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Teachers' Challenges in Teaching English to Students with Special Needs: How to cope with them? Dewi Listia Apriliyanti
Indonesian Journal of Community and Special Needs Education Vol 3, No 2 (2023): IJCSNE: September 2023
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijcsne.v3i2.56869

Special skills are needed for the teachers to teach the students. This study was carried out as an initial investigation regarding the challenges of two teachers teaching a class of students with special needs. An intensive interview with two teachers who teach students with special needs was used to conduct this case study. There are two main focuses in this study, investigating teachersâ€™ experiences and barriers in terms of language and communication with students. This study concluded that in terms of teaching English; speaking, listening, and reading skills are most prioritized to be taught but are also the most difficult to teach in an inclusive classroom. Teachers need to prepare interesting and innovative media to attract students' attention in learning considering the unpredictable focus of students with special needs. Visual media such as videos and pictures are the most effectivemedia in learning English.Calling the student's full name, making eye contact, and body language is the best way to communicate and teach them, and research and development should be conducted to design effective media and learning strategies. This study suggests that in the future there will be many researchers conducting research and development research who design effective media for teaching English to students with special needs.

Enhancing Teachers’ Competencies through Professional Development Program: Challenges and Benefactions Apriliyanti, Dewi Listia
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 5 No. 1 (2020): Acuity: Journal of English Langauge Pedagogy, Literature & Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v5i1.2042

Teachers’ professional development program is considered to play an important role in enhancing teacher competencies. An observational case study is conducted to observe teachers’ learning process and teachers’ outcomes after learning on the program. Five English teachers who have participated in the professional development program in Indonesia and passed the teachers’ competence test on the program have become key informants of this research. The objectives of the research are to investigate the learning process on the program and challenges faced by the teachers in implementing their teaching knowledge and outcome of teachers after participating in the program. The research has found three essential findings. First, the research found that pedagogic competences and professional competences have become the basic formulation for learning materials that are taught in the program. Second, the research found four obstacles and challenges to implement teachers’ knowledge from the program in their classroom, for instance, innovative teaching methods and creative lesson design. The third, the investigation also discovered the challenges and the benefactions in the implementation of professional learning development as one of the solutions in enhancing English teachers’ competences in Indonesia.

Developing Teaching Guidelines and Learning Module of Speaking for General Communication: Students’ Perception and Needs Suryani, Lilis; Apriliyanti, Dewi Listia; Rohmat, Fauziah Nur
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 6 No. 2 (2021): Acuity: Journal of English Language Pedagogy, Literature & Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v6i2.2440

Covid-19 is still spreading all over the world, including Indonesia and it has a big impact on the education sector. Online learning is a way to reduce the spread of the covid-19 outbreak. Educators and students, whether ready or not, have to do online learning because to avoid the spread of this pandemic. Therefore, this research would like to know students’ perception and needs toward speaking for general communication. This study is conducted using a survey method based on Kirkpatricks’ Model. The survey accumulated and investigated learners' perception of speaking for general communication course after they learned and practiced it in the online lecturing class. The respondents of the survey were selected using the purposive sampling method. the subject of this study was 165 students of a first semester, the English Language Study Program at IKIP Siliwangi Bandung, who was taking a speaking for a general communication course. Based on the result, most of the students had positive perceptions and they could improve their speaking skills after the teaching session. In fact, there are three things that are not really appropriate with the students’ needs, they are handout/teaching materials, technological confidence, and topics of materials. Therefore, further research is needed to develop the module/handout based on students’ needs.

New Ways for Doing Extensive Reading: Hyperlearning and Cultural Context Dewi Listia Apriliyanti; Ahmad Munir
Tell : Teaching of English Language and Literature Journal Vol 12 No 2 (2024): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v12i2.23393

Extensive reading is an effective approach to learning reading. However, this approach is sometimes criticized since it is difficult to measure the improvements in learners’ reading skills. This is due to the primary objective of extensive reading being "reading for pleasure." A refreshment is needed regarding the learning process by adding some supplements to the learning activities. This paper proposes a fresh perspective on implementing an extensive reading project by incorporating the concepts of hyperlearning and cultural context-based reading. Hyperlearning is leveraging technology to improve the reading experience while also solidifying a profound value whilst the cultural context involves selecting texts that are relevant to the interests or background of the learner. By incorporating this approach into their learning experience, learners can improve their language skills while enjoying a more dynamic and personalized learning experience. In this way, learners will cultivate learning habits that are called "hyperlearners".

THE CORRELATION BETWEEN EFL LEARNERS’ MOTIVATION ON ENGLISH COURSE AND THEIR ENGLISH LEARNING ACHIEVEMENT Apriliyanti, Dewi Listia
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 4 NO. 2 DECEMBER 2017
Publisher : Faculty of Educational Sciences, Syarif Hidayatullah State Islamic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v4i2.6401

Abstract A Study has been conducted to examine the correlation between EFL learners’ motivation on English course (X) and their English learning achievement (Y). A mixed method design used in this study. Instruments of this research were observation, questionnaire, document, and interview. Quantitative method used to measure the correlation between two variables. 30 higher students of the public school have involved in this study. The result showed that the correlation between EFL learners’ motivation on English course and their English score. Even though the correlation was positive, but it was low and not significant. Meanwhile, The investigation found five explanations. First, in some cases, the method that teacher used for learning activity was not suitable with the students’ condition. Second, most students felt difficulty with grammatical structure. Third, students would understand the material if they felt interesting with their teacher and materials. If they didn’t feel comfortable with both of those things, they would not understand the material at all. Forth, they didn’t have high curiosity because they were not remembered about the material explanation from their tutor on English course in the next day. It means that they were not learned it again at home. Fifth, 43% of students would rather to studying with their teacher at school than at English course. 36% of students would rather to studying with their teacher at courses that at school because they felt more understand learning at English course and 21% of samples were abstained. Abstrak Penelitian ini dilakukan untuk menguji korelasi antara motivasi peserta didik bahasa Inggris sebagai bahasa asing (EFL) dalam mengikuti kursus bahasa Inggris (X) dan prestasi belajar bahasa Inggris mereka di sekolah (Y). Desain metode campuran digunakan dalam penelitian ini. Instrumen penelitian ini adalah observasi, kuesioner, dokumen, dan wawancara. Metode korelasi digunakan untuk mengukur hubungan antar dua variabel. 30 siswa Sekolah Menengah Atas (SMA) terlibat sebagai sampel dalam penelitian ini. Hasil penelitian menunjukan ada korelasi antara motivasi peserta didik EFL terhadap nilai bahasa Inggris mereka. Meskipun hasil menunjukan adanya hubungan yang positif namun rendah dan tidak signifikan. Hasil investigasi menemukan lima temuan. Pertama, dalam beberapa kasus, metode yang digunakan guru untuk kegatan belajar tidak sesuai dengan kondisi siswa. Kedua, kebanyakan siswa merasa kesulitan dalam memahami stuktur gramatika dalam bahasa Inggris. Ketiga, siswa akan memahami materi jika mereka merasa tertarik dengan guru dan bahan ajarnya. Jika mereka tidak merasa nyaman dengan kedua hal tersebut, merek tidak akan memahami materi sama sekali. Keempat, mereka tidak memiliki keingintahuan yang tinggi karena mereka tidak ingat penjelasan materi dari tutor mereka pada saat kursus bahasa inggris dihari berikutnya. Artinya mereka tidak mempelajarinya lagi dirumah. Kelima, 43% siswa memilih untuk belajar dengan guru mereka disekolah, 36% siswa memilih belajar dengan tutor di tempat kursus mereka, dan 21% tidak memilih keduanya. How to Cite : Apriliyanti, D. L., Darliani. Y. (2017). The Correlation Between EFL Learners’ Motivation on English Course and Their English Learning Achievement. TARBIYA: Journal of Education in Muslim Society, 4(2), 232-239. doi:10.15408/tjems.v4i2.6401. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v4i1.6401

An Analysis of Violations of Maxims’ Cooperative Principle in Creating Humor in American Situation Comedy ‘Friends’ Marsheila, Michelle Aulia; Apriliyanti, Dewi Listia
PROJECT (Professional Journal of English Education) Vol. 8 No. 4 (2025): VOLUME 8 NUMBER 4, JULY 2025
Publisher : IKIP Siliwangi

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

Cooperative maxim principles refer to the rules that should be obeyed to generate effective and efficient communication in a conversation. However, in certain circumstances, cooperative maxim violation may create a sense of humor among audiences. Hence, this study is conducted to analyze the violation of four maxims in cooperative principles to create humor in one of the episodes of the American situation comedy ‘friends’ (Episode 9 in 6th Season: “The One When Ross Got High”). Grice’s four maxims; Quality, Quantity, Relation, and Manner are the main analysis tool in the study. This research is conducted by using a descriptive qualitative study. The primary data is taken from the video of the sitcom and the dialogue was transcribed. The result revealed that there were 27 maxim violations; 13 times quality maxim violation, two times quantity maxim violation, three times relation maxim violation, and 9 times manner maxim violation. The ‘friends’ sitcom characters are dishonest, provide unnecessary details, are redundant, and cause expression obscurity and ambiguity. However, these violations, in the eyes of sitcom viewers, attract laughter and a humorous effect.

The Correlation of Vocabulary Mastery and Students’ Reading Comprehension Nurhayati, Marlinda; Apriliyanti, Dewi Listia
PROJECT (Professional Journal of English Education) Vol. 8 No. 5 (2025): VOLUME 8 NUMBER 5, SEPTEMBER 2025
Publisher : IKIP Siliwangi

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

This study pursuits to have a look at the relationship among vocabulary mastery and reading comprehension of class eleventh grade students. The approach used on this examine is a quantitative research method with a correlational design. This examine used vocabulary mastery test and analyzing comprehension test as instruments to collect data. Before testing the relationship between the two variables, a normality test was conducted. The results showed that the data were normally distributed so that the analysis continued statistically using Pearson Product Moment. While the Pearson correlation reached a point of 0.896 which means the correlation between the two is very large. Regarding the results of the study, it concluded that vocabulary mastery has a positive contribution to reading comprehension. In other words, that vocabulary knowledge has influenced in selecting some reading comprehension teaching methods.

THE CORRELATION BETWEEN EFL LEARNERS’ MOTIVATION ON ENGLISH COURSE AND THEIR ENGLISH LEARNING ACHIEVEMENT Apriliyanti, Dewi Listia
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 4 NO. 2 DECEMBER 2017
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v4i2.6401

Abstract A Study has been conducted to examine the correlation between EFL learners’ motivation on English course (X) and their English learning achievement (Y). A mixed method design used in this study. Instruments of this research were observation, questionnaire, document, and interview. Quantitative method used to measure the correlation between two variables. 30 higher students of the public school have involved in this study. The result showed that the correlation between EFL learners’ motivation on English course and their English score. Even though the correlation was positive, but it was low and not significant. Meanwhile, The investigation found five explanations. First, in some cases, the method that teacher used for learning activity was not suitable with the students’ condition. Second, most students felt difficulty with grammatical structure. Third, students would understand the material if they felt interesting with their teacher and materials. If they didn’t feel comfortable with both of those things, they would not understand the material at all. Forth, they didn’t have high curiosity because they were not remembered about the material explanation from their tutor on English course in the next day. It means that they were not learned it again at home. Fifth, 43% of students would rather to studying with their teacher at school than at English course. 36% of students would rather to studying with their teacher at courses that at school because they felt more understand learning at English course and 21% of samples were abstained. Abstrak Penelitian ini dilakukan untuk menguji korelasi antara motivasi peserta didik bahasa Inggris sebagai bahasa asing (EFL) dalam mengikuti kursus bahasa Inggris (X) dan prestasi belajar bahasa Inggris mereka di sekolah (Y). Desain metode campuran digunakan dalam penelitian ini. Instrumen penelitian ini adalah observasi, kuesioner, dokumen, dan wawancara. Metode korelasi digunakan untuk mengukur hubungan antar dua variabel. 30 siswa Sekolah Menengah Atas (SMA) terlibat sebagai sampel dalam penelitian ini. Hasil penelitian menunjukan ada korelasi antara motivasi peserta didik EFL terhadap nilai bahasa Inggris mereka. Meskipun hasil menunjukan adanya hubungan yang positif namun rendah dan tidak signifikan. Hasil investigasi menemukan lima temuan. Pertama, dalam beberapa kasus, metode yang digunakan guru untuk kegatan belajar tidak sesuai dengan kondisi siswa. Kedua, kebanyakan siswa merasa kesulitan dalam memahami stuktur gramatika dalam bahasa Inggris. Ketiga, siswa akan memahami materi jika mereka merasa tertarik dengan guru dan bahan ajarnya. Jika mereka tidak merasa nyaman dengan kedua hal tersebut, merek tidak akan memahami materi sama sekali. Keempat, mereka tidak memiliki keingintahuan yang tinggi karena mereka tidak ingat penjelasan materi dari tutor mereka pada saat kursus bahasa inggris dihari berikutnya. Artinya mereka tidak mempelajarinya lagi dirumah. Kelima, 43% siswa memilih untuk belajar dengan guru mereka disekolah, 36% siswa memilih belajar dengan tutor di tempat kursus mereka, dan 21% tidak memilih keduanya. How to Cite : Apriliyanti, D. L., Darliani. Y. (2017). The Correlation Between EFL Learners’ Motivation on English Course and Their English Learning Achievement. TARBIYA: Journal of Education in Muslim Society, 4(2), 232-239. doi:10.15408/tjems.v4i2.6401. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v4i1.6401

New Ways for Doing Extensive Reading: Hyperlearning and Cultural Context Apriliyanti, Dewi Listia; Ahmad Munir
Tell : Teaching of English Language and Literature Journal Vol 12 No 2 (2024): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v12i2.23393

Extensive reading is an effective approach to learning reading. However, this approach is sometimes criticized since it is difficult to measure the improvements in learners’ reading skills. This is due to the primary objective of extensive reading being "reading for pleasure." A refreshment is needed regarding the learning process by adding some supplements to the learning activities. This paper proposes a fresh perspective on implementing an extensive reading project by incorporating the concepts of hyperlearning and cultural context-based reading. Hyperlearning is leveraging technology to improve the reading experience while also solidifying a profound value whilst the cultural context involves selecting texts that are relevant to the interests or background of the learner. By incorporating this approach into their learning experience, learners can improve their language skills while enjoying a more dynamic and personalized learning experience. In this way, learners will cultivate learning habits that are called "hyperlearners".

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