The Teaching and Learning of English Vocabulary and Pronunciation to an Autistic Student: A Case Study
| Main Author: | Zulfa Alfi Inayah; Mahasiswa |
|---|---|
| Format: | PeerReviewed |
| Bahasa: | eng |
| Terbitan: |
, 2016
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| Subjects: | |
| Online Access: |
http://karya-ilmiah.um.ac.id/index.php/sastra-inggris/article/view/53877 |
Daftar Isi:
- ABSTRAK Inayah, Zulfa Alfi. 2016. The Teaching and Learning of English Vocabulary and Pronunciation to an Autistic Student: A Case Study. Thesis, English Language Teaching, English Department, Faculty of Letters, State University of Malang. Advisors: (I) Dr. Sintha Tresnadewi. M.Pd. (II) Dr. Ekaning Dewanti Laksmi, M.Pd.Keywords: vocabulary, pronunciation, autism, case studyEnglish, as a foreign language globally taught in many countries, is also taught to Autistic students as a compulsory subject in Special Schools in Indonesia. One of the schools which educates autistic students and teaches English to them is SMPLB Putra Jaya Malang. The autistic students’ different needs and learning characteristics are interesting to study particularly which are related to the teaching and learning process of English to students with autism. Considering the students’ level of ability, the teaching of English in SMPLB Putra Jaya Malang is limited to Vocabulary and Pronunciation. Thus, this research focused on those two aspects taught in the class.To get an in-depth portrayal of the teaching and learning of vocabulary and pronunciation to autistic students, this study used the Case Study research design. The subjects of the study were a classroom teacher and a student with autism in the third grade class of SMPLB Putra Jaya Malang. In collecting the data, the researcher used interview guide, field notes, video records, and test worksheets. The interview guide was employed in the interview to generate information about the teacher, the students, the school, and the curriculum. The field notes and video records were used to help the researcher do the observations in class. Whereas, the test worksheets in the form of pre-test and post-test were administered to measure the student’s success in learning the materials. The data collected then were analyzed based on the theory of teaching a foreign language to autistic students and regular students. The result of the pre-test and post-test were also compared to see the student’s learning progress as the result of the strategy employed by the teacher in English class.The findings show that in teaching vocabulary, it was found that the teacher used two strategies. First, the teacher used picture dictionary as the resource for the students to translate the vocabulary. Second, the teacher used vocabulary big book as media and strategy to introduce and discuss the vocabulary. In teaching pronunciation, the teacher used “Listen and Repeat” strategies by asking the student to read the words first before the teacher corrected them when they made some mistakes on the pronunciation. The student’s development seen from the result of pre-test and post-test shows that there were some improvements in the student’s vocabulary and pronunciation knowledge after the two meetings. Based on the result of the study, the researcher provides some suggestions. The Special Education teachers who teach English to Autistic students need to increase their English competence to enable them to teach not only vocabulary and pronunciation, but also other aspects of English as a means of communication. Learning about foreign language pedagogy is also beneficial for them to understand the foreign language learners’ need and many kinds of interesting media and activity to use. Other research can investigate the teaching of English to autistic students more deeply by spending longer time to do the observation until data saturation is reached. It is also suggested to investigate other skills and language components and other types of Autism Spectrum Disorder. In addition, if tests are needed, the researchers can use subjective type test to get a more reliable result.