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TEACHER STRATEGIES USED IN TEACHING ENGLISH FOR AUTISM
The title of this study is Teacher Strategies Used in Teaching English for Autism (A descriptive study of teacher strategies at one secondary inclusion school in Cirebon). This study investigated the teacher strategies used in teaching English for Autism and to find out why the strategies are chosen. This study employed qualitative research approach, which is descriptive in nature. The data were obtained from observations and interviews of two respondents in one inclusion school in Cirebon. The observation of teacher strategies inventory was adopted from Brown (2001), and the Manual of student behavior observation was adopted from study conducted by Rahmatrisilvia (2007). The data were analyzed descriptively.The findings showed that teachers employed direct instruction, questioning, visual scaffolding, drilling, active learning, and cooperative learning. Then, the most used strategies found in observation are questioning, drilling, active learning, and cooperative learning. Additionally, interview result revealed that visual scaffolding and active learning through role play and simulation activities were most used. Moreover, the teacher used those strategies to help to improve communication and social interaction skill of the autistic student and also to minimize the autistic behavior. Additionally, it is recommended for further researchers to conduct similar studies in different contexts deeper.
KODEPRODI88203#Pendidikan_Bahasa_Inggris_S1, Universitas Pendidikan Indonesia
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L Education (General)