EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English
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.
Articles
115 Documents
<![CDATA[Developing Literature Program for Children ]]>
<![CDATA[Yasmin Farani]]>
<![CDATA[ EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 1, No 2 (2016): Desember 2016 ]]>
Publisher : <![CDATA[Universitas Merdeka Malang ]]>
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DOI: 10.26905/enjourme.v1i2.862
<![CDATA[Education today has given great attention on children and their phsycological state. However, it is hardly given attention that books as the material for teaching in child education play as important role as those for adults. This is more urgent especially when televisions or visualized media have much influence on the children. This certainly leads to the consequence that children today might not manage to develop what the cognitivists call cognitive control-system (see Swaan, 1993, Alberson(1981), Van Dijk and Kintsch(1983). This paper, in general aims at demonstrating that literature program for children today can give more humanistic picture to education or in other words it will treat children education not as mechanistic as before.]]>
<![CDATA[Emotions as The Basis of Literary Representations ]]>
<![CDATA[Irana Austiningsih]]>
<![CDATA[ EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 1, No 2 (2016): Desember 2016 ]]>
Publisher : <![CDATA[Universitas Merdeka Malang ]]>
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DOI: 10.26905/enjourme.v1i2.863
<![CDATA[This article is based on the belief that elemental human motives and basic emotions provide the deep structure of literary representations, and this dep structure serves to organize the particularities of circumstances and individual indentity. Personal power and reproductive success are governing purposes in life and in literary representations. Literature and its antecedents organize experience in personally meaningful ways. They provide models of behavior and help regulate the complex cognitive machinery through which humans negotiate their school social and cultural environments. To support this analysis, a reading of a contemporary Australian writer Elizabeth Jolleys Palomino will be presented. Like of other works of the novelist, Palonimo depicts women, not Woman in the sense that female individual stands in relation to the others of the same sex. Here, one can be the multiple roles of a woman including the desires, the social struggle of the gender identity, and the basic instincts of makind. The symbolism and the literary technique used even supports the university of woman deciption in this novel.]]>
<![CDATA[Standardization as A Dilemmatic Policy ]]>
<![CDATA[Suatmo Pantja Putra]]>
<![CDATA[ EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 1, No 2 (2016): Desember 2016 ]]>
Publisher : <![CDATA[Universitas Merdeka Malang ]]>
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DOI: 10.26905/enjourme.v1i2.864
<![CDATA[Standard language is generally regarded as language well establishe by usage in the speech and writing of educated people. As a product of schooling, this learnt language has, in may societies, come to assume a special place and is looked upon as an authoritative model of correctness and quality and, at its best, perfection. In language conscious speech communities, standard language also serves as a reliable measure of language proficiency which is made use of by people in administrative or educational authority. Language planners and practitioners in particular are charged with the responsibility of upholding this language in its purest forms. Meanwhile, the learning and teaching of standard language have become accepted as an integral part of every national or state-level educational systems long-term obligations. This paper presents the discussion on the inappropriateness of the use of them” standard‟ instead of “standardized” language. It also suggests that planning for language policy within a particular situation inevitably demands taking into account not only multiple social factors and government goals, but also the ways in which these conditions affect language and literary acquisition across segments of the population, otherwise it can be a dilemmatic and problematic policy.]]>
<![CDATA[Vocabulary learning strategies used by first year of EFL students ]]>
<![CDATA[Rachmawati, Dwita Laksmita]]>
<![CDATA[ EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 2, No 2 (2017): December 2017 ]]>
Publisher : <![CDATA[D3 English Program Universitas Merdeka Malang ]]>
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DOI: 10.26905/enjourme.v2i2.1649
<![CDATA[This study aims to find out the type of vocabulary learning strategies that the first year students of Faculty of Economics at Merdeka University, Pasuruan commonly use. This study used qualitative research design; that is, to analyze vocabulary learning strategies used by the students. After the students had done to fill the questionnaires, the researcher conducted one-on-one semi-structured interviews to each of the students in order to get depth information about their vocabulary learning strategies. Based on the strategies for discovering meaning; using an English-Indonesia dictionary, guessing meaning from context, and analyzing pictures or gestures were the strong preferences. While, the less-used from discovering meaning were checking for L1 cognate, analyzing affixes and roots, and analyzing part of speech. In terms of strategies for consolidating meaning; studying and practicing meaning within a group, imaging word form, and imaging word’s meaning were preferred. While, the less-used strategies from consolidating meaning were testing oneself with word tests, skipping or passing new word, and continuing to study word over time.]]>
<![CDATA[The Use of Video and TPR to Improve Students’ Vocabulary Mastery ]]>
<![CDATA[Rizky Lutviana]]>;
<![CDATA[Siti Mafulah]]>
<![CDATA[ EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 2, No 2 (2017): December 2017 ]]>
Publisher : <![CDATA[Universitas Merdeka Malang ]]>
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DOI: 10.26905/enjourme.v2i2.1970
<![CDATA[Teaching Junior High School students required fun and interactive activities, yet current practice in teaching them mostly focused on drilling activities, which are monotonous. This study employed Classroom Action Research (CAR), which is aimed at implementing video and TPR (Total Physical Response) teaching technique to improve students’ vocabulary mastery. The subject of this research was 31 first grades of Junior High School students in English vocabulary class. The vocabulary lesson was presented in the form of interactive video in which required students to do vocabulary exercise while singing and moving their body. This research was successfully implemented in 2 cycles. On the Cycle 1, the criteria of success have not been achieved since only 45% students got score 75 or above. Students needed more exercises to understand the materials deeper. On the Cycle 2 students’ score improved, 77.4% students got score 75 or above. Additionally, 82.21% students showed positive attitude toward the technique. Based on the findings it could be concluded that video and TPR teaching technique could improve students’ vocabulary mastery. To implement this technique successfully teacher needs to manage carefully students to be discipline if they are too enthusiastic. Besides, teacher needs to consider the proportion of vocabulary exercise.]]>
<![CDATA[Improving Students’ English Skill through Teaching Literature as its Unique Discourse ]]>
<![CDATA[Suatmo Pantja Putra]]>
<![CDATA[ EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 1, No 1 (2016): July 2016 ]]>
Publisher : <![CDATA[Universitas Merdeka Malang ]]>
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DOI: 10.26905/enjourme.v1i1.1665
<![CDATA[This study presents an analysis of the teaching literature. Approaches to literature teaching seem to be much influenced by current approaches to both language and education. There seems, however, to be a tendency to treat literature as merely another subject on the curriculum. Such a tendency has ultimately led to the neglect of features which mark literature as a discourse and an area of study demanding different techniques of description and different pedagogical approaches. Further, it is often assumed that principles formulated for education in general, or for the teaching of foreign languages in particular, can be extended unchanged to the literature class, on the assumptions that it is a subject of the curriculum and an instance of language use. Yet, it may not be the real case. Social uses of language demand rapid response and intensive interaction. Therefore, in teaching of a foreign language, there are good reasons to encourage constant student interaction and reaction toward their engagement in literary world.]]>
<![CDATA[The Students’ Ability in Using Subject-Verb Agreement in Grade XI IPS 1 of SMA Ar-Rahmah Malang ]]>
<![CDATA[Karlina Karadila Yustisia]]>
<![CDATA[ EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 2, No 2 (2017): December 2017 ]]>
Publisher : <![CDATA[Universitas Merdeka Malang ]]>
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DOI: 10.26905/enjourme.v2i2.2149
<![CDATA[The aims of this study is to describe the approach used by the teacher in teaching subject-verb agreement, the students’ ability in using subject-verb agreement and the error occur made by the students in using subject-verb agreement. The research found that the teacher was used deductive approach and grammar practice in raising the students’ consciousness on Students’ Ability in Using Subject-Verb Agreement. The student’ ability in using subject-verb agreement categorized into poor was 58% (15 students from 27 population of the students in the class). This study also found that there were four sources of errors due to the errors. In conclusion, the highest error made by students dealing with subject-verb agreement were on inter language transfer, negative transfer, overgeneralization and simplification.]]>
<![CDATA[THE URGENCY OF VIEWING NON-TEST ASSESSMENTS AS HUMANISTIC ASSESSMENT ]]>
<![CDATA[Maida Norahmi]]>;
<![CDATA[Suharyono Suharyono]]>
<![CDATA[ EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 3, No 1 (2018): July 2018 ]]>
Publisher : <![CDATA[Universitas Merdeka Malang ]]>
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DOI: 10.26905/enjourme.v3i1.2212
<![CDATA[Assessing students with various characteristics is a challenge for teachers. The effort of being adaptable to each characteristic leads to joyful moments or even frustrating situations. How can we deal with the characteristics? This article is aimed at giving teachers preliminary discussion towards non-test assessments and how urgent they are that teachers should consider in facilitating students’ characteristics. Since syllabus still requires test admission as how to evaluate learning, non-test assessments can take position as students’ supplementary records. Briefly, this article is expected to help teachers cope with their students’ characteristics by supplementing non-test activities in evaluating students’ learning process.]]>
<![CDATA[Using Target-Story Picture to Improve Students’ Narrative Monologue Skill ]]>
<![CDATA[misianto misianto]]>
<![CDATA[ EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 2, No 2 (2017): December 2017 ]]>
Publisher : <![CDATA[Universitas Merdeka Malang ]]>
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DOI: 10.26905/enjourme.v2i2.1664
<![CDATA[In learning English, a narrative monologue skill is required. This is instructed by the English Curriculum of Senior High School. The existing method of narrative monologue learning implemented so far is memorization which is difficult for students to develop and to improve their own ideas. This Classroom Action Research was aimed at developing an innovative learning model of narrative monologue by using a Target-Story Picture media for improving the students’ narrative monologue skills. Based on the collected data, the use of Target-Story Picture media proved effective in improving the students’ narrative monologue skills. Thus, it is suggested for English teacher especially who teach XI Grade students to use Target-Story Picture media to teach narrative monologue.]]>
<![CDATA[GRAMMATICAL ERRORS IN ESP STUDENTS’ PRESENTATION ACROSS PROFICIENCY LEVELS ]]>
<![CDATA[Ruminar, Hafida]]>
<![CDATA[ EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 3, No 1 (2018): July 2018 ]]>
Publisher : <![CDATA[D3 English Program Universitas Merdeka Malang ]]>
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DOI: 10.26905/enjourme.v3i1.2152
<![CDATA[This study analyzes the grammatical errors across proficiency levels. The samples were collected from the second semester of Agriculture students’ oral presentation in ESP class. They were grouped into high and low proficient students by using TOEFL test. The errors in their speech were classified by using surface structure taxonomy namely misformation, misorder, addition, omission, blends, and miscellaneous. Findings indicate that misformation is the dominant error produced by both levels of proficiency. It is followed by omission, addition, miscellaneous, misorder, and blends.]]>
