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All Journal International Journal of Evaluation and Research in Education (IJERE) Indonesian Journal of Disability Studies Local Wisdom : Jurnal Ilmiah Kajian Kearifan Lokal JEES (Journal of English Educators Society) English Language Teaching Educational Journal Inspiring: English Education Journal JEELS (Journal of English Education and Linguistics Studies) Jurnal Pendidikan Progresif

Alies Poetri Lintangsari

Pusat Studi dan Layanan Disabilitas (PSLD), Universitas Brawijaya, Malang, Indonesia

Author-ID : 437540

Arts Humanities Civil Engineering, Building, Construction & Architecture Education Languange, Linguistic, Communication & Media Social Sciences

Published : 15 Documents Claim Missing Document

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Articles

Title

Identifikasi Kebutuhan Mahasiswa Tuli Dalam Pembelajaran Bahasa Tulis Lintangsari, Alies Poetri
Indonesian Journal of Disability Studies Vol. 1 No. 1 (2014)
Publisher : The Center for Disability Studies and Services Brawijaya University

Dalam perkuliahan, pemahaman akan penggunaan bahasa yang sesuai dengan kaidah bahasailmiah sangatlah penting mengingat hampir semua tugas mahasiswa adalah menulis karya tulis ilmiah.Dalam pembelajaran bahasa tulis, mahasiswa Tuli mengalami beberapa kendala, salah satunya adalahmemahami konsep bahasa yang sesuai dengan kaidah bahasa ilmiah seperti tata bahasa, penggunaan katasambung, word order, dan lain sebagainya. Penelitian ini bertujuan untuk mengidentifikasi kebutuhanmahasiswa Tuli dalam mempelajari bahasa tulis untuk menunjang proses pembelajaran bahasa denganmelibatkan konsep disability awareness dan memandang ketulian tidak dari sudut pandang klinis melainkandari sudut pandang sosial.

Tingkat Pemahaman Arti Leksikal pada Leksem yang Berkonsep Abstrak dan Emosi oleh Penyandang Tunarungu Lintangsari, Alies Poetri; Widodo, Wahyu
Indonesian Journal of Disability Studies Vol. 4 No. 1 (2017)
Publisher : The Center for Disability Studies and Services Brawijaya University

Mahasiswa Tunarungu menghadapi kesulitan penguasaan bahasa, khususnya memahami leksem yang berkonsep Abstrak dan Emosi. Hal ini dikarenakan tunarungu sangat mengandalkan referent (acuan) dalam memahami makna kata. Penelitian ini bertujuan untuk mengetahui (1) bagaimanakah tingkat pemahaman tunarungu terhadap leksem yang berkonsep emosi dan abstrak, (2) Apakah latar belakang pendidikan mahasiswa tunarungu (SMA atau SMA LB) berperan dalam membentuk pemahaman arti abstrak dan emosi? Pengumpulan data dilakukan dengan mengadakan tes tertulis yang berisikan soal leksem berkonsep abstrak dan emosi dengan acuan dan tanpa acuan (gambar). Analisis dilakukan dengan mempertimbangkan dua hal, yaitu pemahaman tunarungu terhadap arti leksem dan ketepatan konteks penggunaan leksem dalam kalimat. Hasil penelitian menunjukkan bahwa pada kata abstrak acuan tidak terlalu berpengaruh pada pemahaman tunarungu, sedangkan pada leksem emosi acuan berpengaruh dalam membantu tunarungu memahami makna leksem.

English Spelling Errors Committed by the Blind Lailiyah, Nimatul; Iswahyuni, Iswahyuni; Lintangsari, Alies Poetri
Indonesian Journal of Disability Studies Vol. 7 No. 1 (2020)
Publisher : The Center for Disability Studies and Services Brawijaya University

Despite the outgrowing trend on assistive technology assisting blind student to be fully participate in education, the challenges remain in the area of English language learning. The inconsistency of the sound-spelling relationship in English apparently triggers the spelling problems for the Blind student since he tends to encode syllables by as it sounded. This study aims to identify, classify and analyze the spelling errors committed by the blind students in learning English using the classification of NEFR (National Foundation for Educational Research) that comprises the aspects of omissions, substitutions, insertions, transpositions and grapheme substitution. Employing case study design, this research elaborate the spelling error committed by 1 blind EFL learner enrolling an Academic Writing course in English Language Education Program, Faculty of Cultural Studies, Universitas Brawijaya, Indonesia. The findings expose that the blind students tend to frequently do spelling error in the aspect of grapheme substitution followed by omissions, substitutions, and insertion. Some contributive factors that presumably affecting the errors are (1) lack exposure to the formation of the words, (2) inherent of language (silent letter, homophone and borrowing words), (3) different characteristics of L1 and L2, and (4) student's preferences on reading (use screen reader more than braille text). Thus, the exposure toward phonetics symbol and the sound-letter relationship in English should be more disseminated so the blind student is capable of having a correct spelling.

English Phonemic Awareness of Students with Visual Disabilities Arum, Aghnessia Kusumaning; Lintangsari, Alies Poetri; Perdhani, Widya Caterine
Indonesian Journal of Disability Studies Vol. 8 No. 1 (2021)
Publisher : The Center for Disability Studies and Services Brawijaya University

Most of researches have reported the significance of English phonemic awareness to the success of learning English, but less discussions involving students with visual disabilities. Students with visual disabilities lacks of visual input and form a strong sensitivity to audio input, researches have reported that this condition affect their spelling ability, yet, their ability in recognizing English phonemes has been less explored especially in Indonesia. Thus, this research aims to describe the phonemic awareness of students with visual disabilities who learn English as Foreign Language. The participants of this research are students with visual disabilities whether active or passive braille user. 7 students with visual disabilities participated in an Online English Phonemic Awareness Test. Two independent raters rated the data independently. Interrater agreement was applied to ensure the objectivity of two independent interrater. The findings show that students with visual disabilities are aware of consonants Fricative alveolar, Plosive bilabial, and Plosive alveolar sounds but struggling with Fricative velar and Affricative velar sound, they are also aware of vowels Close mid front vowel, Close front long vowel sounds, Close mid back vowel and Open central vowel but struggling in identifying Open back vowel, Close mid central vowel, and Open mid back vowel. English phonemic awareness is a very important basic thing in language learning. However, it will be very challenging for ESL learners, especially those who learn are blind students because of certain obstacles that blind students have so that strategies are needed in language learning.

Teachers' Efficacy in Inclusive Teaching: A Study on EFL Pre-Service Teachers Damayanti, Agni; Lintangsari, Alies Poetri; Kusumawardani, Irene Nany
Indonesian Journal of Disability Studies Vol. 9 No. 2 (2022)
Publisher : The Center for Disability Studies and Services Brawijaya University

Examining the perceived efficacy of pre-service teachers in implementing inclusive practices is one approach to see if they are up to the challenge. The instrument of the study was adopted from Prof.Umesh Sharma's article. The old research only does qualitative research. This study aims to check pre-service teachers' efficacy in implementing inclusive education in teaching English. This research used a descriptive quantitative research design to check pre-teacher efficacy to practice inclusive classes in teaching English. The data were collected through a questionnaire with 99 participants from introduction in inclusive education classes. The obtained study shows a positive response toward pre-service teachers' efficacy. The findings show that most participants agree with the statements about the efficacy of using inclusive instructions, collaboration, and management. The more strong the sense of efficacy in the pre-service teacher, the greater the chance for them to succeed in implementing inclusive education in the classroom.

Deaf Students' Challenges in Learning English: A Literature Review Nugroho, Fajar Ainun; Lintangsari, Alies Poetri
Indonesian Journal of Disability Studies Vol. 9 No. 2 (2022)
Publisher : The Center for Disability Studies and Services Brawijaya University

In language learning, the understanding towards the language usage which is appropriate with the grammatical rules is an important thing, because most of the students’ tasks are dealing with writing, especially writing a scientific paper. In the writing process, Deaf students sometimes struggles with the writing issues. One of their writing issues is the difficulties in understanding the concept of a language which is suitable with the grammar rules, word order, etc. The type of this research is Literature review research, and the method or structure used in this research is Narrative literature review with chronological order. This research mostly discussing the difficulties and challenges faced by Deaf student and the teacher in the teaching and learning English as a foreign language. The data gained in this research is using the review from 10 journal articles. Thus, the goal of this research is to identify the challenge of Deaf students in learning English, especially at the university level.

English Teaching and Mastering for Learners with Intellectual Disabilities: A Literature Review Ilham Rizky Infantri; Lintangsari, Alies Poetri
Indonesian Journal of Disability Studies Vol. 9 No. 2 (2022)
Publisher : The Center for Disability Studies and Services Brawijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.ijds.2022.009.02.11

The purpose of this research is to find out the challenges and obstacles that arise in teaching through analysis of review papers over the last 10 years with a traditional literature review approach. This study aims at investigating English Teaching and Mastering for Learners with Intellectual Disabilities according to a literature review that the researchers found in a reputable journal. The researcher used traditional literature review. Based on the ten articles analysis, teaching and mastering English for learners with intellectual disabilities have some challenges, obstacles and methods depending on the grade level. Several challenges and obstacles in teaching and mastering have been solved. This study aims to reveal English Teaching and Mastering for Learners with Intellectual Disabilities. Knowing the teaching and mastering process in teaching English for learners with Intellectual Disability is important in order to know what to change from our educational system. Problems inevitably happen in teaching English, especially when teaching learners with disabilities.

Co-Authors Almos, Rona Arum, Aghnessia Kusumaning Damayanti, Agni Dian Novita Dewi, Dian Novita Gayatri, Putri Herry Nur Hidayat Ilham Rizky Infantri Irene Nany Kusumawardani, Irene Nany Iswahyuni Iswahyuni Ive Emaliana Khaerani, Nadya Shifa Kirana, Novera Putri Lailiyah, Nimatul Listyarini, Almaviana Ayu Mulia, Dimas Rizki Nugroho, Fajar Ainun Ruminar, Hafida Wahyu Widodo Widya Caterine Perdhani

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Journal : Indonesian Journal of Disability Studies