Expressing Feelings Creatively: Integration of Visual Documentation and Reflection in English Language Learning in Elementary Schools: Penelitian

Rahmahdalena Putri Khairunnisa; Siti Fatimah Purmasari; Nur Lutfiah; Cahaya Ningrum; Roshim Ahmad Musyaffa; Zaitun Qamariah; Hesty Widiastuty

doi:10.31004/jerkin.v4i2.3912

Authors

Rahmahdalena Putri Khairunnisa Universitas Islam Negeri Palangka Raya
Siti Fatimah Purmasari Universitas Islam Negeri Palangka Raya
Nur Lutfiah Universitas Islam Negeri Palangka Raya
Cahaya Ningrum Universitas Islam Negeri Palangka Raya
Roshim Ahmad Musyaffa Universitas Islam Negeri Palangka Raya
Zaitun Qamariah Universitas Islam Negeri Palangka Raya
Hesty Widiastuty Universitas Islam Negeri Palangka Raya

DOI:

https://doi.org/10.31004/jerkin.v4i2.3912

Keywords:

visual documentation, emotional vocabulary, English language learning, elementary school, multimodal learning, student engagement, reflection in learning

Abstract

This study aims to examine the integration of visual documentation and reflection in English language learning materials.“Feelings”in elementary school students. The background of the study stems from the need for emotional vocabulary learning that not only supports language skills but also the development of children's emotional intelligence. This study used a descriptive qualitative approach involving one class of elementary school students through observation, visual documentation, and reflection notes. Data analysis was conducted using Thematic Analysis. The results showed that the use of visual media such as photos, videos, and vocabulary cards can improve students' understanding of emotional vocabulary and strengthen their engagement in learning activities. The percentage of student engagement reached 55.6 percent in the high category, and vocabulary mastery increased significantly from 30 percent to 82 percent after the activity. Students' emotional responses also developed, as seen from the increase in their ability to express emotions spontaneously from 22 percent to 74 percent. However, the study found several challenges such as the short learning duration, differences in ability between students, and technical difficulties during documentation. In conclusion, the integration of visual documentation and reflection is an effective approach to improving emotional vocabulary learning in elementary school students. This method is able to create contextual, multimodal learning and supports students' linguistic and emotional development. This research recommends the development of more varied visual media, longer learning durations, and the use of visual portfolios as part of learning evaluation.

References

Adamska-Staroń, M. (2023). Immersing oneself in the world of Rock to act. Implications for educational practice. Podstawy Edukacji, 16, 143–157. https://doi.org/https://doi.org/10.16926/pe.2023.16.10

Böhnke, A., & Thiel, F. (2019). “At least I know what’s wrong.” Preservice teachers’ knowledge about dysfunctional instructional strategies: The important role of error-related emotional patterns. Learning and Individual Differences, 70, 190–200. https://doi.org/https://doi.org/10.1016/j.lindif.2019.01.011

Braun, V., & Clarke, V. (2012). Thematic Analysis. In H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf, & K. J. Sher (Eds.), APA Handbook of Research Methods in Psychology, Vol. 2: Research Designs: Quantitative, Qualitative, Neuropsychological, and Biological (pp. 57-71). Washington DC: American Psychological Association.

Choi, L. & Park, M. (2025). Precarious privilege: identity (re)construction among international students returning to South Korea. Applied Linguistics Review, 16(3), 1205-1224. https://doi.org/10.1515/applirev-2023-0132

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x

Heryati, Y., Hoerudin, C. W. and Zaqiah, Q. Y. (2020). The Implementation of Character Education on Bahasa Indonesia through Active Learning in Elementary Schools. In Proceedings of the 1st Bandung English Language Teaching International Conference - BELTIC; ISBN 978-989-758-416-9, SciTePress, pages 296-301. DOI: 10.5220/0008217102960301

Hong, H.-Y., Lin, P.-Y., & Lee, Y.-H. (2019). Developing effective knowledge-building environments through constructivist teaching beliefs and technology-integration knowledge: A survey of middle-school teachers in northern Taiwan. Learning and Individual Differences, 76, 101787. https://doi.org/https://doi.org/10.1016/j.lindif.2019.101787

Kim, Deoksoon, Park, Ho-Ryong, & Vorobel, Oksana. (2023). Enriching Middle School Students’ Learning Through Digital Storytelling: A Multimodal Analytical Framework. ECNU Review of Education, 7(2), 357–383. https://doi.org/10.1177/20965311231182159

Lasekan, O., Godoy, M., & Méndez-Alarcón, C. (2025). Integrating emotional vocabulary in EFL education: a model for enhancing emotional intelligence in pre-service EFL teachers. Frontiers in Psychology, Volume 15-2024. https://doi.org/10.3389/fpsyg.2024.1508083

Li, M., Chen, Y.-T., Huang, C.-Q., Hwang, G.-J., & Cukurova, M. (2023). From motivational experience to creative writing: A motivational AR-based learning approach to promoting Chinese writing performance and positive writing behaviours. Computers & Education, 202, 104844. https://doi.org/https://doi.org/10.1016/j.compedu.2023.104844

Li, W., Yu, J., Zhang, Z., & Liu, X. (2022). Dual Coding or Cognitive Load? Exploring the Effect of Multimodal Input on English as a Foreign Language Learners’ Vocabulary Learning. Frontiers in Psychology, Volume 13-2022. https://doi.org/10.3389/fpsyg.2022.834706

Luo, L. (2022). A Study on the Application of Computer-Aided Dual-Coding Theory in English Vocabulary Teaching. Scientific Programming, 2022(1), 5951844. https://doi.org/https://doi.org/10.1155/2022/5951844

Mekonnen, Z. B., Yehualaw, D. D., Mengistie, S. M., & Mersha, B. S. (2024). The effect of 7E learning cycle enriched with computer animations on students’ conceptual understanding and overcoming misconceptions. Journal of Pedagogical Research, 8(2), 325-356. https://doi.org/10.33902/JPR.202425017

Mohammed, O., Hussein, A., Elsheikh, M., & Hassan, M. (2025). The Impact of Visual Devices on Enhancing Vocabulary. Journal of English Language Teaching and Applied Linguistics, 7, 173–181. https://doi.org/10.32996/jeltal.2025.7.1.16

Ninković, S., Knežević Florić, O., & Momčilović, M. (2023). Multilevel analysis of the effects of principal support and innovative school climate on the integration of technology in learning activities. Computers & Education, 202, 104833. https://doi.org/https://doi.org/10.1016/j.compedu.2023.104833

O’Toole, V. M., & Friesen, M. D. (2016). Teachers as first responders in tragedy: The role of emotion in teacher adjustment eighteen months post-earthquake. Teaching and Teacher Education, 59, 57–67. https://doi.org/https://doi.org/10.1016/j.tate.2016.05.012

Restiglian, E., Raffaghelli, J. E., Gottardo, M., & Zoroaster, P. (2023). Pedagogical documentation in the era of digital platforms: Early childhood educators’ professionalism in a dilemma. Education Policy Analysis Archives, 31. https://doi.org/10.14507/epaa.31.7909

Sevimli-Celik, S., & Güvelioglu, E. (2026). From comfort zone to growth zone: Experiential projects as catalysts for creativity in pre-service teachers. Thinking Skills and Creativity, 59, 101994. https://doi.org/https://doi.org/10.1016/j.tsc.2025.101994

Simonton, K. L., Mercier, K., Richards, K. A. R., Gaudreault, K. L., & Gray, A. (2024). Relationships and differences between goal orientations and emotional experiences of physical education teachers. Teaching and Teacher Education, 151, 104738. https://doi.org/https://doi.org/10.1016/j.tate.2024.104738

Streubel, B., Gunzenhauser, C., Grosse, G., & Saalbach, H. (2020). Emotion-specific vocabulary and its contribution to emotion understanding in 4- to 9-year-old children. Journal of Experimental Child Psychology, 193, 104790. https://doi.org/https://doi.org/10.1016/j.jecp.2019.104790