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All Journal JURNAL ILMIAH GLOBAL EDUCATION Eduvest - Journal of Universal Studies
Lustiyantie, Ninuk
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Aerospace Engineering Computer Science & IT Education Health Professions Languange, Linguistic, Communication & Media Mathematics Neuroscience Social Sciences Other

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Cognitive and affective roles in language and literature learning at the secondary school level (a literature study) Lustiyantie, Ninuk; Chaeruman, Uwes Anis; Rajaguk-guk, Sastri Br
Eduvest - Journal of Universal Studies Vol. 5 No. 5 (2025): Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v5i5.49940

Abstract

Cognitive and affective factors play a crucial role in language learning, influencing the acquisition process and outcomes for learners. The cognitive aspect, such as working memory and metalinguistic awareness, is particularly important in processing and understanding language structures. Additionally, the cognitive load theory suggests that when learners are overwhelmed with information, their language processing abilities are reduced, highlighting the importance of a well-structured learning environment. The research methodology employed in this article is a literature review, involving steps such as topic identification, source gathering, source analysis, classification of findings, synthesis, report writing, and evaluation. The cognitive role in language learning includes various processes, including working memory, cognitive flexibility, attention, metacognition, and cognitive load management. Understanding these cognitive mechanisms is crucial for developing effective language learning strategies and interventions. Furthermore, factors such as self-esteem, language ego, cultural background, emotional involvement, and teacher-student relationships also significantly influence language learning. Therefore, educators must create supportive and engaging learning environments that recognize and respond to students' emotional needs, ultimately facilitating more effective language learning experiences for secondary school students.
Developing Rubric for Argumentative Writing Assessment Based on Multidimensional Approach Paris, Atika Salman; Lustiyantie, Ninuk; Murtadho, Fathiaty; Rosyidi, Ahmad Zuhri; Suryadi, Hendra
Jurnal Ilmiah Global Education Vol. 6 No. 2 (2025): JURNAL ILMIAH GLOBAL EDUCATION, Volume 6 Nomor 2
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/jige.v6i2.4125

Abstract

This study developed a multidimensional rubric for assessing argumentative writing in English as a Foreign Language (EFL) context by integrating cognitive, metacognitive, affective, and socio-cultural dimensions. The rubric was designed in response to the limitations of traditional assessment tools that tend to focus on surface-level features, often neglecting essential aspects such as writer stance, planning, audience awareness, and contextual relevance. Employing a Research and Development (R&D) methodology, the study followed several stages: a needs analysis, literature review, initial rubric design, expert validation, and a small-scale implementation with undergraduate EFL students. The trial results demonstrated that the rubric effectively captured variations in writing performance across dimensions and supported a more nuanced understanding of students’ strengths and challenges. Students showed stronger performance in cognitive aspects such as argument structure and reasoning, while affective and socio-cultural awareness remained areas for pedagogical improvement. Feedback from both learners and instructors confirmed the rubric’s clarity, practicality, and potential to guide instruction and formative feedback. The study concludes that the rubric addresses critical gaps in current assessment practices and offers a comprehensive framework for supporting students’ development as reflective and context-aware academic writers. Future research is encouraged to validate the rubric in broader contexts, integrate it into digital platforms, and explore its impact on long-term writing growth.
Co-Authors Ahmad Zuhri Rosyidi Chaeruman, Uwes Anis Fathiaty Murtadho Hendra Suryadi Paris, Atika Salman Rajaguk-guk, Sastri Br