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All Journal English Education Journal Journal of English Education Studies Cendekia: Jurnal Kependidikan dan Kemasyarakatan Educalingua Journal
Fatwassani, Rezza
English Education Journal
Religion Education Languange, Linguistic, Communication & Media Social Sciences

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Students’ Perceptions of Reflective Practices (RP) Implementation to Learn Critical Thinking (CT) in Class Discussions (CD) Fatwassani, Rezza; Fitriati, Sri Wuli; Bharati, Dwi Anggani Linggar
English Education Journal Vol 9 No 2 (2019): June 2019
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v9i1.27748

Abstract

The present study delivers the twelfth grade students’ experiences who implement reflective practice as a technique to learn critical thinking skills when joining the class discussion. However, their perceptions on the above activity have to be a fundamental issue for the success of learning. This descriptive qualitative case study took place at SMA N 2 Masbagik of East Lombok. It aimed to describe and explain students’ reflective practice implementation, their critical thinking manifestations, and their perceptions of the reflective practice implementation to learn critical thinking skills in class discussions. Taken from field notes observation and video recordings revealed three stages of reflection process considered by the students when implementing the reflective practice. It consisted of stating positive behaviour, ideas, and feelings (first stage), returning to experience, attending to feelings, and reevaluating experiences/events/phenomena (second stage), and making conclusion or commitment (third stage). They also showed three ways in expressing critical thinking as proposed by Halpern (2003). It consists of verbal reasoning, arguments, and making decision. Furthermore, the data from open-ended questionnaire and interview revealed the domination of positive perceptions. Through this study, the writer opens the idea to give suggestion that this activity should based on clear instructions and theoretical background to meet the teaching and learning goal.
Students’ Perceptions of Reflective Practices (RP) Implementation to Learn Critical Thinking (CT) in Class Discussions (CD) Fatwassani, Rezza; Fitriati, Sri Wuli; Bharati, Dwi Anggani Linggar
English Education Journal Vol 9 No 2 (2019): June 2019
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v9i1.27748

Abstract

The present study delivers the twelfth grade students’ experiences who implement reflective practice as a technique to learn critical thinking skills when joining the class discussion. However, their perceptions on the above activity have to be a fundamental issue for the success of learning. This descriptive qualitative case study took place at SMA N 2 Masbagik of East Lombok. It aimed to describe and explain students’ reflective practice implementation, their critical thinking manifestations, and their perceptions of the reflective practice implementation to learn critical thinking skills in class discussions. Taken from field notes observation and video recordings revealed three stages of reflection process considered by the students when implementing the reflective practice. It consisted of stating positive behaviour, ideas, and feelings (first stage), returning to experience, attending to feelings, and reevaluating experiences/events/phenomena (second stage), and making conclusion or commitment (third stage). They also showed three ways in expressing critical thinking as proposed by Halpern (2003). It consists of verbal reasoning, arguments, and making decision. Furthermore, the data from open-ended questionnaire and interview revealed the domination of positive perceptions. Through this study, the writer opens the idea to give suggestion that this activity should based on clear instructions and theoretical background to meet the teaching and learning goal.
Experience Realized in Edweek.org by a Black Student: an Appraisal Analysis of the Attitudinal Perspective Fatwassani, Rezza
Educalingua Journal Vol. 1 No. 1 (2023): November
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/educalingua.v1i1.213

Abstract

The purpose of this research is to describe the message expressed by a black American student as contained in the Edweek portal which was published in 2020. Specifically, the research tried to identify the language choice of the published text. The research focused on the attitudinal perspective of the appraisal system. The identification includes the aspect of affect, judgment, and appreciation. As the data collection, a text about Almaw's experience "This is My Everything" was chosen for further analysis. The research showed that the positive attitudinal lexis was equaled with the negative one. When the data were calculated in detail, the percentage of effect was 34%, judgment 58%, and appreciation 8%. The presence of equal data showed that there were mixed feelings expressed by a student when she shared her experience of racial abuse.
Reconceptualizing Presentation Pedagogy in EFL Contexts: A Multimodal Communication Approach Fatwassani, Rezza; El-Muslimah, Aisyah Hafshah Saffura
Journal of English Education Studies Vol 8 No 2 (2025)
Publisher : Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30653/005.202582.156

Abstract

This article explored the reconceptualization of presentation pedagogy in English as a Foreign Language (EFL) contexts by integrating multimodal communication strategies. Grounded in multimodal theory and communication style frameworks, the study investigated how combining linguistic, visual, aural, gestural, and spatial modes enhanced students' presentation competencies. Using a mixed-methods research design involving classroom observations, video analyses, and survey data, the study focused on sixth-semester EFL students at Universitas Islam Negeri (UIN) Walisongo Semarang. The findings revealed that students who employed multimodal strategies performed more effectively, displaying increased clarity, engagement, confidence, and audience interaction. The article argued for a pedagogical shift in EFL presentation instruction, emphasizing the need to embed multimodal competence in curricula to meet the communicative demands of contemporary global contexts.
Bridging Verbal and Non-Verbal Gaps: Multimodal Presentation Skills at Islamic Higher Education Fatwassani, Rezza; Hartono, Rudi; Astuti, Puji
Cendekia: Kependidikan dan Kemasyarakatan Vol 23 No 2 (2025)
Publisher : IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v23i2.11818

Abstract

Effective presentation skills are essential for EFL learners; however, many EFL students struggle to balance verbal proficiency with non-verbal expressiveness, leading to presentations that lack engagement, clarity, and confidence. This study explores how the integration of multimodal communication strategies can bridge the gap between verbal and non-verbal competence in EFL students’ presentations. Using a concurrent embedded mixed-methods design, 17 fourth-semester EFL students were purposively selected from two classes in the teaching Grammar course at Universitas Islam Negeri Walisongo Semarang. Data were collected through classroom observations, video recordings, and questionnaires, and they were analyzed using thematic and descriptive statistical methods. Findings show significant improvements in verbal delivery (pronunciation, fluency, prosody) and non-verbal expression (eye contact, gestures, posture, spatial awareness). Furthermore, it revealed that multimodal strategies enhance presentation quality and reduce language anxiety by distributing communicative load across multiple modes. It recommends embedding multimodal training in EFL curricula with constructive feedback and accessible digital tools.
Co-Authors Dwi Anggani Linggar Bharati El-Muslimah, Aisyah Hafshah Saffura Hartono, Rudi Puji Astuti Sri Wuli Fitriati