cover
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota malang,
Jawa timur
INDONESIA
EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English
ISSN : -     EISSN : 25025740     DOI : -
Core Subject :
EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English is peer-reviewed journal. Funded in 2016 with registered number ISSN: 2502-5740 (online), provides a forum for the full range of scholarly articles in the field of Culture, Language, and Teaching of English. It is published by Universitas Merdeka Malang. The contents of the journal include analyses, studies, application of theories, research reports, materials development, and reviews. EnJourMe is published twice in a year in the month of July and December.
Arjuna Subject : -
Articles 80 Documents
The Effectiveness of Detailed Feedback on The Improvement of Students' Composition Utik Kuntariati; Malikhatul Lailiyah
EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 1, No 1 (2016): July 2016
Publisher : Universitas Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/enjourme.v1i1.275

Abstract

This study was aimed at knowing whether the final product of composition which is given detailed feedback (error correction) performs better than of that given global feedback. The accessible population of the study was the whole second year students of English Department of Islamic University of Malang, academic year 2005/2006. The study used quasi-experimental, nonrandomized control group, pretest-posttest design. This was so because the experiment was conducted in classroom setting in which the classes had been organized into classes D and E. The result of the study revealed that there was no significant difference of the two groups – experimental and control group. The result showed that the two groups had the same ability in writing paragraph. From the result concluded that the final product of composition written by students which is given detailed feedback (error correction) perform the same as of those given global feedback.
Students’ Perception on EFL Speaking for English Teacher Agus Rofi'i; Eka Nurhidayat
EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 4, No 2 (2019): December 2019
Publisher : Universitas Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/enjourme.v4i2.3720

Abstract

This study aims to increase presentation skills in English and one of the communication tools to convey ideas and feelings to others. Through language, people can be interconnected, learn from each other, and improve their intellectual abilities. One of the abilities demanded by alumni of English Education Study Programs is the ability to communicate in English presentation. Based on the experience of researchers while teaching, there are still students who are unable to present in English Presentation. The research activity is done by teaching process on the classroom and it is happened on second semester students of the English Education Study Program. The program is done by teaching and practicing them the speech, making presentation, speech delivery and being moderator. This English presentation method is applied to students majoring in English and this research uses descriptive qualitative method to describe in speaking by using English Presentation.  DOI: 10.26905/enjourme.v4i2.3720
Improving the Speaking Ability of the Students at Public Vocational School 6 Malang, Indonesia, Using Animation Movies as Teaching Media Prilla Lukis Wediyantoro
EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 1, No 1 (2016): July 2016
Publisher : Universitas Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/enjourme.v1i1.276

Abstract

This study was a Classroom Action Research which was aimed at improving the speaking ability, particularly in expressing ideas and feelings in English, of the students at Public Vocational School 6 Malang, Indonesia, using animation movies as teaching media. The subjects of this study were thirty five students of the eleventh grade at Public Vocational School 6 in Indonesia. Performance test was employed to measure the students speaking ability. To be successful in using animation movies as media in teaching speaking, the writer used a strategy that involved the following steps: 1) building up the students confidence in speaking English without provided texts, 2) encouraging the students to produce vocabulary orally and vocabulary drilling through picture description activity, 3) enhancing the students grammar mastery as well as fluency in speaking through story completion activity. 4) testing the students speaking performance comprising four aspects: fluency, vocabulary, pronunciation, and structure trough role-play activity. In addition, the subtitle of the animation movies used was Indonesian subtitle and students were allowed to take brief notes during the teaching and learning process.
The visual-verbal text interrelation: Lessons from the ideational meanings of a phonics material in a primary level EFL textbook Ahmad Sugianto; Devi Andriyani; Ilham Agung Prasetyo
EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 6, No 1 (2021): July 2021
Publisher : Universitas Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/enjourme.v6i1.5865

Abstract

The interrelation between verbal and image represented in a textbook is one of the prominent issues that should be taken into account. If the interrelation between these modes is presented in a textbook properly and aptly, students' outcomes of a particular material, such as phonics, may be entrenched and fostered. Thereby, this study aimed to scrutinize the interrelation between the verbal and image represented in the phonics material, which was to the best of the writer's knowledge concerning studies scrutinizing the phonics materials vis-à-vis multimodal text was still limited. Furthermore, a qualitative research method using content analysis was employed to investigate the analysis unit, namely the phonics material taken from one primary level EFL textbook. Besides, Royce's (1998, 2002, 2007) Intersemiotic Complementarity and Kress and van Leeuwen's (2006) Grammar of Visual Design involving one of the metafunctions deriving from Halliday's Systemic Functional Linguistics, ideational metafunction was employed. The findings revealed that a multimodal text encompassing the phonic material was, in fact, had fruitful meanings manifested in various modes, and there was a synergy found between the visual and verbal meanings realized by the ideational intersemiotic complementarity.
The Proposed Culturally Rich Instructional Materials of Integrated Oral Course for The Fifth Semester Students of D3 English Program at University of Merdeka Malang Farani, Yasmin
EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 1, No 1 (2016): July 2016
Publisher : D3 English Program Universitas Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/enjourme.v1i1.277

Abstract

This article is based on an Educational Research and Development (R D) which was conducted in order to develop materials for teaching integrated skills (listening and speaking) to the fifth semester students of D3 English Program at University of Merdeka Malang. The materials themselves were intended to be used to teach and learn not only skills but American culture as well. As the human instrument, the researcher was helped by secondary instruments such as questionnaires, checklist and observation. To develop the materials, two essential steps proposed by Graves (1996) and material evaluation and selection step proposed by Cunningsworth (1995) were thoroughly applied in the research.
Content and Language Integrated Learning in Teaching English as Second Language: A Systematic Review of Empirically Based Articles Lailiyah, Malikhatul
EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 1, No 1 (2016): July 2016
Publisher : D3 English Program Universitas Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/enjourme.v1i1.278

Abstract

This article provides a systematic review of the literature pertaining to the implication of Content and Language Integrated Learning (CLIL) as learning strategies in the education setting. The purpose of this systematic review was to examine existing research related to CLIL, including qualitative, quantitative, and mix-method research. The criteria used to select articles included in this review were: (a) only peer-reviewed article available on ERIC database, (b)the most recently articles that published during the time period 2013-2015, (c) their relevance to the implementation of CLIL in English as Second Language. Five articles that meet the criteria were undertaken in this research to show the application of CLIL in the teaching of English as Second Language. Keywords:Learning strategies, Content and Language Integrated Learning (CLIL), Empirically Research
Belle’s characterization as the main character in Beauty and The Beast movie by Bill Condon Putriwana, Nadia Ayu; Yustisia, Karlina Karadila
EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 6, No 1 (2021): July 2021
Publisher : D3 English Program Universitas Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/enjourme.v6i1.6131

Abstract

This study defines the characterization of the main character in the Beauty and the Beast movie in 2017 directed by Bill Condon. The main character in this movie is Belle, a daughter of Maurice who is an inventor in Villeneuve, a small town in France. The movie tells about a love story between the cursed prince who turns into a Beast and a beautiful village girl. This study aimed to find out the characterizations of Belle, the most dominant character in the movie. All characterization could be described through appearances, dialogues, personal descriptions, reactions of other characters, actions, and speeches. From the analysis, it is found that the protagonist Belle, not only described as kind, brave, smart, creative, assertive, and loyal but also, a free thinker loner who can be assertive and even judmental. Afterall, Belle the leading female character in Disney's Beauty the Beast, is one of the most beloved and recognized Disney princesses. She is beautiful, motivating, loving, and strong, just like her royal peers.DOI: 10.26905/enjourme.v6i1.6131
Improving the Students’ Narrative Monologue Skills at the Grade XI-IPS 2 of the Public Senior High School 7 Malang by Using the Picture Series Media misianto misianto
EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 3, No 1 (2018): July 2018
Publisher : Universitas Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/enjourme.v3i1.2673

Abstract

The English Curriculum 2013 of Senior High School requires the students to be skilful in the narrative monologue. The existing model of teaching narrative monologue so-called text memorization applied by the English teachers proves boring to the students. Such model assigns the students to memorize the text provided by the teacher and retell it. This Classroom Action Research (CAR) aimed at describing the model of teaching narrative monologue by using picture series media for both overcoming the problems faced by the students when they presented narrative monologue and improving the students’ skills of narrative monologue. Based on the collected data, the use of picture series media for teaching narrative monologue proved effective in both improving the students’ skills of narrative monologue and motivating the students to present a narrative monologue. Results of Cycle 1 were as follows: (1) from the aspect of developing ideas (coherence), it showed that there were 1 student who got the score of 2 (10.71%), 11 students with the score of 3 (89.29%), and 16 students with the score of 4 (57.1%); and (2) from the aspect of conveying the message (fluency), it showed that there were 2 students who got the score of 2 (7%), 16 students with the score of 3 (57%), and 10 students with the score of 4 (36%). The average value of the class in narrative monologues using picture series media in cycle 1 was 82.6. Results of Cycle 2 were as follows: (1) from the aspect of developing ideas (coherence), it showed that there were 1 student who got the score of 1 (4%), 20 students with the score of 3 (80%), and 4 students with the score of 4 (16%); and (2) from the aspect of conveying the message (fluency), it showed that there were 1 student who got the score of 1 (4%), and 24 students with the score of 4 (96%). The average value of the class in a narrative monologue using picture series media in cycle 2 was 85.4.
21st Century Learning: Is ICT Really Integrated In EFL Classroom or Merely Segregated Outside The Classroom? Ririn Ovilia; Risda Asfina
EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 2, No 1 (2017): July 2017
Publisher : Universitas Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/enjourme.v2i1.527

Abstract

In 21st century, along with the rapid development of technology, the teachers begin to involve Information and Communication Technology (ICT) in EFL learning. However, the question is, “is the use of ICT really integrated or merely segregated outside the classroom?” This study was intended to answer that question. It was a case study which attempted to see the practice of integrating ICT in EFL classroom, particularly in Charis School―a private Junior High School in Malang, and to investigate the teacher’s perceptions toward the integration of ICT in the learning process. Charis School was selected as the research setting since it met the criteria regarding the integration of ICT in EFL classroom: the ICT accessibility, teacher’s ICT competence and institutional supports. The instruments were interview guide and observation sheet. The results of this study showed that the teacher was aware of the integration of ICT in EFL classroom and she integrated it in the instruction and activities in the learning process.
Is Learning English at an Earlier Age Better for Indonesians? Muhammad Aminullah Hakiki; Laely Hidayati
EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 2, No 1 (2017): July 2017
Publisher : Universitas Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/enjourme.v2i1.570

Abstract

In Indonesia, there exist many native languages which therefore position English as a foreign language following Bahasa Indonesia as the L2. This leads to the development of simultaneous bilinguals. However, there have been some contradictory opinions on whether learning English at an early age is effective as it can inhibit a child’s L1 and L2 development. This may lead to the phenomenon of subtractive bilingualism resulting in a major dilemma for the government and parents. However, this notion can be debated through the critical period hypothesis. This paper presents a literature review on the age factor of learning English and its implication in Indonesia.