https://jurnal.unmer.ac.id/index.php/enjourme/issue/feedEnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English2024-01-11T12:07:52+07:00Karlina Karadila Yustisiaenjourme.journal@unmer.ac.idOpen Journal Systems<hr /><table width="100%" border="0" cellspacing="10" cellpadding="4"><tbody><tr><td valign="top" width="100"><p style="text-align: top;"><img src="/public/site/images/admin/Enjourme.png" alt="" width="216" height="300" /></p></td><td valign="top" width="100%"><table class="data" width="100%" bgcolor="#fbeee6"><tbody><tr><td width="20%"><span style="color: black; font-family: arial; font-size: small;">Journal title</span></td><td width="40"><span style="color: black; font-family: arial; font-size: small;">: EnJourMe (English Journal of Merdeka): Culture, Language, and Teaching of English</span></td></tr><tr><td width="20%"><span style="color: black; font-family: arial; font-size: small;">Initials</span></td><td width="40"><span style="color: black; font-family: arial; font-size: small;">: EnJourMe Journal of Culture, Language, and Teaching of English</span></td></tr><tr><td width="20%"><span style="color: black; font-family: arial; font-size: small;">Abbreviation</span></td><td width="40"><span style="color: black; font-family: arial; font-size: small;">: EnJourMe (English J. Merdeka) Cult. Lang. Teach. English<br /></span></td></tr><tr><td width="20%"><span style="color: black; font-family: arial; font-size: small;">Frequency</span></td><td width="40"><span style="color: black; font-family: arial; font-size: small;">: 2 Issues every year (July and December )</span></td></tr><tr><td width="20%"><span style="color: black; font-family: arial; font-size: small;">DOI</span></td><td width="40"><span style="color: black; font-family: arial; font-size: small;">: <a href="https://search.crossref.org/?q=2502-5740" target="_blank"><span style="color: black; font-family: arial; font-size: small;">Prefix 10.26905</span></a> by <img src="http://ijain.org/public/site/images/apranolo/Crossref_Logo_Stacked_RGB_SMALL.png" alt="" height="14" /> <br /></span></td></tr><tr><td width="20%"><span style="color: black; font-family: arial; font-size: small;">Online ISSN</span></td><td width="40"><span style="color: black; font-family: arial; font-size: small;">: <a href="http://issn.pdii.lipi.go.id/issn.cgi?daftar&1454463843&1&&" target="_blank"><span style="color: black; font-family: arial; font-size: small;">2502-5740</span></a></span></td></tr><tr><td width="20%"><span style="color: black; font-family: arial; font-size: small;">Editor-in-Chief</span></td><td width="40"><span style="color: black; font-family: arial; font-size: small;">: Firman Parlindungan, Ph.D<a><br /></a></span></td></tr><tr><td width="20%"><span style="color: black; font-family: arial; font-size: small;">Managing Editor</span></td><td width="40"><span style="color: black; font-family: arial; font-size: small;">: Malikhatul Lailiyah</span></td></tr><tr><td width="20%"><span style="color: black; font-family: arial; font-size: small;">Publisher</span></td><td width="40"><span style="color: black; font-family: arial; font-size: small;">: <a href="https://unmer.ac.id/" target="_blank"><span style="color: black; font-family: arial; font-size: small;">University of Merdeka Malang</span></a></span></td></tr><tr><td width="20%"><span style="color: black; font-family: arial; font-size: small;">Citation Analysis</span></td><td width="40"><span style="color: black; font-family: arial; font-size: small;">: <a title="SINTA 5" href="https://sinta.kemdikbud.go.id/journals/profile/5015" target="_blank"><span style="color: black; font-family: arial; font-size: small;">SINTA 5</span></a> | <a title="GS" href="https://scholar.google.co.id/citations?hl=en&user=SutNE4gAAAAJ" target="_blank"><span style="color: black; font-family: arial; font-size: small;">Google Scholar</span></a> | <a title="DOAJ" href="https://doaj.org/toc/2502-5740?source=%7B%22query%22%3A%7B%22bool%22%3A%7B%22must%22%3A%5B%7B%22terms%22%3A%7B%22index.issn.exact%22%3A%5B%222502-5740%22%5D%7D%7D%5D%7D%7D%2C%22size%22%3A100%2C%22sort%22%3A%5B%7B%22created_date%22%3A%7B%22order%22%3A%22desc%22%7D%7D%5D%2C%22_source%22%3A%7B%7D%2C%22track_total_hits%22%3Atrue%7D" target="_blank"><span style="color: black; font-family: arial; font-size: small;">DOAJ</span></a></span></td></tr></tbody></table></td></tr><tr valign="top"><td width="20%"><p> <strong style="padding-left: 6px; font-size: small;"><span style="color: black; font-family: arial; font-size: small;">Journal Summary :</span></strong></p></td><td width="40"><p style="text-align: justify; font-size: small;"><span style="font-family: arial;">EnJourMe (English Journal of Merdeka): Culture, Language, and Teaching of English is a peer-reviewed journal. Founded in 2016 with the registered number ISSN: </span><a style="font-family: arial;" href="https://issn.lipi.go.id/terbit/detail/1454463843" target="_blank"><span style="color: black; font-family: arial; font-size: small;">2502-5740</span></a><span style="font-family: arial;"> (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 </span><a style="font-family: arial;" href="https://unmer.ac.id" target="_blank">Universitas Merdeka Malang</a><span style="font-family: arial;">. The contents of the journal include analyses, studies, application of theories, research reports, materials development, and reviews. T</span><span style="font-family: arial;">he journal seeks to disseminate research to educators around the world. </span><span style="font-family: arial;">Authors are encouraged to submit complete, unpublished, original, and full-length articles that are not under review in any other journals. </span></p><p style="text-align: justify; font-size: small;"><span style="color: black; font-family: arial; font-size: small;">The scopes of the journal include the following topic areas:</span></p><ul><li><span style="font-family: arial; font-size: small;">English Literature</span></li><li><span style="font-family: arial; font-size: small;">English Culture</span></li><li><span style="font-family: arial; font-size: small;">English Linguistics</span></li><li><span style="font-family: arial; font-size: small;">English Language Pedagogy</span></li><li><span style="font-family: arial; font-size: small;">Teaching English as a Foreign Language</span></li><li><span style="font-family: arial; font-size: small;">ELT Materials Development and Evaluation</span></li><li><span style="font-family: arial; font-size: small;">English Language Testing and Assessment</span></li></ul><p style="text-align: justify; font-size: small;"><span style="font-family: arial;"><br /></span></p></td></tr></tbody></table><hr />https://jurnal.unmer.ac.id/index.php/enjourme/article/view/10763Parental involvement: Is it worthwhile to invest in family-faculty coalition for primary level EFL learning?2024-01-11T12:05:33+07:00Mimosa Mabinmimosamabin@gmail.comSukanto Roysukanto.roy@northsouth.edu<p><em>This study deals with the significance of parental involvement in students’ English learning. It centres its focus primarily on the students and tries to explore their take on their parents’ participation regarding L2 learning and also wishes to uncover some effective methods that might be used by parents to facilitate children’s English language learning. The findings indicate that students viewed the support from their family while learning English as something nonexpendable. Not only did parents’ active involvement leave a mark on students’ academic achievement, but also it seemed to affect the students’ psychology positively. Students with a higher degree of parental involvement, in the study, displayed greater self-confidence while interacting in the target language and also were appreciative of the support that they received from home. Contrarily, their counterparts, who did not have any noteworthy assistance from their parents, regretted not having it and saw it as an obvious drawback in their L2 learning. The study also shows that parents simply reading storybooks, watching English movies, or playing word games with their children aids English learning. Hence, recommendations were made to introduce parental involvement more extensively and as an academic and instructional mechanism for more productive L2 learning.</em></p>2023-12-25T09:36:35+07:00Copyright (c) 2023 EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of Englishhttps://jurnal.unmer.ac.id/index.php/enjourme/article/view/10950Translation strategies in Shakespeare's Romeo and Juliet translated drama script viewed from the romance perspective2024-01-11T12:05:34+07:00Wulandari Dwipuspitawulandari@gmail.comPrilla Lukis Wediyantoroprillawediyantoro@unmer.ac.id<p><em><span>Romeo and Juliet</span></em><span> is one of Shakespeare's most famous masterpieces, translated into many languages. This study's object is the drama script of <em>Romeo and Juliet </em>translated by </span><span lang="IN">Fatimah, Ifa Nabila, and Ratna Ofvilia (2018)</span><span>. In this study, the writers employed the descriptive qualitative approach to figure out the translation strategies used to translate the figurative language viewed from the romance aspects. The results revealed that the translators used six translation strategies: modulation, transposition, addition, subtraction, descriptive strategy, and literal translation. Besides, the writers also found 12 data of figurative language: five metaphors, four hyperboles, three personifications, one allusion, and one simile.</span></p>2023-12-25T09:36:36+07:00Copyright (c) 2023 EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of Englishhttps://jurnal.unmer.ac.id/index.php/enjourme/article/view/11171Exploring learning methods in tutoring to enhance students' learning outcomes2024-01-11T12:05:34+07:00Iwan Darmawaniwan.gosdmalang@gmail.comDzulfikri Dzulfikriiwan.gosdmalang@gmail.comAnisa Zuhria Sugehaiwan.gosdmalang@gmail.com<em><span lang="EN-US">Non-formal education can be obtained when students take tutoring. Tutoring can be defined as an activity outside of school. The purpose of this research is to find out (1) the effect of tutors on learning outcomes, (2) the effect of learning models on learning outcomes, and (3) the simultaneous effect of tutors and learning methods on learning outcomes. The researcher</span><span lang="IN">s</span><span lang="EN-US"> took a sample of 80 students in grade 12 who were spread across Malang and studied at the same tutoring. The sampling method was random sampling. Data collection tools using Likert scale questionnaire. The data analysis technique used the quantitative description. Based on the calculation, several things are obtained, 1) Tutors have no significant effect on student learning outcomes. 2) Learning methods significantly affect student learning outcomes. 3) Tutors and learning methods simultaneously influence each other. It can be concluded that learning methods have a significant effect on learning outcomes. There are many learning methods used, one of which is discussion. Discussion is an appropriate learning method if used in tutoring.</span></em>2023-12-31T00:00:00+07:00Copyright (c) 2023 EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of Englishhttps://jurnal.unmer.ac.id/index.php/enjourme/article/view/11569Power and madness in Hamlet: A Foucauldian evaluation2024-01-11T12:05:34+07:00Asha Moni Ritunaeem.academia16@gmail.comNaeem Imtiaznaeem.academia16@gmail.com<p class="LO-normal"><em><span lang="EN-US">For the Western consciousness, madness has always welled up simultaneously at multiple points, forming a constellation that slowly shifts from one form to another, its face perhaps<br />hiding an enigmatic truth. Meaning here is always fractured. William Shakespeare is renowned for his capacity to manufacture imagination and a great master of his use of psychological studies in the portrayals of insanity. In general, his artwork shows a keen knowledge of human nature. He has a thorough understanding of the human psyche, personality, and actions. Shakespeare's protagonist Hamlet assimilates madness in the most obstinate wisdom. This wisdom may be thin, but it reigns supreme. It presupposes and requires a perpetual doubling of the consciousness of madness, which disappears beneath the surface of madness, only to reappear again on the other side. The paper is an attempt to explore the mindscape of Prince Hamlet using the theoretical base of Michel Foucault's discourse on madness and the formation of power dichotomy. The paper also envisions a Lacanian regeneration of desire, sexuality, and narrative hegemony.</span></em></p>2023-12-31T00:00:00+07:00Copyright (c) 2023 EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of Englishhttps://jurnal.unmer.ac.id/index.php/enjourme/article/view/11785A systematic review on the significance of reflective teaching in teaching performance2024-01-11T12:05:34+07:00Ana Elvia Jakfaranaelvia@utu.ac.idRefanja Rahmatillahanaelvia@utu.ac.id<em><span lang="EN-AU">Reflective teaching is vital for improving teaching performance. Self-reflection has been expected to bring a positive impact on reflective teaching. Hence, this study explores the significance of reflective teaching with two research questions: 1) </span></em><em><span lang="EN-AU">How is reflective teaching through self-reflection seen? 2) What are</span><span lang="IN"> the best strategies for </span><span lang="EN-AU">implementing</span><span lang="IN">reflective teaching</span><span lang="EN-AU">?</span><span lang="EN-AU"> </span><span lang="EN-AU">The study was conducted with a qualitative approach through systematic review by analyzing some studies related to the research variables. </span><span lang="EN-AU">Previous studies on the research questions were formulated, followed by analyzing and synthesizing the data. </span><span lang="EN-AU">The result of the study indicates that the importance of journaling or keeping a diary for teachers as a means of self-reflection is still relevant today and still plays a role in teaching reflection. However, teaching reflection alone does not completely assist teachers in receiving thorough and beneficial reflection to enhance their teaching performance. Other important strategies such as </span><span lang="IN">peer observation, </span><span lang="IN">reflection training</span><span lang="EN-AU">, peer observation, and </span><span lang="IN">the use of students such as students' assessment and results</span><span lang="IN"> </span><span lang="EN-AU">also carry out important parts in reflective teaching</span><span lang="EN-AU">.</span></em>2023-12-31T00:00:00+07:00Copyright (c) 2023 EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of Englishhttps://jurnal.unmer.ac.id/index.php/enjourme/article/view/11736Exploring the pragmatics of 'Don't Look Up' movie script: An analysis of illocutionary acts2024-01-11T12:05:34+07:00Ifttitach Khoirotun Nisa’pravitha.cattleya@unmer.ac.idCattleya Wahyu Pravithapravitha.cattleya@unmer.ac.id<p class="LO-normal"><span lang="EN-US">This study examines illocutionary acts in Adam McKay's film Don't Look Up. Randall and Kate, two amateur astronomers, are the main characters in this movie who make the startling discovery that a comet is heading straight for Earth, posing a catastrophic threat to all life on the planet. This study is intended to provide information about illocutionary acts found in the movie script of Don't Look Up. The writers employ a qualitative approach in studying the types of illocutionary acts found in “Don’t Look Up” movie script. The script consisted of 127 pages and all the pages are used as the data. The data collection procedures are first, read the movie script. Second, identified the utterances that contain illocutionary acts. Third, classified the utterances that are found in movie script based on the five types of illocutionary acts. The writers then analyzed the data by using the theory of Searle (1968) to explore the most found type of illocutionary act in the movie script. The writers concluded that this movie contains five types of illocutionary acts: 29 percent assertive, 19 percent directive, 5 percent commissive, 39 percent expressive, and 8 percent declarative. According to the data, the most common category found in this movie is expressive for many unexpected, sad, funny, annoying, romantic, and other expressive words are voiced in the movie script.</span></p>2023-12-31T00:00:00+07:00Copyright (c) 2023 EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of Englishhttps://jurnal.unmer.ac.id/index.php/enjourme/article/view/10997Investigating dual roles as being a part-time and university student: A narrative inquiry an EFL student2024-01-11T12:05:34+07:00Anissa Octaviafitri Widodo22001073072@unisma.ac.id<p><em>This narrative study is the experiences of an English student who are also working as a part-timer. The data study of collecting through in-depth interviews. The interview was done in two days. The expected results of this research are students who are studying and working as part-timers can manage or manage their daily time better and more effectively so that assignments are always fulfilled, and grades during lectures do not decrease due to fatigue after working as a part-timer. The implication is that by listening to the stories of these students, teachers or lecturers are advised to provide more intensive treatment to students who study while working so that it is fairer</em><em>.</em></p>2023-12-31T00:00:00+07:00Copyright (c) 2023 EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of Englishhttps://jurnal.unmer.ac.id/index.php/enjourme/article/view/11686An Indonesian EFL teacher’s perspective in selecting and developing intercultural content for English Language Teaching2024-01-11T12:05:34+07:00Aureliana Ditasari20322002@students.uii.ac.idWilly Prasetyawilly.prasetya@uii.ac.id<em><span lang="IN">While an extensive body of research has focused on examining and discussing how intercultural values are integrated into English Language Teaching (ELT) materials, little is known about how individual teachers select and develop intercultural content. The present study aimed at exploring an Indonesian EFL teacher’s perspective in selecting and developing intercultural content for classroom instruction. The participant was an English teacher in a state high school in Yogyakarta, Indonesia with more than 10 years of teaching experience. The data from in-depth interviews and the participant’s teaching artifacts were analyzed thematically to point out the participant’s perspective based on multiple aspects. The findings indicated that the participant’s selection and development of intercultural content involved various aspects, including the participant’s beliefs and values, the students, curricular requirements, and influence from colleagues. This study provides an insight into the practical implementation of intercultural value integration into English language instruction in Indonesia.</span></em>2023-12-31T00:00:00+07:00Copyright (c) 2023 EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of Englishhttps://jurnal.unmer.ac.id/index.php/enjourme/article/view/12060Problems the first year students encounter in EFL learning at private universities of Bangladesh: Four private universities in consideration2024-01-11T12:06:13+07:00Md. Mehedi Hassanmehedi598086@gmail.comMD. Nazmul Haquenazmulhaqueibd@gmail.com<p class="LO-normal"><em><span lang="MS">The English language becomes a key factor in the academic life of first-year FFL learners at the graduation level in Bangladesh as this is the first time when they have to be exposed to English Medium Instruction (EMI). When the first-year FFL learners at private universities try to speak and write in English it becomes a challenge for them. The research intends to find out the first-year FFL learners problems they face at Private Universities in Bangladesh and some suggestions to overcome them. 40 FFL learners from 4 different private universities participated and the mixed method comprising qualitative and quantitative methods is applied in this study. The data has been collected through the research instruments like survey questionnaires and interviews. The study recommends that vocabulary skills, pronunciation, teaching techniques of teachers, syllabus design, motivation, and a proper environment are important factors that should be developed to enhance their communicative competence. And for overcoming these problems they need motivation, to know more words and their use in sentences, and knowledge regarding sentence structures. And also they need an English reading environment inside and outside of their classroom. </span></em></p><p class="LO-normal"><em><span lang="MS"> </span></em></p>2023-12-31T00:00:00+07:00Copyright (c) 2024 EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of Englishhttps://jurnal.unmer.ac.id/index.php/enjourme/article/view/11598An analysis: Internet slang usage as code-switching in X (Twitter)2024-01-11T12:07:14+07:00Bertha Resivia Gayatrigayatri_cantique@yahoo.comIrwan Fathur Rosyidrosyid.irwan@student.unmer.ac.idLely Tri Wijayantilely.tri@unsoed.ac.id<p>This study aimed to identify the types of internet slang used by X users as code-switching and investigate the users’ reasons for using them in their tweets. The results of this study are expected to contribute to the readers ' internet slang, such as code-switching, which is often used to communicate through X (Twitter), and to know the reasons users use slang in their tweets on Twitter. The study is qualitative, with the first data collected from Twitter. The respondents of this studyare 20 male and female active users of Twitter. The second data was collected using questionnaires. The sample was selected by purposive sampling method from different ages. The results suggest that a variety of Internet slang mostly used by X users as code-switching are capitalizations and other symbols, generated emoticons and smileys, intentional misspellings, Letter homophones, also letter repetition. There are some reasons X users use slang as code-switching in their tweets, such as to make it fresher and more personal, to playfulness or waggishness, to ease social interaction, and also to make it secret.</p>2023-12-31T00:00:00+07:00Copyright (c) 2024 EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of Englishhttps://jurnal.unmer.ac.id/index.php/enjourme/article/view/11742Representation of Islamic symbols in Ms. Marvel series2024-01-11T12:07:52+07:00Dimas Rheidzaky Fahriandimasrheif@gmail.comYasmin Faraniyasmin.farani@unmer.ac.id<p><em><span lang="EN-US">Ms. Marvel is an American television series based on the same-named Marvel Comics<span> </span>superhero.<span> </span>It<span> </span>is<span> </span>the<span> </span>nineteenthMarvel<span> </span>Cinematic<span> </span>Universe<span> </span>television<span> </span>series and the twelfth chapter of Phase Four.<span> </span>This study<span> </span>intended to find<span> </span>and analyze the Islamic<span> </span>symbols<span> </span>represented<span> </span>in<span> </span>Ms.<span> </span>Marvel<span> </span>series<span> </span>so<span> </span>that<span> </span>the<span> </span>writers<span> </span>could<span> </span>elucidate them. As this is qualitative research, the writers, who have role as the primary instruments, analyze the data which were downloaded from internet (Ms. Marvel series)<span> </span>and<span> </span>they<span> </span>found<span> </span>that<span> </span>Islamic<span> </span>symbols<span> </span>in<span> </span>them<span> </span>can<span> </span>be<span> </span>analyzed<span> </span>through<span> </span>verbal and nonverbal data. The analyzed verbal data consists of expressions such as assalamualaikum and walaikumsalam, whereas the nonverbal data, which are in the forms of symbols, consists of Islamic clothing and mosque. Based on the data, the nonverbal symbol is the most prevalent in the movie series.</span></em></p>2023-12-31T00:00:00+07:00Copyright (c) 2024 EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English