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All Journal CaLLs : Journal of Culture, Arts, Literature, and Linguistics Script Journal: Journal of Linguistic and English Teaching Borneo Educational Journal (Borju) New Language Dimensions Southeast Asian Journal of Islamic Education E3L : Journal of English Laguange Teaching, Linguistics and Literature Lire Journal (Journal of Linguistics and Literature)
Weningtyas Parama Iswari, Weningtyas Parama
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Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : Script Journal: Journal of Linguistic and English Teaching

 1 
Teaching Strategies for ADHD Student in Inclusive Classroom: A Case Study Purwita, Dewi Nurlyan; Suhatmady, Bibit; Setiawan, Iwan; Iswari, Weningtyas Parama; Limbong, Effendi; Ahada, Ichi; Queja, Leilanie B.
Script Journal: Journal of Linguistics and English Teaching Vol. 10 No. 1 (2025): April
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v10i1.2032

Abstract

Background: Every student with special needs must be recognized for their right to get an education that is equal to regular students. In order to overcome the learning difficulties that ADHD students face when learning English in regular classrooms with other students, this study expects to analyze the strategies for teaching that English teacher has particularly implemented. Methodology: This study uses qualitative research design, specifically a case study of an English teacher in Samarinda who teaches a seventh-grade ADHD student. Data was collected through observation and interviews, and the study used data reduction, display, and verification techniques. The credibility test using triangulation was used to verify the validity of the data. Findings: Teacher strategies for teaching a student with ADHD at an inclusive junior high school in Samarinda such as repetition of material, direct instruction, indirect instruction, giving reward, and classroom accommodation. Conclusion: Teaching strategies used by the English teacher to a student with ADHD only a classroom accommodation. There are also some strategies used not only to a student with ADHD but also to regular students which are, repetition of material, direct instruction, indirect instruction, giving reward. Originality: Previous studies have explored the strategies used by teachers in teaching students with ADHD in general. However, there is a gap in this study, which explores the strategies used by English teacher in teaching an ADHD student in regular classroom.
Strategies for Reading Online Academic Texts: A Comparative Qualitative Study Of High- and Low-English Reading Proficiency Learners Febiyani, Febiyani; Iswari, Weningtyas Parama; Ping, Maria Teodora; Susilo, Susilo; Rachmawaty, Noor; Syamdianita, Syamdianita
Script Journal: Journal of Linguistics and English Teaching Vol. 11 No. 1 (2026): April
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v11i1.2179

Abstract

Background:  This study explored how students with high and low English reading proficiency employed online reading strategies when engaging with academic texts. It focused on sixth-semester of undergraduate students in Kalimantan Island. Guided by metacognitive theory, which highlights learners’ ability to monitor and regulate reading processes, this study addressed the growing importance of online academic reading in higher education.  Methodology:  A comparative qualitative design was employed. Six students were purposively selected based on their TOEFL reading scores to represent different proficiency levels. Data were gathered through semi-structured interviews and analyzed thematically to identify strategy use, reasons behind their choices, and the difficulties encountered. Findings:  Students applied global, problem-solving, and support strategies differently based on proficiency. High-proficiency students read with clear goals, adjusted pace, and used contextual clues. Low-proficiency students focused on task completion, avoided long texts, and depended on external tools. While both slowed down when necessary, high-proficiency students showed more control. In support strategies, high-proficiency students used selective notes and minimal translation, while low-proficiency students relied on full translation. Conclusion:  Strategy use was shaped by reading habits, learning experience, and proficiency level. Common difficulties included eye strain and lengthy texts, while vocabulary and technical problems varied. These findings highlight the need for proficiency-sensitive strategy instruction that also supports effective use of digital reading tools and helps students manage screen-based reading challenges. Originality:  This study fills a gap by comparing online reading strategies across proficiency levels in academic contexts. It provides insight into how cognitive and contextual factors shape digital reading behavior 
Co-Authors Ahada, Ichi Aridah Aridah Aridah, Aridah Bibit Suhatmady Cahyani, Reihayyu Dwi Dyah Sunggingwati Febiyani, Febiyani Hasanah, Eni Uswatun Hasanah, Nur Faridatul Hermagustiana, Istanti Iwan Setiawan Kalukar, Ventje Jany Limbong, Effendi Maesaroh, Dwi Titi Maria Teodora Ping, Maria Teodora Nindya, Sella Ayu Noor Rachmawaty Purwita, Dewi Nurlyan Queja, Leilanie B. rahmat, hudzaifah bathinu Rusmawaty, Desy Setya Ariani Susilo Susilo Syamdianita Syamdianita, Syamdianita Yuni Utami Asih, Yuni Utami