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EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English
Published by Universitas Merdeka Malang
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 6 Documents
 1 
Search results for , issue "Vol 2, No 2 (2017): December 2017" : 6 Documents clear
Vocabulary learning strategies used by first year of EFL students Rachmawati, Dwita Laksmita
EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 2, No 2 (2017): December 2017
Publisher : D3 English Program Universitas Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/enjourme.v2i2.1649

Abstract

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.
The Use of Video and TPR to Improve Students’ Vocabulary Mastery Rizky Lutviana; Siti Mafulah
EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 2, No 2 (2017): December 2017
Publisher : Universitas Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/enjourme.v2i2.1970

Abstract

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.
The Students’ Ability in Using Subject-Verb Agreement in Grade XI IPS 1 of SMA Ar-Rahmah Malang Karlina Karadila Yustisia
EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 2, No 2 (2017): December 2017
Publisher : Universitas Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/enjourme.v2i2.2149

Abstract

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.
Using Target-Story Picture to Improve Students’ Narrative Monologue Skill misianto misianto
EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 2, No 2 (2017): December 2017
Publisher : Universitas Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/enjourme.v2i2.1664

Abstract

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.
The Use of English Language Learning Strategy Viewed from Intrinsic Motivation and Learning Style rachmawati, dwita laksmita; Putri, Widyarini Susilo
EnJourMe (English Journal of Merdeka) : Culture, Language and Teaching of English Vol 2, No 2 (2017): December 2017
Publisher : D3 English Program Universitas Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/enjourme.v2i2.2363

Abstract

This study was held to find English learning strategy used by 120 students of Faculty of Economics Universitas Merdeka Pasuruan and to discover their different level of intrinsic motivation and learning style. Oxfords theory of language learning strategy (1990), Amabiles theory of intrinsic motivation (1994) and Reids theory of learning style (1987) were employed in this study. The data obtained from Language Learning Strategy Scale, Intrinsic Motivation Scale and Learning Style Scale, analyzed with two way of ANOVA statistical technique. The results explained that there was a significant difference of language learning strategy applied by the students with high, moderate and low level of intrinsic motivation (F = 40.756, p < 0.05). There was no significant difference of learning strategy used by the students with auditory, visual, individual or group learning style. Social and meta-cognitive strategies were the most frequent strategy applied by all the students. Visual learning style and group styles were dominantly applied by Economics students 2016/2017 academic year.
The Use of English Language Learning Strategy Viewed from Intrinsic Motivation and Learning Style Dwita Laksmita Rachmawati; Widyarini Susilo Putri
EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 2, No 2 (2017): December 2017
Publisher : Universitas Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/enjourme.v2i2.2361

Abstract

This study was held to find English learning strategy used by 120 students of Faculty of Economics Universitas Merdeka Pasuruan and to discover their different level of intrinsic motivation and learning style. Oxford's theory of language learning strategy (1990), Amabile's theory of intrinsic motivation (1994) and Reid's theory of learning style (1987) were employed in this study. The data obtained from Language Learning Strategy Scale, Intrinsic Motivation Scale and Learning Style Scale, were analyzed with two way of ANOVA statistical technique. The results explained that there was a significant difference of language learning strategy applied by the students with high, moderate and low level of intrinsic motivation (F = 40.756, p 0.05). There was no significant difference of learning strategy used by the students with auditory, visual, individual or group learning style. Social and meta-cognitive strategies were the most frequent strategy applied by all the students. Visual learning style and group styles were dominantly applied by Economics students 2016/2017 academic year.

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