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All Journal Mastery: Master of English Language Journal
Angella Novitaningrum
STIT Miftahul Midad Lumajang
Education Languange, Linguistic, Communication & Media

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STRATEGI THINK-TALK-WRITE (TTW) UNTUK MENINGKATKAN KEMAMPUAN MENULIS SISWA Angella Novitaningrum; Zuhria Agustin
Mastery: Master of English Language Journal Vol 2 No 1 (2024)
Publisher : PPPM STIT MIFTAHUL MIDAD

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66171/f3s8qq45

Abstract

This study was intended to analyze the use of Think-Talk-Write (TTW) strategy to enhance students' writing ability along with its benefits and challenges. It used descriptive qualitative as a research design. The subjects of this study were the fourth semester of English Department students at STIT Miftahul Midad Lumajang. Observation and semi-structured interview were conducted in order to collect data. The findings revealed that there were seven procedures of TTW strategy which employed by lecturer in the writing process. Further, students perceived the use of TTW strategy positively. They argued that it could improve communication and collaboration skills, enhance critical thinking abilities, increase confidence in expressing ideas, increase deeper understanding of writing principles, and heighten engagement in the writing process. However, they also encountered some challenges such as the difficulties in organizing thoughts, navigating group discussions, managing time constraints, and maintaining coherence in written compositions. Overall, the findings of this research contribute valuable insights into the implementation of TTW strategy and its impact on students learning experiences. By addressing the challenges identified in the study and leveraging theoretical frameworks to inform instructional practices, educators can enhance the effectiveness of TTW as a learning strategy and support students in developing essential cognitive and metacognitive skills.
MELIBATKAN SISWA DENGAN TEKS: PEMBELAJARAN KOLABORATIF UNTUK MEMBUKA MAKNA DAN MENDORONG EKSPRESI KREATIF DALAM PENGAJARAN PUISI Angella Novitaningrum; Fahmy Imaniar; Dea Aulia
Mastery: Master of English Language Journal Vol 2 No 2 (2024)
Publisher : PPPM STIT MIFTAHUL MIDAD

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66171/mfy1xy84

Abstract

This study investigates the impact of collaborative learning on student engagement and creative expression in the context of teaching poetry, specifically among fourth-semester English Department students at STIT Miftahul Midad Lumajang. Utilizing a descriptive qualitative research design, the research involved comprehensive observations and semi-structured interviews to gather in-depth insights into students' experiences and perspectives. The findings reveal that collaborative discussions not only foster a deeper understanding of poetic texts but also create a supportive learning environment that encourages students to share diverse interpretations and ideas. Participants reported that engaging with peers enriched their comprehension and inspired them to express their own creativity through poetry writing. Furthermore, the study highlights the significance of peer feedback in refining students' artistic skills, illustrating how constructive interactions enhance their overall learning experience. Ultimately, this research emphasizes the necessity of incorporating collaborative learning strategies in poetry instruction, as such practices not only unlock deeper meanings in literary texts but also cultivate essential skills that prepare students for both academic success and personal growth.
Efikasi Diri dan Berpikir Kritis Mahasiswa dalam Menulis Argumentatif Angella Novitaningrum; Pipit Ertika Daristin
Mastery: Master of English Language Journal Vol 3 No 1 (2025)
Publisher : PPPM STIT MIFTAHUL MIDAD

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66171/5sf26w86

Abstract

This study aims to examine the correlation between students’ self-efficacy and critical thinking in argumentative writing. Employing a quantitative correlational research design, the study investigates how students’ confidence in their writing abilities influences their capacity to construct logical, well-supported arguments. The findings reveal a strong positive correlation (r = 0.684, p < 0.01) between self-efficacy and critical thinking, suggesting that students with higher self-efficacy tend to engage more effectively in analytical reasoning and evidence-based argumentation. Additionally, a paired t-test indicates a substantial improvement in both self-efficacy (mean difference = 15.88, p < 0.001) and critical thinking (mean difference = 17.22, p < 0.001) following targeted writing interventions. These results highlight the importance of integrating self-efficacy-enhancing strategies into writing instruction to foster students’ confidence and critical thinking skills. Despite its contributions, the study acknowledges limitations related to sample size (N = 32) and external influencing factors. Future research should explore broader and more diverse student populations to validate these findings further.
EFL Students’ Intercultural Awareness in Genre-Based Writing Tasks Hesty Nuraini; Angella Novitaningrum
Mastery: Master of English Language Journal Vol 3 No 2 (2025)
Publisher : PPPM STIT MIFTAHUL MIDAD

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66171/dnncn464

Abstract

This study aims to explore EFL students’ intercultural awareness as manifested in genre-based writing tasks. Employing a qualitative research design, the study involved undergraduate EFL students from Muhammadiyah University of Surabaya. Data were collected through students’ written texts, classroom observations, and semi-structured interviews. The data were analyzed using thematic analysis to identify patterns related to students’ intercultural awareness across different writing genres. The findings reveal that students demonstrated varying levels of intercultural awareness, particularly in their ability to incorporate cultural perspectives, address audience expectations, and apply genre conventions appropriately. While some students showed awareness of cultural differences in written expression, others tended to rely on local cultural frameworks, resulting in limited intercultural representation. The study also found that genre-based writing tasks provided meaningful opportunities for students to reflect on cultural values and practices within academic writing contexts. These findings suggest that genre-based writing instruction can serve as an effective pedagogical space for fostering intercultural awareness among EFL students. The study offers pedagogical implications for EFL writing instruction in higher education, particularly in multicultural and international academic contexts.
Co-Authors Dea Aulia Fahmy Imaniar Hesty Nuraini Pipit Ertika Daristin Zuhria Agustin