The Factors Influencing Students’ English Languange Acquisition at Special Needs School in Palangka Raya
DOI:
https://doi.org/10.31004/basicedu.v8i6.9146Keywords:
Factor, Intellectual Disability, English Language AcquisitionAbstract
This study is motivated by the importance of understanding the factors that influence English language acquisition in children with intellectual disability, given that they face unique challenges in the learning process. Children with cognitive disability require customized learning methods to maximize language acquisition. This study aims to identify the factors that influence their ability to learn English. This research was conducted at SLB Negeri 1 Palangka Raya involving 7 students as research subjects. The methodology applied was a qualitative approach with data collection techniques through observation, interview, and documentation. Observation was conducted to observe students' interaction in the learning process, while interviews were conducted with educators to gain a deeper understanding of the support provided. As well as documentation related to the learning process. The results indicated that two factors were identified: external factors, such as parental support and a conducive learning environment, have a significant influence on English language acquisition. Secondly, internal factors such as learning motivation and students' cognitive capacity also play an important role in the learning process. The implications of this study emphasize the importance of developing English language teaching programs that are more inclusive and tailored to the specific needs of children with intellectual disability.
References
Aitchison, J. (2013). Language Change: Progress or Decay? Fourth Edition.
Ali, A. (2023). Effect of Bilingualism on Cognitive Development in Children Review Article. Alustath Journal for Human and Social Sciences, 62, 387–404. https://doi.org/10.36473/ujhss.v62i4.2278
El-Seoud, Samir and Aljaam, Jihad and Mwinyi, M. (2017). Design and Implementation of a Multimedia-based Technology Solution to Assist Children with Intellectual Disability to Learn. International Journal of Emerging Technologies in Learning (IJET), 12, 141. https://doi.org/10.3991/ijet.v12i04.6698
Flinker, A., Korzeniewska, A., Shestyuk, A., Franaszczuk, P., Dronkers, N., Knight, R., & Crone, N. (2015). Redefining the role of Broca’s area in speech. Proceedings of the National Academy of Sciences. 112, 2871–2875. https://doi.org/https://doi.org/10.1073/pnas.1414491112
Hentges, R., et al. (2021) entges, R. F., Madigan, S., Tough, S., McDonald, S., & Graham, S. A. (n.d.). Maternal Depressive Symptoms and Language Development: The Moderating Role of Child Temperament. Developmental Psychology. Developmental Psychology2021, 57. https://doi.org/10.1037/dev0001184
Jacobs, E., Simon, P., & Nader-Grosbois, N. (2020). Social Cognition in Children With Non-specific Intellectual Disabilities: An Exploratory Study. Frontiers in Psychology. 11. https://doi.org/https://doi.org/10.3389/fpsyg.2020.01884.
Jankowska, Anna and Bogdanowicz, Marta and Shaw, S. (2014). Strategies of Memorization and Their Influence on the Learning Process among Individuals with Borderline Intellectual Functioning. Acta Neuropsychologica, 10, 271–290. https://doi.org/10.5604/17307503.1008248
Kuhl, P. (2020). The Language of Infants: Brain, Behavior, and Communication.
McMillan, J. M., & Jarvis, J. M. (2016). Mental Health and Students with Disabilities: A Review of Literature. Australian Journal of Guidance and Counselling, 23(2), 236–251. https://doi.org/10.1017/jgc.2013.14
Miller-Graff LE, Scheid CR, Guzmán DB, G. K. (2020). Aregiver and Family Factors Promoting Child Resilience in at-Risk Families Living in Lima, Peru. Child Abuse Negl. https://doi.org/10.1016/j.chiabu.2020.104639
Miskin, B. &. (2019). Handbook of Child Psychology and Developmental Studies.
Mitra, M., Long-Bellil, L., Moura, I., Miles, A., & Kaye, H. (2022). Advancing Health Equity and Reducing Health Disparities For People with Disabilities In The United States.
Morgan, M., & Moni, K. (2008). Literacy: Meeting the Challenge of Limited Literacy Resources for Adolescents and Adults with Intellectual Disabilities. British Journal of Special Education, 35. https://doi.org/10.1111/j.1467-8578.2008.00378.x
Niromand, E., Salehi, A., Khazaei, M., & Khazaei, M. (2020). The Influential Factors in the Academic Achievement and Failure of Medical Students in Iran: A Review Study. Educational Research in Medical Sciences. Educational Research In Medical Sciences, vol.9. https://doi.org/https://doi.org/10.5812/erms.105860
Otanjac, M. (2016). Students with Language Learning Disabilities and Difficulties in A Foreign Language Classroom. Specijalna Edukacija i Rehabilitacija., 15, 461–474. https://doi.org/10.5937/specedreh15-12071.
Pontikas, Christos-Marios & Tsoukalas, Ellia & Serdari, A. (2020). A Map of Assistive Technology Educative Instruments in Neurodevelopmental Disorders. Disability and Rehabilitation: Assistive Technology. Disability and Rehabilitation: Assistive Technology, 17, 1–9. https://doi.org/10.1080/17483107.2020.1839580
Shree, A., & Shukla, P. C. (2016). Intellectual Disability: Definition, Classification, Causes and Characteristics. Learning Community-An International Journal of Educational and Social Development, 7(1), 9. https://doi.org/10.5958/2231-458x.2016.00002.6
Skelling, J. (2019). Neurodiversity?: A Strengths-Based Approach to Teaching Diverse Learners. The Education Hub. https://theeducationhub.org.nz/category/school-resources/
Sulistyowati, H., & Rukminingsih, R. (2022). Language Acquisition of a Mentally Retarded Student at SDLB of Tunas Harapan?: Psycholinguistics Study. 630(Icetech 2021), 53–58.
Urszula Sajewicz-Radtke and Pawe? Jurek and Micha? Olech and A. ?ada-Ma?ko and A. Jankowska and Bartosz M. Radtke. (2022). Heterogeneity of Cognitive Profiles in Children and Adolescents with Mild Intellectual Disability (MID). International Journal of Environmental Research and Public Health, 19. https://doi.org/10.3390/ijerph19127230
Vicari, S., Costanzo, F., & Menghini, D. (2016). Memory and Learning in Intellectual Disability. In R. M. Hodapp & D. J. Fidler (Eds.), International Review of Research In Developmental Disabilities: Fifty Years of Research In Intellectual and Developmental Disabilities. Elsevier Academic Press, 119–148. https://doi.org/https://doi.org/10.1016/bs.irrdd.2016.05.003
Zascerinska, J. (2010). Language Acquisition and Language Learning?: Developing the System of. 52nd International Scientific Conference of Daugavpils University, 1–8.
Zhetishev, R., Golovkina, O., Uzdenova, Z., Karova, D., Zhetisheva, I., & Arkhestova, D. (2023). A New Pathogenic Variant of The Nucleotide Sequence as A Risk Factor for The Development of Epilepsy And Mental Retardation. Medical news of the North Caucasus.
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2024 Raisha Nor Rahma, Siminto Siminto, Zaitun Qamariah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work’s authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal’s published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
