Communication Strategies Employed by Teachers of Students with
Autism
Astri Widyaruli Anggraeni
1
, Ecky Lutfikayanti
2
1
Lecturer, Indonesian Language Education, Univesitas Muhammadiyah Jember, Jember, Indonesia
2
Undergraduate Student Program, Indonesian Language Education, Univesitas Muhammadiyah Jember, Jember,
Indonesia
Keywords: communication strategies, teacher, autism, learning process, pragmatics
Abstract: The strategies in communicating by teachers of students with autism in learning are divided into verbal and
non-verbal strategies. Referring to the theory elaborated by SES (2002), verbal strategies include addressing
strategies, direct speaking strategies, close-ended question strategies, and visual strategies. Besides, non-
verbal strategies include proximity strategies and physical touch strategies that are analyzed by Jalongo
theory (1992). Speech data was taken from two teachers in an academic class who act as the main teacher
and accompanying teacher during the learning process. They teach students with autism with different levels
of age,classes, andtypes of autism in academic classes that produce unique patterns of communication,
especially if it is associated with Javanese culture that binds the identity of the teachers for students with
autism. This study employed a pragmatic analysis approach. The researcher found several strategies which
are not included in the opinions proposed by SES (2002) and Jalongo (1992). The strategies are the
existence of a repetition strategy as a verbal strategy.The most used strategy is the repetition strategy. The
closeness of the teacher and students is a factor in the success of learning due to the creation of a good
relationship, so learning is achieved according to objectives
1 INTRODUCTION
Some previous studies have talked about teaching
strategies in learning. However, research regarding
learning strategies that are applied to students with
autismis still limited. This paper explores the speech
strategies of teachers of students with autism by
employing a pragmatic approach. In fact, teachers
for students with autismshould have an
understanding of the learning context with a variety
of characteristics of students with autism to teach in
various contexts of learning. Pragmatics cannot be
separated from a context. In line with the opinion of
Rohmadi (2004),pragmatics is a language study that
is context-bound.
Pragmatic competence is required to achieve the
desired goals. Therefore, the speaker can choose
what strategies used properly during the
conversation. By consideringdifferences in age,
gender of the speaker, inherent social class,and
status,it providesa more comfortable sphere in
speaking (Kinginger and Farrell, 2004). This paper
will discuss the findings of the teacher directive
speech act in learning.
In addition, speech uttered by a teacher of
students with autism is also emphasized on the
psychological aspects of students with autism and
the response they make. Why is it more emphasized
the psychological aspect? The author assumes that
when the teacher draws closer to students with
autism by using personal closeness to the heart,
feelings, and affection, it makes easier for students
with autism to approach and receive the stimulus
given by the teacher. By utteringa polite, direct and
calm speech, it enablesstudents with autismto feel
more comfortable. Therefore, communication made
between teacher and student will be effective.
Teacher, as a professional occupation,profoundly
requires to have various kinds of knowledge, skills,
and competencies in accordance with the
development of times, advances in science and
technology.
It is inevitable that education always involves a
human being’s psychological aspect. On account of
that fact, psychology takes a role as an imperative
Anggraeni, A. and Lutfikayanti, E.
Communication Strategies Employed by Teachers of Students with Autism.
DOI: 10.5220/0009015005630575
In Proceedings of the International Conference on Education, Language and Society (ICELS 2019), pages 563-575
ISBN: 978-989-758-405-3
Copyright
c
2020 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
563
element in the field of education. At the same time,
the success of educators in carrying out their various
roles will be influenced by their understanding of the
ins and outs of education including psychology in
education (Novianti, 2015). Teachers are very
expected to have the characteristics of an ideal
personality (psychological-pedagogical trait) and
can realize student learning behavior through
effective teaching and learning interactions. To be
able to know the state of the psychology of a child,
of course, a teacher is required to know in depth the
situation of students. By knowing the psychological
condition of students, then a teacher will be able to
take appropriate steps in learning. When students
will find constraints, thus certainly what is the
purpose of the teaching and learning process will not
be achieved (Ratnawati, 2017).
Autism is a language disorder that
impedesvarious aspects of the life.Discusses autism
children who fix problems in interaction,
communication, and behavior.Autismhas the
following additional characteristics: disorders in
cognition, sensory perception, motor, affective or
mood, aggressive and impulsive behavior, and sleep
and eating disorders (Hallahan & Kauffman, 2006).
Children with autistic disorder have emotional
expressions that are raised contextually without
intervention (Daou, (2014). Children with ASD have
some limitations in communication such as losing
the attention of communication, talking like a robot,
echolalia, repeating what is heard, often
misunderstanding the words of the other person,
difficult to understand one word, and usually using
strange or figurative words. Children with autism
includes problems in motoric, sensory, cognitive,
intrapersonal, interpersonal, self-care, production,
leisure (busy with himself). Autism is a condition of
a person from birth or during infancy that makes
him/her unable to establish social relations or normal
communication (Mash and Wolfe, 2005).
Danuatmaja (2003) includes that children who
experience autism have excessive behavior or lack
of behavior, to the extent that there is no behavior.
Scientists and practitioners continue to work on the
diagnostic features of ASD in the form of a social
deficit of children with autism which is a feature of
the least understood syndrome (eg,Baron-
Cohen,2008; Knickmeyer, et.al, 2006; Rogers, et.al,
2007).
This paper discusses verbally and non-verbally
communication strategies carried out by teachers of
students with autism. Affective aspect from non-
verbal speech and facial expressions and intonation
are the most critical things (Ekman, 2009), and
having communicative social functions are
important (Gena et al., 1996). Knowing emotions
can help determine emotional or physiological
conditions contextually in which social interactions
can occur (Gena et al., 1996; reviewed in Daou et
al., 2014). ADHD children learn difficulties in the
classroom learning development (DuPaul, McGoey,
Eckert & VanBrakle, 2001; Loe & Feldman, 2007),
the teacher’s responsibility to carry out interventions
in class (eg Davis & Florian, 2004; Vereb &DiPerna
, 2004). The teacher's knowledge of students'
problems, appropriate the intervention by the teacher
about effective care used in the classroom (Vereb &
DiPerna, 2004). Strategies to manage and motivate
autistic children have been implemented in schools,
one of which is the development of peer supervision
cognitive – behavioralapproaches (as research
conducted byErvin, Bankert and DuPaul, 1996;
Miranda and Presentacion, 2000; Van de Wiel,
Mattys, Cohen Kettenis, and Van Engeland, 2002),
positive behavioral reinforcement approaches (as
research conducted by Weiss and Weisz, 1995;
Purdie, Hattie and Carroll, 2002; Root and Resnick,
2003), and combination approaches (as research
conducted by Graham, 2008; MTA Cooperative
Group, 1999; National Institute of Mental Health,
2003), and training for parents (as research
conducted by Deault, 2009; Van de Wiel et al.,
2002). Among these strategies, there are many
debates, especially regarding the power of words
and the teacher's nonverbal strategies and their
impact on students with autism (Staples, 2010).
In terms of non-verbal communication,
McDonald (2010) states that to develop positive and
consistent relationships, for example in the form of
non-verbal communication such as facial
movements, tones, and movements of the body is
very important to perform in the classroom setting.
There are several strategies which are applicable
according to Galey (2007) in the classroom context
and setting, including (a) calling using the name of
the student, (b) try to stand close to students and
arranging eye contact, (c) use direct speech, (d) by
writing instructions other than by speaking, and (e)
establish good relationships and closeness with
students (Galey, 2007). Research conducted by
Geng (2011) on teacher verbal communication
includes the use of (1) concise and to the point
instructions, (2) calling on students' names, (3) firm,
unwavering, and whispering instructions, (4)
positive encouragement, (5) using some words such
as 'stop', 'no', 'spin', 'move there', 'ssh', 'sit', (6)
constant instruction reinforcement, and (7) repeated
instructions. While for non-verbal communication
ICELS 2019 - International Conference on Education, Language, and Society
564
strategies include (1) touching the shoulders when
the teacher gives instructions to student, (2)
maintaining eye contact with the student(s), (3)
performing hand movements, (4) shaking the head,
(5) turning and ignoring students, and (6) pointing
out. In the paper, it is also explained the response of
students with autism to the strategy, namely in the
form of momentary focusing and followed by
restless behavior, ignoring the teacher, walking out
of class, and talking back to the teacher by speaking
softly, such as "I don't care" or "I'll take my socks" .
Unlike communication in general, for autistic
children, there are specific strategies for verbal
action according to SES (2002), including (a)
Calling strategy, (b) Direct speaking strategies, (c)
Closed questioning strategies, and (d) Visual
strategies (SES, 2002). While the non-verbal
strategy according to Jalongo (1992), thereare
several communication competency strategies in
children, namely: (a) Ability to adapt to
circumstances, such as physical proximity strategies
in communication, (b) Ability to use non-verbal
behavior, such as touching children to make them
focus on learning, (c) Paying attention to the
constraints and conditions to generate effective
communication, and (d) Sorting strategies by
repeating utterances to remind or repeat
conversations to help understanding children's
communication.
1.1 Language for teaching: Javanese
culture attached in teacher’s
personality
When we find out and listen to the term parenting,
we will immediately take a moment in our minds the
picture of parents with the way in raising and
upbringing a child. Parenting itself comes from the
basic word 'parent' and gets additional prefixes and
endings. Then, it becomes a word which means
care.According to KBBI (Great Dictionary of
Indonesian Language) online, it means the process,
method, act of parenting. Brooks (2001) defines
parenting as a process that refers to a series of
actions and interactions performed by parents to
support children's development. The parenting
process is not a one-way relationship where parents
influence children. But more than that, parenting is a
process of interaction between parents and children
that is influenced by the culture and social
institutions in which children are raised.
The teacher also takes a role in terms of
nurturing and upbringing the children commonly
known as caregiving. Not to mention, the teacher
should be able to establish a closer emotional
relationship to students. Sooner or later, students
will perceive the teacher as a substituteparentduring
their time in school. Indirectly, this can affect the
development of student psychology. Without a
doubt, the relationship intended is a positive and
constructive relationship. The teacher must be able
to assist and guide the entire stages of the child's
growth and development as well as taking care of,
protecting, directing the new life of the children at
every stage of theirdevelopment (Brooks, 2011). In
the school context, indeed, the teacher has a role as a
learning resource, facilitator, learning and classroom
manager, material demonstrator, mentor, motivator,
and learning evaluator (Sanjaya, 2008)
When a teacher performs caregiving, he/she does
not only put on the aspects of knowledge and skills.
Yet, he/she should accommodate all aspects such as
those suggested by Hoghughi and Long
(2004).Caregiving performed by the teachershould
accommodatephysical element, emotional and social
issues. In order to carry out caregivingapproach, a
teacher must understand the basics of parenting,
must be sufficiently skilled, behave in accordance
with the psychology of students.As stated by Surya
(2007) that the requirements of being the caregiver
of carer are: 1) sufficient knowledge about health, 2)
the ability to speak clearly and politely,3)
havingfairly high intelligence, and 4) behaving
politely and properly. Thus, the ability of teachers to
carry out caregiving activities in learning is very
necessary, especially for students with autism. By
performing education and positive
parenting/caregiving, it contributes to the
development of children’s sense of
independence.For instance, by using appropriate,
supportive, consistent, calming/heartwarming,
relaxed words or actions as well as listening and
responding to children properly, it highly encourages
children’s mental growth(Sunarty and Dirawan,
2015). Schools and parents must establish lose and
communicative cooperation. Teachers must know
the background of students' knowledge and
development, and teachers need parents to get
legitimate information about the character and
potential of children needed in school (Olsen and
Fuller, 2003).
This present paper is different from some initial
research in terms of cultural background of the
teacher, particularly Javanese culture attached within
the individual of teacher—serving as personal
identity. Each language has a cultural marker
(politeness) that appears in variations in the form of
its lingual unit. Hymes speech act component
Communication Strategies Employed by Teachers of Students with Autism
565
(SPEAKING) one of them is used in language
selection which in the pragmatic markers appear
from the strategies adopted by the speakers when
speaking (Wijana, 2004: 1; F.X. Nadar, 2009: 12-
13). Based on research conducted by Gunarwan
(2004) and Poedjosoedarmo (1979), maxims in
Javanese culture are discovered in efforts to
maintain social harmony, namely (a) Kurmat
(respect for someone), (b ) andhapasor (humble), (c)
empanpapan(placing oneself), and (d) tepa selira
(tolerant). Javanese identity attached as cultural
background of a teacher of students with
autismsignifies Javanese cultural modesty, such as
the use of Javanese terms of addressee (mas, mbak,
and nduk), the use of Javanese word choices, and
body gestures as Javanese cultural identities.
2 METHODOLOGY
2.1 Research Approach
This research aims at examining strategies
performed by teachers of students with autism in
terms of communication. To reveal the strategies, it
dealt with the case study approach. This research
focuses on the speech act of teachers of students
with autism,verbal and non-verbal strategies are
aided by pragmatic contexts. It took two teachers of
students with autism as a research subject. This
research was conducted at Laboratory Special Needs
School Universitas Negeri Malang, Indonesia. It is
one of the best school providing special need
education in town. Also, Laboratory Special Needs
School Universitas Negeri Malang to prepare special
needs students to be able to qualify for inclusion
school of the next level of education.
2.2 Data Source
We hope that this research can contribute to the
education of autistic children, especially in aspects
of language, as well as strategies for teachers of
students with autism in developing their abilities.
The context of this study includes the presence of
speakers, hearer, speech situations, speech topics,
and speech objectives.this research was conducted
for two semesters, namely even and odd semesters.
Starting from March - December 2018.Two teachers
of students with autism serve as active speaker in
this research, in the context of academic setting in
classes who take a role as the main teacher and
accompanying teacher. This research was conducted
for six times in the learning. Students with autism
consisting of five students with different classes,
ages, and types of autism served as the hearer in
speech act context. The students were (1) BW, 1st
Grader, 6 years old, diagnosed having Autism
Spectrum, (2) AA, 2nd Grader, 7 years old,
diagnosed having Asperger Disorder, (3) CA, 3rd
Grader, 8th Grader, diagnosed having Learning
Disability, (4) RD, 5th Grader, 10 years old,
diagnosedhaving ADHD, (5) AY, 5th Grader, 9
years old, diagnosed having Slow Learner. Speech
situation is the main communication activity that
occurs during learning takes place. Speech topics are
in the form of learning material related to teacher
communication with students with autism. Through
this case study approach, it is expected to explain
and discoverpatterns of communication strategies
performed by teachers with autism students both
verbally and nonverbally.
2.3 Data Collection
In addition to making observations on students with
autism and teachers of students with autism, the
researchers also observe events in learning activities,
such as the atmosphere or circumstances and
learning activities which were taken as data sources.
The researcher was present at the study site during
the research activities. Data collection was carried
out for six meetings of students with autism learning
in the classroom setting. The tool for recording
research data was done by Handycam (Sony brand,
3.1 megapixels, and 16 GB). The data collection
technique was in the form of skillful referencing
techniques, recording techniques, and note-taking
techniques (Sudaryanto, 2005). Capable free-use
referral technique means that researchers tap verbal
utterances and record teacher non-verbal
communication by acting as an interloper and not
actively participating in teacher activities when
researchers recorded and obtaineddata (Dawud,
1998).
2.4 Data Analysis
Processing and analysis of data was done by (a)
transcriptions of verbal and also non-verbal
communication received from results of video
recordings; (b) data reduction by selecting and
sorting the results of transcription; (c) codification of
data by giving a code to each data analyzed; (d)
tabulation of data in accordance with the research
objectives; (e) interpretation of data and verification,
and (f) conclusion of research results.
ICELS 2019 - International Conference on Education, Language, and Society
566
3 RESULTS OF RESEARCH
3.1 Verbal Speech Act of Teacher
This verbal speech act strategy is focused on how to
produce speech act fromteacher speech to obtain
responses from students with autism. The responses
obtained were very diverse and varied, given the
ability and type of autism in each student is
different. The teacher as the main teacher and
accompanying teacher should not provide the same
treatment for every single student with autism. In the
form of the verbalspeech act, the power of voice or
intonation can attract the attention of students with
autism to stay focused when explaining the material
and do not seem monotonous.Some forms of
repetition of sentences and variations in language
can strengthen and increase students' knowledge
from the explanation of the material presented by
teachers. The following is a verbal strategy
employed by teachers in learning.
3.2 Addressing Strategy
This strategy was done by addressing the student
nickname. This addressing strategy is very often
used by teachers in communicating during learning.
It is interesting when the teacher address student’s
name by including terms of addressmas or mbak,
hence it automatically generate a pattern of mas +
student’s name and mbak + student’s name.
According to Great Indonesian Language
Dictionary, Mas means 1) a term of address for older
brothers or men who are considered older; 2)
respectful term of address for men, regardless of
age; or 3) the intimate term of address performed by
the wife to her husband. According to the context of
the speech in the T1.RDSP.1 teacher of students
with autism tries to familiarize himself/herself more
with using such term of address in the addressing
strategy. Also, itwas found the use of the
exclamation masak(really in English)at the
beginning of the sentence which is a question-
forming element which means to seek an assurance.
In the context of the speech, the teacher asks
students to read the wrong reading beforehand. The
response from students is to read back the reading
directly to the text correctly.
(1) A: “MasaksehmasRD? Coba bacadulu!”
B: “Dito memasukkan mainan ke dalam
dus.”(T1.RDSP.1)
Translated version
A: “Are you sure, mas RD? Please read once
again!”
B: “Dito put his toys inside the box ”
(T1.RDSP.1)
In addition to using the term of addressmas,
teachers also used mbakor nduk in addressing their
students. According to the definition of Online Great
Indonesian Language Dictionary, mbakmeans
1
term
of address for older female, particularly in Javanese
cultural context;
2
terms of address for a young
female. Sometimes, ndhukor gendhuk is also used to
address a female. It means daughter in Javanese.
(2) A : “di nya gak ada nduk. Setelah bermain Ina
menyapu teras. Ya?
Yang nomorempat, dilihat ini gambarnya!
Ayok, yang mana ini? ”
B : “Ina dan Dito selalu bekerjasama ”
(T1.AYSP.1)
Translated version
A: “......, After playing around Ina sweeps the
floor. Isn't it? Look at number four! Look the
picture! which one?”
B:”Ina and Dito always
cooperate”(T1.AYSP.1)
By using the term of address mas, mbak, or nduk,
it indicates a close relationship between teachers and
students with autism within the learning process in a
classroom setting. Since, ideally, the psychological
closeness between teacher and students is important
in establishing good communication. Furthermore,
this addressing strategy using the term of address
highly function as directive speech and interrogatory
to obtain student’s response, in particular students
with autism. The following Table provides brief data
regarding addressing strategy.
Table1: Addressing Strategy Performed by Teachers
Strategy
Speech Act of Teacher
Response
Function
ADDRESSING
- The term of address
mas
- The pattern
generated mas +
students’ name
- Name addressing
Yang keras mas BWbacanya, yang keras!U
gitu!”(T1.BWSP.1)
(Translated version) Please read it loudly Mas
BW! Say U loudly” (T1.BWSP.1)
“BWmaumarah-marah?” (T1.BWSP.2)
(Translated version) BW want to be angry?
(T1.BWSP.2)
- Repeating teacher
- Nodding and/or
shaking head
Directive
and
Interrogatory
Communication Strategies Employed by Teachers of Students with Autism
567
"Ditanya bu Vivikok, cobatangannyadilepas.
Mas AApuasa? Puasa atautidak?” (T3.AASP.1)
(Translated version) “Bu Vivi asking, put your
hands off. Mas AA, are you fasting?”
“Siapa yang
mauberceritakedepanseputarliburankemarin dua
hari? AA? mau? Ayok, berdiri! Bercerita sini.
Kita ceritadulusebelum mulai
belajar!”(T4.AASP.2)
(Translated version) “Anyone would like to
share your holiday yesterday? AA? Would you
mind? Come forward. Let’s share the story
before studying!“ (T4.AASP.2)
- Doing what teacher
said with several
times of pause
- Going back to the
previous activities
“Ditulis mas! Nah gituloh. Sekarang kalauada
soal begini, mas CAharusmenghitungbegini,
tulisdikertashitung. Besok kalau di SD
mintakertashitung, susunkebawahdulu!
Ayokinicobanomorsembilan! Buat
lagisusunkebawah!” (T3.CASP.1)
(Translated version) “Please write it
down,Mas! Right..! Now if you find such
question, Mas CA needs to count like this and
write it down in your paper. When you are in
Elementary School later, please ask for paper to
your teacher and write your counting! Please do
number nine and make the same stacking
addition in the paper!”(T3.CASP.1)
“Nah gitu, trus? Nah, gitu.Ayo nomor lima.
Kenapa mas CA, kenapadengankauskakinya?
Ada apaitu?” (T1.CASP.2)
(Translated version) “then, after that? Yes,
correct! Please do number five. What do you do
Mas CA? What happens with your socks?”
(T1.CASP.2)
- Doing what the
teacher said
"Gitu ya mas RD? Mas RDharusnurut ya? Mas
RDsudahbetul, tapiinikoknomorsatu, nomor
dua?" (T1.RDSP.2)
(Translated version) “Is that so, Mas RD? Mas
RD needs to be obidient. Mas RD it is correct,
but it is for number one, how about question
number two?” (T1.RDSP.2)
- Stay silent
- Doing what the
teacher said
- The teacher used
the term of address
mbak and nduk
- The generated
pattern ofmbak +
name
"Ke dalamkarduskatanyapak. Gak ada kata
kardus. Hapalan ya? wes, yang nomortiga,
dilihatinigambarnyanduk. Coba bu Vivi lihat
yang gambartiga!Oh yang
ini,nomortigaayokdibaca! ” (T1.AYSP.2)
(Translated version) “Inside the box said Mr.
There is no word box, did you memorize? Then,
number three. Please look at the picture nduk. Bu
Vivi, please look at number three! This! Please
read number three!” (T1.AYSP.2)
"Mbak AY, maubelajarapatidak?" (T1.AYSP.3)
(Translated version) “Mbak AY, do you want
to study or not?” (T1.AYSP.3)
- Stay Silent
- Repeating the
command
In employing addressing strategy, it seems that the
teacher also exercisespoliteness of communication.
Zhang (2007) states that a great teacher’s
politeness generates positive emotion within
students such as pleasant feeling and obedience.
On the other hand, poor politeness in language
generates negative emotion and creates resietance
within the student.
ICELS 2019 - International Conference on Education, Language, and Society
568
3.3 Direct Strategy
When teachers in speaking use direct strategies,
he/she expects to obtain a direct response from a
student in the form of action or question—it could
be in the form of a directive statement of the
interrogative statement. In accordance with research
data analysis, it was found that direct speech act
strategy was employed by teachers in the classroom
setting during the learning process.
(3) A : “BW, sini! Nanti pulang sekolah
mandi sore keramas!”
B :“keramas”(menganggukkankepala)
(T2.BWSBL.1)
(Translated version)
A: “BW, come here! After arriving at
home, you need to wash your hair!”
B: “Wash my hair (nodding)”
(T2.BWSBL.1)
Teacher employs direct speech act to give a
command to autistic student to provide information
her/his parents to wash his/her hair after arriving at
home. “After arriving at home, you need to wash
your hair!” this utterance signifies a command to the
student. As a result, BW repeats one word in the
utterance from the teacher as a response and
followed by nodding his/her head which signifies
her/his understanding upon command.
Table2: Directive Speech Act Strategy Performed by Teacher
Strategy
Teacher’s Speech Act
Function
Directive Speech
“Iya. Ayok bukasendiri!” (T1.BWSBL.2)
(Translated version) “Please open by
yourself” (T1.BWSBL.2)
“Hari sabtu mas BWkemana?”
(T2.BWSBL.3)
(Translated version) “Where did Mas
BW spend the holiday last Saturday?”
Instruction,
Question,and
Request
“AA di rumahsolatnggak?”
(T5.AASBL.1)
(Translated version) “Do you pray in
home AA?” (T5.AASBL.1)
Sekarang coba Mas AAmembaca yang
nomortujuh!” (T5.AASBL.2)
(Translated version) Please read
number seven Mas AA! (T5.AASBL.2)
“Apa sajahewanberkakiempat?
(T1.CASBL.1)
(Translated version) “Please mention
animal which has four legs?”
(T1.CASBL.1)
"Cobadihapus!Penghapusmu
mana?”(T1.CASBL.2)
(Translated version) “Erase that, use
your rubber?” (T1.CASBL.2)
“BisaRD? Coba ibulihat !
pukulberapainiRD?”(T1.RDSBL.1)
(Translated version) “Can you do it
RD? Let me see, What time is it RD?”
(T1.RDSBL.1)
”Sudah? Nomorempat,
sebutkannamabunga yang ada di teras
Desi?”
(T2.RDSBL.2)
(Translated version) “Done? Now
number four, please mention what
flower is in the terrace?” (T2.RDSBL.2)
“Mbak AY harisabtukemana?”
(T2.AYSBL.1)
Communication Strategies Employed by Teachers of Students with Autism
569
(Translated version) “Where did Mbak
AY go last Saturday?” (T2.AYSBL.1)
“Ayok Mbak AY,
nomorsatudibaca!Ayokberdirisaja!
Sini,berdiridekat bu
Vivi!”(T1.AYSBL.2)
(Translated version) “Please Mbak
AY read the number one, Please stand
up near Bu Vivi!”(T1.AYSBL.2)
In directive speech act strategy, as stated by Sunu
(2012), it is in the form of instruction performed by
the speaker which signifies a command and seek for
direct response. This directive speech act strategy is
commonly in the form of command or instruction,
interrogative statement, and/or request.
3.4 Closed-ended Question Strategy
During the learning process, teachers employed
closed-ended question to train language ability of
students with autism, since it only requires a short
answer. In the obtained data, it was found several
common types of words in closed-ended questions
such as who, what, where, and how much/many as
well as other types of questions which require yes or
no answer.
(4) A :“Siapa yang hariinisedih?”
B : “Tidak ada.” (T1.SSPT.1)
(Translated version)
A:“Who is sad today? "
B: “No, we aren’t” (T1.SSPT.1)
In T1.SSPT.1data above, teachers provided a
closed-ended question to students’ with autism at the
beginning of learning activity. Teachers brought up
the question “Who is sad today ?”and it was a
closed-ended question. Furthermore, it was proven
by students’ answer by saying “no, we aren’t”
without having a further explanation upon answer
made. According to SES (2002), when interacting
with students with autism it is better to have a
closed-ended question since it is easier for them to
offer a response. Simply, the closed-ended question
only needs a very short response (Rogers, 1972; Lee
et al., 2012). Additionally, the closed-ended question
deals with structured response (Tekin, 1991). During
learning activity, question plays an imperative role
in encouraging the learners. As stated by Willen &
Clegg (1986),when the teacher employs question
during learning appropriately, it is able to promote
student’s improvement in learning. Questioning
strategy, also, influences student’s emotional
changing and maintain relationship between teacher
and student (Sun, 2012; Zou, 2004).
The use of pronoun whatat the end of the
sentence above was used by the teacher as a word to
give an emphasize in the sentence. The pronoun
whoat the beginning of the sentence, in the middle,
and in the end is used to substitute the function of
S.P.O.
Table3: Closed-ended Questions Performed by Teacher
Strategy
Utterances
Student’s Response
Function
Closed-ended
Question
“Dibaca apaini?” (T1.BWSSPT.1)
(Translated version) “How do you read
this?”(T1.BWSSPT.1)
- Mumbling
- Silent
Asking and
Requesting
“Ummi kerja. Kerja dimana?”
(T4. AASSPT.1)
(Translated version) “Where does your
mother work?” (T4. AASSPT.1)
- Asking to question
- Explaining briefly
"Lima tambahenamberapa?Ayok
hitung!" (T2.CASSPT.1)
(Translated version) “What five plus
six? Please count six plus five!”
(T2.CASSPT.1)
- Asking to question
“Siapa yang bermain di teras rumah?”
(T2.RDSSPT.1)
(Translated version) “Who is playing
in the front of the house?”
(T2.RDSSPT.1)
- Asking to question
ICELS 2019 - International Conference on Education, Language, and Society
570
Dijemput siapa?” (T2.AYSSPT.1)
(Translated version) “Who picks you
up?” (T2.AYSSPT.1)
- Silent
- Confuse
- Answering to questionwith
a pause
At the same time, question how much/manyare
commonly followed by quantity information. The
pronoun where informs the place/location. In
addition to above-mentioned pronouns, teachers also
employed varied word such as why at the beginning,
middle, and at the end of a sentence to question
about reason or obtain information what makes the
student do a certain action. While, the pronoun how
at the beginning or at the end of the sentence was
also employed as well as wherewithout following by
preposition in, to, from, and that(disclaimer: in the
Indonesian language, the word where or mana
should be followed by a preposition).
3.5 Visual Strategy
The visual strategy was employed by the teacher
using media or illustration or instruction to describe
things or objects. It is believed that by using visual
strategy, students with autism could easily
understand the learning and are able to imitate what
the teacher said to them.
(5) A :(Menggunakan gestur menunjukkan
angka empat) “ada berapa ini?”
B : (Melihat tangan guru dan meniru dengan
tangan sendiri) “ada empat”
(T2.BWSV.1)
(Translated version)
A: (Using body gesture to point out number
four) “How many?”
B: (Looking at teacher’s finger and imitating
with his/her finger) “It is four” (T2.BWSV.1)
Teacher of students with autism illustrated the
number of four by using their finger and shaped a
circle to illustrate tire. The visual strategy was
employed by teachers to make students with autism
could understand the explanation easily. When
teachers employed visual prompt by illustrating the
number of four, students with autism could easily
provide an appropriate answer to question and
further understand it. It is in line with the argument
stated by SES (2002), the use of visual prompt could
assist student’s difficulty in terms of
communication, in particular for students with
autism. Sussman (1999) further explains that
students with autism could easily understand
learning by way of visual media. A student with
autism commonly will explore object in an uncertain
or unstructured situation (Lord, 2001). Hand
movement made by the teacher to illustrate is
presumably able to represent what is thought and it
can be visually performed. To sum up, as stated by
Tots (2015), a student with autism thinks visually.
3.6 Repeating Strategy
The repeating strategy was employed by teachers to
guide and provide further explanation of certain
instruction to students with autism, bear in mind that
students with autism are not yet capable enough to
process stimulus received from the teacher.
(6) A: “Menunya mana?”
B : “Belum ditulis.”
A : “Menunya mana?”
B : “Ini Pak Riza” (memberikan daftar menu)
(T1.AYSBL.1)
(Translated version)
A: “Where is the menu?”
B: “It’s not yet written”
A: “Where is the menu?”
B: “This is Pak Riza” (providing the menu)
(T1.AYSBL.1)
According to the conversation above, the teacher
performed repeating strategy to a student with
autism by asking twice “Where is the menu?”. It was
performed since the teacher did not obtain the
expected response from a student with autism. After
firstly asking, however, students answered that the
menu was not yet written. Such a response did not
meet the expectation of the teacher. Consequently, to
obtain what was expected, the teacher repeated the
question to a student with autism. In the end, a
student with autism could give the expected
response or answer in regard to the question asked
by the teacher. Even further, the student showed to
the teacher the expected object. Repeating strategy is
important for encouraging student’s learning,
particularly when it comes to vocabulary learning
(Gu, 2003). Repeating strategy offer a longer time
for the student to have an extended thinking process
to clarify forms of syntax (Chang & Read, 2006).
3.7 Non-verbal Communication
Strategy
In this research, in addition to verbal communication
strategy, closeness and physical contact strategies
Communication Strategies Employed by Teachers of Students with Autism
571
are used by teachers in their communication
strategies. The strategies are analyzed by using the
theory suggested by SES (2002) and Jalongo (1992).
The strategies were used to promote a close
relationship between teacher and students with
autism aiming at creating a convenient atmosphere.
Also, these strategies aimed at obtaining a proper
response from students with autism by means of a
physical sign.
3.8 Closeness Strategy
When teacher performing closeness strategy he/she
keeps his/her distance from the students as the
speech partner of students to obtain the desired
response. This strategy is defined as a non-verbal
communication strategy.
(7) A : “Selamat pagi anak-anak”(tersenyum dan
menatap siswa satu persatu)
B : “Selamat pagi Bu Vivi dan Pak Riza”
A: “Ayo kita berdoa dulu ya?” (mendampingi
siswa berdoa) (T1.SKG.1)
(Translated version)
A: “Good morning everyone” (Smiling and
Looking at students one by one)
B: “Good morning Bu Vivi and Pak Riza”
A: “Let’s pray first” (accompanying
students in praying)(T1.SKG.1)
At the beginning of learning activities, teachers
greeted the students by smiling and simple greeting
to form a pleasant situation before starting the
learning. In addition, teachers also instructed
students to pray first before learning. It is showed in
the conversation above that teachers also
accompanied students in praying. Smiling, eye
contact, and accompaniment performed by the
teacher play a role as encouragement of student’s
attention and response. Also, this strategy did not
only perform at the beginning of learning activity,
but it was also performed in the entire process. Such
kind of strategy establishes a close relationship
between teacher and students resulting in effective
communication.
3.9 Physical Contact Strategy
At the most common form of physical contact made
by the teacher is by touching his/her hand to
student’s part of the body, commonly touch
student’s head or cheek. This strategy takes a role to
stimulate a response from students with autism or
attract student’s attention.
(8) A : “Wah, puasa. BW puasa?”(mengusap
kepala BW)
B : “Puasa” (T2.SSF.1)
(Translated version)
A: “Are you fasting BW? Aren’t you?”
(Rubbing BW’s head)
B: “Yes, I am fasting” (T2.SSF.1)
During learning activity in the classroom,
particularly in the classroom for autism, teacher
commonly performs physical contact strategy. The
most common physical contact made by the teacher
is rubbing head or cheek or by smiling. The teacher
made physical contact to BW to praise him since
BW practicing fasting. Non-verbal strategies made
by the teacher are briefly presented in the following
Table 4.
Table 4: Non-verbal Communication Strategy
Non-verbal
strategy
Stimulus
Closeness
- Smiling
- Maintaining eye contact
- Accompanying
- Directing student to come forward
- Getting closer to student
- Shaking head to show
disagreement
- Nodding head to show agreement
- Giving a thumbs up to show
appraisal
- Employing smooth intonation
Physical
Contact
- Touching head
- Touching cheek
- Hugging
- Rubbing head
- Touching shoulder
- Touching hand
4 DISCUSSION
Several strategies performed by teachers of students
with autism when learning takes place obtained a
varied response. For instance in this research, one of
the students with autism called BW predominantly
had a passive response and the teacher required to
repeat several questions asked to BW. In fact, BW
was diagnosed having greater autism spectrum and
required more support rather than other students.
Additionally, BW is underage child (six years old)
who still in the first graders of elementary school.
ICELS 2019 - International Conference on Education, Language, and Society
572
Frequently, BW does not give any response to the
teacher, thus the teachers need to repeat and he
needs a pause to response the communication.
This is in line with Wing research introducing
autism spectrum term with triad impairments which
includes socialization, communication, and
imagination (Frith, 2003). .Different from AA
student (7 years old) in second graders, she has
Asperger Disorder. She has better ability in
comprehending lesson eventhough during field
observation, she commonly had flat and monotonous
facial expression and seemed to have limited social
interaction. However, she has better verbal memory
and mathematical capability.
Apart from that, some strategies used by teachers
of students with autism both verbally and non-
verbally can help students with autism
communicating effectively. The teacher also
considers the strategy to adjust to the needs of
students depending on each student, for
instancecommunicating with low or high notes,
different sound volume, firmness, tone, and speed in
a different situation. The teacher communicates with
low notes when dealing with low-grade students,
and high notes when asking for confirmation or
repetition of speech. Also, the teachers communicate
calmly when addressing students and greetings,
Term of address such as mas, mbak, or ndukare used
to create intimacy and convenient circumstance. In
line with the opinion of Staples(2010); Purdie et al.,
(2002); Root & Resnick(2003), words used by the
teacaher affect students psychologically. A good
relationship between teachers and students created
effective communication (Galey, 2007). Teachers
and students must be able to establish positive
relationship so that teachers can be better understand
student behavior with ADHD (Galey, 2007;
McDonald, 2010). The words spoken by the teacher
can activate or inhibit learning (Staples, 2010).
Non-verbal strategies in the form of closeness
and physical touch carried out by the teacher create
comfortable learning conditions for students with
autism, therefore they can carry out learning calmly.
Wang et al (2004) ask the teacher to use hand
gestures in communicationto giving instructions that
affect the performance of students with autism.
Teacher’s age, gender, teaching skills, perceptions of
the teaching process (Marzano, 2006), intellectual
capacity, attitudes, professional experience and
cognitive, affective and kinetic experiences
(Marzano, Pickering & Pollock, 2001; Killen, 2007)
are some variables affecting the quality of the
learning process. Based on data findings, the nature
of the teacher's personality and the teaching
strategies used in teaching affect the quality of the
learningdirectly (Silver, Strong & Perini, 2007).
The Javanese culture inherent in the teacher
generated more humanistic, painstaking, and
intimate learning. Teachers of students with autism
at the Laboratory Special Needs School of the State
University of Malang take a practical approach that
can be implemented to students. They also provide a
tailored approach for diverse students in academic
classes, because it is very important to know their
students individually. In line with the opinion of
Staples (2010), activating or inhibiting learning in
students with autism depends on the ability of the
teacher to understand. The teacher must be able to
understand which are the strengths of the students,
and which are the weaknesses of the students,
hencethey can apply appropriate and proper learning
strategies.
Verbal and non-verbal strategies have a directive
pragmatic function that requires students to take
action as expected by the teacher. The directive
function in the teacher's speech in addition to the
functions of orders, requests, and questions are also
utterances with the function of invitation /
encouragement, prohibition / rejection, warning, and
approval. The explanations are as follows; (a) this
invitation / encouragement speech is an act of
encouraging students with autism to do a certain
activity, carried out in a simple pattern and begins
withthe exclamation“Come, On!”. It is repeated to
encourage to do what the teacher expects; (b)
teacher performs acts of prohibition by using the
word do notto prevent students with autism in doing
certain negative action; (c) warning speech carried
out by teachers when students are not focused,
passive, and do not follow what the teacher expects;
and (d) approval is carried out using a simple speech
pattern marked by the use of speech Okay as a sign
of justifying the actions by students.
5 CONCLUSION
Communication strategies performed by teachers of
students with autism at the Laboratory Special Need
School at Universitas Negeri Malang, Indonesia is
unique in its application. Addressing, direct
speaking, closed-ended questions, visuals, and
verbal repetitions strategiesassist students with
autism to understand the instructions/commands and
material provided. Non-verbal strategies are given to
students strengthen the psychological aspect of
students in conducting learning, including strategies
of closeness and physical contact. Some of these
Communication Strategies Employed by Teachers of Students with Autism
573
strategies signify directive speech functions such as
orders, questions, requests, invitations/
encouragement, prohibitions/rejections, warnings,
and approvals.
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