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All Journal FOSTER: Journal of English Language Teaching PIJAR: Jurnal Pendidikan dan Pengajaran International Journal Multidisciplinary Science
Zahwa Nazhifah Limbeng
Universitas Islam Negeri Sumatera Utara
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Pendekatan Pemerosesan Informasi Fauziah Nasution; Zahwa Nazhifah Limbeng; Khairunnisa; M. Habib Rifki Nasution
PIJAR: Jurnal Pendidikan dan Pengajaran Vol. 1 No. 3 (2023): Agustus
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/pijar.v1i3.359

Abstract

Information processing is the process students use to collect information, monitor it, and develop information-related strategies using an approach that emphasizes memory and thinking patterns. The purpose of writing this article is to understand more thoroughly about information processing. The method used in this article is literature study. The result is, it can be understood that information processing is a way for people to process information, observe, and develop strategies based on that information. There are a number of teaching models of information processing theory. For students, information processing utilized in the field of stimulus control, acts as a collection of components of directive data, allowing students to realize solutions to concept development problems so that they can control stimuli.
Language Processing in EFL Learners: A Psycholinguistic Study of Lexical Access and Sentence Comprehension Zahwa Nazhifah Limbeng; Khairun Nisa; Faris Fadillah; Yani Lubis
International Journal Multidisciplinary Science Vol. 5 No. 1 (2026): February: International Journal Multidisciplinary Science
Publisher : Asosiasi Dosen Muda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56127/ijml.v5i1.2498

Abstract

This study investigates language processing in EFL learners from a psycholinguistic perspective, with a focus on lexical access and sentence comprehension. Many EFL learners experience persistent comprehension difficulties despite years of formal instruction. This study aims to explain these difficulties by examining underlying cognitive processes rather than surface-level performance. The research employed a qualitative design involving undergraduate EFL students. Data were collected through think-aloud protocols, semi-structured interviews, reading comprehension tasks, and field notes. The analysis applied thematic procedures to identify patterns related to word retrieval, processing strategies, and sentence parsing. The findings reveal five dominant issues: delayed lexical access, reliance on word-by-word processing, difficulty with complex sentence structures, heavy dependence on first-language translation, and low automaticity in language processing. These factors interacted to increase cognitive load and disrupt real-time comprehension. The results indicate that comprehension failure stems primarily from processing constraints rather than insufficient grammatical knowledge. The study highlights the importance of incorporating psycholinguistic principles into EFL instruction. Teaching practices should prioritize processing efficiency, repeated exposure, and incremental sentence comprehension. By aligning pedagogy with how learners process language cognitively, EFL instruction can become more effective and sustainable.
Teacher’s Perception of Duolingo for Vocabulary Learning in Inclusive EFL Classroom: A Qualitative Case Study Zahwa Nazhifah Limbeng; Deasy Yunita Siregar
FOSTER: Journal of English Language Teaching Vol. 7 No. 3 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i3.515

Abstract

The integration of digital learning applications has gained increasing attention in English language teaching, including in inclusive classrooms. While Duolingo has been widely used to support language learning, less attention has been given to how teachers perceive its use for vocabulary learning in inclusive classroom practice. Using a qualitative case study design, this study aimed to explore an English teacher’s perception of using Duolingo for vocabulary learning in an inclusive classroom and to identify the challenges encountered during its implementation. The study involved one English teacher at a junior high school in North Sumatra. Data were collected through classroom observations, semi-structured interviews, and document analysis and were analyzed using the interactive model of Miles, Huberman, and Saldana (2014). The findings revealed that Duolingo was perceived as a beneficial learning medium that supported vocabulary learning, increased students’ motivation, encouraged classroom participation, and facilitated the involvement of a slow learner student. However, differences in students’ learning abilities, the need for continuous teacher assistance, and technical constraints remained challenges during implementation. The study concludes that Duolingo’s effectiveness in inclusive classrooms depends on both the application and the instructional support provided throughout the learning process. These findings contribute to the growing discussion on technology integration in inclusive EFL classrooms by highlighting the importance of teacher scaffolding in maximizing the benefits of Mobile-Assisted Language Learning (MALL).
Co-Authors Deasy Yunita Siregar Faris Fadillah Fauziah Nasution Khairun Nisa Khairunnisa M. Habib Rifki Nasution Yani Lubis