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.
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<![CDATA[Understanding the reading process: Insights from a second grade English language learner ]]>
<![CDATA[Firman Parlindungan]]>;
<![CDATA[Irfan Rifai]]>;
<![CDATA[Fadillah Sandy]]>
<![CDATA[ EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 5, No 1 (2020): July 2020 ]]>
Publisher : <![CDATA[Universitas Merdeka Malang ]]>
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DOI: 10.26905/enjourme.v5i1.4036
<![CDATA[The objective of this paper is to make a theoretically informed judgement about how a child processes a text in a reading activity. A second-grade English language learner participated as the subject of this study and was observed for five times of one-on-one guided reading condition (30 minutes each). The observation focused on what happened when the child read, how and what changes occurred over time. We also focused on the individual differences and the role of knowledgeable others in helping the child processed the texts. We took notes on observable behaviors in reading processing, including monitoring activities, self-correction behaviors, and problem-solving strategies. The findings suggest some critical arguments, including (1) reading is a problem-solving activity involving multiple knowledge sources, (2) self-correction in reading is as a sign of progress, and (3) reading progress from novice to expert occurs in different path system. DOI: 10.26905/enjourme.v4i2.4036 ]]>
<![CDATA[A study of students’ perceptions of English teacher pedagogical competence ]]>
<![CDATA[Thamrin, Elfirahmi]]>
<![CDATA[ EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 5, No 1 (2020): July 2020 ]]>
Publisher : <![CDATA[D3 English Program Universitas Merdeka Malang ]]>
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DOI: 10.26905/enjourme.v5i1.4104
<![CDATA[This study attempts to identify students’ perception of English teacher pedagogical competence at MAN 1 Malang, Indonesia. It can be categorized into qualitative research design since this study try to find out English teacher pedagogical competence based on students point of view. Eighty-seven students from five classes were involved in this study. The data were collected using questionnaires to know students’ perception on their teacher pedagogical competence. The questionnaire adopted from Brown (2007), Kourieous and Evripidou (2013), and Akhyak, Idrus, Bakar (2013) will be used in this study. The result of study showed that students’ perception of teacher pedagogical are higher in two variables; providing classroom activity and assessment. Meanwhile, teacher needs to increase four others variable of pedagogical competence because teacher pedagogical competence is the most importance competence than the other competence. By improving quality continuously, teacher will   mold students to get success and increase quality of Education in Indonesia thoroughly. DOI: 10.26905/enjourme.v4i2.4104]]>
<![CDATA[Developing a teaching supplementary worksheet for Morphology Class ]]>
<![CDATA[Hanifah Hanifah]]>;
<![CDATA[Widyarini Susilo Putri]]>
<![CDATA[ EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 5, No 1 (2020): July 2020 ]]>
Publisher : <![CDATA[Universitas Merdeka Malang ]]>
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DOI: 10.26905/enjourme.v5i1.4148
<![CDATA[Morphology is one of the classes that should be joined by English department students. However, the conventional way to measure the students’ understanding seems unsuccessful. A lecturer of morphology class claimed that written exam in every material given in the classroom was less successful and students tend to be extremely bored when they faced the exam. Based on this phenomenon, the researcher and the lecturer came to the idea that students need to have a new method to measure their understanding. In addition, game is used because it is believed that game is an interesting tool to make students more excited so that they will give much attention on the exam. Research and Development design was used to produce the worksheet product. To finish this product, researcher adopted some steps invented by Borg and Gall which covered need analysis, product development, expert validation, revision, try out and revision. There are 11 games compiled in this worksheet product. Each game provides instructions to play the game and material needed. As the result, students stated that this method, using games, met their need in morphology class. DOI: 10.26905/enjourme.v4i2.4148 ]]>
<![CDATA[English for IELTS test preparation: the needs analysis ]]>
<![CDATA[Matiini, Gharizi]]>;
<![CDATA[Octasylva, Annuridya Rosydita Pratiwi]]>
<![CDATA[ EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 5, No 1 (2020): July 2020 ]]>
Publisher : <![CDATA[D3 English Program Universitas Merdeka Malang ]]>
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DOI: 10.26905/enjourme.v5i1.4154
<![CDATA[The present study tried to modify IELTS Needs analysis based on the participant’ learning competence. The participant was a student with IELTS Score 4.5 and he was required to have minimum score 5.5 in order to enroll an overseas university. A skill-based analysis was used in the paper to identify the student. Questionnaire along with the placement test was conducted to get the skills that the participant needed to improve. From the analysis, it was seen that the participant needed to improve his productive skills. Slow learning competence from the student made the instructor had to change the situation of learning process. The final result of the paper is an IELTS course preparation analysis adapted from the participant’s need. Materials, practices, assessment and Evaluation were also added in this analysis. The writer expected that such needs analysis can be employed to IELTS preparation course institution so that better learning outcomes can be achieved. DOI: 10.26905/enjourme.v4i2.4154]]>
<![CDATA[First experiences in a school-based practicum: Pre-service teachers’ emotion and perceived benefits towards the program ]]>
<![CDATA[Ika Wahyuni Lestari]]>
<![CDATA[ EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 5, No 1 (2020): July 2020 ]]>
Publisher : <![CDATA[Universitas Merdeka Malang ]]>
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DOI: 10.26905/enjourme.v5i1.4228
<![CDATA[School-based practicum is an inseparable part of Indonesian teacher education. The aim of the present study is to explore initial experiences of pre-service English teachers (PSETs) on a school-based practicum program. Under a qualitative case study, four first-year PSETs of a private university in Yogyakarta, Indonesia were purposefully selected as the participants. Data were collected through semi-structured interview, the handbook of the program, and the PSETs’ reflective journals. The results suggested that the PSETs underwent positive emotion during the practicum. Factors contributing to the emotion and benefits the PSETs perceived were also reported. At last, implications on future implementation of school-based practicum were addressed. DOI: 10.26905/enjourme.v4i2.4228]]>
<![CDATA[Learning Journal Strategy to enhance students’ writing ability ]]>
<![CDATA[Shaumiwaty Shaumiwaty]]>
<![CDATA[ EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 5, No 1 (2020): July 2020 ]]>
Publisher : <![CDATA[Universitas Merdeka Malang ]]>
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DOI: 10.26905/enjourme.v5i1.4238
<![CDATA[This research aims to find out the students writing ability by using learning journal strategy. In to do that, the experiment methods with one group pretest and posttest design was used. The population in this research was 218 students at eight grade (VIII) of Secondary students on MTsN Takengon I. As the research sample, it was chosen two classes, i.e. VIII1 as the experiment class and VIII2 as the control class. The pre-test was given and it was followed by the treatments in four meetings to the students. The data were analyzed using t-test to reveal whether there was a significant difference in the students’ writing ability of descriptive text among the eight grade students of MTsN Takengon I. The results of this study indicate that the t-test was 2.10 and t-table was 1.07. Therefore Ho is rejected and Ha is accepted because the t-test is higher than the t-table. DOI: 10.26905/enjourme.v4i2.4238]]>
<![CDATA[Charades game: does it affect students’ learning on English vocabulary? ]]>
<![CDATA[Aulia Rahmah]]>;
<![CDATA[Yuli Astutik]]>
<![CDATA[ EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 5, No 1 (2020): July 2020 ]]>
Publisher : <![CDATA[Universitas Merdeka Malang ]]>
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DOI: 10.26905/enjourme.v5i1.4258
<![CDATA[The purpose of this study is to determine the effect of the use of charades game on elementary school students in improving English vocabulary as a foreign language. The source of the data in this study were 5th grade students of Madrasah Ibtidaiyah Nahdlatul Ulama Tropodo Sidoarjo, while the data was the application of charades game to 5th grade students of Madrasah Ibtidaiyah Nahdlatul Ulama Tropodo before and after being given a test. Researchers use use pre-experimental quantitative design as the research method. This study uses one group pretest and posttest. The data obtained from the pretest and posttest which is analyzed by using the t-test formula. The results show that at the 5% level the t-test value is higher than t-table (tt) (4.53 2.024). Based on the test criteria, the results of the study show that there is a significant influence on the students' vocabulary skills after using charades game. It proves that charades game can improve the foreign language vocabulary of Islamic elementary school students, especially in Madrasah Ibtidaiyah Tropodo Sidoarjo. DOI: 10.26905/enjourme.v4i2.4258]]>
<![CDATA[Facilitating student behavioral engagement in ESP classroom through teachers’ scaffolding talk ]]>
<![CDATA[Afendi Afendi]]>;
<![CDATA[Ahmad Munir]]>;
<![CDATA[Slamet setiawan]]>
<![CDATA[ EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 5, No 1 (2020): July 2020 ]]>
Publisher : <![CDATA[Universitas Merdeka Malang ]]>
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DOI: 10.26905/enjourme.v5i1.4264
<![CDATA[This study aims to describe the language delivered by the teachers in the term of teachers’ scaffolding talk and the behavior engagement responded by the students in ESP agriculture Classroom. The investigation was conducted at a University in Sumbawa Besar, West Nusa Tenggara. Field note and video recordings were used to collect the data. During the observation, the data were then transcribed, simplified, displayed, and interpreted. The result shows there are four kinds of scaffolding talks namely prompting, dialoging, extension, and modeling from six kinds of scaffolding talk. Those scaffolding talks can facilitate the behavioral engagement of the students in ESP Classroom namely paying attention or focusing on the lesson, attempting to answer the question from the teacher, and exerting themselves actively participating in classroom interaction. These result suggest that lecturers and teachers may consider to apply the scaffolding talk before teaching the students in the classroom because methodology used by the teacher in teaching is as important as a talk in teaching. DOI: 10.26905/enjourme.v4i2.4264]]>
<![CDATA[How Indonesian EFL learners perceive error corrections ]]>
<![CDATA[Suatmo Pantja Putra]]>;
<![CDATA[Hairus Salikin]]>
<![CDATA[ EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 5, No 1 (2020): July 2020 ]]>
Publisher : <![CDATA[Universitas Merdeka Malang ]]>
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DOI: 10.26905/enjourme.v5i1.4274
<![CDATA[This study aims to obtain an in-depth understanding of error corrections in speaking from learners’ perspectives due to the fact that error corrections are often provided without considering the learners’ point of view. Although the results of the research discussing effectiveness of error corrections in speaking remain unclear, especially in an English as Foreign Language (EFL) setting, they naturally exist particularly in the process of learning and teaching EFL. To examine the EFL learners’ perceptions on corrections in speaking, nine EFL students were interviewed the effect of applying snowball sampling technique. The study meets the characteristics of qualitative research. The focus of the study is spoken error corrections, which naturally exist in an instructed Foreign Language learning situation and the researcher is the key instrument in that the researcher asks questions and interacts with the research subjects. The results of the interviews, which are audio recorded and transcribed, are analyzed to develop a descriptive model that encompasses all cases of the phenomena. The findings reveal that mispronunciation, grammatical errors, and lexical errors are important to be taken into account. DOI: 10.26905/enjourme.v4i2.4274]]>
<![CDATA[What makes Indonesian Eastern students struggle on academic performance at urban college: A grounded theory ]]>
<![CDATA[Musthofiyah, Uning]]>;
<![CDATA[Isnainiyah, Lilik]]>
<![CDATA[ EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 5, No 1 (2020): July 2020 ]]>
Publisher : <![CDATA[D3 English Program Universitas Merdeka Malang ]]>
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DOI: 10.26905/enjourme.v5i1.4311
<![CDATA[A Grounded Theory was employed to design a theoretical model for explaining a phenomenon of low academic performance among a minority group at Urban college, henceforth referring to as Indonesian Eastern Students.  15 college students were purposively selected to take a semi-structured interview focus group about perspectives, experiences and insights that might hinder minority students in academic performance, putting a limelight on how they constructed self-identity through social interaction on and off campus. Through social justice perspective, this research finding offered theoretical framework to improve student performance in academics, to reduce the gap of educational disparity and foster inclusive education in Indonesia. DOI: 10.26905/enjourme.v4i2.4311]]>
