Efl Undergraduate Students’ Cognitive Strategies In Process-Based Essay Writing
Abstract
The purpose of this study was to investigate the use of EFL undergraduate students’
writing strategies in English essay writing. This research used a cognitive theory to
examine the process of writing. The two participants were students of the English
language education department batch 2019 in a private university in Yogyakarta who
have completed their processes-based essay writing final project when the study was
conducted. They approved the informed consent as participants in this study with
qualitative research, semi-structured interviews were conducted as data collection
technique. Results indicated that the use of writing strategies in the essay writing
process by Rara and Kevin (the participants’ pseudonym) are similar, they are more
focused in formulating their position statements in planning, generating texts, and
revising and editing their texts, such as revising, checking vocabulary and fixing
grammar to make it easier for readers to understand.