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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 3, No 1 (2018): July 2018" : 6 Documents clear
THE URGENCY OF VIEWING NON-TEST ASSESSMENTS AS HUMANISTIC ASSESSMENT Maida Norahmi; Suharyono Suharyono
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.v3i1.2212

Abstract

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.
GRAMMATICAL ERRORS IN ESP STUDENTS’ PRESENTATION ACROSS PROFICIENCY LEVELS Ruminar, Hafida
EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 3, No 1 (2018): July 2018
Publisher : D3 English Program Universitas Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/enjourme.v3i1.2152

Abstract

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.
An analysis of syntactic code mixing used by male and female students in speaking fluency Ike Dian Puspita Sari
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.v3i1.2159

Abstract

Acquiring speaking skill does not only consider the accuracy, but also the fluency. Hence, in doing conversation, somehow people mix the L2 with their L1. This research focuses on analyzing code mixing used by 12 male students and 35 female students as the sample. The data were taken from their presentation. The data classified based on lexical units and code mixing categories. The result shows that there were quite different frequencies of code mixing used by male and female students. Female students tend to mix their L2 with L1 modifier. Based on the categorization of the code mixing data, alternation is mostly used by female students. However, male students prefer to use insertion.
Improving Agriculture Students’ Reading Comprehension Through Task-Based Language Teaching (TBLT) Prasetyaningrum, Dian Islami
EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 3, No 1 (2018): July 2018
Publisher : D3 English Program Universitas Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/enjourme.v3i1.2202

Abstract

After knowing the problems faced by agriculture students, this study conducted to investigate the effectiveness of Task-Based Language Teaching (TBLT) in improving students’ reading comprehension. Collaborative Classroom Action Research design was used, and the participants were 22 students. The data collected using the observation checklist, field notes, and reading test. The findings showed that TBLT could be implemented to improve students’ reading comprehension in three steps: pre-task, task cycle, and post-task which included some specific activities. Suggestion addresses to the ESP lecturers who face the same challenges to apply TBLT as an effort to improve students’ reading comprehension efficiently.
Improving Reading Achievement by Using Think, Pair and Share Strategy Islam, Syaiful
EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 3, No 1 (2018): July 2018
Publisher : D3 English Program Universitas Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/enjourme.v3i1.2360

Abstract

Classroom Action Research was used in this study. The aim of this study was to boost students’ reading comprehension. There were 40 students participated. The criteria of succes were 1) the score of average class was ≥70 and more than 50% students get score ≥70, the researcher used test to know this result. And 2) Students enjoyed the teaching and learning process. It was found 3 students were qualified as poor, 17 students were fair, 9 students were good, 9 students were very good and 1 student was excellent. The average score was 75.85. The students felt comfortable in the teaching and learning process.
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.

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