn
how to communicate in the target language. In order to do this
successfully, students should learn to think in the target language.
Although the teacher directs the class activities, the student
role is less passive then the Grammar-Translation Method. The
teachers and the students are more like partners in the teaching
learning process. Teachers who use this method believe that students
need to associate meaning and the target of language directly. In
order to this, when the teacher introduces a new target language
word or phrase, he demonstrates the meaning through the use of
realia, pictures, or pantomime, he never translate it into the students’
native language. Students speak in the target language a great deal
and communicate as if they were in real situations.
c) The Audio-Lingual Method
The Audio-Lingual Method, like the Direct Method is also an
oral-based approach. However, it is very different in that rather than
emphasizing vocabulary acquisition through exposure to its use in
situations, the Audio-Lingual method drills students in the use of
grammatical sentence patterns.
New vocabulary and structural patterns are presented through
dialogs. The dialogs are learnt through imitation and repetition.
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Drills are conducted based upon the patterns present in the dialog.
Students’ successful responses are positively reinforced. Grammar is
induced from the examples given; explicit grammar rules are not
provided. Cultural information is contextualized in dialogs or
presented by the teacher. Students’ reading and written work is based
upon the oral work they did earlier.
Teachers want their students to be able to use the target
language communicatively. In order to do this, they believe students
need to over learn the target language, to learn to use it automatically
without habits in the target language and overcoming the old habits
of their native.
d) The Silent Way
The Silent Way has many great principles. The teacher is a
technician or engineer. Only the learner can do the learning, but the
teacher, relying on what his students already know, can give what
help is necessary, focus the students’ perceptions, force their
awareness, and provide exercises to insure their facility with the
language. The teacher should respect the autonomy of the learners in
their attempts at relating and interacting with the new challenges.
The role of the students is to make of what they know, to free
themselves of any obstacles that would interfere with giving their
utmost attention to the learning task, and to actively engage in
exploring the language.
Students should be able to use the language for self-
expression to express their though, perceptions, and feelings. In
order to do this, they need to develop independence from the teacher,
to develop their own inner criteria for correctness. Students become
independent by relying on themselves. The teacher therefore should
give them only what they absolutely need to promote their learning.
e) Desuggestopedia
A Desuggestopedia course is conducted in classroom which
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is bright and cheerful. Posters displaying grammatical information
about the target language are hung around the room in order to take
advantage of students’ peripheral learning. The posters are changed
every few weeks to create a sense of novelty in the environment.
Students select target language names and choose new
occupations. During the course they create whole biographies to go
along with their new identities. The texts students work from are
handouts containing lengthy dialogs in the target language. Next to
the dialog is a translation in the students’ native language. There are
also some notes on vocabulary and grammar with correspond to
bold-faced items in dialog.
The teacher is the authority in the classroom. In order for the
method to be successful, the students must trust and respect the
teacher. The students will retain information better from someone in
whom they have confidence since they will be more responsive to
the teacher’s “desuggesting” their limitations and suggesting how
easy it will be for them to succeed. Once the students trust the
teacher, they can feel more secure. If they feel secure, they can be
more spontaneous and less inhibited.
The teachers hope to accelerate the process by which students
learn to use a foreign language for everyday communication. In
order to do this, more of the students’ mental powers must be tapped.
This is accomplished by desuggesting the psychological barriers
learners bring with them to the learning situation and using
techniques to active the “preconscious” part of the mind, just below
the fully-conscious mind.
f) Community Language learning
The teacher’s initial role is primarily that of a counselor. This
does not mean that the teacher is a therapist, or that the teacher does
not teach. It means that the teacher recognizes how threatening a
new learning situation can be for adult, so the teacher skillfully
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understands and supports the students in their struggle to master the
target language.
Initially the learners are very dependent upon the teacher. It
is recognized, however, that as the learners continue to study, they
become increasingly independent. Community Language Learning
methodologist have identified five stages in this movement from
dependency mutual interdependency with the teacher. In stages I, II,
and II, the teacher focuses not only on the language but also on being
supportive of learners in their learning process. In stage IV, because
of the students’ greater security in the language and readiness to
benefit from corrections, the can focus more on accuracy. It should
be noted that accuracy is always a focus even in the first three stages;
however, it is subordinated to fluency. The reverse is true in stages
IV and V.
The teachers who use this method want their students to learn
how to use the target language communicatively. In addition, they
want their students to learn about their own learning and to take
increasing responsibility for it. All of these objectives can be
accomplished in a no defensive manner if a teacher and learner treat
each other as whole persons, valuing both thoughts and feelings.
g) Total Physical Response
Initially the teacher is the director of all student behavior.
The students are imitators of the teacher non verbal model. At some
point (usually after ten to twenty hours of instruction), some students
will be ready to speak. At the point there will be a role reversal with
individual students directing the teacher and the other students.
The first phase of a lesson is one of modeling. The instructor
issues commands to a few students, then performs the actions with
them. In the second phase, these same students demonstrate that they
can understand the commands by performing them alone. The
observers also have an opportunity to demonstrate their
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understanding. The teacher next recombines elements of the
commands to have students develop flexibility in understanding
unfamiliar utterances. These commands, which students perform, are
often humorous.
After learning to respond to some oral commands, the
students learn to read and write them. When the students are ready to
speak, they become the ones who issue the commands. After
students begin speaking, activities expand to include skits and
games.
The teachers who use TPR believe in the importance of
having their students enjoy their experience in learning to
communicate in a foreign language. In fact, TPR was developed in
order to reduce the stress people feel when studying foreign
languages and thereby encourage students to persist in their study
beyond a beginning level of proficiency. It is believed that to base
foreign language learning upon the way children learn their native
language.
h) Communicative Language Teaching
Communicative language Teaching, aims broadly to apply
the theoretical perspective of the Communicative Approach by
making communication competence the goal of language teaching
and by acknowledging the interdependence of language and
communication. What this looks like in the classroom may depend
on how the tenets are interpreted and applied. The goal of this
method is to enable students to communicate in the target language.
Students need knowledge of the linguistic forms, meanings, and
functions. They need to know that many different forms can be used
to perform a function and also that a single form can often serve a
variety of functions. They must be able to choose from among these
the most appropriate form, given the social context and the roles of
the interlocutors. Communication is a process; knowledge of the
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forms of language is insufficient.
The teacher facilitates communication in the classroom. In
this role, one of these major responsibilities is to establish situations
likely to promote communication. During the activities the teacher
acts as an adviser, answering students’ questions and monitoring
their performance. The teacher might make note of their errors to be
worked on at a later time during more accuracy-based activities. At
other times, the teacher might be a communicator engaging in the
communicative activity along with students.
Students are, above all, communicators. They are actively
engaged in negotiating meaning-in trying to make them understood
and in understanding others-even when their knowledge of the target
language is incomplete.
5. Teaching Learning Assessment
According to Douglas Brown, assessment is a popular and
sometimes misunderstood term in current educational practice. We might
be tempted to think of testing and assessing as synonymous terms, but
they are not. Tests are prepared administrative procedures that occur at
identifiable times in a curriculum when learners muster all their faculties
to offer peak performance, knowing that their responses are being
measured and evaluated. Assessment, in the other hand, is an ongoing
process that encompasses a much wider domain. Whenever a student
responds to a question, offers a comment, or tries out a new word or structure, the teachers subconsciously makes an assessment of the
students’ performance.18
Kenneth T. Henson and Delmar Janke in their book, Elementary
Science Methods, said that evaluation involves passing judgment on or
assigning a value to something. Evaluation of students’ work is not to be
confused with grading, which should not be influenced by the teacher’s
18 H. Douglas Brown, Language Assessment; Principles and Classroom Practices, (NewYork: Longman Press, 2000), p. 4.
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values. Test and other forms of measurement should also be objective
and free of value judgments. In evaluation, in the other hand, value
judgments are essential. Evaluation of students’ work begins where
testing ends. A test is a measuring device, a method of gathering
information. After the testing is finished, the teacher uses the information
to evaluate students’ work.19
We have categorized language learning/teaching as a process in
which something is being changed. Like most complex processes, LL/LT
needs and possesses feedback systems which assess the progress of the
change and supply information to those who are controlling the process
about how the learning is coming long, so that changes in the teaching
can be made for the purpose of improving the learning. However, tests
and examinations have come to fulfill a function different from that of a
normal, regulatory feedback system.
Based on Douglas Drown, there are at least three kinds of
Assessment:20
a) Informal and Formal Assessment
Informative assessment can take a number of forms, starting
with incidental, unplanned comment, and responses, along with
coaching and other impromptu feedback. On the other hand, formal
assessments are exercises or procedures specifically designed to tap
into a storehouse of skills and knowledge. They are systematic,
planed sampling techniques constructed to give teacher and students
an appraisal of students’ achievement.
b) Formative and Summative Assessment
Formative Assessment is evaluating students in the process
of “forming” their competencies and skills with the goal of helping
them to continue that growth process. The key to such formation is
19 Kenneth T. Henson and Delmar Janke, Elementary Science Methods , (United States of
America: Mc Grow-Hill. Inc, 1984), p. 82.
20 H. Douglas Brown, Language Assessment; Principles and Classroom Practices, (NewYork: Longman Press, 2000), p. 5-7.
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delivery (by teacher) and internalization (by the student) of
appropriate feedback on performance, with an eye toward the future
continuation of learning. While summative assessment aims to
measure, or summarize, what a student has grasped, and typically
occurs at the end of a course or unit of instruction. A summation of
what a student has learned implies looking back and taking stock of
how well that student has accomplished objective, but does not
necessarily point the way to future progress. Final exam in a course
and general proficiency exams are examples of summative
assessment.
c) Norm-Reference and Criterion-Reference Test
In norm-referenced test, each test-taker’s score is interpreted
in relation to a mean (average score), median (middle score),
standard deviation (extent of variance in score), and/or percentile
rank. Criterion-Reference Tests, on the other hand, are designed to
give test-takers feedback, usually in the form of grades, on specific
course or lesson objectives. Classroom test involving the students in
only one class, and connected to a curriculum, are typical of
criterion-referenced testing.
According to Jeremy Harmer, assessment of students’
performance can come from the teacher or from the students themselves.
The teacher can assess the students by a number of ways. There are
comments, marks and grades, and reports.21
The first is comments. Commenting on student performance
happens at various stages both in and outside the class. Thus the teacher
may say good, or nod approvingly, and this comment is a clear sign of a
positive assessment. When the teacher gives a negative assessment, she
or he may do by indicating that something has gone wrong or by saying
things such as that’s not quite right.
21 Jeremy Harmer, The Practice of English language Teaching , (England: Longman,2002), 3rd Ed., p. 100-104.
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The second is marks and grade. When the students are graded on
their work, they always want to know what grade they have achieved.
Awarding a mark of 9/10 for a piece of writing or giving B+ assessment
for a speaking activities are clear indicators that students have done well.
When the students get good grade, their motivation is often positively
affected provided that the level of challenge for the task was appropriate.
Bad grades can be extremely disheartening.
The last is reports. At the end of year, some teachers write reports
on their students’ performance. Such reports have to give a clear
indication of how well the student has done in the recent past and a
reasonable assessment of their future prospects. It is important when
writing reports to achieve a judicious balance between positive and
negative feedback, where it is possible. Like all feedback, students have a
right to know their weakness and strengths they have been able to
demonstrate.
Meanwhile the students can also be extremely affective at
monitoring and judging their own language production. They frequently
have a very clear idea of how well they are doing or have done, and if the
teacher helps them to develop this awareness, the teacher may greatly
enhance learning. Here the students write their own assessment of their
successes and difficulties and say how they think they can proceed. The
teacher then adds the students’ assessment of their progress and replies to
the points the students have made. Where the students are involved in
their own assessment, there is a good chance that their understanding of
the feedback which their teacher gives them will be greatly enhanced as
their awareness of the learning process increases.
6. Kinds of Language Learner
Kinds of language learner can be classified into several kinds.
The first begins to deal with contextual considerations in language
teaching by addressing the learner variable of age, there are young
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learner, adult learner and teen learner. The second deals with the learner
variable of language proficiency (beginner, intermediate, and advanced).
The third deals with several complex variables introduced by
sociopolitical context of teaching (country, societal expectations, cultural
factors, political constraints, and the status of English). The fourth deals
with several complex variables introduced by the institution one is
teaching in (school, university, language school, adult education,
vocational/workplace course). And the last deals with several complex
variables introduced by the implied purposes for learning English
(academic, technical, social, cultural immersion, enrichment, survival).
Each of those considerations is essential to incorporate into our choices
of techniques, lesson organization, and supporting materials.
In this proposal, the researcher only explains kinds of language
learner based on age. There are three kinds, young learner, adult learner,
and teen learner.
The first is young learner. They refer to children, children
widespread success in acquiring second language belies a tremendous
subconscious effort devoted to the task. Children exercise a good deal of
both cognitive and affective effort in order to internalize both native and
second language. The popular notion about children holds only if “effort”
refers, rather narrowly, to focal attention to language form.
The popular claim fails to differentiate very young children (four-
six year olds) from pre-pubescent children (twelve to thirteen) and the
whole range of ages in between. There are actually many instances of six
to twelve years old children manifesting significant difficulty in
acquiring a second language for a multitude of reasons. Ranging high on
that list of reasons are a number of complex personal, social, cultural, and
political factor at play in elementary school education.22
To success fully teach children a second language requires
specific skill and intuitions that differ from those approaches for adult
22 H. Douglas Brown, Language Assessment; Principles and Classroom Practices, (NewYork: Longman Press, 2000), p. 87.
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teaching. Five categories may help give some practical approaches to
teaching children:23 (1) Intellectual development, children are still in an
intellectual. The teacher needs to remember their limitation. Rules,
explanations, and other even slightly abstract talk about language must be
approached with extreme caution. Children are centered on the here and
now, on the functional purposes of language. They have little
appreciation for our use to describe and explain linguistic concepts. (2)
Attention Span, we cannot make a sweeping claim that children have
short attention spans! But short attention spans do come into play when
children have to deal with material that to them is boring useless, or too
difficult. Language lesson can at times be difficult for children; your job
is to make them interesting, lively, and fun. (3) Sensory input, children
need to have all five senses stimulated. The teacher’s activities should
strive to go well beyond the visual and auditory modes that they are
usually sufficient for a classroom. (4) Affective factors, Children are
often innovative in language forms but still have many great inhibitions.
They are extremely sensitive. Children are in many ways much more
fragile than adults. Their egos are still being shaped, and therefore the
slightest nuances of communication can be negatively interpreted.
Teachers need to help them to overcome such potential barrier to learn.
(5) Authentic, meaningful language, children are focused on what this
new language can actually be used for here and now. They are less
willing to put up with language that doesn’t hold immediate rewards for
them. Our classes can ill afford to have an overload of language that is
neither authentic nor meaningful.
The second is adult. Here are some characteristics of adult: (1)
adult are more able to handle abstract rules and concepts. But as we
know, too much abstract generalization about usage and not enough real
life language use can be deadly for adults, too. (2) Adults have longer
attention spans for material that may not be intrinsically interesting to
23 H. Douglas Brown, Language Assessment; Principles and Classroom Practices, (NewYork: Longman Press, 2000), p. 89.
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them. (3) Sensory input need not always be quite as varied with adults,
but one of the secret of lively adult classes is their appeal to multiple
senses. (4) Adults often bring a modicum of general self-confidence
(global self-esteem) into a classroom; the fragility of egos may therefore
not be quite as critical as those of children. Yet we should not
underestimate the emotional factors that may be attendant to adult second
language learner. (5) Adults, with their more developed abstract thinking
ability, are better able to understand a context-reduced segment of
language. Authenticity and meaningfulness are of course still highly
important, but in adult language teaching, a teacher can take temporary
digressions to dissect and examine isolated linguistic properties, as long
as students are returned to the original context.
The third is teens leaner. Teens are in between childhood and
adulthood, and therefore a very special set of considerations applies to
teach them. (1) Intellectual capacity adds abstract operational thought
around the age of twelve. Some sophisticated processing is increasingly
possible. (2) Attention spans are lengthening as a result of intellectual
maturation. But once again, with many diversions present in a teenager’s
life, those potential attention spans can easily be shortened. (3) Varieties
of sensory input are still important, but, again, increasing capabilities for
abstraction lesson the essential nature of appealing to all five senses. (4)
Factors surrounding ego, self-image, and self-esteem are at their
pinnacle. Teens are ultrasensitive to how other perceives their changing
physical and emotional selves along with their mental capabilities. (5)
Secondary school students are of course becoming increasingly adult like
in their ability to make those occasional diversions from the “here and
now” nature of immediate communicative contexts to dwell on a
grammar point or vocabulary item.
7. The Definition of Autistic Students
The autistic children as a part of integral from children and the
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normal children commonly need an education which is appropriate with
their intention, need, and ability. By an education which is appropriate
with their intention, need, and ability, the autistic students can develop in
communication, social interaction, playing system, and attitude so that
they can live independently in family, school, and society environment.
The term “Autism” firstly was known by Leo Kanner in 1943.
Kanner said that this interference is as an inability to interact to other
people, language interference shown by postponed mastery of language,
reversal sentences, repetitive playing system, strong route memory, and
obsessive desire for defending orderliness in environment.24
The term “autism” itself comes from the word “auto” that means
alone.25 So the autistic children live as if they live in their own world.
They are inclined to involve themselves from their environment and
enjoy playing by them.
According to Pusponegoro, autism is a disorder of growth child
which includes in Pervasive Developmental Disorder group (PDD).26
Dr. Faisal Yatim says that autism is a condition where children do
everything just as they like in mindset or behavior. This condition has
been appeared since they were childhood, about 2-3 year old.27
According to APA in Abdul Hadis, autism is a disorder of growth
child pervasively. This development disorder occurs in childhood or
teenager clearly. Autism is a development disorder which complex
dealing with communication, social interaction, and imagination
activities.28
The autism cannot be only defined as children who separate
themselves out from the environment. That condition has not been
24 Setiati Widihastuti, Pola Pendidikan Anak Autis: Aktivitas Pembelajaran di Sekolah
Autis Fajar Nugraha, (Yogyakarta: CV. Data Media, 2007), p. 1.
25 K. A. Razhiyah, Apa itu Autis?, (Kuala Lumpur: Zafar, Sdn, Bhd, 2008), p. 9.
26 Hardiono D Pusponegoro, Apakah Anak Kita Autis?, (Bandung: Rikarsa Multi Media,
2007), p. 3.
27 Faisal Yatim, Autisme Sebagai Gangguan Jiwa pada Anak-anak , (Jakarta: Pustaka
Populer Obor, 2007), p. 10.
28Abdul Hadis, Pendidikan Anak Berkebutuhan Khusus, (Bandung: Alfabeta, 2006), p.43.
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enough to determine someone is included to autism categorize. The
difficulties which occur in autistic students actually are much bigger than
only the characteristic of inclining themselves. We need clear
determinate or certain characteristic to define who the autistic children
are.
Based on the definitions above, the researcher can conclude that
autistic children are they who have problem or disorder in
communication, social interaction, sensory disorder, playing system,
emotion.
8. The Cause of Autism
Autism is not like other illnesses which can be diagnosed easily.
Autism has not surely known its causes yet. The indications of autism
usually appear at one a half to two years old. When the children grow up
normally, in the contrary autistic child does not have any progress,
moreover they are getting decrease. What are the factors? Many
researches are continually done to answer that question. Many factors are
estimated as the factors of autism, such as poisonous pollution, the
ingredients which consist of mercury as a preservative ingredient, and
many kinds of allergy. But these are still notion and need more research.
According to Prasetyono, here are some factors of autism and
other medical diagnosis:29
The first is disorder of central nerve formation. The expert found
that there is anomaly in the central nerve formation in autistic child’s brain. There is decreasing of purkinje cell in their brain. It results less
serotonin production and disturbs the process of information connecting
inter-brain. They also found that there is anomaly structure in central
emotion in autistic child ‘brain so that their emotion often gets trouble.
The second is disorder of metabolism system. There is relation
between the disorder of metabolism system and the indication of autism.
29 Dwi Sunar Prastyono, Biarkan Anakmu Bermain, (Jogyakarta: DiVA Press, 2008), p.228-230.
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Secreting injection can help to decrease metabolism disorder.
The third is enteritis. The autistic child generally has bad
digestion and enteritis. It is presumed that enteritis is distempered by a
virus. It may come from measles virus. That’s why many parents refuse
MMR immunization (Measles, Mumps, Rubella) because it is presumed
to become the factor of autism.
The forth is genetic factor. The most famous factor of autism is
genetic factor. There are some genes included autism. But the indicator
of autism can appear if there are many genes combinations.
9. The Characteristics of Autistic Student
To diagnose autism, the criteria used by professional expert are
criteria of Diagnostic and Statistical of Manual Mental Disorder (DSM). 30
These criteria explain some disorders which can be found in autistic
students:
The first, Communication disorder: the autistic children’s
language develop very slowly, they seem like deaf mute, sometimes the
word they use is not appropriate, their language is not understandable,
speaking is not used as communication tool, they like imitating what
someone speaks, and some autistic children can memorize many words
and songs without understanding the meaning.
The second, disorder in social communication: the autistic
children like isolating themselves, there is no eyes contact, they avoid
looking into other people, if they are invited to play by their friends, theywill refuse it, there is no effort to do interaction with other people, and
they will not glance toward if someone call them.
The third, sensory disorder: they are very sensitive of touch or
contact, if they listen to very load sound, they will close their ears, they
like kissing and licking everything included their toys, and the autistic
children are not sensitive feeling illness and anxiety.
30 Hardiono D Pusponegoro, Apakah Anak Kita Autis?, (Bandung: Rikarsa Multi Media,2007), p. 9.
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The fourth, disorder in playing system: generally, the autistic
children do not know the way to play, if they like a certain toy, they do
not want to play others, they prefer toys which have wheel such as fan
and bicycle wheel, mostly they are not creative and imaginative, and they
dislike play with their contemporary friends.
The fifth, disorder in behavior: the autistic children can be
hyperactive or hypoactive, they dislike any change, they like showing
strength behavior such as moving around, flatting their hands like bird,
beating around the bush, getting closer their eyes to TV, and moving
their body continually.
The sixth, disorder in emotion: they often laugh, cry, and angry
without any clear reason, they will go wild unrestrained, if they do not
get what they want, sometimes they attack and destroy everything they
see, they also hurt themselves, and they have no empathy or do not care
other people feeling.
H. Previous Research
1. The previous research is Rismawati (063411053), Tarbiyah
Faculty of Walisongo State Institute for Islamic Studies (IAIN
Walisongo) Semarang by the title “English Language Teaching
Learning in Parakan, Ngargogondo International Community
Village Borobudur Magelang”. She investigated three aspects,
they are the English teaching materials, teaching method, and
learning assessment. This study uses qualitative approach becausethe data are descriptive in form of written and spoken. The data
are collected by some techniques; observation, interview, and also
documentation.31 Similar to the research above, the researcher
will investigate the English teaching learning in terms teaching
materials, teaching methods, and learning assessment.
31 Rismawati, English Language Teaching Learning in Parakan, Ngargogondo
International Community Village Borobudur Magelang, Thesis (Semarang: Skripsi IAINWalisongo, 2010).
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2. Another previous research related to this study is the research that
has been done by Agustini Prihatini, thesis of State University of
Semarang (UNNES) under the title “Pengelolaan Pembelajaran
Anak Autistik (Studi Descriptif di Sekolah Dasar Luar Biasa
Negeri Semarang Tahun Ajaran 2008/2009). She investigated
how the process of learning management for autistic is. This
descriptive study was conducted at SDLB Negeri Semarang in the
academic year 2008/2009 in terms; learning plan, learning
process, and leaning evaluation for autistic students. This research
uses descriptive approach and uses observation, interview, and
document as data collection.32
I. Research Approach
A scientific research has to use methodology. This research uses a
descriptive qualitative approach. The qualitative involves description and
analysis rather than, for example, the counting of features. This kind of
research also often involves longer-term observation, very detailed and close
perusal of the data and relatively small numbers of subject.33 Qualitative
research has purpose to find out something new or result based on the activity
of the subject.34 The ideas of descriptive qualitative which strength the
approach are:35 Qualitative research is concerned with the description and
explanation of phenomena as they occur in routine, ordinary, natural
environment; the researcher can approach the data in different frame and
mind; and it is emphasized in rich descriptive and subjective character of data
which is produced by using qualitative techniques.
32 Agustini Prihatini, Pengelolaan Pembelajaran Anak Autistik (Studi Descriptif diSekolah Dasar Luar Biasa Negeri Semarang Tahun Ajaran 2008/2009), Thesis (Semarang: Skripsi
UNNES, 2009).
33 Alison Wray-Kate Trott-Aileen Bloomer, Projects in Linguistics, (New York: Oxford
University Press Inc, 1998), p. 95-96.
34 Ag. Bambang Setyadi, Teaching English as a Foreign language, (Jogjakarta: Graha
Ilmu, 2006), p. 5-6.
35 Graham Hitchcock and David Hughes, Research and the Teacher, a Qualitative Introduction to School-Based Research, (New York: Routledge, 1995), p. 296.
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1) Setting
This research will be conducted in SMPLB Negeri Semarang. It is
located at Elang Raya Street No.2 Tembalang South Semarang. This
school has three education levels, starting from elementary school, Junior
High School, and finally Senior High School. This research will be only
focused on eighth grade of SMPLB Negeri Semarang. The researcher
chooses that class because it is the second class where English is taught.
2) Data SourcesThis research will be conducted in SLB Negeri Semarang, exactly
at eighth grade of SMPLB Negeri Semarang in academic year 2011/2012.
The researcher will exploit all of data sources that can be used, such as
learning materials, classroom process, students’ achievement, teachers’
perspectives, working sheets, paper based learning, syllabus, lesson plan,
textbook, etc. Those data sources will be analysis to answer three research
questions above dealing with teaching methods, teaching materials, and
learning assessment.
3) Subject
There are three grades in SMPLB Negeri Semarang. They are
seventh grade, eighth grade, and ninth grade. This research will be only
focused on eighth grade. The researcher will observe the English teacher
and the students of the eighth grade and focus on the method of the
teaching teach, the material, and the learning assessment.
4) Techniques of Data Collection
In collecting the data, the researcher needs some instruments to get
information for this research. The researcher uses three instruments for
collecting the data. They are observation, interview, and document.
a) Observation
Observation data is qualitative in the first instance, consisting
of recordings, transcriptions, and notes relating to our subjects’
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behavior and language. Arikunto (2006) says that an observation is the
way to get information by observing and taking notes systematically
about observed phenomenon. When we begin role as a participant
observer, try to observe everything that is happening: make notes and
jot down thoughts without narrow, specific regard for our research
problem.36 In using observation method, the most effective way is
completing it with the form of observation as the instrument. The
arranged form consists of some items about the objects that will be
observed .37 They are related to English language teaching and
learning in the classroom, the methods and materials learning, and
learning assessments. The researcher will fill the observation form and
write notes for additional information.
b) Interview
Interview is the second method. According to Sutrisno Hadi
(2004), an interview is data collection method by asking and
answering systematically and with research purposes.38 There are
some advantages of observation: first is that we concentrate all of our
attention on the interview, rather than continually having to break eye
contact by looking away while we write things down, second is that
we can also avoid having to make snap judgment about what to note
down and what to omit, third is that we are not a victim of our own
handwriting, which may be less than legible during hurried note-
taking.39 There are two kinds of interview, structured and unstructured
interview. The structured interview is manual interview which is
arranged as detail as possible like check list while unstructured
interview is manual interview which only contains main point that will
36 Corrine Glesne, Becoming Qualitative Research: an introduction, (New York: Pearson
Education, 2006), p. 53.
37 Suharsini Arikunto, Prosedur Penelitian, Suatu pendekatan praktek , (Jakarta: Rieneka
Cipta, 2006), P. 229.
38 Sutrisno Hadi, Metodologi Research, (Yogyakarta: Andi, 2004), 2nd Ed, p. 179.
39 Alison Wray-Kate Trott-Aileen Bloomer, Projects in Linguistics, (New York: OxfordUniversity Press Inc, 1998), p. 187.
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be asked to the source.40 The researcher will use both of them.
c) Documentation
According Arikunto (2006), documentation method is
searching the data such as note, transcript, book, newspaper,
magazine, agenda, etc.41 T he researcher uses this method to collect
documents which are related to the research. They are SMPLB Negeri
Semarang files (the data of English teacher and the students dealing
with schedule, proposal of establishing SLB Negeri Semarang),
students’ worksheet, textbooks, and pictures.
5) Technique of Data Analysis
Prasetyo Irawan says that data analysis of qualitative research is
analysis done toward non number data, such as interview result, notes or
report from books, article, including photograph, pictures, or film.42
“Analysis involves discovering and deriving patterns in the data,
looking for the general orientation in the data, in short, trying to sort out
what the data are about, why and what kinds of things might be said about
them.”43
The analysis of qualitative data can be done trough some stages.
The researcher can begin with collecting and comparing the data, coding
the then begins to organize ideas which emerge from the data. For the next
stage, the researcher moves from description of what is the case to an
explanation of why is the case, is the case.44 Marsall and Huberman
suggest that the process of data analysis involve three activities: datareduction, data display, and conclusion drawing or verification.45
40 Suharsini Arikunto, Prosedur Penelitian, Suatu pendekatan praktek , (Jakarta: Rieneka
Cipta, 2006), p. 227.
41 Suharsini Arikunto , Prosedur Penelitian, Suatu pendekatan praktek, (Jakarta:
Rieneka Cipta, 2006), p. 231.
42 Irawan Prasetyo, Logika dan Prosedur Penelitian, (Jakarta: STIA-LAN Press, 1999),
p. 99.
43 Graham Hitchcock and David Hughes, Research and the Teacher, a Qualitative Introduction to School-Based Research, (New York: Routledge, 1995), p. 295.
44 Graham Hitchcock and David Hughes, Research and the Teacher, a Qualitative
Introduction to School-Based Research, (New York: Routledge, 1995), p. 297.45 Sugiono, Metode Penelitian Kuantitative Kualitative dan R&D, (Bandung: Alfabeta,
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a) Data Reduction
Data reduction can make unmanageable data become more
manageable and easy to comprehend. It is process to select, focus,
simply, and change, the data from the field. Choose the case, make
research question and determine instrument of data collection are the
earlier stage in data reduction. After the data collected, the researcher
makes coding and categorizes the data. The use of codes and
categorization can help to break the data down into manageable
pieces, it allows for the identification of relationship between units of
meaning.46
b) Data Display
Data display is process to present the data. After organize, and
arrange the data into some classification, the researcher reports the
data in words or narrative form. It is supported by Miles and
Huberman who said that the most frequent from the display data for
qualitative research data in the past has been narrative text. 47
c) Conclusion Drawing
Conclusion is verified during process analysis by rechecking
the data, discus with the information and other informant. After data is
analyzed, it will be written as a report of research.
In technique of data collection, the researcher is going to use
several steps. These are the following steps used to analyze the data:
a. All of the data that have been collected throughobservation, interview, and documentation will be
categorized to be as follows: teaching material;
teaching method; and teaching learning assessment.
b. The researcher is going to do the triangulation process
2008), p.127.
46 Graham Hitchcock and David Hughes, Research and the Teacher, a Qualitative
Introduction to School-Based Research, (New York: Routledge, 1995), p. 299.
47 Sugiono, Metode Penelitian Kuantitative Kualitative dan R&D, (Bandung: Alfabeta,2008), p. 249.
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which the researcher selects the significant data. If the
interview does not match to the observation, the
researcher is going to choose the observation, the
stronger data.
c. Finally the researcher is going to conclude the research
by rechecking the data. After data is analyzed, it is
going to be written in narrative form as a report of this
research.
6) Procedure and Time Line
No. Task Description In week
I II III IV V
1. Giving the permission letter to the
principal.
v
2. Contact the English teacher. v
3. Enrollment the participant. v
4. Doing observation. v v5. Conducting in-deep interview. v v
6. Analyzing data from interview. v
7. Reducing data from observation and
interview
v
8. Making conclusion data v
9. Writing report of research v
7) Outline of the ThesisIn order to make this research comprehends; the researcher will
divide the thesis into five chapters:
Chapter I will present introduction, which contains of general
background of the study, the reasons for choosing the topic, objective of
the study, definition of key terms, research question, pedagogical
significance, and limitation of the study.
Chapter II will present the literature review. In this chapter the
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researcher will discuss about the theories which have relevant and
supporting to the topic.
Chapter III will be the method of investigation. It is about the
source of data, the choice of population and sample, the technique of data
collection and the instrument of research, technique of data analysis.
Chapter IV will present the analysis the data.
Chapter V will be conclusion and suggestion.
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