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.
Articles
147 Documents
<![CDATA[Considering dark tourism as an opportunity to reflect on unsettling historical events. English for Tourism university students research on ethical dark tourism sites and tours ]]>
<![CDATA[Alessandra Ficarra]]>
<![CDATA[ EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 7, No 1 (2022): July, 2022 ]]>
Publisher : <![CDATA[Universitas Merdeka Malang ]]>
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DOI: 10.26905/enjourme.v7i1.7506
<![CDATA[English for Tourism (EfT) university courses offer students the opportunities to enhance their English language learning specific skills to be used in the tourism industry. Communicative approach and authentic material contextualized to the professional field are the leading practices in EfT courses. However, not only is EfT a multi-subject field covering geography, history and economics: it may also be considered as a powerful means of meeting, exchange and education at international level. This article is a report of a teaching experience, where EfT course students have been invited to research on international dark tourism sites and to elaborate presentations to be given in class. The dark tourism debated in the class represented for the students a precious educational opportunity to hear about unsung heroes, develop meaningful connections with contemporary socio-economic dynamics and experience tourism, exceptionally, as an ethical act of unearthing pieces of unwritten history.DOI: 10.26905/enjourme.v7i1.7506]]>
<![CDATA[The effect of Mentimeter on students’ Writing achievement in online learning ]]>
<![CDATA[Ima Chusnul Chotimah]]>;
<![CDATA[Dian Anik Cahyani]]>
<![CDATA[ EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 7, No 1 (2022): July, 2022 ]]>
Publisher : <![CDATA[Universitas Merdeka Malang ]]>
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DOI: 10.26905/enjourme.v7i1.7900
<![CDATA[This study examines the use of Mentimeter on students’ writing descriptive text in online learning at Hasyim Asy'ari University Tebuireng Jombang. This study used a quantitative approach with a quasi-experimental design. The subjects in this study were Management class students which consists of twenty-two students as the experimental class and Elementary School Teacher Program class students which consist of seventeen students as the control class in English for Specific Purposes course. The research instrument is an essay test, which will be given before (Pre Test) the treatment to determine students’ prior knowledge and after (Post Test) treatment to determine the effect of using Mentimeter. After analyzing the data using Mann-Whitney U Test, the results showed that there was a significant difference in the mean rank of 23.59 on the use of Mentimeter and 13.35 on the use of power point. The statistical test obtained Asymp.Sig. (2-tailed) of 0.022, it is lower than the 0.05 level of significance. It means that the use of Mentimeter can influence students’ writing ability in online learning.DOI: 10.26905/enjourme.v7i1.7900]]>
<![CDATA[An alternative board game to promote EFL learners grammatical skill ]]>
<![CDATA[Hayatul Mila]]>;
<![CDATA[Moh Arif Mahbub]]>
<![CDATA[ EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 7, No 1 (2022): July, 2022 ]]>
Publisher : <![CDATA[Universitas Merdeka Malang ]]>
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DOI: 10.26905/enjourme.v7i1.7043
<![CDATA[Gamificatian has been acknowledged as a powerful tool to promote the conducive and attractive learning environment. Recenly, extensive research has been carried out on the role of gamification in facilitating languages learners. Yet, little research has taken to explore the undergraduate students about the incorporation of gamification into English grammar classroom in Indonesian tertiary-level. We employed a sequential-explanatory research ( Creswell, 2014; J. W. Creswell, 2018) intended to explore in-depth the undergraduate students’ perceptions about the use of Gamification in such context. There were four (N=4) undergraduate students from one private university in Jember, Indonesia, consented to participate in this study. They were invited to fill a 9-items web-based five points-Likert scale questionnaire covering several categories: students’ behavior, motivation and engagement. Also, a semi-structure interview was conducted to explore their in-depth feelings to select participant. The results indicated that participants mostly demonstrated positive feelings toward the utilization of gamification in grammar classrooms. This study concludes with discussion of implications for teaching-learning grammar in EFL context, limitation and recommendation for future studies. DOI: 10.26905/enjourme.v7i1.7043]]>
<![CDATA[Conceptions on authentic assessment: What Indonesian EFL teachers conceive ]]>
<![CDATA[Ayu Alif Nur Maharani Akbar]]>;
<![CDATA[Gunadi Harry Sulistyo]]>;
<![CDATA[Fika Megawati]]>;
<![CDATA[Vina Virgianata Nuralisaputri]]>
<![CDATA[ EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 7, No 1 (2022): July, 2022 ]]>
Publisher : <![CDATA[Universitas Merdeka Malang ]]>
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DOI: 10.26905/enjourme.v7i1.7018
<![CDATA[In Indonesian context, as the 2013 Curriculum (K-13) has been introduced to EFL teachers to be implemented at schools, performance-based assessment starts to be applied at schools too, accompanying the curriculum implementation. This educational reform is meant to improve the quality of the teaching of English as a foreign language. However, little is known in the body of knowledge on EFL teachers’ challenges in implementing the authentic performance-based assessment in K-13 context, one of which, it was argued, is a facet that derives from EFL teachers’ conception on matters pertaining to authentic assessment. To address this, a survey was conducted to find out EFL teachers’ conceptions about authentic assessment, the role of feedback, and use of authentic assessment procedures in the context of such K-13 educational reform. A number of EFL teachers at lower and upper secondary levels of education in East Java across seniority were involved in the present survey. The findings of the study reveal among other things interesting phenomena where contradictions of conceptions were observed on authentic assessment. These findings have pedagogical implications that are educationally beneficial for the proper and successful implementation of authentic assessment under the 2013 curriculum – K-13.DOI: 10.26905/enjourme.v7i1.7018]]>
<![CDATA[Exploring the graduates’ perception of English language materials in Vocational High Schools ]]>
<![CDATA[A. Wiqoyil Islama]]>;
<![CDATA[Dzulfikri Dzulfikri]]>;
<![CDATA[Wardatun Nadzifah]]>
<![CDATA[ EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 7, No 1 (2022): July, 2022 ]]>
Publisher : <![CDATA[Universitas Merdeka Malang ]]>
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DOI: 10.26905/enjourme.v7i1.7445
<![CDATA[Instead of continuing their studies, Vocational High School (SMK) students are prepared to work following graduation. Thus, instead of using general English, ESP (English for Specific Purposes) should be integrated in SMK. However, the Indonesian National Curriculum decided to teach both SMA (General High School) and SMK the same general English content. The purpose of this study is to see how graduates feel about the EFL materials they received at SMK. This research involved three SMK graduates as participants. This investigation yielded three recommendations. First, ESP resources should be incorporated to the English topic in SMK without omitting the need for general English materials. Second, SMK classroom activities should place a greater emphasis on practical communication. Third, extensive reading and/or listening activities should be implemented in SMK.DOI: 10.26905/enjourme.v7i1.7445]]>
<![CDATA[Integrating self-directed learning in facilitating writers engagement through Grammarly: Exploring the perceptions of premium users ]]>
<![CDATA[Fajriyah Novi Wardatin]]>;
<![CDATA[Slamet Setiawan]]>;
<![CDATA[Ali Mustofa]]>;
<![CDATA[Him’mawan Adi Nugroho]]>
<![CDATA[ EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 7, No 1 (2022): July, 2022 ]]>
Publisher : <![CDATA[Universitas Merdeka Malang ]]>
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DOI: 10.26905/enjourme.v7i1.6849
<![CDATA[This present study sought to explore the writers’ perceptions toward the use of Grammarly. It also concerned the challenges they might be faced while utilizing the features provided by the system. The descriptive analysis was elaborated with supporting the statistic data from a 6-point Likert scale questionnaire, including the needs of Grammarly use in connection with its advantages and practicality, and also covered three dimensions of self-directed learning, such as self-management, motivation, and self-monitoring. The respondents were twenty-three male and female writers who have experienced subscribing as a premium users. To get a comprehensive investigation, the respondents were required to perceive their views in the form of short comments of open-ended questions. Although most writers viewed positive responses towards the use of Grammarly, two main problems faced during the use of Grammarly were covered on technical issues and un maximum usage of particular features. Interestingly, the writers also considered that the role of teachers could not be replaced despite all the growing technological sophistication and implementation of self-learning, which is currently becoming a relatively dominant need in terms of learning independently. DOI: 10.26905/enjourme.v7i1.6849]]>
<![CDATA[Current challenges and benefits of teaching World Englishes ]]>
<![CDATA[Refanja Rahmatillah]]>;
<![CDATA[Endah Anisa Rahma]]>;
<![CDATA[Ana Elvia Jakfar]]>;
<![CDATA[Giovanni Oktavinanda]]>
<![CDATA[ EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 7, No 1 (2022): July, 2022 ]]>
Publisher : <![CDATA[Universitas Merdeka Malang ]]>
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DOI: 10.26905/enjourme.v7i1.7827
<![CDATA[The existence of multi varieties of English in today’s international communication requires the inclusion of what is called World Englishes (WE) in English teaching. While many have attempted to incorporate WE in English classrooms, such clear procedures on how to implement this along with the outcomes are so far hard to find. Therefore, this review elaborates on the implementation of WE, examines the challenges, and highlights the benefits of this incorporation. 18 research articles from the year 2010 to 2019 on the incorporation of WE worldwide starting from school to university context were reviewed. The review reveals that the teaching of WE is mostly still in the introduction phase since a majority of English teachers and learners still prefer the native English varieties. On the other hand, the introduction of WE to English learners may improve their confidence to use English. This review is expected to be able to provide clear current conditions of WE teaching, impose challenges that need to be addressed, and at the same time encourage the incorporation of WE in an English classroom.DOI: 10/26905/enjourme.v7i1/7827]]>
<![CDATA[Online college English teaching-learning amidst Covid-19 pandemic: Opportunities, challenges, and solutions ]]>
<![CDATA[Fujiono Fujiono]]>;
<![CDATA[Nurul Hidayati]]>;
<![CDATA[Desi Kurniati Agustina]]>;
<![CDATA[Citra Siwi Hanayanti]]>
<![CDATA[ EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 7, No 1 (2022): July, 2022 ]]>
Publisher : <![CDATA[Universitas Merdeka Malang ]]>
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DOI: 10.26905/enjourme.v7i1.6580
<![CDATA[During Covid-19 outbreak, the lecturers and learners adjust to carry out class by applying online teaching-learning. Online teaching-learning built a new approach of communication between lecturers and learners in online course. This research aimed to describe online college English teaching-learning amidst Covid-19 pandemic: opportunities, challenges, and solutions. This research applied phenomenological research design in which the data sources were questionnaire and observation results dealing with the learners’ responses on teaching-learning amidst covid-19 emergency. It was found that almost all students studied English more accessible and flexible without came and met the lecturers in college, they could share information each other through online platform, nothing interaction among of them to prevent the outbreak. However, majority of college learners complained about financial, internet package, trouble networks, and time management that the learners sometimes got boring to study English. Dealing with the issues, Indonesia has contributed the internet package to assist the learners’ financial, and the lecturers has implemented games to create class more interactive, and energetic.DOI: 10.26905/enjourme.v7i1.6580]]>
<![CDATA[Self-determination theory in teaching practice for higher education level ]]>
<![CDATA[Rahayu Rahayu]]>;
<![CDATA[Sahril Nur]]>;
<![CDATA[Mardiani Mardiani]]>;
<![CDATA[Muh Safar Nur]]>
<![CDATA[ EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 7, No 1 (2022): July, 2022 ]]>
Publisher : <![CDATA[Universitas Merdeka Malang ]]>
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DOI: 10.26905/enjourme.v7i1.7978
<![CDATA[This study aims to gain a deeper understanding of how self-determination theory is implemented in higher education. This review adheres to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) recommendations. The systematic review begins with an analysis of the identification procedure. Next, the best papers published between 2012 and 2022 were selected to explain how to compare significant aspects and efficient methods. The significance of self-determination theory to the evolution of the teaching profession determined the selection of these papers. The results are divided into three categories, with the following themes emphasizing the examined literature the most. Researchers use their findings to maximize the implementation of SDT in the classroom. The second section consists of data collection. Questionnaires, interviews, pre-and post-tests, and online discussion forums were used for data collection. Finally, the researcher has created a list of several published issues for analysis based on the most recent study themes.DOI: 10.26905/enjourme.v7i1.7978]]>
<![CDATA[Error analysis on auxiliary verbs do/ does, have/ has, and had ]]>
<![CDATA[Veni Nella Syahputri]]>;
<![CDATA[Meta Keumala]]>;
<![CDATA[Zahratul Idami]]>
<![CDATA[ EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 7, No 1 (2022): July, 2022 ]]>
Publisher : <![CDATA[Universitas Merdeka Malang ]]>
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DOI: 10.26905/enjourme.v7i1.6684
<![CDATA[Error analysis is considered as a significant part in second and foreign language teaching. It helps teachers in understanding the better approaches for instructing by giving the input on the errors produced by students because students can learn from their errors. This study aimed at analyzing the errors produced by students in using do/does, have/has, and had. The methodology employed in this study was qualitative design. The population in this study was 149 students from all study programs. During the data collection, random sampling was utilized and there were 19 female students and 19 male students involved as the sample of this study. The instrument of this study was the instrument of this research adapted from Harald (2011). Later, the data were analyzed using Taxonomic Analysis. The result of the test showed that from the 38 students as the sample, 12 students were in high level of error, 8 students were in the level of fair, and 18 students were considered in the low level of error. These errors are assumed due to the interference of students’ first language structure to English. DOI: 10.26905/enjourme.v7i1.6684]]>
