<![CDATA[Background: Children with autism spectrum disorder experience language development challenges, particularly in receptive vocabulary, which impact their ability to understand instructions and communicate. These limitations require structured and repeated interventions. Practice methods can strengthen receptive vocabulary comprehension and memory in children with autism spectrum disorder. Purpose: To determine the effect of practice methods on receptive vocabulary skills in children with autism spectrum disorder. Method: This study used a quantitative approach with a one-group pretest–posttest experimental design. The sampling technique used purposive sampling with a sample size of 12 participants. The research instrument used was the Receptive One-Word Picture Vocabulary Test (ROWPVT). The practice method intervention was administered in 10 30-minute sessions using flashcards. Data were analyzed using a paired t-test. Results: Receptive vocabulary skills before the intervention (pretest) were mostly in the moderate category (8 participants (66.7%) and low category (4 participants (33.3%)). After the intervention (posttest), there was an increase in receptive vocabulary skills. Six participants (50.0%) were in the high category, four participants (33.3%), and two participants (16.7%) were in the moderate category. The average receptive vocabulary skill score increased from 73.17±9.861 in the pretest to 84.08±9.510 in the posttest. A paired t-test analysis showed a significance value of p = 0.000 (p < 0.05), indicating that the training method significantly influenced children's receptive vocabulary skills. Conclusion: The training method significantly influenced receptive vocabulary skills in children with autism spectrum disorders. Suggestion: For future researchers, the results of this study can be used as a reference for developing more comprehensive and representative research, both in terms of research location and number of participants. Participants, and various data collection techniques. Data. Keywords: Autism Spectrum Disorder; Receptive Vocabulary; Training Methods. Pendahuluan: Anak dengan autism spectrum disorder mengalami hambatan perkembangan bahasa, khususnya pada aspek kosakata reseptif yang berpengaruh terhadap kemampuan memahami instruksi dan komunikasi. Keterbatasan tersebut memerlukan intervensi yang terstruktur dan berulang. Metode drill dapat memperkuat pemahaman dan memori kosakata reseptif anak dengan autism spectrum disorder. Tujuan: Untuk mengetahui pengaruh metode drill terhadap kemampuan kosakata reseptif anak autism spectrum disorder. Metode: Penelitian ini menggunakan pendekatan kuantitatif dengan desain eksperimen one-group pretest–posttest design. Teknik pengambilan sampel menggunakan purposive sampling dengan jumlah sampel sebanyak 12 partisipan. Instrumen penelitian yang digunakan adalah Receptive One-Word Picture Vocabulary Test (ROWPVT). Intervensi metode drill diberikan sebanyak 10 sesi dengan durasi 30 menit per sesi menggunakan media flashcard. Analisis data dilakukan menggunakan uji statistik paired t-test. Hasil: Kemampuan kosakata reseptif sebelum intervensi (pretest), sebagian besar berada pada kategori sedang sebanyak 8 partisipan (66.7%) dan kategori rendah sebanyak 4 partisipan (33.3%). Setelah intervensi metode drill (posttest), terjadi peningkatan kemampuan kosakata reseptif, partisipan terbanyak berada pada kategori tinggi sebanyak 6 partisipan (50.0%), kategori sedang sebanyak 4 partisipan (33.3%), dan kategori sangat tinggi sebanyak 2 partisipan (16.7%). Nilai rata-rata kemampuan kosakata reseptif meningkat dari 73.17±9.861 pada pretest menjadi 84.08±9.510 pada posttest. Analisis uji paired t-test menunjukkan nilai signifikansi sebesar p = 0.000 (p < 0.05), sehingga penelitian ini menunjukkan adanya pengaruh metode drill terhadap kemampuan kosakata reseptif anak. Simpulan: Metode drill berpengaruh signifikan terhadap kemampuan kosakata reseptif pada anak autism spectrum disorder. Saran: Bagi peneliti selanjutnya, hasil penelitian ini dapat dijadikan sebagai bahan acuan untuk mengembangkan penelitian yang lebih komprehensif dan representatif, baik dari segi lokasi penelitian, jumlah partisipan, maupun variasi teknik pengumpulan data. Kata Kunci: Autism Spectrum Disorder; Kosakata Reseptif; Metode Drill.]]>
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