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All Journal Yavana Bhasha: Journal of English Language Education
Ida Bagus Gde Phalaguna
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Languange, Linguistic, Communication & Media

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THE USE OF EDUCANDY APPLICATION TO ENHANCE VOCABULARY MASTERY OF VII C STUDENTS AT SMP WIDYA SAKTI DENPASAR Kadek Dwipayanti; I Putu Andre Suhardiana; Ida Bagus Gde Phalaguna
Yavana Bhasha : Journal of English Language Education Vol. 8 No. 2 (2025): Volume 8, Issue 2 (2025)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

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This study aims to know the best implementation of Educandy Application combined with problem – based learning method to enhance vocabulary mastery of VII C students at SMP Widya Sakti Denpasar. The subject of this research was 35 students of VII C class. This research used Classroom Action Research as research design in which consist of 2 cycles with 2 meetings in each cycles. The instrument of this study is vocabulary test that conducted in preliminary study, cycle I and cycle II. The success criteria of this research is, if all of VII C students passed the minimum completion criteria score which was 75. The finding showed that there is an improvement in students' vocabulary mastery based on the test results. In cycle I, the average score of students was 75 and in cycle II it increased to 87. In addition, the number of students who passed the minimum completion criteria score also increased, from previously in cycle I there were only 18 students while in cycle II, 35 students or all students of class VII C succeeded. The best implementation of Educandy application combined with the problem-based learning method in improving students' vocabulary mastery is by using its features such as crossword and word search game to introduce problem to the students. On this step of problem – based learning, the teacher supposed to introduce the problem to be discussed, then to keep the activity simple, the researcher offered crossword and word search game to be used on this activity.
TACIT KNOWLEDGE IN PRAGMATIC PROCESSING AMONG EFL LEARNERS Adi Subawa, I Wayan Putra; Ida Bagus Gde Phalaguna; Agus Budiarte
Yavana Bhasha : Journal of English Language Education Vol. 9 No. 2 (2026): Volume 9, Issue 2 (2026)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

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Pragmatic competence is a crucial aspect of English as a Foreign Language learning; yet, many learners still struggle to understand implied meanings, indirect requests, and conversational implicatures, even when their grammatical knowledge is adequate. This article discusses the role of tacit knowledge in pragmatic processing from a psycholinguistic perspective. The discussion is based on theoretical analysis and review of relevant literature on tacit knowledge, implicit language processing, and interlanguage pragmatics. The analysis suggests that pragmatic comprehension often relies on experience-based and intuitive knowledge rather than explicit rule application. Repeated exposure to authentic communication and social interaction helps learners internalize pragmatic patterns, which later support more automatic language processing. This perspective indicates that pragmatic competence develops not only through explicit instruction but also through implicit cognitive processes shaped by communication experience. Therefore, English language teaching should provide more contextual interaction, authentic discourse exposure, and reflective learning activities to support the development of tacit pragmatic knowledge.
Co-Authors Adi Subawa, I Wayan Putra Agus Budiarte I Putu Andre Suhardiana Kadek Dwipayanti