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All Journal PIONIR: Jurnal Pendidikan IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature LINGUISTIK : Jurnal Bahasa dan Sastra JEELS (Journal of English Education and Linguistics Studies)
Asep Hardiyanto, Asep
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Education Languange, Linguistic, Communication & Media Other

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ANALYSIS OF LEARNING DIFFICULTIES IN READING COMPREHENSION WITH NEUROLINGUISTIC APPROACH FOR STUDENTS WITH LEARNING DIFFICULTIES IN ELEMENTARY SCHOOL ANUBANWANGMAI SCHOOL THAILAND Zahra, Nur Az; Hardiyanto, Asep; Rembulan, Putri Mayang; Namora, Caitlyn Ripazel; Rasusoh, Ampol
PIONIR: JURNAL PENDIDIKAN Vol. 14 No. 2 (2025): PIONIR: JURNAL PENDIDIKAN
Publisher : Prodi PGMI FTK UIN Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/dnk33535

Abstract

This study investigates learning difficulties in reading comprehension among primary school students using a neurolinguistic approach. The neurolinguistic approach focuses on the relationship between brain processes and language skills, aiming to align teaching strategies with how the brain processes language. A descriptive qualitative method was employed, with data collection techniques including observation, interviews, and reading comprehension tests. The research subjects consisted of fourth and fifth grade students who faced barriers in reading comprehension. The results indicated that internal factors, such as attention disorders, limited vocabulary, and difficulties in mapping sentence structures, significantly affect reading comprehension. Additionally, external factors, including inadequate teaching methods and a lack of learning media, contribute to these difficulties. The study demonstrates that neurolinguistic strategies, such as visualization, repetition, and concept mapping, can improve students' comprehension by aligning teaching with cognitive processes. The findings suggest that neurolinguistic strategies may be effectively integrated into reading instruction to address comprehension challenges, offering a promising approach for enhancing reading skills in elementary education. Keywords: Learning difficulties, reading comprehension, neurolinguistic approach, primary school
Learning Strategies Used by ESL Students in Learning English at Capiz National High School, Philippines Hardiyanto, Asep; Nastika MN, Ovalia; Eslabon, Marica Nilda A.; Suprapto, Irawan
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 1 (2024): JEELS May 2024
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i1.2723

Abstract

Learning strategies encompass deliberate techniques and methods employed by individuals to optimize their acquisition and comprehension of information or skills. Among the categories of language learning strategies frequently utilized are memory, cognitive, compensatory, metacognitive, affective, and social strategies, all of which serve as valuable tools for enhancing language acquisition efficiency. Consequently, this study aims to assess the utilization level of language learning strategies, determining the extent to which students employ these strategies, and identifying the most and least utilized strategies in learning English. For data collection, this research adopted Oxford's Strategy Inventory Language Learning (SILL) questionnaire version 7.0. Employing quantitative descriptive methods, data were gathered from 42 Capiz National High School ESL students. The findings revealed a tendency among students to utilize strategies in their English learning endeavors, with cognitive strategies being the most frequently employed and affective strategies being the least used. These results underscore the importance for ESL teachers to tailor teaching methods, materials, and activities to align with students' preferred strategies, thereby supporting language learning effectively. Additionally, future studies are recommended to utilize larger and more diverse samples to further explore the relationships between learning strategies and other variables in greater depth.
PENINGKATAN KETERAMPILAN MEMBACA PEMAHAMAN MAHASISWA MELALUI METODE CIRC TERINTEGRASI DENGAN MEDIA PEMBELAJARAN DIGITAL Mei Ningsih, Nur; Hardiyanto, Asep
Linguistik : Jurnal Bahasa dan Sastra Vol 7, No 1 (2022): Linguistik : Jurnal Bahasa dan Sastra
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/linguistik.v7i1.1-10

Abstract

Penulisan artikel ini bertujuan untuk mengetahui peningkatan keterampilan membaca pemahaman mahasiswa setelah diberi treatmentpengajaran dalam bentuk metode pembelajaran Cooperative Integrated Readingand Composition (CIRC) terintegrasi media pembelajaran digital berbasis Sparkol Videoscribe. Artikel ini merupakan sebuah penelitian tindakan kelas (classroom action research) yang melibatkan mahasiswa semester III Pendidikan Bahasa dan Sastra Indonesia Universitas Muhammadiyah Kotabumi sebagai sampel. Penelitian ini menggunakan siklus yang dikembangkan oleh Kemmis McTaggart yang terdiri atas planning, action, observing, dan reflection. Setelah dilakukan tindakan selama dua siklus, hasil menunjukan bahwa ada peningkatan signifikan yang terjadi pada keterampilan membaca pemahaman mahasiswa. Dapat disimpulkan bahwa metode pembelajaran CIRC terintegrasi media pembelajaran digital dapat digunakan untuk meningkatkan keterampilan membaca pemahaman bagi mahasiswa.
Students Experiences in Using E-Books As A Learning Resource Laksono, Riri Zaniah; Hardiyanto, Asep
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.8369

Abstract

E-books have emerged as an important learning tool that supplements traditional resources, and rapid technological advancements have brought about significant changes in education. Because they provide widespread and early access, e-books are an essential way to meet the demands of 21st-century skills. Despite the effectiveness and technological challenges of e-books, there is a study shortage addressing in-depth qualitative investigation of students' subjective experiences in the learning context. In order to create a more effective curriculum, this study aims to ascertain students' experiences, emotions, and use of e-books in the learning process. 36 grade XI 7 students from SMA Negeri 2 Kotabumi participated in this study, which employed a qualitative descriptive method. A single tool, a 12-item open-ended questionnaire, was used to gather the data, which were then subjected to qualitative systematic content analysis techniques. The findings indicate that students' experiences are dualistic. Many had positive experiences: e-books considerably helped conceptual understanding, offered simple access, mobility, and cost-effectiveness, and delivered enhanced academic performance. On the other hand, this experience is offset by significant challenges, namely distractions from other app notifications (resulting in loss of focus), visual fatigue, and technical constraints (signal/battery). This paradox shows that comfortable learning is not always ensured by digital efficiency. E-books are a vital tool in the digital age and efficiently facilitate self-directed learning. To ensure a balanced and ideal learning experience, however, environmental challenges necessitate that educators and schools adopt digital policies that reduce distractions and incorporate e-books as an enrichment resource rather than a total replacement.
Co-Authors Eslabon, Marica Nilda A. Laksono, Riri Zaniah Mei Ningsih, Nur Namora, Caitlyn Ripazel Nastika MN, Ovalia Rasusoh, Ampol Rembulan, Putri Mayang Suprapto, Irawan Zahra, Nur Az