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The listening skill of autistic students in learning English through total physical response Diana Fauzia Sari; Evriani Rotua Gea; Dian Fajrina
Studies in English Language and Education Vol 8, No 1 (2021)
Publisher : Universitas Syiah Kuala

This study analyses how a teacher at SMPLB-CD YPAC (Foundation for Children with Disabilities), Banda Aceh, Indonesia, teaches English listening using the Total Physical Response (TPR) method to autistic students. In this method, a teacher instructed the students to act as modelled by the teacher. Students are considered to have good listening comprehension if they understood the teacher’s commands and imitated the act. This research is qualitative to describe the application of the TPR method in teaching English listening skills to autistic students. The sample for this study was four autistic students at the school under study. The data were collected by observing and documenting the English listening teaching-learning process in the classroom using the TPR method. The data were then analysed, focusing on the classroom dialogues directly related to using the TPR method to teach listening comprehension to autistic students. The results showed that the TPR method is suitable to teach students with autism to learn and understand new words. This was because they were asked to imitate the words verbally and in action repeatedly. The students could memorize the new vocabulary because it involved motor activities, which created a fun atmosphere in the classroom. Students were active in doing the actions and have no pressure to learn. The TPR method also contains elements of games which is able to raise a positive mood in autistic students.

The Correlation between High Proficiency English Vocabulary Mastery and B2-Level Reading Comprehension Ratu Kharisma Kamal; Syamsul Bahri Ys; Dian Fajrina
Research in English and Education Journal Vol 8, No 1 (2023): February 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar

Vocabulary is the most important factor that affects reading ability. Size and level of vocabulary are crucial components that improve reading comprehension. In order to determine the relationship between students' vocabulary knowledge and reading comprehension, the study's goal is to quantify it. According to the CEFR, this study focuses on reading skills at the B2 level and the first four thousand most commonly used words (The Common European Framework of Reference for Languages). 52 students from the English Education Departments of Ar-Raniry State Islamic University and University of Muhammadiyah Aceh participated in vocabulary and reading assessments as part of the study's quantitative non-experimental methodology. Correlation analysis, or Spearman rho correlation, was used to analyse the data. The findings demonstrate an association between vocabulary and reading comprehension with a correlation coefficient of 0.357. According to these coefficients, there is little association. As a result, for language acquisition, language learning instruction must include a sufficient amount of vocabulary and reading.

How do Indonesian EFL students’ writing strategies and writing process differ from English L1 students? Dian Fajrina; John Everatt; Jo Fletcher; Chris Astall; Amir Sadeghi
Studies in English Language and Education Vol 10, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i2.28888

This research aimed to investigate the writing strategies applied by English as a Foreign Language (EFL) students in Indonesia. It also investigated how the writing process undergone by Indonesian EFL students differs from students using English as their first language (L1). The writing strategies questionnaire from Petrić and Czárl (2003) was used to find out the strategies used by the EFL students. In addition, the adult writing process model of Hayes (2012), which was constructed based on the writing process of English as first language students, was used as the framework to investigate the writing process applied by Indonesian students. The participants were 135 English Education department students from two Indonesian universities. Participants’ answers to the questions in the questionnaire over the three stages of writing (pre-writing, drafting, and revising) were analysed using a 5-point Likert scale. The result revealed that the participants applied writing strategies at a moderate level. They only frequently used 15 of the 38 strategies provided in the questionnaire at high frequency. The 15 strategies used at high frequencies described the participants’ writing process which indicated some differences from that of the writing process undergone by the English L1 students. The findings aim to inform theories of second/foreign language writing performance, as well as support the design of teaching writing courses in English Education majors in Indonesia. The data may also be useful for educators in other countries teaching English as a second or foreign language.

The listening skill of autistic students in learning English through total physical response Diana Fauzia Sari; Evriani Rotua Gea; Dian Fajrina
Studies in English Language and Education Vol 8, No 1 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v8i1.18131

This study analyses how a teacher at SMPLB-CD YPAC (Foundation for Children with Disabilities), Banda Aceh, Indonesia, teaches English listening using the Total Physical Response (TPR) method to autistic students. In this method, a teacher instructed the students to act as modelled by the teacher. Students are considered to have good listening comprehension if they understood the teacher’s commands and imitated the act. This research is qualitative to describe the application of the TPR method in teaching English listening skills to autistic students. The sample for this study was four autistic students at the school under study. The data were collected by observing and documenting the English listening teaching-learning process in the classroom using the TPR method. The data were then analysed, focusing on the classroom dialogues directly related to using the TPR method to teach listening comprehension to autistic students. The results showed that the TPR method is suitable to teach students with autism to learn and understand new words. This was because they were asked to imitate the words verbally and in action repeatedly. The students could memorize the new vocabulary because it involved motor activities, which created a fun atmosphere in the classroom. Students were active in doing the actions and have no pressure to learn. The TPR method also contains elements of games which is able to raise a positive mood in autistic students.

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