Autistic Students’ Learning Strategies in Writing Descriptive Texts: A Case Study in Inclusive Schools.

Soali, Muhammad and Ashadi, Ashadi (2019) Autistic Students’ Learning Strategies in Writing Descriptive Texts: A Case Study in Inclusive Schools. S2 thesis, Program Pascasarjana.

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Abstract

The aims of this study were to: 1) describe the process of how HFA students learn descriptive texts in inclusive classes, 2) disclose the influencing factors of HFA students’ success in writing descriptive texts in inclusive classes, 3) examine the learning strategies used by the HFA students in writing descriptive texts in inclusive classes. The autistic students are known to suffer from triad impairments; social interactions and a restricted range of behaviors and/or interests and communication. With their impairments, achieving in learning English, adapting and interacting with their environment are challenging for them. Exploring them how they learned English particularly writing text in the classroom and learning strategies as well as the factors could be beneficial for stakeholders. A qualitative study was used as a method of this study. The participants of this study were four HFA students at the seventh grade of inclusive schools. This study was conducted in two schools in Junior High School of Yogyakarta and Purwokerto, Central Java. Interview, observation, and documentation were used to collect the data. Moreover, this study used single-site data analysis and cross-site data analysis to analyze the data. The results generally showed that the pictures were employed by HFA students as inspiration to enhance their ability in writing descriptive texts. Involving them into fun activities could enhance social skill dealing with their social impairments. HFA students choose particular strategies to accomplish particular tasks. There are some crucial factors that determine the success of autistic students in writing English descriptive texts. They are internal factors and external factors. Internal factors cover: motivation 1) autistic students’ perception on learning strategies used, 3) learning experiences. External factors consist of: 1) environment; 2) teacher’s strategies; 4) role o f special guidance teachers. In addition, the dominant strategies used when writing English texts were memory strategies.

Item Type: Thesis (S2)
Uncontrolled Keywords: Learning Strategies, English Learning Strategies, Memory strategies, Cognitive Strategies, Autistic Students, HFA Students.
Subjects: Bahasa dan Sastra > Bahasa dan Sastra Inggris
Divisions: Sekolah Pascasarjana (SPS) > Program Pascasarjana > Pendidikan Bahasa Inggris
Depositing User: Perpustakaan Pascasarjana
Date Deposited: 18 Dec 2019 01:11
Last Modified: 10 Dec 2021 07:23
URI: http://eprints.uny.ac.id/id/eprint/66947

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