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All Journal Jurnal Kajian Informasi & Perpustakaan CaLLs : Journal of Culture, Arts, Literature, and Linguistics Psychology, Evaluation, and Technology in Educational Research SALTeL Journal (Southeast Asia Language Teaching and Learning) Inspiring: English Education Journal JL3T (Journal of Linguistics, Literature and Language Teaching) ENGLISH FRANCA : Academic Journal of English Language and Education Palimpsest: Jurnal Ilmu Informasi dan Perpustakaan Journal of English Language and Education International Journal of English and Applied Linguistics (IJEAL) Journal Of Academia In English Educations (JADEs) Journal of Mathematics Instruction, Social Research and Opinion Journal of General Education and Humanities TELL - US JOURNAL
Dalimunte, Muhammad
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Religion Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Journal : TELL - US JOURNAL

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TEACHER DIFFICULTIES IN TEACHING LINGUISTICS: A SEMANTIC MASTERING Saragih, Ibnu Ziat; Daulay, Sholihatul Hamidah; Dalimunte, Muhammad
TELL - US JOURNAL Vol 10, No 2 (2024): Dynamics of Language Teaching and Literary Studies: Innovation, Technology, and
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2024.v10i2.8175

Abstract

Teaching semantic concepts in tertiary linguistics programs has presented significant challenges for instructors. However, there needs to be a more in-depth exploration of this issue, hindering the understanding of underlying problems that impede effective semantics instruction. This qualitative phenomenological study aims to fill this gap by examining the difficulties faced by 15 experienced linguistics lecturers while teaching semantics courses to undergraduate and postgraduate students. Through in-depth semi-structured interviews, four major themes emerge, encompassing key pedagogical obstacles. First, students needed help to grasp complex, abstract, and philosophical semantic theories. Secondly, the technical precision required for semantic role labelling and predicate logic translation proved overwhelming for learners. Thirdly, establishing relevance to real-world applications proved to be challenging. Finally, excessive abstractions led to widespread student disengagement, motivation issues, and avoidance. The findings highlight the significant need for instructional design and pedagogical support in tertiary linguistics education to improve semantic teaching ability and learning outcomes. Proposed measures include specialized instructor training, scaffolding complex concepts, leveraging technology, fostering interdisciplinary connections, and enhancing social perceptions of semantics utility. These initiatives aim to develop the sophisticated semantic thinking required for advanced linguistics practice. Further quantitative research is suggested to validate and generalize these qualitative insights, informing nationwide improvements in systemic semantics curriculum.
Co-Authors Adelita, Devika Amardiaz, Rifky Bahar, Tanzila Dalimunte, Ahmad Amin Daulay, Sholihatul Hamidah Dewi, Shinta Dzakirah, Khairudz Ginting, Rita Seroja Hamidiyah, Masita Kembaren, Farida Repelita Waty BR Kurniati, Eka Yuni Ningrum, Diah Widya Purwaningtyas, Franindya Rezeki, Putri Salami, Cut Miftahul Samosir, Sri Aulia Saragih, Ibnu Ziat Zamzami