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INDONESIA
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa
Published by Universitas Negeri Padang
ISSN : -     EISSN : 25410075     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Arjuna Subject : -
Articles 3 Documents
 1 
Search results for , issue "vol 18, no 2 (2024)" : 3 Documents clear
English for Children with Special Needs: Obstacles and Solutions in the Teaching and Learning Process Akhmad Feri Fatoni; Sri Yunita Suraida Salat; Iva Gamar Dian Pratiwi
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 18, No 2 (2024)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v18i2.126545

Abstract

English is taught in primary education classes, including for students with special needs. Students with special needs certainly need treatment that is not the same as students in general. This study aims to determine the obstacles experienced by students with special needs in learning English, as well as solutions made by teachers. This research used a mixed method, a combination of qualitative and quantitative. Qualitative data were obtained from conducting in-depth interviews with teaching teachers to discover the obstacles and solutions in the teaching and learning process of English subjects. In contrast, quantitative data were obtained from test results to determine the significance of solutions for each disability. Based on the data from the in-depth interview, researchers formulated that there were various obstacles in the learning process. The main factor of these obstacles is the limitations experienced by students. Teachers use the learning media "YouTube" to solve these obstacles. Quantitative test data showed that there were significant differences between blind and autistic (0.003), deaf and autistic (0.00), quadriplegic and autistic (0.00), deaf and intellectual disabilities (0.02), and quadriplegic and intellectual disabilities (0.01). Based on the results of the data above, the researchers concluded that the obstacles faced by ABK students vary and depend on the limitations of each disability. There are significant differences in learning outcomes between blind, quadriplegic, and deaf students when compared to intellectual disabilities and autistic students in learning English using the "YouTube" platform. 
The Use of ChatGPT in Higher Education: Student and Lecturer’s Perspectives Husnul Yakin; Yanti Wirza
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 18, No 2 (2024)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v18i2.129331

Abstract

The research aims to compare the perspectives of students and lecturers on the use of Chat Generative Pre-trained Transformer (ChatGPT) in higher education. The research follows a comparative study design with a qualitative method. Purposive sampling is used to select participants, including an English lecturer from a university and the researcher, who is a postgraduate student. Data is collected through a semi-structured interview conducted via Zoom. The interview questions cover topics such as the impact of ChatGPT on education, the most involved subjects for ChatGPT, challenges in using ChatGPT, ethical considerations, and the positive and negative impacts of ChatGPT for students and lecturers. Thematic analysis is used to analyze the interview data and compare the perspectives of students and lecturers. The findings highlight the potential benefits of ChatGPT in enhancing the learning experience, providing access to information and resources, and assisting in various educational tasks. However, challenges such as finding specific materials and the need for appropriate keywords are identified. Ethical use is emphasized, and both positive and negative impacts are discussed, including the risk of overreliance and reduced human interaction.
Exploring the Needs of Lecturers for Blended Project-Based Learning in Argumentative Writing Elfi Elfi; M. Zaim; Refnaldi Refnaldi; Fauzul Aufa
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 18, No 2 (2024)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v18i2.131095

Abstract

The Blended Project-Based Learning (BPjBL) model plays a crucial role in enhancing argumentative writing skills. To implement this model, it is essential to conduct a needs analysis with lecturers. It helps identify their specific requirements and preferences in developing and applying the model.The study aimed to explore lecturers' need for the necessity aspect of the BPjBL model in teaching argumentative writing. The design of the research was quantitative by using a survey. The respondents of the research were 15 lecturers from various universities in Indonesia. They have been chosen using a purposive sampling technique. The criteria were the lecturers who had taught argumentative writing at the university.  The data was collected through a questionnaire. The questionnaire was validated by two experts, and the result was very valid. The reliability of the questionnaire was excellent, with a mean score of 0.964. The study was analyzed by using descriptive analysis statistics using SPSS 38. From this study, it was found that the lecturer highly needed the aspects of argumentative writing reason, argumentative writing topic, argumentative writing skill, language ability, language structure, language use, argumentative writing context, and teaching model with a mean score of 3.33. The findings showed that lecturers are highly needed for the argumentative writing aspect and teaching models such as blended learning and project-based learning. 

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