The Implementation of Teachers Plan in English Learning Activities

of Students with Autisms in Senior High School of School with

Special Needs Untung Tuah Samarinda

Godefridus Bali Geroda, Dedi Rahman Nur, and Arbain

English Deparment , Widya Gama Mahakam Samarinda University, K.H. Wahid Hasyim Street, Samarinda, Indonesia

Keywords: Teaching English, Foreign Language, Autism.

Abstract: 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. This study aims to describe how is the implementation of teachers plan in English Learning

Activities of students with autisms in Senior High School of School with Special Need Untung Tuah. 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). This study showed that the

implementation of teachers plan in English Learning Activities is divided in teacher method of teaching,

teaching media and teachers manage the classroom. Teaching method or learning model that is used by

teacher were direct instruction and problem base learning. English teacher manages their class used direct

approach to managing and directing their classrooms, others focus on building a friendly, collaborative

relationship with their students. 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.

1 INTRODUCTION

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. 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).

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 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.

According to Hilyati (2013), 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

Geroda, G., Nur, D. and Arbain, .

The Implementation of Teachers Plan in English Learning Activities of Students with Autisms in Senior High School of School with Special Needs Untung Tuah Samarinda.

DOI: 10.5220/0009019500002297

In Proceedings of the Borneo International Conference on Education and Social Sciences (BICESS 2018), pages 255-262

ISBN: 978-989-758-470-1

255

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 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

SekolahLuarBiasa (SLB) Untung Tuah Samarinda

2016.

2 METHODOLOGY

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 RESULTS AND DISCUSSION

It is useful to have an understanding the condition of

the students with autism, be acquainted with their

ways of processing information’s and benefit from

previous experiences in order to conduct the method

of teaching. Based on documentation, interview and

observation, the method of teaching that used by the

English teachers in senior high school of school with

special need especially in SMASLB Untung Tuah

Samarinda are as follow:

3.1 Direct Instruction Model

Direct learning model is a learning model that is

specifically designed to support the learning process

of students with respect to the knowledge of

procedural and declarative knowledge that is well

structured and can be learned gradually, step by step.

Learning directly though centered on permanent

teachers must ensure the involvement of students, so

the environment should be created oriented tasks.

Direct learning model for training the models, active

teaching models, teaching mastery, and explicit

instruction.

It is supported by interview result. It shows

that teaching method that is used by English teachers

is Direct Instruction Model as we can see in the

result interview above:

Extract 7.

“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 but I also use explicit instruction method

because for the students with autism teaching process

which is taught they step by step.”

TM1.12. Line 1-3.

Extract 8.

“For example, I teach them about body with song.

So I create a song such as “this is a eyes this is e lag, this

is a ears this is a hand” or something like that”

TM2.25. Line 1-2

So, we can say that teaching method that is used

by the English teacher in SLB Untung Tuah is

explicit instruction but sometime they didn’t really

use specific teaching method to teach.

3.2 Problem based Learning

Problem-based learning model (problem base

instruction) is one model of learning that will take

participants vote learners to work on authentic

problems with the intention that learners can

construct their own knowledge so as to develop self-

reliance and self-confidence and it is also used to

teach English to students with autism in SMALB

Untung Tuah Samarinda. Base on theory there are

some phase that need to pay attention by the teacher

that is adopted by SMALB Untung Tuah.

BICESS 2018 - Borneo International Conference On Education And Social

256

Table 2. Problem Base Learning Phase

Activity Teacher Behaviorism

Phase 1

Provide orientation about problems to the

student

1. Teacher discusses learning objectives

2. Teachers describe various logistical needs

3. Teacher to motivate students to get involved in problem-solving

activities

Phase 2

Organize students to learn

Teacher’s help students explain the definition and organize appropriate

task which is related with the problem.

Phase 3

Helps investigation independently and

group

Teachers push the students to get the valid information, carry out

experiments and give explanations and solutions

Phase 4

Develop and present the work of

Teachers to help students in planning and delivering artifacts and

Exhibit precise as reports, video footage and models. Teachers help

students submit / present to others

Phase 5

Analyze and evaluate the process of

overcoming the problem

Teacher helps students to reflect on their investigations and the

processes they use.

It is supported by interview result. The result of

interview shows that English teacher in SMALB

Untung Tuah Samarinda used problem base

learning.

Extract 1.

“I also Used PBL (Problem Base Learning) but

not really)

TM3. 26. Line 1

Extract 2.

“I ask my student to download the electronic

dictionary in their HP and when they ask a word that

they don’t understand, I will ask them to open their

dictionary and search the words. Or I will ask them to go

out the classroom and investigate what they interesting

in outside and search the word in their dictionary.

TM4.27. Line 1-2

So, we can conclude that, teaching method or

learning model that is use by teacher in Senior High

School of School with Special Need Untung Tuah

Samarinda were Direct instruction and problem base

learning even in teaching English to autism they

have three model of learning including cooperative

learning but it difficult to use cooperative learning

because in one class the students have different

disability.

3.3 The Relevance Teachers Aid Used

by Teacher’s

The process of teaching and learning largely

depends on the available teaching materials. Today

there are a wide range of teaching aids which can be

audio, video, books, DVDs etc. Teaching aids are

those materials that help the teachers explain better

knowledge and help the students understand. It is

like the picture of the lesson. It is especially

important in lessons or topics that are strange to the

kids. E.g. if you were teaching a group of kids in a

remote village with no civilization about types of

houses, you will need a picture or a DVD showing

the different houses and their names because most

probably these kids have never seen or heard of

such. It also happens in autism classroom. There are

many other tested teaching tools and resources that

have had a great impact in improving learning

processes for students. If you are a teacher and have

not use any of the free or paid available teaching

aids today, you will immediate see the difference in

regards to your students’ performance once you try

it.

Base on result of this research we can see that

English teacher in SLB Untung Tuah use some

teaching aids for example: electronic dictionary,

picture, video and props. It is proof by the result of

interview:

Extract 3.

“I usually use electronic dictionary, video and props

such as human body”

TA1.26.Line 1.

It is supported by observation. The observations

show that, teaching aids that is used by English

teacher in SLB Untung Tuah were electronic

dictionary, picture, video and props. They use

teaching aids to make the students easy to

understand.

Extract 4.

We use electronic dictionary, picture, video and

props to teach the students

TA2.10. Line 1.

The Implementation of Teachers Plan in English Learning Activities of Students with Autisms in Senior High School of School with Special

Needs Untung Tuah Samarinda

257

Based on the observation and documentation,

teaching media which is used by English teachers is

based on teacher’s book. In that Teacher’s book said

that in teaching English to students with autism

teaching aids is highly recommended to use because

it very helpful for the students to understand what

the teacher teaches for them. There are some types

of teaching aids that can be used to teach students

with autism and also include in teacher book that is

use by teacher.

1. Visuals: these are aids that use the actual vision

like maps, charts, objects, pictures, models, flash

cards, chalkboard, projectors, slides, bulletin

boards. Of all the chalkboard is the most used

and sometimes pictures.

2. Audio: these aids uses only the student’s sense of

hearing examples are films, television, DVDs,

film strips etc.

3. Audio – visuals: these aids combine both the

vision and hearing senses and always give a more

vivid picture examples are films. The use of

audio- visual teaching aids is known to be more

effective and aid comprehension in learners. The

type of teaching aid used will also depend largely

on the level and age of students. For kindergarten

and play pen kids rhymes, pictures and flash

cards are most appropriate, you definitely will

not use rhymes and flash cards to teach students

in tertiary institutions instead go for slides, maps

and charts.

4. Three Dimension. These aids combine some

aspect such as can be seen or touch by the

students

So, we can say that teaching aids is used in

teaching English for students with autism in SLB

Untung Tuah. It is important to bring new

technology into the classroom. Devices used are

more lightweight than books and PCs. Mobile

learning can be used to diversify the types of

learning activities students (or a blended learning

approach). Mobile learning supports the learning

process rather than being integral to it. Mobile

learning can be a useful add-on tool for students

with special needs. However, for SMS and MMS

this might be dependent on the students’ specific

disabilities or difficulties involved. Mobile learning

can be used as a ‘hook’ to re-engage disaffected

youth.

3.4 Teachers Manage Classroom

Teachers are called upon to be creative and

innovative when preparing classrooms. Managing an

all-inclusive classroom is easier if simple,

personalized teaching strategies for the special needs

student are implemented. Teaching students with

autism is a challenge, but the experience can be a

positive one for the autistic child, his teachers, and

his classmates if the proper teaching strategies are

incorporated into the daily routine. Autistic children

struggle with socialization. The See. Touch. Learn

computer-based program opens a world of wonder

for each student who is enrolled. The autistic student

can work independently and can feel a sense of pride

and accomplishment as he masters skills and learns

new concepts. The program makes it possible to

focus on the things that appeal to the student.

Effective classroom management can often be

the difference between a classroom that’s focused

and attentive and a classroom in which students

struggle to achieve their educational objectives.

Teachers face a variety of choices when it comes to

classroom management. While some teachers take a

direct approach to managing and directing their

classrooms, others focus on building a friendly,

collaborative relationship with their students.

The results show that English teacher in SLB

Untung Tuah Samarinda manage their class use

direct approach to managing and directing their

classrooms, others focus on building a friendly,

collaborative relationship with their students. So in

particular class they have two teachers to managing

and directing their classrooms, others focus on

building a friendly, collaborative relationship with

their students. One English teacher and one teacher

assistant who help English teacher to manage the

classroom.

Extract 5.

“Yes, they have two teachers for each class”

CM1. 17. Line 1

Extract 6.

“They help me to arrange the class room, to control the

students, watch over the students and some time they

write on the blackboard”

CM2. 19. Line 1

The reason why they still need teacher assistant

because English teacher need someone to watch over

the students when learning and teaching process and

also in one class they at nine student and sometime

the students barely scream without any reason. It is

proof by the result of interview above:

Extract 7.

“Because you know some times when you are teaching

the students barely scream without any reason. So I need

someone to watch over them”

CM3. 22. Line 1-2

It is supported by the result of observation. Base

on the observation, students with autism in Senior

High School of The School with Special Need

BICESS 2018 - Borneo International Conference On Education And Social

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Untung Tuah Samarinda have two teachers in one

class. Teachers assistant job are also to arrange the

class room, to control the students, watch over the

students and some time they write on the blackboard.

English teacher also taught two classes in the same

time. She also teaches in the other school so she also

comes to the school on Tuesday which is in her

schedule. The other problem is teacher assistant the

background of study is not in education so it not

effective to manage the classroom especially students

with autism classroom.

Teachers method of teachingis useful to have an

understanding of the condition of the students with

autism, be acquainted with their ways of processing

information’s and benefit from previous experiences

in order to conduct the method of teaching. The

method of teaching that used by the English teachers

in Senior High School of School with Special Need

Untung Tuah Samarinda is different with teaching

English to normal students.

So, we can say that teaching method that is used

by the English teacher in SLB Untung Tuah is

explicit instruction but sometime they didn’t really

use specific teaching method to teach. Sometime

English teacher used song to teach their students to

get students attention or ask students to go to outside

and find out the meaning of particular thing in

outside of the class that they don’t know.

The process of teaching and learning largely

depends on the available teaching materials. Today

there are a wide range of teaching aids which can be

audio, video, books, DVDs etc. Teaching aids are

those materials that help the teachers explain better

knowledge and help the students understand. It is

like the picture of the lesson. It is especially

important in lessons or topics that are strange to the

kids. E.g. if you were teaching a group of kids in a

remote village with no civilization about types of

houses, you will need a picture or a DVD showing

the different houses and their names because most

probably these kids have never seen or heard of

such. There are many other tested teaching tools and

resources that have had a great impact in improving

learning processes for students. If you are a teacher

and have not use any of the free or paid available

teaching aids today, you will immediate see the

difference in regards to your students’ performance

once you try it.

The observations also show that, teaching aids

that is used by English teacher in SLB Untung Tuah

were electronic dictionary, picture, video and props.

They use teaching aids to make the students easy to

understand. Teaching aids is used in teaching

English for students with autism in SLB Untung

Tuah. It is important to bring new technology into

the classroom. Devices used are more lightweight

than books and PCs. Mobile learning can be used to

diversify the types of learning activities students (or

a blended learning approach). Mobile learning

supports the learning process rather than being

integral to it. Mobile learning can be a useful add-on

tool for students with special needs. However, for

SMS and MMS this might be dependent on the

students’ specific disabilities or difficulties involved.

Mobile learning can be used as a ‘hook’ to re-engage

disaffected youth.

The results show that English teacher in SLB

Untung Tuah Samarinda manage their class use

direct approach to managing and directing their

classrooms, others focus on building a friendly,

collaborative relationship with their students. So, in

particular class they have two teachers to managing

and directing their classrooms, others focus on

building a friendly, collaborative relationship with

their students. One English teacher and one teacher

assistant who help English teacher to manage the

classroom.

The reason why they still need teacher assistant

because English teacher need someone to watch over

the students when learning and teaching process and

also in one class they at nine students and sometime

the students barely scream without any reason

Teachers assistant job are to arrange the class

room, to control the students, watch over the students

and some time they write on the blackboard. The

other reason is. English teacher also taught two

classes in the same time. She also teaches in the other

school so she also comes to the school on Tuesday

which is in her schedule. The other problem is

teacher assistant the background of study is not in

education so it not effective to manage the classroom

especially students with autism classroom.

3.5 Teachers Plan Formulated Model

Education for All (Ontario Ministry of Education,

2007a), provides educators with recommendations

on a broad range of techniques to enhance the

instruction of students with special education needs,

including those with ASD. The report provides

information on the use of the principles of Universal

Design for Learning (UDL) and differentiated

instruction to plan for and respond to students with

various needs. Learning is a continuum and every

student is a unique learner. Flexible, supportive, and

adjustable classrooms and programs must be

planned and developed to meet the learning needs of

individual students. These are important

considerations in the planning of programs for

students with ASD.

The Implementation of Teachers Plan in English Learning Activities of Students with Autisms in Senior High School of School with Special

Needs Untung Tuah Samarinda

259

Figure 2. Ontario Ministry of Education, 2007

3.6 Universality and Equity

Teachers are encouraged to develop a class profile to

identify the strengths, challenges, and needs of all

students and to determine the stage that each student

has reached in his or her learning. The instructional

methods and classroom accommodations should

Students with ASD vary in their cognitive level,

communication ability, social skills, and behavioural

characteristics. They have a wide range of skills and

diverse needs. It is important for teachers to gather

information to understand the individual strengths,

needs, and interests of students to identify

appropriate curriculum expectations, required

accommodations, and effective instructional

approaches are planned to ensure that the needs of

all students are met. It can be cover in syllabus and

lesson plan that use and design by English teachers.

3.7 Flexibility and Inclusion

To ensure that all students are provided

opportunities for real learning experiences,

flexibility and options should be built into the

planning of teaching strategies, materials, and

student activities. The ability of students with ASD

to participate in or respond to a learning experience

may be affected by limitations in communication

and social skills. Consideration of the likes, dislikes,

strengths, needs, and interests of a student with ASD

can help to make materials and tasks more engaging

and provide motivation for the student to participate

in and complete the desired task or activity.

Concrete examples and hands-on activities provide

students with opportunities to learn by seeing and

doing and have been found to increase the

motivation and engagement levels of students with

ASD. For example, a student who has difficulty with

concepts in mathematics may be motivated to learn

graphing techniques by gathering data on items of

personal or special interest.

3.8 An Appropriately Designed Space

Consideration should be given to the size, space, and

arrangement of the physical and visual elements in

the learning environment to ensure that they are

conducive to student learning. Some students with

ASD are very aware of and need to know where

things belong. The organization of materials,

furniture, and resources should be carefully

considered in relation to their effect on the learning

environment of the student with ASD.

3.9 Simplicity

Teachers should ensure that the information

provided in learning situations is presented clearly

and is easily understood by the students.

Unnecessarily complex and distracting information

should be reduced as much as possible. The

communication impairments that are often present in

students with ASD may affect their ability to process

verbal information. They will often have difficulty

understanding complex, abstract language and may

misinterpret metaphors, slang terms, and

colloquialisms. Effective methods to simplify

information and make it easier for the student to

understand include using clear and concise language,

breaking instructions and tasks into smaller steps,

and using visual supports, such as written or picture

schedules. Information and materials should be

organized in such a way that important or key

component are highlighted and easily identified by

students.

BICESS 2018 - Borneo International Conference On Education And Social

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3.10 Safety

Teachers need to consider possible safety hazards

and elements with the potential to cause accidents in

the classroom. Staff should be aware of and able to

act on any safety assessments, safety plans, or safety

protocols that may apply to specific students in the

classroom.

Figure 2. Universal Design for Learning for Autism

If a student with ASD is considered to be a safety

risk in the school setting, adults involved with the

student need to have access to the information and

supports that are required to ensure a safe learning

environment. A safety assessment can help to

identify the factors that may lead to or cause

situations and provide an assessment of the potential

risks in given situations. A safety plan outlines the

appropriate responses and supports that are required

during specific situations with students.

4 CONCLUSIONS

The conclusions of this study are presented below:

1. The implementation of teachers plans in English

Learning Activities of students with autisms in

Senior High School of School with Special Need

(Sekolah Luar Biasa) Untung Tuah Samarinda is

divided in teacher method of teaching, the

relevance teachers aid used by, teachers manage

classroom. Teaching method or learning model

that is use by teacher in Senior High School of

School with Special Need Untung Tuah

Samarinda were Direct instruction and problem

base learning even in teaching English to autism

they have three model of learning including

cooperative learning but it difficult to use

cooperative learning because in one class the

students have different disability.

2. Teaching aids is used in teaching English for

students with autism in SLB Untung Tuah. It is

important to bring new technology into the

classroom

3. English teacher in SLB Untung Tuah Samarinda

manage their class use direct approach to

managing and directing their classrooms, others

focus on building a friendly, collaborative

relationship with their students. So, in particular

class they have two teachers to managing and

directing their classrooms, others focus on

building a friendly, collaborative relationship

with their students.

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