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Contact Name
Rahmat Gaho
Contact Email
rahmatgaho@wahanapublikasi.com
Phone
+6281237694665
Journal Mail Official
austronesian.jlsl@gmail.com
Editorial Address
Jl. Terompong, Sumerta kelod, Kec. Denpasar Timur, Kota Denpasar, Bali 80239
Location
Kota denpasar,
Bali
INDONESIA
Austronesian: Journal of Language Science & Literature
Published by CV Wahana Publikasi
ISSN : 29631548     EISSN : 29619947     DOI : -
Austronesian: Journal of Language Science & Literature is an open access journal, single blind peer-reviewed, published by CV Wahana Publikasi. This journal is an area studies journal that publishes research articles, especially in the field of linguistics and literature covering all regions or groups of Austronesian languages. Austronesian: Journal of Language Science & Literature aims to disseminate information and/or research results on Austronesian languages so that the characteristics (identity) of the Austronesian language are maintained and of course increasingly developed. This is done as an effort or preventive measure against the influence of science and technology developments that can destroy the function of language as the identity of a region. Austronesian: Journal of Language Science & Literature publishes original research articles and book reviews that are open to academics, researchers, students, practitioners and all language observers. Austronesian: Journal of Language Science & Literature focus on the field of language, linguistics, and literature covering all regions or groups of Austronesian languages. Specifically, the scopes of the journal are: - Pragmatics, Semantics, Syntax, Morphology, Phonology - Translation & Interpreting - Literature - Discourse Analysis - Sociolinguistics - Psycholinguistics - Computational Linguistics - Corpus Linguistics - Comparative Study - Education
Articles 131 Documents
Enhancing Student Engagement and Reading Comprehension of Twice-Exceptional Students with ADHD through Picture Books and Differentiated Instruction: A Classroom Action Research Ruth Stivenny Queen Renti; Tini Mogea; Nihta V. F. Liando
Austronesian: Journal of Language Science & Literature Vol. 5 No. 1 (2026): Austronesian: Journal of Language Science & Literature
Publisher : CV Wahana Publikasi

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Abstract

This study investigated the use of digital picture books supported by differentiated instruction to enhance student engagement and vocabulary-based reading comprehension in a Grade 1–2 inclusive English classroom. The study focused on twice-exceptional (2e) students with Attention Deficit Hyperactivity Disorder (ADHD) characteristics who experienced difficulties maintaining attention and understanding vocabulary during reading activities. This study employed Classroom Action Research (CAR). The participants were five students in a mixed Grade 1–2 inclusive classroom at SD Sinar Kasih Tomohon. Data were collected through a student engagement observation sheet and a vocabulary-based reading comprehension test. The findings showed improvements in both student engagement and vocabulary-based reading comprehension. The mean student engagement score increased from 2.04 in Cycle 1 to 2.84 in Cycle 2, indicating a higher level of participation, attention, and involvement in classroom activities. Students’ vocabulary-based reading comprehension also improved from 55% in Cycle 1 to 84% in Cycle 2. These improvements suggest that digital picture books provided meaningful visual support for vocabulary learning, while differentiated instruction helped address students’ diverse learning needs and encouraged active participation. The study concludes that the use of digital picture books supported by differentiated instruction can enhance student engagement and vocabulary-based reading comprehension among twice-exceptional (2e) students with ADHD characteristics in an inclusive English classroom. The study suggests that inclusive classrooms effectively support twice-exceptional (2e) students through differentiated instruction, visual materials, and individualized scaffolding, emphasizing responsive teaching rather than curriculum modification alone.