ENGLISH TEACHING STRATEGIES AND STUDENTS’ COGNITIVE-AFFECTIVE-CONATIVE RESPONSES IN SECONDARY EFL CLASSROOMS: A CASE STUDY AT SMAN 1 COLOMADU
DOI:
https://doi.org/10.47178/pnhthb34Keywords:
affective response, cognitive response, conative response, EFL teaching strategies, interactive classroom activitiesAbstract
This study investigates the English teaching strategies implemented by secondary school teachers and analyzes students' multidimensional responses across cognitive, affective, and conative domains. Employing a qualitative descriptive case-study design, the research was conducted at SMAN 1 Colomadu during the 2025/2026 academic year. The participants comprised two English teachers and 72 students across Class X-2 (analytical exposition texts) and Class XII A2 (argumentative texts). Data were collected through four classroom observations (8 instructional hours), in-depth semi-structured interviews with the two teachers and eight purposively selected student informants, and instructional documentation. Data analysis followed the interactive qualitative model comprising data condensation, data display, and conclusion drawing. The findings revealed that both teachers systematically implemented five core strategy indicators: communicating learning objectives, presenting instructional materials, increasing student participation, monitoring understanding, and providing feedback. Structured teacher explanations were combined with participatory tasks including question-and-answer sessions, collaborative writing, pair work, and classroom debates. Students demonstrated differentiated tripartite responses: cognitively, material comprehension deepened when explanations were scaffolded by contextual examples and peer discussions; affectively, interactive tasks enhanced enjoyment and self-confidence while reducing speaking anxiety; and conatively, students exhibited active verbal participation, task completion, and autonomous resource-seeking. These findings imply that secondary EFL instruction must balance teacher-led conceptual scaffolding with differentiated, collaborative tasks adapted to students' developmental proficiency levels.
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