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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL PENDIDIKAN TAMBUSAI
Fidiani, Aliyah
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Social Sciences Other

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Analyzing Pragmatic Failures in Multilingual Interactions Siregar, Deasy Yunita; Siregar, Ayu Juniaty; Fidiani, Aliyah; Zakiah, Rina; Fahriza, Icha
Jurnal Pendidikan Tambusai Vol. 9 No. 1 (2025)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v9i1.24888

Abstract

Berbeda dengan aturan umum kinerja bahasa, kegagalan pragmatik adalah penyalahgunaan komunikasi antarpribadi yang disebabkan oleh pemilihan frasa dan bentuk bahasa yang salah berdasarkan konteks. Tingkat leksikal dan gramatikal merupakan komponen utamanya. Komunikasi antarbudaya tercipta sebagai hasil dari orang-orang dari latar belakang sosial ekonomi dan budaya yang beragam yang mulai berkomunikasi satu sama lain karena berbagai alasan seiring dengan meningkatnya globalisasi. Oleh karena itu, judul penelitian tentang penggunaan metodologi penelitian kualitatif untuk menganalisis kegagalan pragmatik dalam kontak multibahasa diangkat oleh penulis. Bahasa dan budaya saling terkait, seperti yang diketahui, dan setiap budaya memiliki sifat dan hukumnya sendiri. Orang-orang dari berbagai budaya memiliki nilai, perspektif hidup, dan pandangan dunia yang beragam, serta standar moral dan cara berpikir yang berbeda, dll.
EXPLORING TEACHER’S EXPERIENCE IN TEACHING ENGLISH GRAMMAR TO STUDENTS OF AUTISM SPECTRUM DISORDER Fidiani, Aliyah; Santoso, Didik
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.55405

Abstract

Teaching English grammar to students with Autism Spectrum Disorder (ASD) presents various instructional challenges for teachers in inclusive classrooms due to students' diverse learning characteristics and needs. This study aimed to explore teachers' experiences in teaching English grammar to students with ASD in an inclusive educational setting. The study employed a qualitative research design using Braun and Clarke's thematic analysis. Data were collected through semi-structured interviews, classroom observations, and document analysis, with the English teacher serving as the key informant and supported by additional data sources. The findings revealed eight major themes: students found difficulty in understanding grammar, teachers applied face-to-face interaction, teachers needed additional instructional time, shadow teachers implemented teachers' instructions, shadow teachers communicated students' learning problems to teachers, differences in shadow teachers' firmness influenced students' learning, teachers taught students with different interests and characteristics, and teachers adjusted learning to students' capacities. These findings indicate that teaching English grammar to students with ASD requires instructional flexibility, individualized support, effective collaboration with shadow teachers, and continuous adaptation to students' diverse learning needs. The study concludes that understanding students' individual characteristics and adjusting instructional strategies are essential for creating a more inclusive and supportive English grammar learning environment.
Co-Authors Didik Santoso Fahriza, Icha Siregar, Ayu Juniaty SIREGAR, DEASY YUNITA Zakiah, Rina