Transforming Students' Self-Talk through Ecolinguistics-Based Guidance and Counseling: A Model for Behavioral and Learning Experience Change at SMPN 2 Alas
DOI:
https://doi.org/10.58258/2b9bt291Abstract
Internal language (self-talk) constitutes one of the fundamental cognitive mechanisms influencing students' emotions, behaviors, and learning experiences. However, school counseling practices generally emphasize psychological interventions while paying limited attention to the ecological dimensions of language that shape students' internal cognition. This study aims to analyze the characteristics of students' self-talk before counseling, develop an ecolinguistics-based transformation model, and evaluate behavioral and experiential changes following the intervention. A qualitative model development research design was employed at SMPN 2 Alas, Sumbawa Regency. Data were collected through classroom observations, in-depth interviews, documentation, and reflective journals. Data were analyzed using an interactive qualitative analysis involving data reduction, data display, and conclusion drawing. The findings reveal that students initially demonstrated dominant negative self-talk characterized by low self-confidence, anxiety, pessimism, and self-doubt. The developed transformation model consists of four sequential stages: awareness, identification, cognitive restructuring, and reinforcement. Following implementation, students demonstrated substantial improvements in learning motivation, emotional regulation, social interaction, discipline, self-perception, learning engagement, and reflective thinking. The findings indicate that integrating ecolinguistics into guidance and counseling expands conventional cognitive interventions by incorporating language ecology and sociocultural contexts, thereby producing more sustainable behavioral transformation.References
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