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All Journal Jurnal Educatio FKIP UNMA Journal of English Education and Linguistics
Fikri Asih Wigati
University of Singaperbangsa Karawang
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Appraisal Attitude in Students' Game-Based Learning Experiences: A Case Study Fika Nurfitriyani; Yogi Setia Samsi; Fikri Asih Wigati
Jurnal Educatio FKIP UNMA Vol. 12 No. 3 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/educatio.v12i3.19141

Abstract

Student attitudes play a central role in shaping EFL learning success, yet they remain underexplored from a linguistic perspective, particularly in non-digital game-based learning (GBL) contexts. Most existing studies examine digital GBL or rely on general psychological measures, leaving a gap in linguistically grounded analyses of secondary-level learners' attitudes toward non-digital activities. This study examined how eighth-grade female EFL students' attitudes toward a four-session non-digital GBL intervention were realized through the Affect, Judgment, and Appreciation domains of Martin and White's (2005) Appraisal Framework. Using a qualitative case study design bounded by one intact class at a junior secondary school integrated with an Islamic boarding school in Karawang, Indonesia, data were collected from ten students through guided reflective journals (94 entries) and semi-structured interviews with five volunteering participants. A total of 617 primary-domain attitudinal instances were coded following Ary et al.'s (2019) procedure and checked through expert validation. Appreciation was the most frequent domain (246 instances, 39.9%), followed by Judgment (191 instances, 31.0%) and Affect (180 instances, 29.2%). Students shifted from fatigue-related disengagement to active participation, emphasized effort and cooperation, and evaluated the games as engaging and educationally valuable. These patterns suggest that non-digital GBL can foster positive, multidimensional attitudes among secondary EFL learners in resource-limited settings when supported by adequate orientation and teacher facilitation; because language achievement was not independently measured, these claims are limited to students' perceived experience. Future research should examine these patterns in larger and more varied populations using longitudinal, mixed-method designs.
Implementing Choral Reading in Learning Descriptive Text: A Case Study at Karawang Senior High School Alya Fitriyani; Fikri Asih Wigati; Elih Sutisna Yanto
Jurnal Educatio FKIP UNMA Vol. 12 No. 3 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/educatio.v12i3.19155

Abstract

Reading comprehension remains a significant challenge for EFL students in Indonesian secondary education, particularly due to limited vocabulary, low motivation, and lack of confidence when reading aloud. This qualitative case study investigates the implementation of Choral Reading within the Teaching Learning Cycle (TLC) framework and explores students' responses toward the activity in learning descriptive text at a senior high school in Karawang, West Java, Indonesia. Data were collected through classroom video recordings, semi structured interviews with six purposively selected students, and students' reflective journals across three instructional meetings. The findings indicate that Choral Reading was implemented progressively through five TLC stages: Building Knowledge of the Field, Supported Reading, Modelling and Deconstruction, Joint Construction, and Independent Construction. Students' responses revealed five emergent themes: anxiety reduction and confidence building, teacher modelling as a driver of pronunciation accuracy, vocabulary acquisition and text comprehension, transfer of choral reading experience to independent writing, and tensions related to pacing, synchronisation, and individual learning preferences. The findings suggest that integrating Choral Reading into the structured stages of the Teaching Learning Cycle was perceived by students as supportive of their reading fluency, pronunciation confidence, generic structure awareness, and preparedness for writing, although these outcomes were not verified through objective pre-test/post-test measures. The study also reveals that learner variation in pace and reading format preference requires adaptive teacher management.
Exploring Cognitive Engagement in EFL Descriptive Writing: A Case Study Using Mindomo-Assisted Mind Mapping Kalimul Fahmi; Fikri Asih Wigati; Nia Pujiawati
Journal of English Education and Linguistics Vol. 6 No. 2 (2025): Journal of English Education and Linguistics
Publisher : Program Studi Tadris Bahasa Inggris Sekolah Tinggi Agama Islam Negeri Mandailing Natal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56874/jeel.v6i2.2500

Abstract

This research aims to explore the process of teaching and students’ cognitive engagement in writing descriptive texts using the mind mapping technique with the Mindomo application. This research used a qualitative approach. This research was conducted in one of the public junior high schools in Karawang. The participants were nine seventh-grade students selected from one class to represent low, medium, and high levels of cognitive engagement during the descriptive writing process. Data were collected through classroom observation, interviews, and documentation. The data were analyzed by using thematic analysis. The findings indicate that the implementation of mind mapping contributed to different manifestations of students’ cognitive engagement during the writing process. Students demonstrated task management and strategic planning through visual organization of ideas, engaged in self-monitoring and revision while developing their texts from mind maps, and showed continued engagement through peer feedback and help-seeking behaviors. Students’ emotional responses were identified as contextual factors that supported persistence during the writing process. Future research could involve more participants or different text types to extend these findings.
Co-Authors Alya Fitriyani Elih Sutisna Yanto Fika Nurfitriyani Kalimul Fahmi Nia Pujiawati Yogi Setia Samsi