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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 180 Documents
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The pragmatic function of illocutionary acts in children’s narrative: A study of The Tale of Peter Rabbit Citra Ratu Angelia Mustika Sari; Eva Utami Durahman; Cecep Agus
EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol. 11 No. 1 (2026): July 2026
Publisher : Universitas Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/enjourme.v11i1.16688

Abstract

This study examines the use of illocutionary acts in the children’s story The Tale of Peter Rabbit by Beatrix Potter, based on the classification proposed by John Searle. Speech acts are important in understanding how characters use language to achieve communicative purposes within a narrative. Therefore, this study aims to analyze how illocutionary acts are expressed through the characters’ dialogue and how they function pragmatically in the story. The study focuses on two main types of illocutionary acts, namely representatives and directives, as they frequently appear in the narrative. The data were taken from the text of The Tale of Peter Rabbit and analyzed by identifying relevant utterances, examining their linguistic forms, interpreting their contextual meanings, and explaining the speaker’s intentions. The findings show that representative and directive acts are used to convey information, give instructions, and express authority, especially through adult characters such as Mrs. Rabbit and Mr. McGregor. These illocutionary acts also produce perlocutionary effects, which are reflected in the characters’ responses and actions, contributing to plot development and moral lessons in the story. In conclusion, the use of speech acts in children’s narratives not only serves communicative functions but also plays an important role in conveying educational values beyond the surface meaning of the text.
Artificial intelligence integration in Bangladeshi university EFL classrooms: Perceptions, practices, and challenges Md. Tareq Jamil; Md Nazmul Haque; Md. Maidul Islam
EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol. 11 No. 1 (2026): July 2026
Publisher : Universitas Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/enjourme.v11i1.16767

Abstract

Although the use of artificial intelligence (AI) in education is increasing worldwide, there is a lack of studies examining the integration of AI into Bangladeshi University EFL classrooms from both students’ and instructors’ perspectives. Grounded in the Technology Acceptance Model (TAM; Davis, 1989), this convergent mixed-methods study investigates perceptions, patterns of use, and perceived challenges related to AI tools in university-level EFL classrooms in Bangladesh. 41 participants, consisting of 30 students and 11 instructors from public and private universities, participated in this study. Data were collected through an online questionnaire and analyzed using descriptive statistics and thematic analysis. The findings suggest that AI tools, particularly ChatGPT and Gemini, are commonly used by participants to support language learning and teaching activities. Both university students and instructors generally perceive AI as helpful for improving learning efficiency and supporting the development of language skills. However, participants also expressed concerns about limited training, potential inaccuracies in AI-generated content, ethical considerations, and the risk of over-reliance on this tool. Thematic analysis further highlights several conditions that may support more effective AI integration in EFL contexts, including the need for training opportunities, improved technological infrastructure, clearer institutional policies, alignment with curriculum goals, and supportive attitudes among instructors.
Digital gamification in EFL vocabulary learning: The Effect of Wordwall platform on students’ vocabulary mastery Andika Andika; Ayu Sukma Wardani
EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol. 11 No. 1 (2026): July 2026
Publisher : Universitas Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/enjourme.v11i1.16797

Abstract

This study investigates the effectiveness of the Wordwall platform as a digital learning tool in improving students’ English vocabulary mastery and examines students’ responses toward its implementation. The study was conducted in response to the need for more interactive and engaging instructional media in vocabulary learning. A quantitative approach employing a one-group pretest–posttest design was used. The participants were seventh-grade students, and the data were collected through vocabulary tests and a questionnaire. The pretest and posttest scores were analyzed using descriptive statistics and a paired-sample t-test, while students’ responses were analyzed using percentages and mean scores. The results revealed a significant improvement in students’ vocabulary mastery after the implementation of the Wordwall platform. In addition, the questionnaire findings indicated that students had positive perceptions of the Wordwall platform, viewing it as engaging, easy to use, and helpful for learning vocabulary. However, some challenges related to internet access were also identified. These findings suggest that the Wordwall platform can be an effective tool for enhancing vocabulary learning in EFL classrooms.
Sarcasm in the Young Sheldon Finale: Tabacaru-based analysis Adani Nur Sabrina; Raden Roro Shinta Felisia
EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol. 11 No. 1 (2026): July 2026
Publisher : Universitas Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/enjourme.v11i1.17114

Abstract

This study investigates the sarcasm in the television series Young Sheldon using the typology proposed by Sabina Tabacaru. While previous studies have examined sarcasm in social media and television discourse, limited attention has been given to the use of sarcasm in Young Sheldon, particularly through a multimodal perspective based on Tabacaru’s framework. Employing a qualitative content analysis approach, the study analyzed sarcastic utterances collected from all episodes of the series’ final season through processes of identification, classification, and contextual interpretation based on the proposed typology. The findings show that sarcasm is realized through various strategies, including antithesis, repetitive statement, explicitation, metonymic inferencing, metaphor, shift of focus, reasoning, and rhetorical question. The analysis also reveals overlapping categories, such as a rhetorical question combined with exaggeration, and sarcasm reinforced by non-verbal cues. These findings demonstrate that sarcasm operates as a complex and multi-layered phenomenon, involving both verbal and non-verbal elements. This study contributes to pragmatic studies by providing insight into the multimodal realization of sarcasm in televised discourse.
AI-Mediated speaking practice in EFL contexts: Exploring students' perceptions of Flow Speak Rizka Fikrotul Azizah; Tiyas Saputri; Nailul Authar
EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol. 11 No. 1 (2026): July 2026
Publisher : Universitas Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/enjourme.v11i1.17196

Abstract

This study explored EFL students’ perceptions of using Flow Speak, an artificial intelligence (AI)-based application, for English speaking practice. Using a qualitative descriptive design, data were collected through open-ended questionnaires from 20 students in an English Language Education Program who had used Flow Speak for one to five months. The data were analyzed using thematic analysis. The findings revealed five major themes: speaking difficulties before using Flow Speak, experiences with the application, perceived improvements in speaking skills, benefits for autonomous learning, and challenges encountered. Participants reported that Flow Speak provided real-time feedback, repeated speaking opportunities, and a low-pressure learning environment that supported speaking practice. They also perceived improvements in vocabulary use, pronunciation awareness, confidence, and fluency, particularly among students with longer experience using the application. In addition, participants highlighted the flexibility of independent practice and the role of immediate feedback in supporting learner autonomy. However, challenges related to internet connectivity, speech-recognition accuracy, and the lack of authentic human interaction were also identified. The findings suggest that AI-assisted speaking applications may serve as useful supplementary tools for self-directed speaking practice, while complementing rather than replacing human-mediated language learning experiences.
Conceptual metaphors of Merarik marriage in Sasak society: A cognitive linguistic study Lidya Rahmawati; Moh. Rajabul Gufron; Siti Wahyu Puji Anggraini
EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol. 11 No. 1 (2026): July 2026
Publisher : Universitas Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/enjourme.v11i1.17200

Abstract

This study examines how the Sasak community constructs the meaning of Merarik (traditional Sasak marriage) through conceptual metaphors from a Cognitive Linguistics perspective. Using a qualitative approach, data were collected through naturalistic observation of everyday conversations in Pringgajurang Utara Village, East Lombok. The dataset consisted of 40 Sasak-language expressions related to Merarik. Data were analyzed by identifying the source and target domains and the conceptual mappings underlying each expression. Credibility was established through methodological triangulation, member checking, and peer debriefing. The analysis identified 20 conceptual metaphors, categorized as ontological, structural, and orientational, with ontological metaphors occurring most frequently. The most productive metaphors were Merarik is a Journey, Merarik is an Honor, and Merarik is a Fence. The findings show that the Sasak community conceptualizes Merarik through concrete physical, social, and cultural experiences, understanding marriage not only as a social institution but also as a process of learning, responsibility, social regulation, and cultural identity. These findings support the view that abstract concepts are understood through more concrete experiences and demonstrate how conceptual metaphors reflect culturally embedded understandings of marriage. This study contributes to culturally grounded Cognitive Linguistics by highlighting the relationship between language, cognition, and local cultural practices in the conceptualization of marriage.
Translating women's silence: A pragmatic analysis of Warsan Shire's For Women Who Are Difficult to Love poem Auraisya Munadiya Qothrunnida Imani; Faiz Akbar Leksananda; Widyasari Widyasari
EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol. 11 No. 1 (2026): July 2026
Publisher : Universitas Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/enjourme.v11i1.17285

Abstract

Poetic translation often involves preserving not only linguistic meaning but also the implicit emotional and cultural nuances embedded in the source text. This study investigates how pragmatic meaning constructs emotional silence and feminine identity in Warsan Shire's poem For Women Who Are Difficult to Love and how these meanings shift in an Indonesian translation prepared by the researcher for analytical purposes. Employing a qualitative descriptive design, the study applies Baker's (2018) framework of pragmatic meaning, focusing on implicature, presupposition, and contextual cues. The data comprise the complete poem retrieved from Shire's official website and its line-by-line Indonesian translation. From 35 lines of the source text, 22 instances of pragmatic meaning were identified, consisting of 11 implicatures, 6 presuppositions, and 5 contextual cues. The analysis reveals that the original poem constructs silence through indirect emotional cues and metaphorical restraint, whereas the Indonesian translation introduces several pragmatic shifts: some implicatures become explicit, certain presuppositions are intensified, and several metaphors assume more concrete forms. These shifts subtly reshape the speaker's identity, making her appear more emotionally exposed and self-aware in the target text. The findings demonstrate that translating poetic silence requires negotiating not only linguistic meaning but also emotional nuance and cultural resonance, thereby contributing to research on pragmatic translation and literary discourse.
A conceptual framework for integrating ecological awareness, interreligious values, and global citizenship in EFL learning Héctor Javier Cortés Tornel
EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol. 11 No. 1 (2026): July 2026
Publisher : Universitas Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/enjourme.v11i1.17371

Abstract

English Language Teaching (ELT) is increasingly expected to respond not only to linguistic needs, but also to global, cultural, and ethical challenges. In this context, ecological issues offer meaningful content for English as a Foreign Language (EFL) learning, especially when they are connected with intercultural and interreligious perspectives. This article aims to develop a conceptual framework for integrating ecological and interreligious values into EFL learning to promote ecological awareness, intercultural competence, and global citizenship. Using an integrative literature review with a conceptual-analytical approach, this study examines literature on ELT, ecological literacy, intercultural competence, global citizenship education, and interreligious ecological ethics. The analysis suggests that EFL classrooms can become spaces for developing ecological literacy through reading, writing, speaking, listening, vocabulary learning, and collaborative activities. Interreligious values such as care for creation, moderation, responsibility, solidarity, and respect for life can enrich EFL materials when presented as cultural and ethical resources rather than doctrinal instruction. This article proposes a four-dimensional conceptual model consisting of linguistic, ecological, intercultural, and ethical dimensions. The study concludes that integrating ecological and interreligious values into EFL materials can help students develop language competence while participating responsibly in a plural and ecologically fragile world by integrating linguistic, ecological, intercultural, and ethical dimensions into a unified pedagogical framework.
Alienation in Bian Zhilin's Fragment and Sherko Bekas's Now a Girl is My Homeland: A comparative literary analysis Mariwan Hasan
EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol. 11 No. 1 (2026): July 2026
Publisher : Universitas Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/enjourme.v11i1.17384

Abstract

Comparative studies of Chinese and Kurdish poetry remain scarce, particularly those exploring how poets from different historical and cultural contexts represent political disillusionment, identity fragmentation, and belonging. Addressing this gap, this study compares Bian Zhilin's Fragment and Sherko Bekas's Now a Girl is My Homeland through existentialist and postcolonial perspectives. Using a qualitative comparative literary approach based on close textual, thematic, and contextual analysis, the study examines how imagery, symbolism, silence, fragmentation, and representations of homeland construct meanings of alienation. The findings show that although the poems emerge from different political realities post-revolutionary China and the Kurdish experience of exile both portray alienation as an existential condition that reshapes identity and belonging. However, they differ in their poetic strategies: Zhilin employs silence, fragmentation, and introspection, whereas Bekas relies on symbolic representations of homeland, memory, and cultural resilience. By bringing Chinese and Kurdish poetry into dialogue, this study contributes to comparative literary scholarship by demonstrating how distinct poetic traditions converge in expressing universal experiences of loss, identity, and the search for meaning.
Reinterpreting Arthurian characters: A comparative characterization analysis of Le Morte d'Arthur (1485) and The Kid Who Would Be King (2019) Achmad Vyan Krisnandha; Yasmin Farani
EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol. 11 No. 1 (2026): July 2026
Publisher : Universitas Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/enjourme.v11i1.17296

Abstract

Literary adaptations frequently reinterpret characters to meet the expectations of new audiences while preserving key elements of the source text. This qualitative study examines the characterization of Arthurian characters in Sir Thomas Malory's Le Morte d'Arthur (1485) and Joe Cornish's The Kid Who Would Be King (2019), compares their portrayals, and explains their reinterpretation using Linda Hutcheon's adaptation theory. A qualitative comparative approach was employed to analyze three corresponding character pairs King Arthur/Alex, Merlin/Merlin, and Morgan le Fay/Morgana through Roberts' characterization framework, which considers characters' speech and thoughts, actions, others' perspectives, and authorial presentation. The findings reveal that the film largely preserves the characters' fundamental narrative functions while adapting their characterization to suit contemporary audiences. King Arthur and Alex are consistently portrayed as brave and responsible leaders, Merlin remains a wise mentor figure despite a more approachable personality, and Morgan le Fay and Morgana continue to function as central antagonists with different modes of villainy. These findings demonstrate that the adaptation maintains the core identities of Arthurian characters while reinterpreting their characterization within a modern cinematic context, contributing to broader discussions of literary adaptation and character transformation.

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