Analysis of Teachers Plans In English Learning Activities of Students
With Autisms in Senior High School of School With Special Needs
(Sekolah Luar Biasa) Untung Tuah Samarinda
Arbain Arbain, Dedi Rahman Nur and Godefridus Bali Geroda
English Deparment , Widya Gama Mahakam University, K.H. Wahid Hasyim Street, Samarinda, Indonesia
Keywords: Teaching English, Teachers Plans, Foreign Language, Autism.
Abstract: Along with the other regular students, disabled students have equal right to have equal education, to learn
certain subjects including English. This study aims to describe how is the teachers plan in English Learning
Activities of students with autisms in Senior High School of School with Special Need Untung Tuah
Samarinda. The design of this study was case study used qualitative approach. The subjects of this study
were English Teachers. The researcher used flow model made by Miles and Huberman (1994). The source
of data come from the document in school which is related with teacher’s lesson plan or teacher’s syllabus.
This study showed that Teachers/ Teaching plan for English subject were prepared in two forms. The first
one is Syllabus and the second one is lesson plan. English teacher did not create their own lesson plan. They
teach the students base on teacher’s book and follow their student’s mood. Thus, the researcher concludes
that English syllabus in this school is based on teacher’s book which is including purposes and scope of
teaching English to students with autism which is create main competences, basic competences. Main
competences, basic competences will use as the guidance to develop lesson plan.
1 INTRODUCTION
Autism is a complex developmental disorder that
appears by age 1-3 years. Signs of autism usually
appear in the first year and the previous 3-year-old
child. The exact cause of autism is not known for
sure it is not caused by a wrong upbringing. Most
recent writing focuses on the biological and
neurological abnormalities in the brain, including
imbalances, biochemical, genetic factors and
immune disorders (Sarwindah, 2002). Discussion on
children with special need especially those with
autism requires an understanding of its close relation
with an inclusive education as one of the most
essential part in which these disabled students are
involved. Along with the other regular students,
these disabled students have equal right to have
equal education, to learn certain subjects including
English.
One of the major characteristics of the autistic
syndrome is an important delay in language
acquisition (DMSM-IV 1994). The acquisition
process of autistic children also different with
normal children. Autistic children do not seem to
acquire language through immersion as normal
children do but need speech therapy support.
Additionally, only about half of children with autism
speak as adults and their linguistic level remains
lower than that of normal subjects (Howlin and
Magiati, 2003). Despite the importance of language
in both the diagnosis and the deficits of autistic
people, longitudinal studies of how language
develops in autistic children do not exist.
Teaching English to the students with autism
means provide them the equal and best quality of
English education. Appropriate teaching method,
developing appropriate annual program, syllabus
and lesson plan, providing appropriate treatment for
them, designing simplified test and evaluation for
them, the goal to acquire English as Foreign
Language for these students with autism is reached.
In the other words, the purpose of these efforts is
made in order to reach the goal of learning that is to
achieve outcome through the designed process of
learning.
Government policy no. 20 year 2003 on national
education system has provided different nuances in
serving education for children with special need. In
special education, it has been explained that special
education refers to an education for learners with
disorders or learners with exceptional intelligence
Arbain, A., Nur, D. and Geroda, G.
Analysis of Teachers Plans In English Learning Activities of Students With Autisms in Senior High School of School With Special Needs (Sekolah Luar Biasa) Untung Tuah Samarinda.
In Proceedings of the Annual Conference on Social Sciences and Humanities (ANCOSH 2018) - Revitalization of Local Wisdom in Global and Competitive Era, pages 495-499
ISBN: 978-989-758-343-8
Copyright © 2018 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
495

conducted inclusively or an educational unit in the
elementary and middle level. School with special
need (Sekolah Luar Biasa) Untung Tuah is one of
the school that very concern with autism students. In
every year, this school always get new students and
this school also teach English to their students even
with mental disorders or delay in language. Base on
the background above, the researcher interest to
conduct research about teaching English as foreign
language (EFL) to students with autism in Senior
high school of Sekolah Luar Biasa (SLB) Untung
Tuah Samarinda 2016.
2 METHODOLOGIES
This research used qualitative research with case
study approach. According to Miles and Huberman
(1994), qualitative research, usually work with a
small number of people in context. Qualitative
research uses appropriateness technique to determine
the individuals. According to Gay, et al (2006),
qualitative sampling is the process of selecting a
small number of individuals for a study in such a
way that the individuals chosen will be able to help
the researcher understand to the phenomenon under
investigation. This study used purposive sampling.
So, the subject of this research were two English
teachers of the students with autism in this case, how
the teacher plan and managing their class in the
Senior high school of school with special need
(Sekolah Luar Biasa) Untung Tuah Samarinda. One
of the subject of this research was teacher’s
assistant.
3 FINDINGS
3.1 The Teachers Plan/ Teaching Plan
The result showed that teaching plan or teachers
plan for English subject was based on Teacher Book.
They didn’t have any specific plan for teaching
English. In other word they just use the teacher book
to teach and didn’t create their own lesson plan. This
documentation searching about teacher’s syllabus in
teaching English to student with autism in Senior
High School of Untung Tuah Samarinda supported
by the result of interview and observation. Base on
interview to English teachers show that English
syllabus in senior high school is based on the
syllabus that already exist in teacher book. It is
based on interview above:
Extract 1.
“I have but not really specific. I just follow the
syllabus in Teacher’s book and focus on that but I
don’t really have a lesson plan”
TS1.14. line 1-2.
Base on the interview we can say that English
syllabus in senior high school is based on the
syllabus that already exist in teacher book. The
reason why English teacher only focus on the
teacher book because the material in teacher’s book
will be held in national examine. We can see this in
the result of interview below:
Extract 2.
“Because the material in teacher’s book will be
held in national examine. That the reason why we
focus on teacher’s book.”
TS.15. line 1
It is supported by the result of observation. Base
on observation, English teacher teach their students
with autism base on teacher’s book. (Appendix 3).
So, we can conclude that all of the competences
(main and basic competences) and also all material
was including in teacher’s book.
Teacher plan have significance effect in learning
and teaching process including in teaching English
to students with autism. Base on the result of this
research, we can say that, the teacher in Senior High
School of Untung Tuah Samarinda don’t really
concern on that. They think that teaching English to
students with autism is different with teaching
English to normal students. They said that it is not
only written on book, it is about children with
autism wants to learn or not. We can see this in the
result of interview above:
Extract 3
“Not really. I improvise”
TP1. 13. Line 1
Form the interview above, we can say that
English teacher in SLB Untung Tuah teach their
students don’t really concern on teacher lesson plan.
It is supported by the result of documentation and
observation show that teacher did not have lesson
plan. They think that teach the students with autism
is not same with normal students because this
student’s is different. So, we can’t use specific
teaching method or concern on lesson plan when
they were teaching. English teacher teaches their
students with autism base on teacher’s book and
they don’t have any specific plan for their student’s.
Extract 4.
“You know, we can’t teach the students with
autism same with normal students because this
student’s is different. So, we can’t use specific
teaching method to teach them”
TP2.12. line 1-2.
ANCOSH 2018 - Annual Conference on Social Sciences and Humanities
496

So, we can conclude that, English teacher in
Senior High School of Untung Tuah Samarinda did
not have lesson plan when they teach. They teach
base on teacher’s book and follow their student’s
mood. We can understand that because that is not
easy to make a specific plan when we have different
background of the students need. It is cause by in
one class there were thief students, hyperactive
students and the students who cannot communicate.
3.2 Teacher Material
Base on documentation searching and observation,
we can see that teaching material is also base on
teacher’s book. In chapter I they talk about
“Expressions and Responses” In this chapter they
talk about:
• Greeting and Responding
• Taking Leave and Responding
• Thanking and Responding
• Apologizing and Responding
• Short Functions Teaks: greeting card
Base on the teacher’s book, English teacher
should come to the class with Cheerful face and
greed the students with English for example say”
Good Morning”. Teacher have to make sure that the
students make respond such as “Good Morning
Ma’am and so on. If the students do not respond yet,
the teacher need to repeat the greeting again. After
that the teacher need to explain the material to the
students. Base on observation, the teacher always
does the step but in different way. Sometime the
teacher greets their students with song.
In chapter II, they talk about “Introducing
name”. in this chapter they talk about:
• Introducing myself and, it’s responses
• Introducing others and its responses
• Short functions text: short message
*Teacher Book page 70-98 (Appendix 1)
In chapter III, they talk about “I’m sorry to Hear
That” In this chapter they talk about:
• Care
• Expression attention and responding
• Short functions text; birthday card
In chapter IV, they talk about “This is A
Computer” In this chapter they talk about:
• The name of the object
• Number of the object
• Short functions text
In chapter V, they talk about “Announcements”
In this chapter they talk about:
• Text structure
• The meaning of the notification
• Compile written text
In chapter V, they talk about “I Have a Pet” In
this chapter they talk about:
• Descriptive text
• Describing people
• Describing Animals
• Describing Thing
Base on the observation, the result show that,
English teaching can teach a one topic for three or
four weeks. They said that it is very different and
difficult to teach students with autism with normal
students. So, they felt very proud if the students can
memorize a particular word. So, they teach same
material to students to make sure that they
understand even it is takes time. It is proof the result
of interview below:
Extract 5.
“No. I teach them a lot but I can teach them
with some material for weeks”
TP3. 6. Line 1.
Extract 6.
“Maybe 4 weeks or more until they understand.
I’m so happy even they only can memorize one
word. It’s mean a lot for me”
TP4. 7. Line 1.
4 DISCUSSIONS
Teacher plan have significance effect in learning and
teaching process including in teaching English to
students with autism. Base on the result of this
research, we can say that, the teacher in Senior High
School of Untung Tuah Samarinda don’t really
concern on that. They think that teaching English to
students with autism is different with teaching
English to normal students. They said that it is not
only written on book, it is about children with
autism wants to learn or not.
A syllabus is our guide to a course and what will
be expected of you in the course or class. Generally,
it will include course policies, rules and regulations,
required texts, and a schedule of assignments. A
syllabus can tell us nearly everything you need to
know about how a course will be run and what will
be expected of us. Base on documentation and
interview, the result of this research shows that
English syllabus in senior high school is used base
on teacher’s book. English syllabus in senior high
school is based on the syllabus that already exists in
teacher book. The reason why English teacher only
focus on the teacher book because the material in
teacher’s book will l be held in national examine.
English teacher in SLB Untung Tuah teach their
students don’t really concern on teacher lesson plan.
It is supported by the result of observation. Base on
Analysis of Teachers Plans In English Learning Activities of Students With Autisms in Senior High School of School With Special Needs
(Sekolah Luar Biasa) Untung Tuah Samarinda
497

observation English teacher teach their students with
autism base on teacher’s book and they don’t have
any specific plan for their student’s. According to
Hastuti (2014) the purposes of teaching English to
student’s with autism are to increase self-esteem to
support skills learning program (Computer, fashion,
catering, automotive, screen printing and so on) to
develop the competence of communicating in the
form of oral and written to achieve the level of
functional literacy, to have an awareness of the
essence and importance of English to enhance
competitiveness as part of the global community and
to develop an understanding of the interest between
Language and culture.
Teaching English to students with autism
especially to autism students in Senior High School
also have scope of teaching. Hastuti (2014), the
scope of teaching English for Senior High School of
School with Special Need focus on the ability to
understand and produce oral and written text are
realized in the four language skills of listening,
speaking, reading and writing in an integrated
manner to achieve the level of functional literacy
and the ability to understand and create a variety of
short functional text and monologue and essay
shaped procedure, descriptive, recount, narrative and
report that appears in vocabulary, grammar and
rhetorical steps.
The purposes and scope of teaching English to
students with autism will create Main competences.
According to Hastuti (2014) Main competence in
teaching English for Senior High School of School
with special need are to appreciate and practice the
teachings of their religion in accordance with the
ability of children with special needs, to appreciate
and practice honest behavior, discipline,
responsibilities, care (Mutual cooperation,
cooperation, tolerance, peace), polite, responsive and
proactive and demonstrate behaviors as this part of
the solution various problems in interacting
effectively with the social and natural environment
as well as in putting themselves in accordance with
ability of children with special needs, the
understanding of factual knowledge conceptually
and procedurally in accordance with the ability of
children with specifically need by curiosity about
science, technology, art, culture, and humanities
with human insight, national, state and civilization-
related causes of phenomena and events as well as
applying procedural knowledge in a specific field of
study according to their talents and interests to solve
the problem and the last one is to manage, reasoning
and presents it in the realm of the abstract realm rill
and appropriate the abilities of children with special
need which is associated with the development of
learned at school independently and is able to use
the method according to the rules of science.
Main competences will create basic
competences. According to Hastuti (2014) to
appreciate and practice the teachings of their religion
in accordance with the ability of children with
special needs which is the first main competences of
the students with autism when the teacher develops
their lesson plan they need to must pay attention
about how the students can grateful for the
opportunity to learn English as a language of
international communication embodied in the spirit
of learning.
It is also same with the second main
competences. The English teacher should be
considered about how the students can show their
politeness behaviour and care in carrying out the
interpersonal communication with teachers and
friends, shows their honest behaviours, discipline,
confidence and responsibility for implementing a
communication transactional with teachers and
friends and also how the students can exhibit a
responsible, caring, cooperation, and peaceful in
implementing functional communication which is
include in basic competences.
In addition to complete the third main
competences when the develop their lesson plan the
English teacher need to pay attention about how the
students can understand about social function, the
structure of the text and the elements of language in
the expression greeting, farewell, thanks and
apology and the response within the context of its
use, the students understanding about the social
function, the structure of the text and elements in the
text linguistic identity exposure in accordance with
the user context, the language element in the
expression of interest (care) as well as the
appropriate response to the user context, the students
understanding about the social function, text
structure and language elements on text to express
and ask for the name and number of people, animals
objects (tools skills) and label the goods are close to
students' lives every day and how the students can
understand the social functions, text structure and
elements of the language of the notification text
(announcement) in accordance in the context of its
use and the language function of the descriptive text
to express and inquire about the description of
people, animals and objects are very short and
simple according to the context.
The last one in addition to cover the last main
competences there are some basic competences that
need to get more attention when English teacher
develop their lesson plan to teach students with
autism are how to prepare the spoken text is simple
to say and respond greeting, farewell, thanks and
apology by observing the function and elements of
language are correct and appropriate to the context,
how to arrange spoken text and simple inscription to
ANCOSH 2018 - Annual Conference on Social Sciences and Humanities
498

present, asks and responds to exposure to identity,
with due regard to social functions, text structure
and elements of language are correct and appropriate
to the context how to compile text and spoken to say
and respond to expressions of concern ( care), with
attention to social functions, text structure and
elements of language are correct and appropriate to
the context, how to arrange the text and spoken to
declare and to ask name of animals, objects (tools
skills) and label the items close to the lives of
students, how to explaining the meaning of the
notice (announcement): make text write notice
(announcement) and how to explaining the meaning
of oral and written descriptive texts, very short and
simple, descriptive text composing, oral and written
very short and simple about the people, animals,
objects by observing the social function, the
structure of the text and the correct linguistic
elements and in context.
Based on the observation, the result show that,
English teaching can teach a one topic for three or
four weeks. They said that it is very different and
difficult to teach students with autism with normal
students. So, they felt very proud if the students can
memorize a particular word. So, they teach same
material to students to make sure that they
understand even it is takes time.
So, we can conclude that, English teacher in
Senior High School of Untung Tuah Samarinda did
not have lesson plan when they teach. They teach
base on teacher’s book and follow their student’s
mood. We can understand that because that is not
easy to make a specific plan when we have different
background of the students need. It is cause by in
one class there were thief students, hyperactive
students and the students who cannot communicate.
4 CONCLUSIONS
The conclusions of this study are Teachers plan for
English subject at Senior High School of School
with Special Need (Sekolah Luar Biasa) Untung
Tuah for students with autism were implemented in
two forms. The first one is Syllabus and the second
one is lesson plan teaching plan. English syllabus in
senior high school of Untung Tuah Samarinda is
used base on teacher’s book which is including
purposes and scope of teaching English to students
with autism which is create main competences, basic
competences. Main competences, basic competences
will use as the guidance to develop lesson plan. In
application, English teacher did not create lesson
plan when they have been teaching. They teach base
on teacher’s book and follow their student’s mood.
We can understand that because that is not easy to
make a specific plan when we have different
background of the students need. It is cause by in
one class there were thief students, hyperactive
students and the students who cannot communicate.
REFERENCES
Gay L. R., Mills M., Goeffey E., Airasian P., 2006.
Education Research: Competencies for Analysis and
Applications, New Jersey: Pearson Prentice Hall.
Hastuti E. D., 2014. Bahasa Inggris Sekolah Menengah
Atas Luar Biasa, Jakarta. Kementrian Pendidikan &
Kebudayaan
Howlin, P., Magiati, I., 2003. A pilot evaluation study of
the Picture Exchange Communication System for
children with Autistic Spectrum Disorder, Autism: The
International Journal of Research and Practice, 7,
297–320
Miles, M. B., Huberman, A. M., 1994. Qualitative data
analysis: An expanded sourcebook, New York: SAGE
Publications.
Sarwindah, D., 2002. Psikologi Anak Khusus. Diktat
Kuliah Psikologi Anak Khusus Surabaya, Universitas
Negeri.
Analysis of Teachers Plans In English Learning Activities of Students With Autisms in Senior High School of School With Special Needs
(Sekolah Luar Biasa) Untung Tuah Samarinda
499