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[Promoting ecological critical awareness through English Language Teaching: EFL teachers’ strategies and practices ]]>
<![CDATA[Achadiyah, Rachmawati]]>
<![CDATA[ EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol. 10 No. 2 (2025): December 2025 ]]>
Publisher : <![CDATA[Universitas Merdeka Malang ]]>
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DOI: 10.26905/enjourme.v10i2.15514
<![CDATA[The increasing prominence of English has made it a marker of social status, further strengthened by the Indonesian curriculum, which maintains English as a compulsory foreign language subject. This context offers opportunities for educators, particularly English teachers, to integrate knowledge from other disciplines. While previous studies often explored cultural integration within English teaching, few have examined the incorporation of environmental issues. This study fills that gap by exploring how EFL teachers integrate environmental topics to foster students’ ecological critical awareness. Five English teachers participated through interviews and document analysis, providing evidence of classroom practices that promote such awareness. The findings reveal that teaching materials, methodologies, and learning activities play essential roles in developing students’ ecological critical awareness. Teachers frequently use videos, reading passages with visuals, and environmental vocabulary as core materials. Project-based and problem-based learning serve as key approaches, while outdoor activities—such as field visits and interviews with local communities about environmental changes—help students understand real-world ecological impacts.]]>
<![CDATA[Pedagogical challenges in implementing the Merdeka curriculum in English language teaching ]]>
<![CDATA[Gulo, Dwi Kurnia]]>;
<![CDATA[Harefa, Trisman]]>;
<![CDATA[Zega, Riswan]]>;
<![CDATA[Waruwu, Yaredi]]>
<![CDATA[ EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol. 10 No. 2 (2025): December 2025 ]]>
Publisher : <![CDATA[Universitas Merdeka Malang ]]>
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DOI: 10.26905/enjourme.v10i2.16012
<![CDATA[This research aims to analyze the difficulties faced by English teachers in implementing the Merdeka curriculum in SMP Negeri 4 Lahewa. The main issue identified is the lack of understanding among teachers regarding the concept of Merdeka curriculum, the limitations of supporting media facilities, and the challenges in implementing flexible teaching methods. The research method used is descriptive qualitative with research subjects consisting of teacher and students in SMP Negeri 4 Lahewa. Data was collected through interviews, questionnaires, and documentation. Data analysis is conducted through the stages of data reduction, data display, and verification or conclusion drawing. Research results show that teachers have a good understanding of the basic principles of the Merdeka curriculum, but teachers face various challenges such as the lack of adequate learning media not fully understanding the mechanism of implementing the Merdeka curriculum causes teachers to still be limited in designing learning modules. In addition, students also face difficulties in adapting to the new learning approaches, especially in terms of communication and self-confidence. The conclusion of this study states that although the Merdeka curriculum has the potential to improve the quality of education, The implementation is still hindered by various obstacles. Therefore, support from the school and government is greatly needed, including more effective training and adequate provision provision. This research provides insights for policymakers in addressing the main challenges faced by teachers when implementing the Merdeka curriculum and improving teachers' personality independently.]]>
<![CDATA[Journey of the soul: The cultural, spiritual, and personal significance of Hajj in Na'ima B. Robert's Going to Mecca ]]>
<![CDATA[Hasan, Mariwan]]>
<![CDATA[ EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol. 10 No. 2 (2025): December 2025 ]]>
Publisher : <![CDATA[Universitas Merdeka Malang ]]>
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DOI: 10.26905/enjourme.v10i2.16074
<![CDATA[Na’ima B. Robert’s Going to Mecca, portrays the Hajj pilgrimage as a rich, multifaceted journey that transcends its role as a religious obligation to embody cultural, spiritual, and personal significance. Through the experiences of her characters, Robert illustrates how Hajj functions as a rite of passage that strengthens Muslim identity, reinforces communal bonds, and fosters deep spiritual awakening. The pilgrimage emerges as a transformative process in which characters navigate the intersection of faith, family expectations, and personal aspirations. This study explores how Robert’s narrative encapsulates the pilgrimage’s cultural role as a marker of collective belonging, its spiritual function as a journey of the soul, and its personal dimension as a catalyst for introspection and growth. By analyzing the interplay of these dimensions, the research highlights the continued relevance of Hajj as a powerful symbol of identity and renewal in contemporary Muslim experience.]]>
<![CDATA[Fluid identities and transnational belonging in Khaled Hosseini’s The Kite Runner ]]>
<![CDATA[Sumona, Surya Akther]]>
<![CDATA[ EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol. 10 No. 2 (2025): December 2025 ]]>
Publisher : <![CDATA[Universitas Merdeka Malang ]]>
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DOI: 10.26905/enjourme.v10i2.16265
<![CDATA[Khaled Hosseini’s The Kite Runner (2003) illustrates how war, displacement, and exile contribute to the formation of transnational identities. The novel also captures the profound anguish experienced by migrants. As an Afghan-American, Hosseini narrates his personal understanding of Afghanistan’s political, social, and religious turmoil, vividly portraying these realities in this novel. This research will examine the formation of transnational identity and the challenges inherent in the migration process by focusing on the fractured lives of Afghan migrants, who are compelled to navigate shifting cultural, political, and emotional landscapes. It will draw on the theories of diaspora (Stuart Hall), and imaginary homelands (Salman Rushdie) to demonstrate how Hosseini portrays identity as both rooted in a shared past and continually reconstructed through experiences of dislocation and diaspora. Hosseini has not represented migration simply as a physical crossing of border but also a psychological rupture that produces nostalgia and the struggle for belonging.]]>
<![CDATA[Navigating nostalgia and hope: Metamodern oscillation in Tracy K. Smith’s Life on Mars ]]>
<![CDATA[Hasan, Mariwan]]>
<![CDATA[ EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol. 10 No. 2 (2025): December 2025 ]]>
Publisher : <![CDATA[Universitas Merdeka Malang ]]>
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DOI: 10.26905/enjourme.v10i2.16280
<![CDATA[This study examines Tracy K. Smith’s Life on Mars as a representative example of metamodernist literature, focusing on the dynamic interplay of nostalgia, hope, and emotional complexity. The research asks: How does Smith’s poetry embody the oscillation between postmodern irony and modernist sincerity? In what ways do nostalgia and hope function as metamodern strategies for addressing contemporary social and existential challenges? Through a close reading of selected poems, the paper demonstrates that Smith’s work reflects a metamodern sensibility, balancing despair and longing with resilience and imaginative renewal. The findings suggest that Life on Mars portrays nostalgia as a critical, reflective mode rather than mere sentimentality, while hope emerges as a transformative force enabling readers to navigate uncertainty and envision collective connection.]]>
<![CDATA[The effect of flashcard-based vocabulary games on fourth-grade students’ vocabulary understanding ]]>
<![CDATA[Khusaini, Fakhri]]>;
<![CDATA[Lutfiani, Leni]]>;
<![CDATA[Irawati, Ika]]>
<![CDATA[ EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol. 10 No. 2 (2025): December 2025 ]]>
Publisher : <![CDATA[Universitas Merdeka Malang ]]>
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DOI: 10.26905/enjourme.v10i2.16351
<![CDATA[One of the main challenges students face in learning English is limited vocabulary understanding, often due to insufficient learning materials and outdated instructional approaches. Flashcards are a visual tool that can support vocabulary learning through image–word associations. This study aimed to investigate the effect of flashcard-based vocabulary games on fourth-grade students’ vocabulary understanding at a public elementary school in West Nusa Tenggara. Using a pre-experimental one-group pretest–posttest design, the study involved 20 students selected through purposive sampling. Data were collected through vocabulary tests, observation sheets, and student questionnaires. The vocabulary test assessed two components: spelling and meaning comprehension. Data analysis included normality and homogeneity tests, and a paired-samples t-test, using IBM SPSS Statistics 24. The results showed a significant improvement in students’ vocabulary understanding after the implementation of flashcards. The mean pretest score increased from 59.25 to 82.00 in the posttest, and the number of students achieving mastery rose from 5 to 19. The paired-samples t-test yielded a p-value of 0.000 (< 0.05), indicating a statistically significant difference between pretest and posttest scores. These findings demonstrate that flashcard-based vocabulary games effectively enhance students’ vocabulary understanding and can be used to support English learning in elementary school settings.]]>
<![CDATA[A content analysis of teaching approaches in the Basic English for Young Learners textbook ]]>
<![CDATA[Nisrina, Nisrina]]>;
<![CDATA[Avianta, Rindu]]>;
<![CDATA[Shafira, Nur Alya]]>;
<![CDATA[Rahayu, Sri]]>
<![CDATA[ EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol. 10 No. 2 (2025): December 2025 ]]>
Publisher : <![CDATA[Universitas Merdeka Malang ]]>
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DOI: 10.26905/enjourme.v10i2.16442
<![CDATA[This study conducts a content analysis of teaching approaches embedded in the Basic English for Young Learners textbook. Using a qualitative checklist-based analysis, the study examines how instructional methods are represented through the book’s grammar explanations, exercises, and learning activities, with particular attention to the presence of traditional and contemporary English language teaching approaches. The findings indicate that the Grammar Translation Method (GTM) is the primary approach utilized in the book. The content emphasizes grammar rules, vocabulary acquisition, and sentence translation from English to Indonesian. While the book provides various written exercises, it lacks components that promote speaking, listening, and interactive communication. Furthermore, the study reveals the absence of Communicative Language Teaching, Text-Based Learning, and Digital Learning approaches. These limitations suggest that the book focuses mainly on structural aspects of language learning rather than communicative competence. Despite its usefulness in helping beginners understand grammatical concepts, the textbook would be more effective if combined with modern, student-centered approaches that enhance all language skills. The results of this study are expected to provide valuable insights for English teachers and curriculum developers in selecting and designing an English textbook for young learners.]]>
<![CDATA[Naming practices and cultural meanings of supernatural beings in Banjarese society: An onomastic and linguistic anthropology study ]]>
<![CDATA[Athiya, Husnul]]>
<![CDATA[ EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol. 10 No. 2 (2025): December 2025 ]]>
Publisher : <![CDATA[Universitas Merdeka Malang ]]>
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DOI: 10.26905/enjourme.v10i2.16449
<![CDATA[The existence of supernatural beings in Banjarese society reflects culturally constructed understandings transmitted through language, particularly through the names assigned to such entities. This study examines the naming patterns of supernatural beings in Banjarese culture using a linguistic anthropology approach and an inductive analytical method. Data were drawn from eight lexicons collected through non-participant observation and interviews with native speakers. Each lexicon was analyzed using Husen’s (1999) deictic framework and further validated through informant responses and supporting textual sources. The findings show that the naming of Banjarese supernatural beings is systematically organized around two deictic dimensions—personal and spatial—which manifest in three naming patterns: animal-based, human-like, and origin-based. These patterns reveal that naming practices function as cultural representations that encode ecological experience, moral values, and local cosmology. Overall, the study demonstrates that linguistic forms provide a window into the cultural worldview of the Banjarese community and contribute to broader discussions on how language reflects and structures cultural perceptions of the unseen.]]>
<![CDATA[Collective memory and ethnic discrimination in Soe Tjen Marching’s Dari Dalam Kubur: A genetic structuralism analysis ]]>
<![CDATA[Shiekha, Salsabila Davina]]>;
<![CDATA[Nanang Endrayanto]]>
<![CDATA[ EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol. 10 No. 2 (2025): December 2025 ]]>
Publisher : <![CDATA[Universitas Merdeka Malang ]]>
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DOI: 10.26905/enjourme.v10i2.16474
<![CDATA[Soe Tjen Marching’s Dari Dalam Kubur portrays the experiences of survivors of the 1965 tragedy and the ethnic discrimination faced by Chinese Indonesians. Focusing on trauma and memory, this study examines how the novel represents survivors’ collective memory and state-driven discrimination through the lens of Lucien Goldmann’s genetic structuralism. Using qualitative textual analysis, the study reveals a persistent tension between remembering and forgetting, reflecting the enforced silence imposed on survivors. Discrimination against Chinese Indonesians is depicted as systematic oppression reinforced through social and institutional segregation. The findings demonstrate how literary narratives function as sites of collective memory by establishing homological relationships between textual structures and socio-historical realities. The study concludes that Dari Dalam Kubur articulates a collective worldview in which memory operates as a form of resistance and identity functions as a source of dignity.]]>
<![CDATA[Students’ sociocultural perspectives in online EFL learning in Indonesia ]]>
<![CDATA[Prasetyo, Dodi Erwin]]>
<![CDATA[ EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol. 10 No. 2 (2025): December 2025 ]]>
Publisher : <![CDATA[Universitas Merdeka Malang ]]>
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DOI: 10.26905/enjourme.v10i2.16519
<![CDATA[Research examining sociocultural perspectives in online EFL learning within the Indonesian context remains limited. This study aimed to explore students’ sociocultural perspectives in digitally mediated EFL learning and to examine whether sociocultural interaction patterns differed across gender. Using a descriptive quantitative design, the study involved 27 senior high school students in East Java, comprising 21 females and 6 males. Data were collected through a questionnaire adapted from established sociocultural indicators—social act, distributed context, invention perspective, dialogism, and intertextuality—and analyzed using descriptive statistics and the Mann–Whitney U test. The findings indicate that most students demonstrated positive sociocultural engagement in online learning, including understanding instructional explanations, seeking help, using additional learning resources, and participating in discussions with teachers and peers. The analysis further revealed no statistically significant differences between male and female students across all sociocultural indicators. These findings suggest that sociocultural interaction in online EFL learning is shaped more by mediated learning environments than by gender differences, offering pedagogical implications for designing interactive and supportive online EFL instruction.]]>
