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All Journal ENGLISH FRANCA : Academic Journal of English Language and Education ENTINAS: Jurnal Pendidikan dan Teknologi Pembelajaran
Sahmiral Amri Raja Guk Guk
Universitas Islam Negeri Sumatera Utara
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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PENGARUH GAYA PENGASUHAN TERHADAP KEPERCAYAAN DIRI SISWA DALAM KONTEKS PENDIDIKAN INKLUSIF Fauziah Nasution; Tazkiya Aulia Ibriza; Anggun Siska Pratiwi; Sahmiral Amri Raja Guk Guk
ENTINAS: Jurnal Pendidikan dan Teknologi Pembelajaran Vol. 1 No. 2 (2023): JULI-DESEMBER
Publisher : CV. ADIBA AISHA AMIRA

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Abstract

Inclusive education emphasizes fairness, equality and recognition in the educational environment. Students’ self-confidence is important for improving their participation and achievement. This study examined the influence of parenting style on students’ selfconfidence in inclusive education. The quantitative study involved 200 students from inclusive schools in North Sumatra. Questionnaires were used to measure parenting styles and students’ self-confidence. Regression analysis showed that authoritative parenting style had a positive and significant effect on students’ self-confidence, while permissive and authoritarian parenting styles were not significantly related. It is important for educators and parents to pay attention to parenting styles that support the development of students’ self-confidence in inclusive education. Future research could look at other factors that influence students’ self-confidence and extend to a wider geographical area.
English Teacher's Written Corrective Feedback on Students with Intellectual Disabilities' Writing Assignments: A Case Study Sahmiral Amri Raja Guk Guk; Rahmah Fithriani
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 10 No. 1 May (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v10i1 May.16200

Abstract

Written corrective feedback plays an important role in supporting writing development, yet limited attention has been given to how it is adapted for students with intellectual disabilities in inclusive EFL classrooms. This study aims to examine the types of written corrective feedback provided by an English teacher and to explain how feedback is adapted to meet students’ cognitive and emotional needs. Employing a qualitative case study design, data were collected from eighteen writing tasks produced by three students with intellectual disabilities and one semi-structured interview with the teacher. Document analysis was conducted using Ellis’s feedback typology, while interview data were analyzed thematically to interpret pedagogical reasoning. The findings reveal a strong predominance of direct feedback, supported by selective correction, concrete modeling, and affective language. These practices reflect feedback adaptation that regulates cognitive demand, provides clear instructional support, and sustains student motivation. The study concludes that effective written corrective feedback in inclusive EFL contexts prioritizes functional meaning, clarity, and emotional safety to support meaningful participation in writing activities.
Co-Authors Anggun Siska Pratiwi Fauziah Nasution Rahmah Fithriani Tazkiya Aulia Ibriza