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All Journal Al Ishlah Jurnal Pendidikan RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya Al-Ta'lim Ksatra: Jurnal Kajian Bahasa dan Sastra Journal La Sociale Journal La Edusci Nuances of Indonesian Language Seminar Nasional Pengabdian Kepada Masyarakat TITIK DUA: Jurnal Pembelajaran Bahasa dan Sastra Indonesia Jurnal Sastra Indonesia SOCIETIES: Journal of Social Sciences and Humanities International Journal of Education and Humanities Journal of Applied Linguistics and Literature Journal Studies in Indonesian Language and Literature
M, Asia
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Religion Arts Humanities Chemistry Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Peran Psikolinguistik dalam Meningkatkan Kompetensi Fonologis Anak Berkebutuhan Khusus melalui Terapi Wicara Terstruktur M, Asia
SOCIETIES: Journal of Social Sciences and Humanities Vol 5, No 2 (2025): SOCIETIES: Journal of Social Sciences and Humanities
Publisher : SOCIETIES: Journal of Social Sciences and Humanities

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/societies.v5i2.78850

Abstract

Abstrak. Gangguan fonologis merupakan hambatan berbahasa yang sering dialami anak berkebutuhan khusus (ABK) dan berdampak pada kejelasan komunikasi. Psikolinguistik memberikan dasar konseptual untuk memahami proses mental dan mekanisme produksi ujaran, sehingga dapat digunakan dalam merancang terapi wicara yang lebih terarah. Penelitian ini menggunakan studi kasus kualitatif terhadap tiga anak ABK untuk menganalisis peran pendekatan psikolinguistik dalam terapi wicara terstruktur. Data diperoleh melalui observasi, rekaman tuturan, serta wawancara dengan terapis dan orang tua. Hasil penelitian menunjukkan adanya penurunan pola kesalahan fonologis terutama substitusi, omisi, dan distorsi serta peningkatan akurasi artikulasi fonem setelah intervensi. Terapi wicara terstruktur yang disusun berdasarkan tahapan persepsi bunyi, representasi fonem, dan produksi artikulatoris terbukti efektif karena menyesuaikan strategi dengan karakteristik individual tiap anak. Temuan ini menegaskan bahwa integrasi prinsip psikolinguistik dapat memperkuat efektivitas terapi fonologis bagi ABK dan mendukung pengembangan intervensi yang lebih sistematis di sekolah maupun klinik terapi wicara. Kata Kunci:    Psikolinguistik, Kompetensi Fonologis, Terapi Wicara Terstruktur, Anak Berkebutuhan Khusus.
Utilization of Digital Media in Second Language Acquisition: A Psycholinguistic Perspective on Learning M, Asia
Journal La Edusci Vol. 7 No. 1 (2026): Journal La Edusci
Publisher : Newinera Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/journallaedusci.v7i1.2834

Abstract

This study investigates the utilization of digital media in second language acquisition from a psycholinguistic perspective among elementary school students in Makassar City. As digital technologies increasingly shape contemporary learning environments, understanding their cognitive, linguistic, and motivational impacts is essential for strengthening instructional practices. Employing a qualitative research design, this study draws on in-depth interviews with teachers, classroom observations, and document analysis to explore how digital media influences students’ comprehension, memory encoding, and engagement during English language learning. The findings reveal that digital media significantly enhances learners’ cognitive engagement by capturing attention through multimodal features such as animation, sound, and interactivity. These elements reduce cognitive load and support sustained focus, allowing students to process linguistic input more effectively. The study also demonstrates that digital media facilitates deeper comprehension by providing immediate contextual cues visual, auditory, and symbolic that help young learners grasp vocabulary and sentence structures without relying on translation. Furthermore, repetitive and visually supported digital content strengthens memory encoding, enabling students to retain and recall language items more reliably. Various types of digital media including videos, interactive learning applications, digital games, and presentation tools were found to serve complementary pedagogical functions that teachers employed strategically to support linguistic development. Overall, the study concludes that digital media, when thoughtfully integrated, acts as a powerful tool that enriches cognitive processing, reinforces memory, and fosters a more engaging and inclusive learning environment. These insights highlight the need for continued professional development and infrastructural support to maximize the pedagogical potential of digital media in elementary second language education.
Utilizing Speed Reading Technique for Students’ Ability in Comprehending Text Asdar, Asdar; Hamsiah, A.; Angreani, A. Vivit; Lutfin, Nursamsilis; M, Asia; bin Tuan Kechik, Tuan Nordin
AT-TA'LIM Vol 29, No 2 (2022)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v29i2.741

Abstract

Learning to read in junior high school is one of the language skills that plays an important role. Reading skill is the third skill that is mastered by students in having a role in language skills and mastery of other subject matter. This study aims to determine students' speed-reading ability. This research used descriptive quantitative method. The population of this study were all students of class VIII SMP Negeri 35 Makassar with a total of 288 students. The sample is 36 students. The sampling technique is a side random technique. Data obtained were analyzed using the percentage technique. The results of the data analysis showed that from 36 students as respondents, only 20 students (55.55%) managed to score above 75. This shows that the speed-reading ability of class VIII students of SMP Negeri 35 Makassar is still poor because it is still under of the standard, which is at least 85% of all respondents. Therefore, it is recommended that students and teachers be more active and that the learning support facilities are improved.
Written Language Errors in Elementary School Students: A Psycholinguistic Analysis M, Asia
Journal La Sociale Vol. 7 No. 2 (2026): Journal La Sociale
Publisher : Borong Newinera Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/journal-la-sociale.v7i2.2835

Abstract

This study examines the written language errors produced by elementary school students in Makassar City through a psycholinguistic and educational management lens, foregrounding how linguistic performance is shaped by systemic, organizational, and instructional structures. Using a qualitative descriptive design, the research analyzed students’ written texts, classroom observations, and interviews with teachers to uncover the types, patterns, and underlying sources of writing errors. Findings reveal four dominant categories of errors orthographic, morphological, syntactic, and semantic each reflecting not only developmental cognitive processes but also the influence of instructional fragmentation, inconsistent feedback mechanisms, and limited teacher expertise in psycholinguistic-responsive pedagogy. Teachers’ perspectives further demonstrate how large class sizes, insufficient resources, and culturally unresponsive management practices constrain effective writing instruction, ultimately reproducing recurring student errors. The study argues that these linguistic weaknesses are organizational products, not individual deficits, and must therefore be addressed through strategic school management interventions. The implications highlight the need for coherent literacy programs, capacity-building for teachers, improved feedback systems, and managerial alignment between curriculum design and classroom delivery. By situating children’s written errors within the broader structure of educational governance, this study contributes to both psycholinguistic scholarship and educational management research, offering a deeper understanding of how institutional practices shape literacy outcomes. The results underscore that improving student writing accuracy requires integrated systemic reform rather than isolated classroom-level adjustments.
Co-Authors Abd Rahim Amaliah, Nurul Angreani, Andi Vivit Asdar Asdar Asri Ismail Aswati Asri, Aswati Azis bin Tuan Kechik, Tuan Nordin Febrina, St Hajrah Hadryanti, Hadryanti Hamsiah, A. Hastuti, Siti Nur Rahmah Heni Pujiastuti Irwan, Adityana Purnama Kembong Daeng Limbong, Sunarlia Lutfin, Nursamsilis Muhammad Asdam, Muhammad Musreni, Mila Nurhusna nurliah, nurliah Nursalam Nursalam Rahmah Indryani Ramadani, Arika Rembon, Earline Griselda Ridwan Ridwan Ridwan, Ridwan Sakaria Sakaria Sasabone, Luana St Syamsudduha Suarni Syam Saguni, Suarni Syam Sulastri Sulastri Syahril, Ainun Sang Fajar Syarifah Ramdana Wiwik Handayani