Reflective Writing as a Pedagogical Tool to Foster Critical Awareness among Non-English Department Students in Indonesian EFL Contexts

Diyah Ayu Rizqiani; Missi Tri Astuti

doi:10.32332/joelt.v13i2.11429

Authors

Diyah Ayu Rizqiani Universitas Islam Riau, Indonesia
Missi Tri Astuti Universitas Islam Riau, Indonesia

DOI:

https://doi.org/10.32332/joelt.v13i2.11429

Keywords:

critical awareness, EFL Context, higher education pedagogy, non-English major students, reflective journal writing

Abstract

Reflective journaling has increasingly been applied as an instructional approach to promote critical awareness in higher education, including in non-language disciplines. This research explores the reflective journals produced by students of the Criminology Department at the Faculty of Social and Political Sciences, Universitas Islam Riau, during the even semester of the academic year 2024/2025. The students’ reflections addressed the issue of noise pollution in their immediate environment. The purpose of this study was to analyze students’ levels of critical awareness based on five indicators: issue comprehension, critical reflection, real-life connection, recognition of multiple perspectives, and clarity of expression. A total of fourteen journals were evaluated using a four-point analytic rubric. The results reveal that six journals (43%) reached the “Excellent” level, seven (50%) were classified as “Very Good,” and one (7%) fell into the “Good” category. These findings indicate that most students demonstrated a solid understanding of the topic and were able to establish meaningful links to real-life situations. Nevertheless, limitations were observed in the depth of critical reflection, consideration of diverse perspectives, and clarity of expression, as several journals exhibited only surface-level discussion. In conclusion, the study confirms the effectiveness of reflective writing in fostering critical thinking and civic awareness among non-English department students, while also underscoring the need for systematic instructional support to encourage deeper multi-perspective analysis and more precise academic writing.

References

Allas, R., Leijen, Ä., & Toom, A. (2020). Guided Reflection Procedure as a Method to Facilitate Student Teachers’ Perception of Their Teaching to Support the Construction of Practical Knowledge. Teachers and Teaching: Theory and Practice, 26(2), 166–192. https://doi.org/https://doi.org/10.1080/13540602.2020.1758053

Bain, J. D., Ballantyne, R., Mills, C., & Lester, N. C. (2002). Reflecting on Practice: Student Teachers’ Perspectives. Post Pressed.

Boud, D., Keogh, R., & Walker, D. (2013). Reflection: Turning Experience into Learning. Routledge.

Choy, S. C., & Oo, P. S. (2012). Reflective Thinking and Teaching Practices: A Precursor for Incorporating Critical Thinking into the Classroom. International Journal of Instruction, 5(1), 167–182.

Creswell, J. W., & Poth, C. N. (2018). Qualitative Inquiry & Research Design: Choosing among Five Approaches (4th ed.). SAGE Publications.

Guest, G., Namey, E. E., & Mitchell, M. L. (2013). Collecting Qualitative Data: A Field Manual for Applied Research. SAGE Publications.

Hidayati, S., & Sofwan, A. (2020). Reflective Practice and Teacher Identity Development: A Case Study of Novice EFL Instructors. Indonesian Journal of Applied Linguistics, 10(3), 538–553.

Hmelo-Silver, C. E. (2013). Creating a Learning Space in Problem‐Based Learning. Interdisciplinary Journal of Problem-Based Learning, 7(1). https://doi.org/https://doi.org/10.7771/1541-5015.1334

Kemendikbudristek. (2020). Kebijakan Merdeka Belajar–Kampus Merdeka. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.

Kemendikbudristek. (2021). Indikator Kinerja Utama Perguruan Tinggi. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.

Leijen, Ä., Lepp, L., & Remmik, M. (2020). (2020). Designing and Using Reflective Journals in Higher Education: A Synthesis of the Literature. Reflective Practice, 21(3), 293–304. https://doi.org/https://doi.org/10.1080/14623943.2020.1757604

Marzban, A., & Ashrafi, S. (2021). The Impact of Reflective Journal Writing on Iranian EFL Learners’ Critical Thinking Ability. International Journal of Instruction, 14(1), 75–92. https://doi.org/https://doi.org/10.29333/iji.2021.1415a

Merriam, S. B., & Tisdell, E. J. (2016). Qualitative Research: A Guide to Design and Implementation (4th ed.). Jossey-Bass.

Mezirow, J. (1997). Transformative Learning: Theory to Practice. New Directions for Adult and Continuing Education, 74, 5–12. https://doi.org/https://doi.org/10.1002/ace.7401

OECD. (2018). The Future of Education and Skills: Education 2030. OECD Publishing.

Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful Sampling for Qualitative Data Collection and Analysis in Mixed Method Implementation Research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533–544. https://doi.org/https://doi.org/10.1007/s10488-013-0528-y

Putri, R., & Muslim, A. (2022). Journal Writing to Enhance Critical Reflection in Academic Writing Classes. English Education Journal, 13(2), 301–316. https://doi.org/https://doi.org/10.24042/eej.v13i2.12345

Rahayu, D., & Cahyono, B. Y. (2021). Digital Literacy as an Emerging Competence for EFL Students: Its Impact on Writing Performance and Learning Autonomy. Studies in English Language and Education, 8(2), 426–444. https://doi.org/https://doi.org/10.24815/siele.v8i2.18374

Rukmini, D. (2019). Reflection-Based Pedagogy in Criminology Education: Addressing Ethical and Social Complexities in Indonesian Higher Education. Jurnal Pendidikan Kriminologi, 2(1), 45–60.

Ryan, M. (2011). Improving Reflective Writing in Higher Education: A Social Semiotic Perspective. Teaching in Higher Education, 16(1), 99–111. https://doi.org/https://doi.org/10.1080/13562517.2010.507311

Ryan, M. (2015). A Pedagogy of Critical Reflection: Learning about Learning through Reflective Writing. Journal of University Teaching & Learning Practice, 12(2), 1–11.

Sari, D. M. M., & Prasetyo, Y. (2021). Project-Based Learning on Critical Reading Course to Enhance Critical Thinking Skills. Studies in English Language and Education, 8(2), 442–456. https://doi.org/https://doi.org/10.24815/siele.v8i2.18407

Sari, N. (2020). Critical Reflection in Indonesian Higher Education: Opportunities and Challenges. Indonesian Journal of Applied Linguistics, 10(1), 45–55. https://doi.org/https://doi.org/10.17509/ijal.v10i1.24900

Taylor, E. W. (2017). Transformative Learning Theory. In & E. W. T. A. Laros, T. Fuhr (Ed.), Transformative Learning meets Bildung: An International Exchange (pp. 17–29). Sense Publishers. https://doi.org/https://doi.org/10.1007/978-94-6300-797-9_2

Thorpe, K. (2004). Reflective Learning Journals: From Concept to Practice. Reflective Practice, 5(3), 327–343. https://doi.org/https://doi.org/10.1080/1462394042000270655

Wald, H. S., Borkan, J. M., Taylor, J. S., Anthony, D., & Reis, S. P. (2012). Fostering and Evaluating Reflective Capacity in Medical Education: Developing the REFLECT Rubric for Assessing Reflective Writing. Academic Medicine, 87(1), 41–50. https://doi.org/https://doi.org/10.1097/ACM.0b013e31823b55fa

Wood, D. (2020). Reflection in Higher Education: A Critical Review of Theory and Practice. Journal of University Teaching and Learning Practice, 17(3), 45–60.