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International Journal of Language, Education, and Literature (IJLEL)
Published by Universitas Negeri Makassar
ISSN : -     EISSN : 30642701     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
IJLEL International Journal Language, Education, and Literature is an international peer-reviewed and open-access journal in language education. The aim is to publish conceptual and research articles exploring the application of any language in teaching and the everyday language experience in education. Its scope is international in that it welcomes articles from academics, researchers, graduate students, and policymakers. All articles should be in English. IJLEL will publish periodically (4 times yearly) in January, April, July, and October. IJLEL continues improving the quality of platform services, providing journal publications by managing national and international indexes such as SINTA, GARUDA, Google Scholar, Dimension, DOAJ, Copernicus, Crossref, etc.
Arjuna Subject : Umum - Umum
Articles 141 Documents
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Students’ Interpretations and Experiences of Cognitive Challenges in Jigsaw-Based Collaborative EFL Tasks Milda Ningsih Samir; Baso Jabu; Ryan Rayhana Sofyan
International Journal of Language, Education, and Literature Vol. 3 No. 2 (2026): April
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/xnh3k636

Abstract

Understanding students’ experiences of cognitive challenges during collaborative learning is crucial for designing effective English as a Foreign Language (EFL) instruction. While collaborative tasks are widely recognized for fostering interaction and deeper learning, limited research has explored how students interpret and respond to the cognitive demands encountered during such activities, particularly within Indonesian secondary schools. This study investigates students’ interpretations and experiences of cognitive challenges during a jigsaw-based collaborative EFL task. A qualitative descriptive approach was implemented in an eleventh-grade classroom at a public senior high school in Indonesia. Data were gathered through classroom observations and semi-structured interviews with purposively selected students, and analyzed using thematic analysis. Three major themes emerged: experiencing cognitive difficulty and confusion, employing coping strategies to address cognitive challenges, and encountering difficulty in linking and integrating information. The results indicate that cognitive challenges primarily arose during interpretation, explanation, and conceptual integration, rather than procedural participation. Students utilized various coping strategies, such as seeking clarification, passive listening, and relying on peer and teacher support. The findings also reveal differences in students’ ability to connect current tasks to prior learning, indicating varying levels of cognitive readiness. The study concludes that cognitive difficulty in collaborative EFL tasks should be regarded not only as a potential barrier but also as a productive condition that can foster deeper cognitive engagement when supported by appropriate scaffolding and collaboration. These findings contribute to the understanding of students’ cognitive experiences in collaborative EFL learning and offer pedagogical implications for designing tasks that promote meaningful learning.

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