Email this article Guided Translation to Channel an Autistic Learner’s Potentials in L2 Writing: A Case Study
Abstract
Abstract: Guided Translation to Channel an Autistic Learner’s Potentials in L2 Writing: A Case Study. Objectives: This study aimed to investigate to what extent the use of guided translation from the Indonesian language into English could facilitate a student with Autism Spectrum Disorder (ASD) to write a five-paragraph descriptive essay and expository essay in English. Methods: The study used observations on the participant’s learning behaviours and qualitative document analysis of the participant’s essays during the period of one semester. Findings: The use of guided translation helped the autistic learner, who typically had difficulty in language production both in L1 and L2, to write two essays in L2, whose overall quality analysed using the grading rubrics, was relatively the same as those of his developing peers, albeit the participant needed much more time. Conclusion: The finding suggested that autistic learners’ L1 could be capitalised to optimise their L2 learning.
Keywords: Guided translation, Autism Spectrum Syndrome (ASD), L2 writing, case study.
Abstrak: Penerjemahan dengan Bimbingan untuk Menyalurkan Potensi Murid Penyandang Autisme dalam Menulis Bahasa Kedua: Studi Kasus. Tujuan: Studi kasus ini bertujuan untuk menginvestigasi sejauh mana strategi penerjemahan dengan bimbingan dari Bahasa Indonesia ke Bahasa Inggris dapat menfasilitasi murid penyandang Gangguan Spektrum Autisme (ASD) untuk menulis esai deskriptif dan ekposisi yang tediri dari lima paragraph dalam Bahasa Inggris. Metode: Penelitian ini menggunakan observasi perilaku belajar peserta dan analisis dokumen kualitatif dari esai peserta dalam kurun waktu satu semester. Temuan: Meski pun memerlukan waktu lebih lama dari teman sebayanya, melalui penerjemahan dengan bimbingan, murid penyandang autisme, yang biasanya kesulitan dalam keterampilan Bahasa aktif baik dalam Bahasa pertama maupun kedua, mampu menulis dua esai dalam Bahasa kedua yang kualitas nya relative sama dengan esai yang dihasilkan teman sebayanya dilihat dari rubric penilaian. Kesimpulan: Temuan ini menunjukkan bahwa Bahasa pertama murid-murid penyandang autism dapat di dayagunakan untuk mengoptimalkan pembelajaran Bahasa kedua mereka.
Kata kunci: Penerjemahan dengan bimbingan, Gangguan Spektrum Autisme (ASD), menulis dalam Bahasa kedua, studi kasus.
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