Autism is a developmental disorder characterized by difficulties with social interaction and communication, and by restricted and repetitive behavior. Autistic is a person affected by autism. The level of autism of each individual is varied. It can range from mild to severe. Due to this condition, the person shares some symptoms of the difficulties with social interaction. To make them involved in social interaction, it needs special effort to make them be able to speech or communicate first. For this reason, there should be the use of the combination between verbal and non-verbal communication. Thus, this study attempted to investigate the process of using both kinds of communication in teaching children with autism since children are easier to be threated than adults. To make the distinct result, the participants were from different level of autism. Then, based on the observation and interview, the findings showed that the verbal and non-verbal communication used by the therapist in teaching the autistic children can enhance their social interaction and communication skills.
Twenty-first century English language teaching is the witness of advanced Information and Communication Technology (ICT). Integrating digital technologies in English teaching activities is a prerequisite to enhance learning efficacy and achieve the goal of English communicative competence. Hence, this study examines the impact of flipped learning instruction on pragmatic competence of a group of English for specific purposes students’, i.e. English for Accounting. This pre-experimental study was conducted in ten meetings by involving 36 English for Accounting students of a public university in Surakarta Indonesia as the participants. Drawing on a Discourse Completion Test (DCT) and Focus Group Discussion (FGD), the results portrayed that there was a significant difference between the results of pre-test and post-test on DCT, meaning that the students’ pragmatic competence significantly improved after participating in the flipped learning instruction. An FGD was further conducted to reveal the students’ attitudes about the practice of flipped learning and the results indicated that they positively perceived the implementation of the teaching model in English for Accounting class. These results contribute to offering fruitful insights for teachers and future researchers about the practice of flipped learning instruction in English language teaching, particularly in the context of English for specific purposes. Keywords: English for Accounting, Flipped Learning, Pragmatic Competence
Blended Learning, a mixture of face-to-face (FTF) and online learning, has gained its popularity in the English language teaching context. However, examining its efficacy in English for Specific Purposes (ESP) remains scares. To fill this gap, this study implemented BL in an Indonesian ESP classroom and examined its effect on students’ learning attainment and the challenges they encountered. Drawing on the data garnered from pre- and post-tests, it was unveiled that using BL promoted the students’ learning outcomes given the statistical evidence was 0.000 which means lower than 0.05. Three main challenges of blended learning implementation were also identified, namely limitation of proper media, time allocation, and instructional aspect. This study incapsulates that the use of Blended Learning could promote students’ English language skills. This study recommends that future studies be carried out involving more participants and more varied ESP classes to gain more robust results.
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