Reading literacy and cognitive process are two essentials elements for ASD students to promote their reading skills because both of them can support learners' cognitive development, English skills, fluency, vocabulary, and grammar (Bruner, 1985;Dynia et al., 2014;Lanter et al., 2012). They are also considered as an indication of learners' PISA levels (PISA / OECD, 2015) when it is connected to the PISA reading test. Studies ASD's cognition process have been widely conducted in many different areas such as Mathematics, L2 and psychology (Keat & Khaidzir, 2011;Randi et al., 2010;Woolley, 2016). First, Chiang & Lin (2007a), for example, conducted article reviews in the field of reading comprehension for ASD learners. Their study focused on academic reading and word understanding from various articles published in Scopus indexed journals. The review results revealed that peer tutoring seemed to be an effective strategy in teaching reading comprehension for students with autism in general education settings but they neglected the vital roles of the comprehension process.Similarly, Randi et al., ( 2010) investigated ASD student's cognitive skills using academic reading texts. The texts focused on gaining meaning, reading, and decoding skills. The result showed ASD student's cognitive processes was not optimally elaborated on since the focus of the study relied on the decoding aspect. Third, in the field of Mathematics, Fauziyah et al. ( 2019) scrutinized ASD learners' cognitive process of Mathematical thinking. From the study, they found that ASD learners' cognitive process involved five linear stages, namely sentence interpretation, message recall, conceptual knowledge, plan design, and implementation. (Anderson, 2005;Frankel et al., 2016). However, the literature has been relatively sparse regarding ASD cognitive processes under the L2 domain since Mathematics, and L2 domains need different cognition processes and skills. Therefore, this study aimed at investigating ASD learners' cognition process in L2 reading activities using PISA reading literacy. Methods DesignThe study was case study research with two ASD students as participants. This case study research allows for an in-depth analysis of participants in naturalistic settings with detailed reflection of phenomena that occur. Naturalistic observations, interviews, and artefacts were examined to draw the participant's cognition process during the research process (Disney & Geng, 2017). In this study, two ASD students' cognitive processes were carefully observed while comprehending a reading literacy test. The cognitive processes were analyzed to construct theories during the interaction with a PISA reading comprehension test.

Scaffolding research has been widely investigated involving parentchild within the first language (L1) context without considering the cognitive issues and Intelligence Quotients (IQ) aspects as crucial precursors of the scaffolding process. This case study aims to find emergent themes and theorize potential scaffolding theory from the interaction of two-second language (L2) Autism Spectrum Disorder (ASD) children and normal parents with minimum English exposure, cognitive disorders, and different IQ levels on the mobile storysharing application. Participant observations and in-depth interviews on scaffolding using story-sharing activities among children, parents, and researchers were conducted every week for six months. Thematic analysis was implemented inductively and interpreted by two experts to find the emerging variation of scaffolding theories. The results showed that ASD learners' scaffolding process involved more complex stages than the previous studies. The complexities of scaffolding involved repetitive recall, translating, imitating, cooperating, target and crises. ASD learners could write a simple phrase and short sentence after exhaustive efforts. Since ASD learners' previous vocabulary mastery was excluded, it is worth pursuing further researchers to examine learners' vocabulary and story writing development using the same application.

Culture is an inseparable aspect when an individual learns a target language. English textbook, one of the teaching-learning media, keeps a lot of hidden cultural value inside. There is a limited study investigating the representation of cultural values in an English textbook for autism students. Thus, this study is addressed to investigate both cultural representation and cultural values inside the Indonesian autism EFL textbook published by the Ministry of Education and Culture. The analysis adopted the four dimensions of culture or 4Ps as the framework. The 4Ps refer to Product, Practice, Perspective, and People. The findings of this study underscore the multicultural values represented in the autism English textbook. Those cultural values are as follows: (1) respecting the diversity of a religious group; (2) respecting the Indonesian national cultural traits; (3) respecting the diversity of ethnic groups; (4) respecting democracy; (5) having good manners; and (6) having gratitude. Recommendation for teacher or professional researcher of research and development closes the section of this study and deepened on the semiotics contained in the English textbook for children with autism and the potential theoretical which can be obtained through the analysis of the intercultural language used in the English textbook.

ABSTRAKBerkembangnya teknologi pada pembelajaran anak, mengakibatkan orang tua serta guru harus ikut serta dalam perkembangan tersebut demi kemanjuan anak salah satu aplikasi pembelajaran yang bisa digunakan merupakan Our story application yang memungkinkan interaksi orang tua dan anak untuk pembelajaran bahasa inggris. Namun, pendampingan kadang hanya berfokus pada anak-anak normal belum banyak yang melakukan pendampingan bersama dengan anak-anak Autism. Oleh sebab itu, pendampingan ini dilakukan pada anaka-anak Autism Spectrum Disoreder dan orang tua aplikasi pembelajaran bahasa Inggris. terutama dalam pembelajaran reading sebagai bagian terpenting dari keterampilan berbahasa Inggris. Pendampingan ini dilakukan dengan cara berkeliling kerumah setiap peserta yang bersedia setiap minggunya yang mehasilkan adanya faktor pendukung serta faktor penghambat dalam pelaksanaan pendampingan, Kata kunci: membaca; storybook application; ASD; interaksi ABSTRACTThe development of technology in children's learning has resulted in parents and teachers having to participate in these developments for the sake of children's progress. One of the learning applications that can be used is Our story application which allows interaction between parents and children for learning English. However, sometimes mentoring only focuses on normal children, not many have assisted with Autism children. Therefore, this assistance is carried out for children with Autism Spectrum Disorder and parents with English learning applications. especially in learning reading as the most important part of English language skills. This assistance is carried out by going around the house of each willing participant every week which results in supporting factors and inhibiting factors in the implementation of mentoring. Keywords: reading; storybook application; ASD; interaction.

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