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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Indonesian TESOL Journal
Eka Prabawati Rum
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Education Languange, Linguistic, Communication & Media Other

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Learners’ Affection and Cognition: Their Interrelationship in Learning English Lilis Natalia Totong; Markus Deli Girik Allo; Eka Prabawati Rum; Muh. Putra Pratama
Indonesian TESOL Journal Vol. 6 No. 2 (2024): Indonesian TESOL Journal (October)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v6i2.7738

Abstract

Cognition is often used to find out how far someone has mastered the material that has been taught by educational goals. In addition to mastery of teaching materials, cognition is also influenced by affection. Students' affection in learning English varies, there are students who show good affection, namely students feel happy and are active in taking part in the learning process. There are also those who show an affection that is not happy with the learning process, has an indifferent affection (apathy), is not active, talks to themselves and does not pay attention to the teacher's explanation. This study aims to determine how the correlation between the learners’ affection and cognition in learning English. This type of research is correlational research. The population of this study were all eighth-grade students at Makale Christian Junior High School, which amounted to 168 students. The sampling technique used was cluster random sampling. Based on the cluster random sampling technique, the class used as a sample is class VIII A as many as 32 students. The instrument used in this research is to use a questionnaire and a test. Pearson Product Moment correlation test is used to determine the correlation between affection and cognition. Based on the correlation test, the correlation coefficient value is 0.144. Because the value of r count is lower than the value of r table (0.140 < 0.286) then there is a negative correlation between learners’ affection and cognition which are in the exceptionally low category. This means that the lower the student's affection the lower the result of learning English.
UTILIZING BEHAVIOR MANAGEMENT STRATEGIES TO ENHANCE ENGAGEMENT AND DISCIPLINE IN ENGLISH LEARNING CLASSROOM WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) STUDENTS AT SLB NEGERI 1 MAKASSAR Nur Intan; Eka Prabawati Rum; Hilda Hafid
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.40231

Abstract

This study aims to explore the implementation of behavioral management strategies used by English teachers to improve engagement and discipline among students with attention deficit hyperactivity disorder (ADHD) at SLB Negeri 1 Makassar. This study uses a qualitative descriptive approach through non-participatory classroom observation and field notes. The strategies observed included positive reinforcement, clear and structured instructions, and the use of visual aids. The findings show that these strategies effectively improve students' cognitive, emotional, and behavioral engagement, as well as aspects of discipline such as compliance with rules, impulse control, and reduction of disruptive behavior. Positive reinforcement helped reduce anxiety and encouraged task completion, while clear instructions and adaptive visual aids-maintained focus and continuity of learning. This study concluded that supportive, structured, and empathetic behavior management strategies play an important role in creating an inclusive English learning environment for students with ADHD.
Co-Authors Hilda Hafid Lilis Natalia Totong Markus Deli Girik Allo Muh Putra Pratama Nur Intan