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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 32 Documents
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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.

Page 4 of 4 | Total Record : 32

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