The Implementation and Impact of Mindful Learning on Students’ Writing Skills at SMA Negeri 1 Singaraja

Abstract

This study investigates the implementation and impact of mindful learning on senior high school students’ English writing skills and affective engagement in an Indonesian EFL context. The study was grounded in the mindful learning principles proposed by Langer (1989, 1997, 2000) and further developed for EFL contexts by Piscayanti (2018, 2021). A mixed-methods perspective was used to connect classroom implementation with students’ writing development and learning experiences. The qualitative strand examined mindful awareness, mindful engagement, reflective writing, emotional regulation, self-acceptance, and confidence through classroom observations and reflective activities. The quantitative strand examined students’ writing performance through pre-test and post-test scores. The quantitative data involved 35 students and were assessed using five writing components such as content, organization, vocabulary, grammar, and mechanics. Furthermore, qualitative findings indicated increased awareness of learning processes, stronger engagement, better emotional regulation, and greater self-acceptance and confidence. Therefore, mindful learning can support both the cognitive and affective dimensions of EFL writing and provides a practical pedagogical connection to the meaningful, mindful, and joyful learning principles associated with Indonesia’s deep learning orientation.