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All Journal IAES International Journal of Artificial Intelligence (IJ-AI) International Conference on Education and Language (ICEL) LINGUISTIKA English Review: Journal of English Education OKARA: Jurnal Bahasa dan Sastra International Multidiciplinary Conference on Social Sciences (IMCoSS) ETERNAL(english, teaching, learning, and Research Journal) Journal of English Education Studies Elsya : Journal of English Language Studies Journal of English Language and Culture International Journal of Forensic Linguistic Beyond Linguistika: Journal of Linguistics and Language Education Engagement: Jurnal Pengabdian Kepada Masyarakat Journal of Scientific Insights International Journal of Technology and Education Research International Journal of Education, Vocational and Social Science Educational Research Indonesia
Susanto, Susanto
Universitas Bandar Lampung
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Engineering Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Journal : Journal of English Language and Culture

 1 
UTILIZING FLASHCARDS TO IDENTIFY PHONOLOGICAL ERRORS AND ENHANCE LEARNING ENGAGEMENT AMONG STUDENTS WITH INTELLECTUAL DISABILITIES Wijaya, Karina Aprisyahila; Nanda, Deri Sis; Susanto, Susanto
Journal of English Language and Culture Vol 15, No 2 (2025): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30813/jelc.v15i2.8139

Abstract

Education is a right for every individual. For students with mental disorders, teaching English poses a unique challenge that requires teachers to find effective teaching media for vocabulary instruction. This study aims to identify phonological errors of students with intelectual disabilities learning vocabulary and explore how to teach vocabulary to students with intelectual disabilities using flashcards the research employs a qualitative approach with descriptive analysis, involving observation and auditory analysis to identify four voice recordings from students with different intelectual disabilities. The results reveal that students who experienced ADHD and communication disorder showed good engagement during the learning process, but encountered pronunciation errors. Meanwhile, students with autism and slow learning experienced difficulties in both participating in learning activities and pronunciation. These difficulties are caused by intelectual disabilities affecting their socialization abilities and leading to learning delays. Based on these findings, it can be said that the use of flashcards is effective as a vocabulary-learning medium for students with mild mental disorders. However, for students with more severe mental disorders, a more authentic approach is required. This is important for educators to understand students’ conditions in determining the appropriate teaching media.
Co-Authors Anaria Seftika Bagus Firmansyah Bery Salatar Chunxu Shi Dedi Kurniawan Deri Sis Nanda Desi Ike Sari Dwiniasih Farah Sukmawati Wahidah Fatima A. Putri Harris Hermansyah Setiajid Ihsani, Pelangi Fadhilah Irma Khirana Mila Febriyanti Novi Yanti Nurmala Eka Putri Puri, Indah Retno Rafik-Galea , Shameem Rodiatun, Rodiatun Septiyana, Linda Shanti Anggraeni Siti Badriyah Supasa, Aprilia Yunda Tri Nun Hartini Wan Irham Ishak Wijaya, Karina Aprisyahila Wirathama Hazera Putra Yanuarius Yanu Dharmawan Yuliasari Yuliasari Zein, Muhammad