Penerapan Reflective Journaling dalam Pembelajaran Bahasa Inggris: Dampak terhadap Keterlibatan dan Motivasi Mahasiswa
https://doi.org/10.30605/onoma.v11i3.6034
Keywords:
reflective journaling;, keterlibatan mahasiswa;, motivasi belajar;, pembelajaran Bahasa Inggris;, refleksi diriAbstract
Penelitian ini bertujuan untuk mengkaji pengaruh reflective journaling terhadap keterlibatan dan motivasi belajar mahasiswa dalam pembelajaran Bahasa Inggris di tingkat perguruan tinggi. Reflective journaling merupakan strategi pedagogis yang mendorong peserta didik untuk secara sadar merefleksikan pengalaman belajarnya, mengidentifikasi tantangan, serta merumuskan strategi perbaikan. Penelitian ini menggunakan pendekatan kuantitatif deskriptif dan korelasional dengan melibatkan 21 mahasiswa program sarjana yang mengikuti mata kuliah Bahasa Inggris. Data dikumpulkan melalui kuesioner skala Likert yang mengukur tiga dimensi utama: keterlibatan mahasiswa, motivasi belajar, dan persepsi manfaat reflective journaling.
Hasil deskriptif menunjukkan bahwa mahasiswa memiliki tingkat keterlibatan yang tinggi serta motivasi dan apresiasi yang cukup tinggi terhadap reflective journaling. Analisis korelasi Pearson menunjukkan tidak adanya hubungan yang signifikan antara persepsi manfaat reflective journaling dan keterlibatan mahasiswa (r = 0,158; p = 0,495), namun terdapat hubungan yang kuat dan signifikan dengan motivasi belajar (r = 0,629; p = 0,002). Analisis regresi linier memperkuat temuan ini, di mana persepsi manfaat reflective journaling secara signifikan memprediksi motivasi belajar (β = 0,466; p = 0,002), dengan kontribusi sebesar 39,6% terhadap variabel motivasi. Sementara itu, uji t dua sampel independen menunjukkan bahwa tidak terdapat perbedaan yang signifikan dalam motivasi antara mahasiswa dengan persepsi manfaat tinggi dan rendah (p = 0,083).
Temuan ini menunjukkan bahwa reflective journaling merupakan strategi yang efektif dalam meningkatkan motivasi belajar, khususnya dalam membangun regulasi diri dan motivasi intrinsik. Namun, pengaruhnya terhadap keterlibatan mahasiswa masih terbatas, kecuali jika dikombinasikan dengan metode pembelajaran yang partisipatif dan interaktif. Oleh karena itu, disarankan agar reflective journaling diintegrasikan ke dalam kerangka pembelajaran aktif untuk mengoptimalkan hasil belajar secara afektif maupun perilaku.
Downloads
References
Al-Mekhlafi, A. M., & Ramani, A. V. (2020). Reflective journaling and the development of EFL learners’ writing skills. Theory and Practice in Language Studies, 10(7), 789–796. https://doi.org/10.17507/tpls.1007.03
Arslan, A. (2019). The role of reflective journals in promoting self-regulated learning and academic achievement. Educational Research and Reviews, 14(20), 740–747. https://doi.org/10.5897/ERR2019.3826
Boud, D., & Molloy, E. (2021). Feedback in higher education: Understanding it and doing it well. Higher Education Research & Development, 40(7), 1352–1365. https://doi.org/10.1080/07294360.2020.1823314
Chien, C.-W. (2020). An investigation of reflective writing and language learning. Reflective Practice, 21(2), 183–196. https://doi.org/10.1080/14623943.2019.1708722
Deng, F., & Yu, G. (2022). Understanding Chinese university students' motivation in EFL writing: A self-determination theory perspective. System, 106, 102771. https://doi.org/10.1016/j.system.2022.102771
Efendi, R., & Megawati, F. (2022). Reflective journal writing in EFL: Exploring students' perspectives. Journal of English Language Teaching and Linguistics, 7(1), 1–13. https://doi.org/10.21462/jeltl.v7i1.764
Fatima, G., & Akbar, R. A. (2023). Fostering students’ engagement through reflective learning practices in online education. Education and Information Technologies, 28, 4373–4392. https://doi.org/10.1007/s10639-023-11636-2
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
Hamied, F. A., & Kurniawan, E. (2020). Encouraging reflective practice among pre-service teachers through journaling. Indonesian Journal of Applied Linguistics, 10(1), 85–93. https://doi.org/10.17509/ijal.v10i1.25054
Lew, M. D. N., & Schmidt, H. G. (2011). Self-reflection and academic performance: Is there a relationship? Advances in Health Sciences Education, 16(4), 529–545. https://doi.org/10.1007/s10459-011-9298-z
Maulana, R., & Opdenakker, M.-C. (2018). Teachers' instructional behaviors as important predictors of academic motivation: A multilevel analysis. Learning and Individual Differences, 64, 129–138. https://doi.org/10.1016/j.lindif.2018.04.006
Moon, J. A. (2006). Learning journals: A handbook for reflective practice and professional development (2nd ed.). Routledge.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
Shukor, S. S. A., & Ramli, N. H. L. (2017). Exploring the potential of reflective learning to promote student engagement. Journal of Education and Learning, 11(2), 107–115. https://doi.org/10.11591/edulearn.v11i2.6166
Suryasa, W., & Yasa, I. M. S. (2019). Reflective writing in language education: A critical review. Asian EFL Journal, 23(6.3), 146–164. [Open Access]
Tang, Y., & Hew, K. F. (2017). Using reflective blogging to promote student engagement: A study in higher education. Interactive Learning Environments, 25(3), 306–318. https://doi.org/10.1080/10494820.2016.1276084
Thorpe, K. (2004). Reflective learning journals: From concept to practice. Reflective Practice, 5(3), 327–343. https://doi.org/10.1080/1462394042000270655
Wijaya, A. F., & Drajati, N. A. (2023). Exploring students’ engagement and reflection in asynchronous discussion forums. Studies in English Language and Education, 10(1), 1–18. https://doi.org/10.24815/siele.v10i1.25888
Yu, Z., & Wang, Y. (2021). Student engagement in online learning during COVID-19: A review of literature. Education and Information Technologies, 26, 7521–7537. https://doi.org/10.1007/s10639-021-10543-7
Zhang, X. (2020). Reflective practices in EFL classrooms: Teachers' and students’ perspectives. ELT Journal, 74(3), 254–263. https://doi.org/10.1093/elt/ccz078
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2
Downloads
Published
How to Cite
License
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with Onoma Journal: Education, Languages??, and Literature agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
