The Effort Of Using Look And Say Method Teaching Childern With Special Need Autism Disorder At Sekolah Kebun Al-Qalam Jonggol

Abstract

Data was gathered through observation, interviews, and documentation as part of a qualitative research approach. One fourth-grade student with ASD participated in the study, which focused on language related to fruits and vegetables and lasted five sessions. Three primary strategies were used to apply the Look and Say Method: question-and-answer drills, repetition drills, and repetition by pointing, all of which were backed up with flashcards and actual objects. Results show that the approach successfully enhanced students' word recognition, pronunciation, and memorization skills in English. Instead of using written assessments for evaluation, quizzes, interactive questioning, and oral review were used, which allowed for precise comprehension measurement without putting the student under undue stress. The findings imply that the Look and Say Method is appropriate for kids with special needs, especially those with ASD, since it offers an organized, entertaining, and visually stimulating learning environment. In order to promote inclusive education, this study emphasizes the value of visual aids, repetition, and customized approaches.