ADANINGGAR SUBEKTI (DUTA WACANA CHRISTIAN UNIVERSITY (UKDW))

CHANNELLING AN AUTISTIC LEARNER'S POTENTIAL THROUGH DIFFERENTIATED INSTRUCTIONS IN VOCABULARY AND GRAMMAR CLASSES : LANGUAGE LEARNING

As learners with autism characteristically show different behaviours from their peers, teaching them can be challenging. However, teachers should respond to the call to provide equal learning opportunities for all students so that no students are left behind. Hence, this paper aims to share class practices in facilitating an autistic learner to strive among his peers in Vocabulary and Grammar classes. Differentiated instructions are used based mainly on modification principle, in which instructors modify the standard performance expected of learners with autism. In Vocabulary class, the autistic learner's self-made vocabulary cards become the learning materials based on which he is assessed through differentiated and modified biweekly reviews, quizzes, mid-semester test, and final test. As he is found to have difficulty in using the words he knows in grammatical and comprehensible English sentences, differentiated instructions are again employed in Grammar class he takes the semester after. They are conducted through the use of personalised tutoring and through a task to create a tutorial video on one aspect of grammar he thinks he understands best.

The author, who obtained her M.Sc. in TESOL from University of Edinburgh, Scotland, currently works as a lecturer at the English Language Education Department of Duta Wacana Christian University, Yogyakarta, Indonesia. Her research interest includes L2 learner's individual differences, Global Englishes, and teaching methodologies. ORCiD: http://orcid.org/0000-0002-6641-0307 SCOPUS ID: 57202583019 https://www.scopus.com/authid/detail.uri?authorId=57202583019