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Teacher's Language Input for Recognizing the Cognitive Abilities of Autistic Student in Classroom Interaction

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Title: Teacher's Language Input for Recognizing the Cognitive Abilities of Autistic Student in Classroom Interaction
Language: English
Authors: Andarwulan, Trisna, Ibrahim, Abdul Syukur, Suparno, Martutik
Source: European Journal of Educational Research. 2021 10(2):593-606.
Availability: Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eu-jer.com; Web site: https://www.eu-jer.com/
Peer Reviewed: Y
Page Count: 14
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Autism, Pervasive Developmental Disorders, Linguistic Input, Classroom Communication, Cognitive Ability, Barriers, Teacher Student Relationship, Case Studies, Speech Acts, Memorization, Classroom Techniques, Elementary School Students, Indonesian, Foreign Countries
Geographic Terms: Indonesia
ISSN: 2165-8714
Abstract: Cognitive is an essential developmental aspect for children. The cognitive barrier is one of the learning barriers experienced by children with autism. From educational perspective, teacher language input can appropriately develop cognitive abilities of autistic students. This study aims to describe (1) teacher's language input for recognizing the cognitive abilities of autistic students in classroom interactions and (2) cognitive abilities of autistic students based on teacher language input in classroom interactions. The approach of the study was conducted qualitatively with case study, while source of data was oral texts from the teacher language input toward autistic students in classroom. The results shows that the cognitive abilities of autistic students can be recognized through teacher's language input in classroom learning by engaging interrogative speech acts, such as representative, directive, expressive, and commissive. The cognitive level is used to see the variants of the teacher's language input. Meanwhile, the acquisition of students' cognitive abilities based on teacher language's input is developed through memorizing, understanding, applying, and analyzing skills with criteria student A and B in the medium category, and G in low category.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1294316
Database: ERIC
FullText Text:
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  Data: Teacher's Language Input for Recognizing the Cognitive Abilities of Autistic Student in Classroom Interaction
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  Data: <searchLink fieldCode="AR" term="%22Andarwulan%2C+Trisna%22">Andarwulan, Trisna</searchLink><br /><searchLink fieldCode="AR" term="%22Ibrahim%2C+Abdul+Syukur%22">Ibrahim, Abdul Syukur</searchLink><br /><searchLink fieldCode="AR" term="%22Suparno%22">Suparno</searchLink><br /><searchLink fieldCode="AR" term="%22Martutik%22">Martutik</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Educational+Research%22"><i>European Journal of Educational Research</i></searchLink>. 2021 10(2):593-606.
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  Data: Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eu-jer.com; Web site: https://www.eu-jer.com/
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  Data: Y
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  Data: 14
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  Data: 2021
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Autism%22">Autism</searchLink><br /><searchLink fieldCode="DE" term="%22Pervasive+Developmental+Disorders%22">Pervasive Developmental Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistic+Input%22">Linguistic Input</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Communication%22">Classroom Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Ability%22">Cognitive Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Case+Studies%22">Case Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Acts%22">Speech Acts</searchLink><br /><searchLink fieldCode="DE" term="%22Memorization%22">Memorization</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Techniques%22">Classroom Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Indonesian%22">Indonesian</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
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  Data: 2165-8714
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Cognitive is an essential developmental aspect for children. The cognitive barrier is one of the learning barriers experienced by children with autism. From educational perspective, teacher language input can appropriately develop cognitive abilities of autistic students. This study aims to describe (1) teacher's language input for recognizing the cognitive abilities of autistic students in classroom interactions and (2) cognitive abilities of autistic students based on teacher language input in classroom interactions. The approach of the study was conducted qualitatively with case study, while source of data was oral texts from the teacher language input toward autistic students in classroom. The results shows that the cognitive abilities of autistic students can be recognized through teacher's language input in classroom learning by engaging interrogative speech acts, such as representative, directive, expressive, and commissive. The cognitive level is used to see the variants of the teacher's language input. Meanwhile, the acquisition of students' cognitive abilities based on teacher language's input is developed through memorizing, understanding, applying, and analyzing skills with criteria student A and B in the medium category, and G in low category.
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  Data: 2021
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  Data: EJ1294316
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 593
    Subjects:
      – SubjectFull: Autism
        Type: general
      – SubjectFull: Pervasive Developmental Disorders
        Type: general
      – SubjectFull: Linguistic Input
        Type: general
      – SubjectFull: Classroom Communication
        Type: general
      – SubjectFull: Cognitive Ability
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Case Studies
        Type: general
      – SubjectFull: Speech Acts
        Type: general
      – SubjectFull: Memorization
        Type: general
      – SubjectFull: Classroom Techniques
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Indonesian
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Indonesia
        Type: general
    Titles:
      – TitleFull: Teacher's Language Input for Recognizing the Cognitive Abilities of Autistic Student in Classroom Interaction
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            NameFull: Andarwulan, Trisna
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            NameFull: Ibrahim, Abdul Syukur
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            NameFull: Suparno
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            NameFull: Martutik
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