<![CDATA[This classroom action research aimed to describe changes in the ability to recognize vowels following the use of picture card media among first-grade students with moderate intellectual disabilities at SLB Kartini Saumlaki. The study involved two subjects, identified by the initials BE and YR. The research was conducted over two cycles, comprising the stages of planning, action, observation, and reflection. Data were collected through observation, tests, interviews, and documentation. Data analysis was performed descriptively by comparing vowel recognition scores from the initial assessment, Cycle I, and Cycle II, and by evaluating the achievement of established success indicators. Success indicators were based on meeting the minimum score set as the criterion for vowel recognition proficiency. The results showed that BE’s score improved from 40 at the initial stage to 52 in Cycle I and 72 in Cycle II, while YR’s score improved from 30 to 48 and 68. Based on the success indicators, BE met the criteria in Cycle II, whereas YR did not yet meet the established criteria. These findings indicate a relationship between the use of picture card media and changes in vowel recognition ability among the subjects; however, the results cannot be generalized as evidence of similar improvement for all students with moderate intellectual disabilities.]]>
Copyrights © 2026
