LANGUAGE ACQUISITION USED BY AUTISTIC CHILD IN THE INCLUSSION KINDERGARTEN OF NAMIRA SCHOOL KRAKSAAN (A PSYCHOLINGUISTIC CASE STUDY)

DINI, AYU MAYANG (2019) LANGUAGE ACQUISITION USED BY AUTISTIC CHILD IN THE INCLUSSION KINDERGARTEN OF NAMIRA SCHOOL KRAKSAAN (A PSYCHOLINGUISTIC CASE STUDY). Skripsi thesis, Universitas Panca Marga Probolinggo.

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Abstract

The research analyze on “Language acquisition used by autistic children in the inclussion kindergarten of Namira School”. 1) What is the language acquisition used by Autistic Children the Inclussion Kindergarten of Namira School? based on the problem of the study, it means to describe the the language acquisition used by Autistic Children the Inclussion Kindergarten of Namira School. The scope of this research is psycholinguistics approach and the limitation of this is an autistic child in group Al Ghofur(B1)aging 5-6 years old who is good in academic writing, reading, accounting but can not interact at all because this autistic child have no eye contact and unstable emotion. The main theory used in this research comes from psycholinguistics and language acquisition. For the psycholingistics, it uses the theory of Abdul Chaer and John Lyons and for the language acquisition uses the theory of Abdul Chaer and Stephen D Krashen. The method used in this research is descriptive qualitative method. The data are collected by doing observation and recording. The result of this research from the data about the responding and pronunciation of autistic child in the interaction with the professional teacher. The data then be observed and classified according to language acquisition. In this research, the analysis is consist of 31 data totally. The data is an autistic child who are good in academic writing, reading, accounting but can not interact at all because this autistic children have no eye contact and unstable emotion. The results of this research concludes that The autistic child is excited to listen, understand, and respond some question well in the interaction when he gets the greeting at first before the learning is held. Not all of sentences can be spoken by right pronunciation, some pronunciation felt difficult. The autistic child sometimes does not focus in the learning because of not in good mood and it can influences the next interaction. The autistic child focuses in the main point of the interaction when the teacher has some materials which is in concreted form and can be looked or touched by the autistic child. The autistic child can listens, understands, and responds well if the sentence question is spoken repeatedly near the autistic child. The autistic child does not focus in a main point when he finds similar object and similar sentence in the mind although the real main of the sentence actually is different. The sentences spoken to the autistic child is repeatedly better because the autistic child is kind of children who is difficult to listen and interact. That is all the conclusion of language acquisition used by autistic child in the inclussion kindergarten of Namira School Kraksaan.

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