learning styles used by an autistic student in ...eprints.umm.ac.id/47522/1/pendahuluan.pdf3....
TRANSCRIPT
-
LEARNING STYLES USED BY AN AUTISTIC STUDENT IN LEARNING
ENGLISH AT SMP MUHAMMADIYAH 2 MALANG
THESIS
By :
ZAKIYA APRINA MAGFIROH
201410100311024
ENGLISH LANGUAGE EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2018
-
LEARNING STYLE USED BY AN AUTISTIC STUDENT IN LEARNING
ENGLISH AT SMP MUHAMMADIYAH 2 MALANG
THESIS
This thesis is submitted to complete one of the requirements to achieve
Sarjana Degree in English Language Education
By :
ZAKIYA APRINA MAGFIROH
201410100311024
ENGLISH LANGUAGE EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2018
-
ii
This thesis was written by Zakiya Aprina Magfiroh and was approved on 15
October 2018
By:
Advisor II,
Laela Hikmah Nurbatra, MA., M.EdLead.
Advisor I,
Dr. Hartono, M.Pd.
-
iii
This thesis was defended in front of the examiners of the Faculty of Teacher
Training and Education of University of Muhammadiyah Malang
and accepted as one of requirements to achieve
Sarjana Degree in English Language Education
on October 19, 2018
Approved by:
Faculty of Teacher Training and Education
University of Muhammadiyah Malang
Dean,
Dr. Poncojari Wahyono, M.Kes.
Examiners:
1. Rina Wahyu Setyaningrum, M.Ed.
2. Erlyna Abidasari, M.A., M.Ed.
3. Dr. Hartono, M.Pd.
4. Laela Hikmah N, M.A., M.EdLead.
Signatures:
1.........................................
2.........................................
3.........................................
4.........................................
-
v
AUTHOR’S DECLARATION OF ORIGINALITY
The undersigned:
Name : Zakiya Aprina Magfiroh
Student ID number : 201410100311024
Program of Study : English Language Education Department
Faculty : Faculty of Teacher Training and Education
I declare the work presented in this thesis was carried out by my self and
does not incorporate without acknowledgement any material previously submitted
for a degree or diploma in any university. To the best of my knowledge this thesis
does not contain any materials previously pubihsed or written by another person
where due reference is made in the text.
Malang, 17 October 2018
Zakiya Aprina Magfiroh
Materai
60000
-
vii
ACKNOWLEDGMENT
All praises is to Allah SWT, the almighty, kindest and most erciful of all, who
has blessed me so that I could finally finish the thesis because of His countless
blessings and affection. Here, I would like to express my deepest gratitude for:
1. My first advisor, Dr. Hartono, M.Pd. and my second advisor, Laela Hikmah N,
M.A., M.EdLead, for suggestions, guidance, advice, and support during the
consultatation period for completing this thesis.
2. My Lecture in English Department who have shared valuable knowledge and
life experinces throughout these four years.
3. My beloved mother Kustiyah and my father Zainal Arifin, my sister Ida
Rahmawati, Teguh Santoso, M. Naufal Iqbal, and Naira Izza Zahira who have
been supporting me to strive in pursuing my bright future.
4. My best education supporter English class A.
5. Mas Agung Wimbo Yudha Anggara as my supporting system in all the things
that I need.
6. My besties, Martandayu, Fahihatus syakniyah, Agestania Zerra S, Maya, Putri
7. All member group sugiyono family
8. Teletubies Group (Anisa, Fadila, Cintya, Mamang)
9. BEM (Badan Eksekutif Mahasiswa) year of 2015-2016 University of
Muhammadiyah Malang
10. BKMA (Badan Kendali Mutu Akadamik) 2018-2019 University of
Muhammadiyah Malang
Malang, 17 October 2018
Zakiya Aprina Magfiroh
-
viii
TABLE OF CONTENTS
APPROVAL .................................................................................................................... iiii
MOTTOS AND DEDICATION ..................................................................................... iv
AUTHOR’S DECLARATION OF ORIGINALITY ..................................................... v
ABSTRACT ...................................................................................................................... vi
ACKNOWLEDGMENT ................................................................................................ vii
CHAPTER I : INTRODUCTION ................................................................................... 1
1.1 Background of the Study..................................................................................... 1
1.2 Statement of the Problems .................................................................................. 3
1.3 Research Objectives ............................................................................................ 4
1.4 Significance of the Study .................................................................................... 4
1.5 Scope and Limitation .......................................................................................... 4
1.6 Definition of the Key Terms ............................................................................... 5
CHAPTER II : REVIEW OF RELATED LITERATURES......................................... 6
2.1 Inclusive School .................................................................................................. 6
2.2 Autistic ............................................................................................................... 7
2.3 Types of Autistis Children...................................................................................7
2.3 The Characteristics of Autistic Children..............................................................9
2.3 Learning English for Autistic. ........................................................................... 11
2.4 Learning Style ................................................................................................... 11
2.4 Type of Learning Style ..................................................................................... 12
2.4 The Obstacles of Learning ................................................................................ 16
CHAPTER III : RESEARCH METHODOLOGY ...................................................... 19
3.1 Research Design ................................................................................................ 19
3.2 Research Subject ............................................................................................... 19
3.3 Data Collection ................................................................................................. 20
3.3.1 TECHNIQUE AND INSTRUMENT ........................................................ 20
3.3.2 PROCEDURE ............................................................................................ 20
3.4 Data Analysis .................................................................................................... 22
CHAPTER IV : FINDING AND DISCUSSION .......................................................... 24
4.1 Research Finding .............................................................................................. 24
4.1.1 Learning Style Used by Autistic Student in Learning English ..................... 24
4.1.2 The Obstacles of the autistic student in Learning English ............................ 29
4.2 Discussion ......................................................................................................... 31
-
ix
CHAPTER V : CONCLUSION AND SUGGESTION ................................................ 37
5.1 Conclusion ........................................................................................................ 37
5.2 Suggestions ....................................................................................................... 37
REFERENCES ................................................................................................................ 39
APPENDIX I ................................................................................................................... 41
APPENDIX 2 ................................................................................................................... 48
-
39
REFERENCES
Alotaibi, N. A. (2015). Teaching English as a Foreign Language: A Multicultural
Perspective. Utah State University.
Ary, D., Jacobs, L. C., & Sorensen, C. K. (2010). Introduction to Research in
Education. Canada:Wadsworth.
Autistic Working Group. (2002). Autistic Spectrum Disorders-A Guide to
Classroom Practice. Department of Education.
CharlesDenisHale.org. (2015). Evaluating Education & Training Services: A
Primer.
Chermahini, S. A., Ghanbari, A., & Talab, M. G. (2013). Learning Styles and
Academic Performance of Students in English as A Second-Language Class in
Iran. Bulgarian Journal of Science and Education Policy (BJSEP). Vol. 7, No.
2.
Cornwell, J. M., & Manfredo, P. A. (1994). Kolb’s Learning Style Theory
Revisited. Educational and Psychological Measurement. Vol. 54, No. 2, pp.
317-327.
Creswell, J. W. (2014). Research Design : Qualitative, Quantitative, and Mixed
Method Approaches. California:SAGE Publications.
Dodd, Suzan. (2005). Undestanding Autistic. Elsivier. ISSBN: 978-1-875897-80-
3. National Library of Autralian Cataloguing-in-Publication data. Australia
Elis. (2013). Analisis Karakteristik Gaya Blejar Siswa Pads Mata Pelajaran
Ekonomi Kelas XI IPS.
Friedlander, D. (2010). Comparison of The Learning Styles of Students With
Autistic Versus Typical Elementary-School Students. Western Connecticut
State University.
Hatami, S. (2012). Learning Styles. ELT Journal Advance December 28, 2012.
Ilahi, Muhammad Takdir. (2013). Pendidikan Inklusif; Konsep & Aplikasi. Ar-
Ruzz Media: Yogjakarta
Kugelmass, J. W. (2004) The Inclusive School: Sustaining Equity and Standards.
Newyork:Teachers College Press.
Kuparinen, T. (2017). Perceptions of EFL Learning and Teaching by Autistic
Students, Their Teachers and Their School Assistants. University of Jyväskylä.
Leicester, M. (2008). Creating An Inclusive School. London:Contium.
Lestari, K. (2013). Variation of Learning Styles With Reference to Place of Living
and Achievement in Study.
Mangunsong, Fieda. (2009). Psikologi dan Pendidikan Anak Berkebutuhan
Khusus. Jilid Kesatu. ISSBN: 978-602-8137-03-4. Lembaga Pengembangan
-
40
Sarana dan Pengukuran dan Pendidikan Psikologi (LPSP3). Kampus Baru UI,
Depok
Ministry of Education. (2000). Teaching Students With Autistic A Resource Guide
for Schools. British Columbia.
Murwati, Atik. (2013). Meningkatkan Kemampuan komunikasi Meminta Pada
Anak Autis Melalui Media PECS (Picture Echange Communication System).
Naskah Publikasi. Jakarta
Mutia, Fitri. Kemampuan Anak Autis Menyerap Informasi Melalui Proses Belajar
Di Sekolah Inklusi. Naskah Publikasi. Surabaya
Naning, Z. A., & Hayati, R. (2011). The Correlation between Learning Style and
Listening Achievement of English Education Study Program Students of
Sriwijaya University. Jurnal Holistics. Vol. 3, No. 5, June 2011.
Oxford, R. L. (2003). Language Learning Styles and Strategies: An Overview.
GALA 2003.
Padmadewi, N. N., & Artini, L. P. (2017). Teaching English to a Student with
Autistic Spectrum Disorder in Regular Classroom in Indonesia. International
Journal of Instruction. Vol. 10, No. 3, pp. 159-176.
Ratajczak, H. V. (2011). Theoretical Aspects of Autistic: Causes—A review.
Journal of Immunotoxicology. Vol. 8, No.1, pp. 68–79.
Reppond, J. S. (2015). English Language Learners on The Autistic Spectrum:
Identifying Gaps in Learning. Hamline University.
Rolfe, A., & Cheek, B. (2012). Learning Styles. InnovAiT. Vol. 5, No. 3, pp. 176–
181, 2012.
Saadi, I. A. (2012). An Examination of the Learning styles of Saudi Preparatory
School Students who are High or Low in Reading Achievement. Victoria
University.
Shogren, K. A., Gross, J. M. S., Forber-Pratt, A. J., Francis, G. L., Satter, A. L.,
Blue-Banning, M., & Hill, C. (2015). The Perspectives of Students With and
Without Disabilities on Inclusive Schools. Research and Practice for Persons
with Severe Disabilities pp 1 –18.
Thomas, G., Walker, D., & Webb, J. (2001). The Making of The Inclusive School.
London :Routledge.