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Angella Novitaningrum
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Mastery: Master of English Language Journal
Published by Sekolah Tinggi Ilmu Tarbiyah Miftahul Midad Lumajang
ISSN : 29862515     EISSN : 29862299     DOI : https://doi.org/10.66171/5sf26w86
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
This journal is a scientific journal for English researchers and practitioners to publish and disseminate their original research and studies. This journal is for publishing English as a Foreign Language (TEFL), Teaching English to Speakers of Other Languages (TESOL), English for Specific Purposes (ESP), English Applied Linguistics, Literature and English Language Teaching, Discourse Analysis, Culture and Language, Language Testing and Assessment.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol 3 No 2 (2025)" : 5 Documents clear
Exploring Students’ Experiences in Learning Speaking through Total Physical Response Method Akhmad Nuris Hidayat
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: 10.66171/9xmf6808

Abstract

This study aims to explore students’ experiences in learning English speaking through the implementation of the Total Physical Response (TPR) method. Using a qualitative descriptive design, the research focuses on how students perceive, respond to, and engage with speaking activities that involve physical actions and commands. Data were collected through classroom observations, semi-structured interviews, and students’ reflective notes. The findings indicate that TPR creates a more interactive and enjoyable learning atmosphere, reduces students’ anxiety in speaking English, and helps them remember vocabulary and expressions more effectively. Students reported that the use of gestures and physical movement facilitated better comprehension and increased their willingness to participate in speaking tasks. However, some challenges were also identified, such as limited vocabulary coverage and the need for teacher creativity in designing varied activities. Overall, this study suggests that TPR can be an effective strategy to enhance students’ speaking ability and foster positive learning experiences in the English as a Foreign Language (EFL) classroom.
Contextual Role-Play to Improve ESP Speaking in Islamic Economics Education Zizi Nur Hikmah; Kurnia Devi Yuswandari
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/r5jxcc88

Abstract

This study aims to explore the effectiveness of contextual role-play strategies in improving students’ speaking skills in English for Specific Purposes (ESP) classes. The participants were 34 fourth-semester students from the Islamic Economics and Islamic Banking Study Programs at the Institut Agama Islam Sunan Kalijogo Malang. This research employed a descriptive qualitative approach through two learning cycles: the first cycle focused on asking and responding to requests, and the second cycle focused on giving opinions in an Islamic finance context. Data were collected through observation, written reflections, and semi-structured interviews. The results indicated that contextual role-play effectively enhanced students’ confidence, strengthened their mastery of Islamic finance vocabulary, and increased active participation in oral communication. Students responded positively to this method, as they found it relevant, enjoyable, and reflective of real professional situations. These findings are supported by previous studies that highlight the importance of contextualization in ESP-based speaking instruction.
Exploring Students’ Perceptions of Digital Media Use in English Language Nur Laili Yusuf
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/mfp3x776

Abstract

This study aims to understand how learners view the role of digital platforms such as YouTube, online dictionaries, and learning applications, in enhancing their English skills. The qualitative method used in this study. Data were collected through semi- structured interviews with SMK Al-Maliki students who actively use digital media for learning English. Participants were selected through purposive sampling. The findings reveal that digital media increases students’ motivation and engagement; it provides access to authentic English exposure; it promotes both collaborative and independent learning; and there were some challenges arise due to unstable internet and distractions. The study concludes that digital media positively influences students’ engagement and English learning experiences when used effectively. However, successful implementation requires balanced teacher guidance, adequate infrastructure, and learner self-discipline. The study suggests that integrating digital tools strategically can create more interactive, autonomous, and meaningful EFL learning experiences.
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.
Vocabulary Mastery and Cognitive Strategies Used by EFL Students in Process-Based Learning Pipit Ertika Daristin
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/bcyr2a77

Abstract

This study aims to explore vocabulary mastery and cognitive strategies used by EFL students in process-based learning. Employing a qualitative research design, the study involved fourth-semester students of the English Education Department at University of Hasyim Asy’ari, Jombang. Data were collected through classroom observations, semi-structured interviews, and document analysis to gain an in-depth understanding of how students utilize vocabulary knowledge and apply cognitive strategies during learning processes. The findings reveal that vocabulary mastery plays a crucial role in supporting students’ comprehension and engagement in process-based learning activities. Students employed various cognitive strategies, including repetition, inference, elaboration, and monitoring, to construct meaning and manage learning tasks effectively. Moreover, the use of process-based learning encouraged students to become more aware of their vocabulary use and strategic thinking. This study highlights the importance of integrating vocabulary development with cognitive strategy instruction to enhance meaningful learning experiences for EFL students in higher education contexts.

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