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All Journal Journal on Education Eduvest - Journal of Universal Studies
Ventje Jany Kalukar
Universitas Mulawarman Samarinda
Aerospace Engineering Computer Science & IT Education Health Professions Neuroscience Social Sciences

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Investigating The Implementation Of Flipped- Differentiated Learning In The Context Of Efl Learners Kristoforus Gustian; Desy Rusmawaty; Ventje Jany Kalukar
Journal on Education Vol 6 No 1 (2023): Journal On Education: Volume 6 Nomor 1 Tahun 2023
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v6i1.4258

Abstract

This study examines the implementation of flipped-differentiated learning in the context of English as a Foreign Language (EFL) learners. Flipped learning is an instructional approach that reverses the traditional classroom model, where students engage with content outside of class and participate in interactive activities during class time. Differentiated learning, on the other hand, focuses on tailoring instruction to meet individual students' needs and learning styles. This integration of flipped and differentiated learning has the potential to enhance EFL instruction by providing personalized learning experiences and promoting active engagement among students. The objective of this research is to investigate how the two English teachers of a certain Senior High School In Samarinda conduct the integration, the opportunities, and the challenges they discover during the implementation of flipped-differentiated learning in EFL classrooms. The study employs a qualitative case study and the data is collected through open-ended questionnaire and depth interview, analyzed thematically to gain insights into teacher's experiences of this instructional approach. The findings of this study shows the process, the opportunities, and challenges of implementing this integration and hope to inform future research on integration that promote active learning and personalized instruction in language classrooms with the complete data and extent context.
Psycholinguistic Studies on Autism Language Disorder Imas Komala; Yulinda Ari Wardani; Herman Herman; Ventje Jany Kalukar
Eduvest - Journal of Universal Studies Vol. 5 No. 4 (2025): Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v5i4.49915

Abstract

This study investigates language disorders in individuals with autism from a psycholinguistic perspective, focusing on the cognitive and social factors that affect language development. Language disorders are a defining feature of Autism Spectrum Disorder (ASD), hindering effective communication and social interaction. The research examines pragmatic difficulties, semantic challenges, and the cognitive processing issues that individuals with autism experience, particularly in understanding and producing language. Through a qualitative approach, this study explores the relationship between these language disorders and psycholinguistic interventions that aim to improve communication skills. The results highlight the significance of targeted interventions, such as speech therapy and social communication training, in enhancing the ability of individuals with autism to engage in social interactions. The study concludes that while language disorders in autism cannot be completely cured, appropriate therapeutic methods can significantly improve language skills and social interactions. The implications of this research suggest that a psycholinguistic approach to autism language disorders can provide deeper insights into effective intervention strategies and improve communication abilities for individuals with ASD.
Co-Authors Herman Herman Imas Komala Kristoforus Gustian Rusmawaty, Desy Yulinda Ari Wardani