A Case Study of EFL Teacher Scaffolding of an ASD Learner’s Shared Reading with a Storybook App

Arifin, Syaadiah; Arifani, Yudhi; Maruf, Nirwanto; Helingo, Adimawati

doi:10.18823/asiatefl.2022.19.4.6.1234

Cited by 6 publications

(7 citation statements)

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“…The widespread use of wireless and mobile technology today offers immense potential for e-learning, including ubiquity, pervasiveness, personalization, and flexibility, among other factors (Gutiérrez-colón et al, 2020;Chang et al, 2014); (Gregory & Lodge, 2015;Arifin et al, 2022). MCL involves the use of mobile and wireless devices, including smart devices, for advanced computer-based collaboration learning, allowing students to interact informally outside the classroom or under the supervision of a teacher (Jagušt & Botički, 2019;Callaghan, 2018;Barianty et al, 2022).…”

Section: Literature Review Mobile Collaborative Learningmentioning

confidence: 99%

The Effectiveness of Mobile Collaborative Learning on Students’ Writing Performance by Implementing Magnet Summary Strategy

Masyhud,

Maruf,

Asari

2023

JET ADI BUANA

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The purpose of the study was to examine the effectiveness of using Mobile Collaborative Learning (MCL) and Magnet Summary Strategy (MSS) on students’ writing performance and their perceptions towards these strategies. This study utilized a pre-test and post-test control group quasi-experimental design. The results of the paired sample t-test revealed a statistically significant difference between the average pre-test score of 45.8000, indicating a lower level of knowledge among participants before the intervention, and the average post-test score of 68.2800, indicating a substantial improvement in knowledge following the interventions. The intervention used MCL and MSS to help students summarize and organize information, which resulted in improved writing performance. moreover, the significance level of 2-tailed test was less than 5% demonstrating that the difference in the pre-test and post-test scores was statistically meaningful. Thus, it is improbable that the variance in scores happened merely by chance, indicating that the intervention had considerable impact on the participants’ knowledge. The results also showed that the implementation of MCL and MSS helped students to improve their social skills. They appreciated the opportunity to collaborate and communicate with their peers, which helped them to develop their interpersonal skills and learn from each other. Moreover, the implementation of MCL and MSS resulted in a sense of group success when working on group activities, which contributed to a positive learning experience. Overall, the study suggests that using MCL and MSS can be an effective approach to improve students’ writing performance and their social skills.

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Section: Literature Review Mobile Collaborative Learningmentioning

confidence: 99%

The Effectiveness of Mobile Collaborative Learning on Students’ Writing Performance by Implementing Magnet Summary Strategy

Masyhud,

Maruf,

Asari

2023

JET ADI BUANA

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“…Animated videos can enhance students' creativities (Muslem et al, 2022). There are many tools such as Powtoon and Biteable application are famous examples of animated videos application where users can create different types of video stories as reading references (Arifin et al, 2022). Animated videos is very useful in teaching English (Fatimah et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

The implementation of project-based learning through animated videos in reading for specialized information

Suharto,

Zubaidi,

Maulidiyah

et al. 2024

J-REaLL

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This research investigated the implementation of project-based learning through animated videos in reading for specialized information and the perception of students on it. This research differed from others because students visualized the information from the reading text into animated videos. The implementation of project-based learning through animated video was measured by observation. Students’ perceptions about it were measured from the questionnaire. Thirty-two vocational students took part in this research. Based on the results of observations, three steps of project-based learning supported students’ success in achieving the learning outcomes. The result showed that students’ positive responses about the process of creating animated videos were: they worked with group (65,6%); they tried to design their animated videos (62,5%); they accessed and used features properly (59,4%); and they enjoyed to learn reading for specialized information (71,9%). Students’ positive responses about the benefits of creating animation videos were: they established good communication (62,5%); they got a better understanding (71,9%); they felt easier to visualize the lesson material (62,5%); they were more motivated to read (53,1%), and they felt more enthusiastic to learn new vocabularies (65,6%). On the other hand, students’ negative responses showed that they spent a lot of time in making animated videos (9,4%). Lecturers recommended using easy and basic applications in creating animated videos, such as Canva. The implication of the research was students developed their creativity to visualize a reading text in the form of animated videos, and they understood the reading text.

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“…According to van de Pol et al (2012), scaffolding emphasizes a crucial aspect of students' learning processes that others assist and guide. Arifin et al (2004) conducted research in the form of a case study of EFL Teacher Scaffolding of an ASD Learner's Shared Reading with a Storybook App. It was noticed that the EFL teacher supported the ASD student during shared reading sessions using the Storybook app by utilizing the three types of scaffolding-cognitive, affective, and technical.…”

Section: Introductionmentioning

confidence: 99%

Empowering Social Environment as Scaffolding for Students with Autistic Spectrum Disorder (ASD) in Teaching Basic Communication

Padmadewi,

Sukadana,

Purandina

et al. 2024

SOSHUM

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Students with ASD have obvious characteristics that they have limitations in making communication and have low social awareness. For that reason, they need to be supported on how they can improve their communication ability. This research aimed to describe how the social environment is empowered and created to help students with ASD learn to communicate. The study's design was a multi-case study conducted in an inclusive school in North Bali. Three cases of students with ASD with their teachers, the school principal, and a technical assistant were involved as the study's subjects. The data were collected for 12 months and analyzed qualitatively. The study results show that several types of social environments were modified to teach students about basic communications such as morning circles, cooperative buddy programs, sensory garden programs, modelling, and go-play activities. The use of the programs functions as scaffolding, which then indicates improvements in the students ' social interactions and basic communication. The implication of this study suggests the importance of creating a supportive social environment program for students with ASD to enhance their social awareness and interaction.Students with ASD have obvious characteristics that they have limitations in making communication and have low social awareness. For that reason, they need to be supported on how they can improve their communication ability. This research aimed to describe how the social environment is empowered and created to help students with ASD learn to communicate. The study's design was a multi-case study conducted in an inclusive school in North Bali. Three cases of students with ASD with their teachers, the school principal, and a technical assistant were involved as the study's subjects. The data were collected for 12 months and analyzed qualitatively. The study results show that several types of social environments were modified to teach students about basic communications such as morning circles, cooperative buddy programs, sensory garden programs, modelling, and go-play activities. The use of the programs functions as scaffolding, which then indicates improvements in the students ' social interactions and basic communication. The implication of this study suggests the importance of creating a supportive social environment program for students with ASD to enhance their social awareness and interaction.

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A Case Study of EFL Teacher Scaffolding of an ASD Learner’s Shared Reading with a Storybook App

Cited by 6 publications

References 0 publications

The Effectiveness of Mobile Collaborative Learning on Students’ Writing Performance by Implementing Magnet Summary Strategy

The Effectiveness of Mobile Collaborative Learning on Students’ Writing Performance by Implementing Magnet Summary Strategy

The implementation of project-based learning through animated videos in reading for specialized information

Empowering Social Environment as Scaffolding for Students with Autistic Spectrum Disorder (ASD) in Teaching Basic Communication

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