Peningkatan Kemampuan Bahasa Kosakata Melalui Media Gambar Berseri pada Anak  Beresiko Autis di Taman Kanak-Kanak Kelompok A

Nurdiana Us; Unik Ambar Wati; Risma Alam

doi:10.55681/armada.v4i10.4869

Authors

Nurdiana Us Program Studi Pendidikan Inklusi, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta, Indonesia.
Unik Ambar Wati Program Studi Pendidikan Inklusi, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta, Indonesia.
Risma Alam Program Studi Pendidikan Bahasa Indonesia, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Sorong, Indonesia.

DOI:

https://doi.org/10.55681/armada.v4i10.4869

Keywords:

Media Gambar Berseri, Kemampuan Kosakata, Anak Berisiko Autis, Penelitian Tindakan Kelas

Abstract

Permasalahan penelitian ini berangkat dari rendahnya kemampuan kosakata anak berisiko autis, terutama dalam memahami, menyebutkan dan menggunakan kosakata terkait kegiatan sehari-hari. Penelitian ini bertujuan meningkatkan kemampuan kosakata melalui media gambar berseri pada anak berisiko autis di kelompok A2 TK Negeri Pratama Kabupaten Malinau. Penelitian menggunakan metode penelitian tindakan kelas dengan model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus. Subjek penelitian adalah seorang anak berisiko autis. Data dikumpulkan melalui observasi, dokumentasi dan penilaian kemampuan kosakata, kemudian dianalisis secara deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa kemampuan kosakata meningkat dari 35,71% pada prasiklus menjadi 60,71% pada Siklus I dan 85,71% pada Siklus II. Peningkatan mencakup aspek reseptif, ekspresif dan fungsional. Perbaikan tindakan pada Siklus II dilakukan melalui penggunaan gambar berukuran lebih besar, pengurangan urutan menjadi tiga gambar, serta pemberian penguatan positif berupa pujian dan stiker bintang. Capaian akhir melampaui kriteria keberhasilan sebesar 80%. Dengan demikian, media gambar berseri berpotensi mendukung peningkatan kemampuan kosakata anak. Namun, temuan ini perlu ditafsirkan secara hati-hati karena hanya melibatkan satu subjek tanpa kelompok pembanding.

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