CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

4.1 Research Findings

4.1.1 Findings of The Preliminary Research

1. Description Before Research (Pre-Interview)

Before conducting the research, on 26th June 2023, the researcher

contacted the principal of AGAPE Elementary School to ask for permission

to conduct research at the school. Then on the following day, 27 th June

2023, the researcher visited the research site to conduct interviews and

observe the site. The researcher conducted unstructured interviews with

autistic class teachers.

There were three types of questions asked by the researcher to class

teachers. These factors include the general environment of the English class

for children with autism, the difficulties faced by autistic students in

increasing the students' English vocabulary, as well as the methods used by

teachers to overcome these difficulties in increasing the student's

vocabulary.

According to the class teacher, students' approaches and understanding

of English language learning varied. The majority of autistic students did

not enjoy English classes, and they were not interested in learning English.

Especially for students who did not have a foundation in English, they

1
tended to be lazy and considered English to be boring and

difficult.Improving the English vocabulary of autistic students was difficult.

Such as the teacher said that increasing vocabulary for autist students was

one of the difficulties of students in learning English. This is because

students don't like foreign languages and they think that English is difficult,

so they are lazy and rarely re-learn the vocabulary they have acquired.

To increase vocabulary, a teacher said that there was no method used

when English class took place. Like other learning, the teacher used

available facilities as learning media. However, the teacher also

occasionally taught by singing to overcome students' difficulties in

increasing vocabulary. After reading this strategy, the teacher tries to find

media that can be used to increase students' vocabulary. Here, the researcher

proposes to use picture therapy cards as a learning strategy in the classroom.

The conclusion from this interview is that autistic students have

difficulty increasing their vocabulary due to their perception of English and

the lack of learning media used by teachers in class.

2. Pre-Questionnaire Results

An initial questionnaire was conducted to determine autistic

students' reactions to English lessons. The questionnaire was given to

autistic class students on Tuesday 25th July 2023. The following are the

results of the questionnaire given by the researcher to the students:

Table 4.1

2
 Pre-Questionnaire

Answer
No Questions
Yes No

37,50
1 Do you think English is fun? 62,50%
%

2 Do you think English is easy? 25% 75%

3 Do you like English class? 25% 75%

The results of the pre-questionnaire show that 37,50% of students

think that English was fun, so 62,50% of them think that English was not

fun. Then 25% of them think that English is easy and they like it, and 75%

think that English is not easy and they don't like English.

3. Description of Initial Stage Ability Data (Pre-test)

Before taking action, the researcher conducted an oral and written

test on July 25th 2023 because in June students at AGAPE Elementary

School were on grade promotion holidays. The pre-test results obtained are

as follows:

Table 4.1

Pre-test Result Data

Test
No Name Results
Orally Written

1 Y 4 6 66

2 Y1 4 5 60

3
 3 Y2 5 7 80

4 Y3 3 4 46,7

5 Y4 4 3 46,7

6 Y5 3 4 46,7

7 Y6 2 1 20

8 Y7 2 3 26,7

Amount 392,8

The results of the pre-test showed that the majority of autistic

students experience difficulties when working on questions orally and in

writing. The results above have been calculated using the formula

explained in the previous chapter.

The student named Y has moderate abilities but he has difficulty

remembering. In the oral test, Y said the answer was in a low voice and

the pronunciation was difficult. When researcher say it must be done many

times so that students remember it.

The student named Y1 has almost the same abilities as Y. Y1 has

pronunciation difficulties. The student was talkative so he said it over and

over again and seemed unsure. However, during the Y1 written test, there

was high interest so they often asked questions.

Students named Y2 can just ask questions. Because these students

already can speak English and are already used to it. However, when

4
taking the oral test, the student experienced difficulties because when

answering the pronunciation was not clear.

The student named Y3 was a student who had a high sense of

laziness and doubt. When the researcher asks the questions it must be clear

and repeated and when students answer it must also be repeated because of

their doubts.

The student named Y4 had been very passive. When asked, they

had to be asked repeatedly and firmly; otherwise, the student would not

want to answer and would even tend to get angry. The pronunciation had

been unclear and less understandable.

The student named Y5 had been taught, but her memory skills

were low, so she had difficulty passing written and oral exams. The

researcher had to speak the first letter of the word first before the student

remembered it.

The student named Y6 was very low in her English skills. This

student had great difficulty in working on questions and oral tests. In

pronunciation, there was doubt, and when the researcher asked a question

it must be repeated.

The student named Y7 has a lack of memory and a high sense of

laziness so this student finds it difficult to teach English. When an oral test

takes place, you often mention the same vocabulary even with different

questions. Then during the written test, the student was very lacking in

understanding.

5
 The class average results from the pre-test conducted by the

researcher showed 49,1. Using the formula specified in Chapter III as

follows:

Ʃx
x=
ƞ

392 ,8
x=
8

x=49 ,1

The observation results that had been obtained were the basis for

carrying out action research, namely by using Picture Therapy Cards. It

had been hoped that the application of this media to autism class students

would influence the increase in the English vocabulary of autistic

students at AGAPE Wonosobo Elementary School.

4.1.2 Findings of the First Cycle

1. Planning

At this stage, the researcher interviewed the teacher, conducted

planning by creating material, and made questions to use during the

pre-test and post-test. After that, it continued with action, completion,

and reflection, which were expected to increase the ability to recognize

body parts using English through the use of "Picture Therapy Cards".

2. Action

Implementation of cycle I began on Tuesday 25 th July 2023.

Based on the planning that had been created, the researcher put into

practice the teaching and learning process. The researcher began by

6
 presenting "Picture Therapy Cards" and explaining the material that

students would study. Students were instructed to name the picture

indicated by the researcher using English. Then, students also work on

test questions that have been distributed by a researcher. After they

finished working on the test questions given by the researcher, they

collected them on the same day. The class average score obtained

during the pre-test was 49,1 which was a very low score.

3. Observations

At this stage, the researcher observed what happens in the

classroom during the class. Regarding the reactions of autistic students

when given assignments, the students paid attention to the instructions

given by the researcher, but when they could not understand the

meaning of the word they answered with what they knew, some gave up

and felt bored and then played on their own. Even though the researcher

had followed the lesson plans that had been prepared, the students still

felt a little bored when in class. Their advantage was that when the

researcher invited them to do new things using "Picture Therapy Cards"

they were very enthusiastic and followed along, even though sometimes

the researcher' voices were overpowered by the loudness of their voices.

When researcher use “Picture Therapy Cards” students are more

focused and they have curiosity about what they want to learn.

Therefore, the researcher can easily provide instructions to students

about how to use "Picture Therapy Cards".

7
 4. Reflection

At this stage, the researcher finds out the progress and shortcomings

of the activities that have been carried out. The results of research from

those who have used the media "Picture Therapy Cards" on autistic

students are analyzed evaluated and then concluded. This activity

becomes the basis for revising the plan at the next stage. The percentage

of class average scores in the first cycle was 38,125%, which shows

that the English vocabulary of students with autism was very low.

Therefore, the researcher planned the actions that would be carried out

in the second cycle. The description of the stages carried out in the

second cycle follows:

4.1.3 Findings of the Second Cycle

1. Re-Planning

After reflecting on the actions in cycle I, the researcher made a re-

planning as a revision of the actions that had been carried out in cycle

I. The re-planning stage was not much different from the stage of

cycle I. The researcher revised the activities in class which could

make them feel bored and hoped that they would be better in this

second cycle.

2. Action

At this stage, the researcher implemented action plans that had

been made using "Picture Therapy Cards" on autistic children. In this

second cycle, the researcher provided action, each meeting lasting 35

8
 minutes. The initial activity was to condition the students well after

they prayed together outside the classroom. After that, the researcher

explained the material they would study. As was done in cycle I, the

researcher instructed students to follow the path explained by the

researcher.

The researcher showed "Picture Therapy Cards" and then said

the name of the picture using English then the students imitated it.

After that, the researcher appointed students randomly to name the

picture held by the researcher. Then after that, the researcher

distributed picture cards that only had pictures of body parts with no

vocabulary under them, and then they filled them in on the back of the

paper. Then, one by one, the students were instructed to come forward

one by one to point to their friend to name the picture they had got. In

this second cycle, the researcher conducted a post-test on autistic

students with oral and written tests.

3. Observations

At this stage, the researcher observed the changes experienced by

students. In this cycle, students increasingly concentrate and feel

comfortable so that they follow what has been instructed by the

researcher. The students are so enthusiastic when learning takes place.

In this cycle, the researcher used his voice louder than in cycle I. The

researcher carried out his work very well when playing his role as a

teacher in class by using "Picture Therapy Cards" which were

9
 modified in various ways so that students did not feel bored in class,

such as games which has been explained previously.

During the learning process, the researcher approached the autistic

students' desks while checking their work. Students are very

enthusiastic about their work because students understand the

instructions given by the researcher. This automatically gets positive

feedback from students in expressing their opinions.

4. Reflections

At this stage, the researcher analyzed the progress and

shortcomings of the activities that have been carried out. The results

of applying "Picture Therapy Cards" were then analyzed and

evaluated by the researcher. From the results of the post-test that has

been carried out, the average percentage score for the vocabulary test

for students with autism was 75. Thus, the average student gets a score

above the Minimum Completion Criteria (KKM). Because Class

Action Research (CAR) was successful, the autism class researcher

and teachers agreed to end it.

4.1.4 Findings After Implementing the Action

1. Pre-Interview Results

The researcher conducted unstructured interviews with teachers

after using "Picture Therapy Cards". This activity was carried out on

Thursday, 10th August 2023. The first thing the researcher asked the

teacher was the general condition of the class when the action was

10
 carried out. It was known that the condition of students after Class

Action Research (CAR) was better than before. They seemed

enthusiastic about using "Picture Therapy Cards" and of course, they

found it easier to improve their English vocabulary.

Second, regarding the difficulties of researcher in applying "Picture

Therapy Cards" when learning takes place. When in class, they have

difficulty expressing vocabulary because they are used to using

Indonesian in their daily lives. The researcher suggested that they

should be more accustomed to studying things they have learned at

school. The researcher also suggests that they use gadgets

appropriately, such as opening YouTube or other applications to

study, but it was not the researcher's intention to tell them to play with

gadgets. The researcher gave another suggestion to them to write the

names of objects around them on small pieces of paper and then stick

them on the objects, for example, the words "Pencil" were attached to

the top corner of the pencil, and so on.

The final criteria, namely regarding the opinion of "Picture

Therapy Cards." According to the class teacher, this had been an

effective bridge for teaching vocabulary or new things to students,

especially autistic students. This made it possible to increase students'

vocabulary. It had been an alternative and motivated class teachers to

use it.

2. Post-Questionnaire Results

11
 On Tuesday, 8th August 2023, the researcher conducted a post-test

and then after that continued to instruct them to fill out the

questionnaire paper that the researcher had distributed like the first

time the researcher entered their class. The questions they got from

them were the same as the pre-questionnaire, and produced the

following:

Table 4. 2

Post-Questionnaire

Answer
No Question
Yes No

1 Do you think English is fun? 75% 25%

2 Do you think English is easy? 62,50% 37,50%

3 Do you like English class? 87,50% 12,50%

The results of the presentation above show that 75% of autistic

students think that English is fun, and another 25% think that English

is not fun. Then, 62,50% of students thought that English was easy

and 37,50% thought that English was not easy. Finally, 87,50% of

students are happy when English class takes place, and only 12,50%

of students don't like English class.

3. Post-test results

12
 After taking action, the researcher conducted an oral and

written post-test on 8th August 2023 at the last meeting. The pre-

test results obtained are as follows:

Table 4.3

Post-Test

Student's Test
No Results
name Oral Written

1 Y 9 8 85

2 Y1 9 8 85

3 Y2 10 8 90

4 Y3 8 7 75

5 Y4 8 7 75

6 Y5 8 6 70

7 Y6 5 5 50

8 Y7 8 6 70

Amount 600

The results showed that there was an increase in autist class

students after the implementation of "Picture Therapy Cards". This

can be seen from the increase in the scores obtained during the post-

test. These results were calculated using the formula explained in

Chapter III.

13
 Ʃx
x=
ƞ

600
x=
8

x=75

According to data obtained by the researcher, the average

score of the autism class after the implementation of "Picture Therapy

Cards" increased. There was one student who got a bad grade because

that student had limitations in remembering and was so lazy.

The student's class average scores increased from the post-test and

pre-test. The percentage increase was obtained using the following

formula:
2 1
x −x
p= 1
x 100=¿
x

75−49 , 1
p= x 100=¿
49 , 1

2590
p=
49 ,1

p=52 , 74 %

The data shows that the average score for the autism class

in the pre-test was 49,1 and the average score in the post-test was 75.

This shows that there was an increase in the class average of 52,74%.

4.1.5 Data Interpretation

The increase in vocabulary skills in autistic students from cycle I to cycle

II was summarized in the picture below:

14
 Diagram 4.1

Increasing Vocabulary Skill Scores for Autistic

Students

75
49.1

P r e Test P o st -Test

In the first cycle of preliminary research, the average student test

class score was 49,1. This test was before implementing the use of "Picture

Therapy Cards". According to the score criteria explained in Table 3.2,

this figure was said to be poor and does not meet the Minimum

Completeness Criteria (KKM) for autistic students. In other words, there

were only 3 students who met the Minimum Completion Criteria (KKM),

and the others were below 60. Therefore, the researcher continued in the

second cycle.

In the post-test or research in the second cycle, after the action was

carried out, the class average score was 75. This figure shows the student's

improvement score. In this second cycle, there was only 1 student who got

a bad score, the score that student got was only 50, and 7 other students

got a score of 70 and some were even almost perfect. In the post-test in the

second cycle, the majority of students with autism met the Minimum

15
 Completeness Criteria (KKM). Therefore, Class Action Research (CAR)

was said to be successful and the cycle stops.

4.2 Discussion

This research was carried out to determine the increase in the English

vocabulary of autistic class students at SD AGAPE Wonosobo by using

"Picture Therapy Cards". Class Action Research (CAR) was an approach

used by the researcher and "Picture Therapy Cards" was a medium that has

been used by researcher to study the English vocabulary of autistic students.

The researcher applied this media only to 1 autist class at SD AGAPE

WONOSOBO.

The increase in vocabulary skills of autist students by using picture

therapy cards can be seen in the results of the pre-test and post-test carried

out by researcher in cycles I and II. The researcher collected data through

interviews, questionnaires, observations, and tests and then the results were

analyzed and calculated by the researcher.

The data was collected to determine whether or not there was an

influence experienced by autistic students when learning vocabulary using

picture therapy card media. Researcher found several impacts from using

this media, such as students feeling happier and more comfortable in class.

Moreover, students also remember the new vocabulary they have learned

more easily.

This research also took data using tests to help measure the increase in

English vocabulary in autistic students. The researcher found different

16
results before applying the picture therapy cards and after implementing

them. To find out the difference, the researcher implemented the media

through 2 cycles. The Minimum Completeness Criteria (KKM) for autistic

students was 60 (sixty).

The autistic class who studied vocabulary before using picture therapy

card media got a class average score of 49,1 and there were only 3 students

who met the Minimum Completeness Criteria (KKM), and the other 5 did

not pass. After carrying out the pre-test and knowing the results, the

researcher began to carry out learning using picture therapy card media. In

cycle I, the researcher observed that the majority of students had difficulty

working on questions, and most of them were not enthusiastic when they did

not understand a sentence, they answered with what they knew, some gave

up and felt bored and then played on their own. Because the results of the

average score for the autism class in the first cycle did not meet the

Minimum Completeness Criteria (KKM), the researcher took action again in

the second cycle with almost the same learning, only adding games when

learning took place. The learning outcomes of autistic class students in the

second cycle were higher than in the first cycle with an average class score

of 75 with the number of students who did not meet the Minimum

Completeness Criteria (KKM) only 1 child with a score of 50.

Based on the results of the data above, the English vocabulary skills of

autistic students have increased. An improvement of 52,74% in the average

score of autistic students after taking action. In other words, the use of

17
picture therapy cards in autism classes as a learning strategy can help

autistic students improve their English vocabulary at AGAPE Wonosobo

Elementary School.

Based on the description above, is able to be concluded that picture

therapy cards is able to help in learning to add vocabulary to autistic

students, especially in English. The benefits of this media are numerous,

especially in making it easier for teachers to deliver material in class and

more importantly, it can create a pleasant classroom atmosphere so that

students are comfortable in the classroom while learning is taking place.

18
 CHAPTER V

CONCLUSIONS AND SUGGESTION

5.1 Conclusion

Based on the research conducted from July 25th to August 8th 2023, to

improve English vocabulary among autistic students, the researcher concluded

that there had been an improvement in the students' vocabulary skills. The test

results given to the autistic class at SD AGAPE Wonosobo showed scores that

were far from the Minimum Completeness Criteria (KKM) target for autistic

children. The average score obtained for the autism class was 49,1, while the

Minimum Completeness Criteria (KKM) for autistic children was 60 (sixty).

In the first cycle, only 3 students had met the Minimum Completeness Criteria

(KKM), and 5 students had scored below, with some even obtaining a score of 20.

In that cycle, most of them lacked enthusiasm, and when they did not understand a

sentence, they answered with whatever they knew. Some had given up and felt

bored, then played alone. Because the average score for the autism class had not

reached the Minimum Completeness Criteria (KKM) standard, the researcher

continued to the next cycle until reaching the target Minimum Completeness

Criteria (KKM) standard.

In the second cycle, students experienced improvement, as evidenced by an

increase in the class average score to 75. In that cycle, only 1 student had received

a score below the Minimum Completeness Criteria (KKM) standard. Therefore, it

could be concluded that the use of picture therapy cards was highly effective for

19
teachers in the classroom and was a learning strategy that could assist autistic

students in enhancing their English vocabulary. This was evident from the

increase in the class average score, which amounted to 52.74% after the

intervention.

In the second cycle, students experienced improvement, as evidenced by

an increase in the class average score to 75. In that cycle, only 1 student had

received a score below the Minimum Completeness Criteria (KKM) standard.

Therefore, it could be concluded that the use of picture therapy cards has been

highly effective for teachers in the classroom and has been a learning strategy that

could assist autistic students in enhancing their English vocabulary. This was

evident from the increase in the class average score, which amounted to 52,74%

after the intervention.

5.2 Suggestions

Based on classroom action research at AGAPE Wonosobo Elementary

School conducted by the researcher and without diminishing respect, the

researcher provided suggestions that were expected to improve the quality of

education and English language learning in the classroom as follows:

5.2.1 For schools, it could have been used as a reference and a supporting tool,

and policies could have been created to encourage classroom teachers to

be more creative in using learning media. Additionally, information could

have been provided about the media used to improve the English skills of

autistic students at AGAPE Elementary School.

20
5.2.2 For teachers, it could have created a more enjoyable learning experience

and made students more active in class when learning took place. Teachers

should also have used varied and more creative media so that students did

not feel bored during learning sessions.

5.2.3 For future researchers, hopefully, this research has been useful and can

serve as a reference for similar studies.

21
 APPENDIX

Appendix 1

Pra-Wawancara

Kepada Guru Kelas Autis di SD AGAPE Wonosobo

Pewawancara : Siti Zulaecha

Pihak yang diwawancarai : Nelly Ni`mawati

Jabatan : Guru Kelas Autis

Hari/Tanggal : 27 Juni 2023

Waktu : 09.00-09.30

Tempat : Ruang Guru

1. Menurut Miss bagaimana sikap siswa autis di kelas Bahasa Inggris

berlangsung?

Jawab: Siswa memiliki sifat dan karakteristik yang berbeda, ada siswa yang

memang dia sudah memiliki kemampuan Bahasa Inggris sejak dari

rumah, ada yang memang dari rumah masih bisa di katakana nol, dan

ada yang sedang. Tentunya sikap mereka jelas berbeda, siswa yang

sudah memiliki dasar akan lebih bersemangat ketika kelas Bahasa

Inggris berlangsung, dan siswa yang belum memiliki dasar mereka

akan cenderung malas dan beranggapan bahwa Bahasa Inggris itu

membosankan serta sulit.

22
2. Menurut Miss apakah penyebab dari kesulitan siswa dalam mengingat

kosakata khususnya bahasa Inggris?

Jawab: Menurut saya, hal yang menyebabkan kesulitan mereka yaitu seperti

yang sudah saya jelaskan tadi yaitu faktor dasar kemampuan serta

kebanyakan dari mereka malas untuk belajar Kembali yang sudah

mereka dapatkan di sekolah.

3. Tekhnik apa yang Miss gunakan dalam mengajar kosakata pada siswa

khususnya siswa autis?

Jawab: Mengenai tekhnik yang saya gunakan, sebenrnya tidak ada tekhnik

khusus ketika saya mengajar Bahasa Inggris di kelas. Biasanya

ketika mengajar, saya mendikte atau menulis kosakata di papantulis,

kemudian siswa menulisnya.

4. Media apa yang digunakan Miss dalam mengajar pemahaman di kelas?

Jawab: Yang saya gunakan biasanya seperti buku dan papan tulis

5. Kendala apa yang Miss alami ketika mengajar mata pelajaran di kelas autis

dan bagaimana cara Miss mengatasinya?

Jawab: Ketika di kelas biasaya anak-anak lari sana sini, bercanda dan tidak

memperhatikan, biasanya saya memaksakan suara saya supaya

mereka berhenti dengan aktivitas tidak seharusnya mereka

melakukan dikelas. Apalagi ketika yang sekiranya pembelajaran

mereka tidak suka seperti Pelajaran Bahasa Inggris, mereka

beranggapan bahwa Bahasa Inggris itu sulit. Sesekali saya mengajar

23
mereka dengan bernyanyi supaya menjadi daya tarik tesrendiri

sehingga siswa akan menjadi fokus.

Wonosobo, 27th June 2023

Interviewer Interviewee

Siti Zulaecha Nelly Ni`mawati

24
 Appendix 2

Wawancara Selepas Tindakan

Kepada Guru Kelas Autis di SD AGAPE Wonosobo

Pewawancara : Siti Zulaecha

Pihak yang diwawancarai : Nelly Ni`mawati

Jabatan : Guru Kelas Autis

Hari/Tanggal : 10 Agustus 2023

Waktu : 09.00-09.30

Tempat : Ruang Guru

1. Bagaimana pendapat Miss setelah melihat pembelajaran dengan

menggunakan kartu terapi bergambar di kelas?

Jawab: Saya melihat siswa terlihat lebih bersemangat ketika penggunaan

media berlangsung. Apalagi ketika mereka bermain sambal belajar,

siswa terlihat begitu aktif di kelas. Kartu tersebut dapat menterapi

siswa agar mereka fokus di kelas, apalagi dengan kekurangan yang

mereka miliki. Hal tersebut dapat membangun semangat siswa dalam

meningkatkan keterampilan khususnya Bahasa Inggris pada siswa

autis.

2. Bagaimana pendapat Miss setelah melihat kondisi siswa dalam pembelajaran

kosakata setelah menggunakan media kartu terapi bergambar?

Jawab: Saya merasa senang melihat perkembangan kemampuan matematika

Bahasa Inggris siswa, apalagi dengan melihat hasil dari peningkatan

25
 nilai rata-rata kelas. Awalnya saya merasa cemas jika siswa tidak

dapat mengikuti pembelajaran karena memang keterbelakangan yang

mereka miliki, tetapi ternyata mereka dapat mengikuti dengan

semangat.

3. Bagaimana pendapat Miss setelah melihat kemampuan pemahaman dasar

siswa setelah menerapkan kartu terapi bergambar sebagai salah satu metode

pembelajaran kosakata khususnya Bahasa Inggris pada siswa autisme?

Jawab: Menurut yang saya lihat, kemampuan pemahaman mereka menjadi

lebih baik. Seperti yang sudah saya katakan tentang kecemasan saya

terhadap siswa, dengan adanya kartu terapi bergambar dalam

pembelajaran bahasa Inggris siswa menjadi lebih mudah dalam

mengingat.

4. Menurut Miss, bagaimana aktivitas belajar mengajar pelajaran Bahasa Inggris

siswa dengan menggunakan kartu terapi bergambar?

Jawab: Aktivitas belajar mengajar menggunakan kartu terapi bergambar lebih

produktif karena siswa dapat dengan mudah dan terbantu dalam

mengingat koakata khususnya pemahaman Bahasa Inggris siswa

sehingga dapat meningkatkan lebih banyak pemahaman yang mereka

miliki. Pebelajaran kosakata dengan menggunakan kartu terapi

bergambar merupakan suatu yang menjadi daya tarik tersendiri dalam

pembelajaran khususnya Bahasa Inggris.

5. Kendala apa yang terlihat ketika penggunaan kartu terapi bergambar pada

saat pembelajaran bahasa Inggris berlangsung?

26
 Jawab: Kendala yang terlihat yaitu ketika siswa mengungkapkan

pembelajaran, sebagian besar siswa belum mengetahui pengucapan

kata yang benar karena memang mereka belum terbiasa menggunakan

Bahasa Inggris pada kehidupan sehari-hari mereka.

6. Menurut Miss, apakah strategi pembelajaran menggunakan kartu terapi

bergambar efektif jika diterapkan pada pembelajaran pemahaman bahasa

Inggris di kelas autis?

Jawab: Melihat strategi kartu terapi bergambar cukup efektif dalam

pembelajaran kosakata khususnya bahasa Inggris di kelas autis, saya

setuju jika kartu terapi bergambar diterapkan ketika pembelajaran

kosakata berlangsung. Selain itu, media tersebut juga dapat mengajak

siswa untuk aktif ketika pembelajaran kosakata berlangsung.

7. Menurut Miss, apakah strategi pengajaran kartu terapi bergambar dapat

meningkatkan kemampuan kosakata bahasa Inggris pada siswa autis?

Jawab: Mengingat siswa autis sulit untuk medapatkan hal yang baru bagi

mereka, dan itu juga kembali kepada masing-masing siswa, tetapi saya

kira strategi tersebut dapat meningkatkan kemampuan penguasaan

bahasa Inggris pada anak autis. Selain itu juga terlihat pada

peningkatan nilai rata-rata kelas yang meningkat.

Wonosobo, 10th August 2023

Interviewer Interviewee

27
 Siti Zulaecha Nelly Ni`mawati

Appendix 3

Questionnaire for Students Before and After Classroom Action

Research (CAR)

Pedoman Kuisioner Untuk Siswa

Petunjuk:

 Pertanyaan-pertanyaan berikut ini berkaitan dengan pembelajaran kosa kata/

kosa kata pada pelajaran bahasa Inggris. Mohon diisi dengan sebenar-

benarnya.

 Jawabannya tidak akan mempengaruhi nilai bahasa Inggris Anda.

 Berilah tanda √ (centang) disetiap jawaban yang anda pilih

Answer
No Question
Yes No

1 Do you think English is fun?

2 Do you think English is Easy?

3 Do you like English class?

28
Appendix 4

RECAPITULATION OF QUESTIONNAIRE RESULTS IN THE INITIAL

STAGE ASSESSMENT (PRE-QUESTIONNAIRE)

Answer Percentage

No Question

Yes No Yes No

1 Do you think English is fun? 3 5 37,50% 62,50%

2 Do you think English is Easy? 2 6 25% 75%

3 Do you like English class? 2 6 25% 75%

29
Appendix 5

RECAPITULATION OF QUESTIONNAIRE RESULTS AFTER CLASS

ACTION RESEARCH

Answer Percentage

No Question

Yes No Yes No

1 Do you think English is fun? 6 2 75% 25%

2 Do you think English is Easy? 5 3 62,50% 37,50%

3 Do you like English class? 7 1 87,50% 12,50%

30
Appendix 6

RECAPITULATION OF STUDENT SCORES ON THE INTRODUCTION

TEST (Pre-Test)

Test
No Name Result
Oral Written

1 Y 4 6 66

2 Y1 4 5 60

3 Y2 5 7 80

4 Y3 3 4 46,7

5 Y4 4 3 46,7

6 Y5 3 4 46,7

7 Y6 2 1 20

8 Y7 2 3 26,7

Amount 392,8

Mean 49,1

Minimum score 20

Maximum score 80

31
Appendix 7

RECAPITULATION OF STUDENT SCORES AFTER ACTION (Post-Test)

Test
No Name Result
Oral Written

1 Y 9 8 85

2 Y1 9 8 85

3 Y2 10 8 90

4 Y3 8 7 75

5 Y4 8 7 75

6 Y5 8 6 70

7 Y6 5 5 50

8 Y7 8 6 70

Amount 600

Mean 75

Minimum score 50

Maximum score 90

32
Appendix 8

WRITTEN PRE-TEST QUESTIONS FOR AUTISM STUDENTS`

33
Appendix 9

WRITTEN POST-TEST QUESTIONS FOR AUTISM STUDENTS

34
Appendix 10

35