Yavana Bhasha : Journal of English Language Education
Yavana Bhasha: Journal of English Language Education aims to become a scientific and research journal in the field of English Language Education with the scopes of English language teaching that cover the area of language education, linguistics, translation, and literature.
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<![CDATA[ENGLISH LANGUAGE EDUCATION IN EARLY CHILDHOOD THROUGH THE CHILDREN’S SONGS ]]>
<![CDATA[Seriadi, Si Luh Nyoman]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol 1, No 1 (2018) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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<![CDATA[The development of the global world has demanded the children of today to grow faster and compete more closely. One ability they should have to be able to compete with the globalization is ability to communicate in English. As we know that the ability of children to absorb a variety of information around it is extraordinary. So, when we want a child can have a good ability in communicating with English, English learning should be done since the early phase. But in practice, there are some obstacles encountered such as the children difficulty in understanding the subjects of this foreign language. This is reasonable because the position of English in Indonesia is as a foreign language. To overcome these obstacles, it requires effective learning techniques, appropriate, and interesting so that learners are motivated to learn this foreign language. To create a fun English classroom atmosphere, one of them is with the use of songs for learning media.Keywords: English Education, Early Childhood, Songs]]>
<![CDATA[COLLABORATIVE WRITING IN EFL CONTEXT: A LITERATURE REVIEW OF RESEARCH REPORTS IN THE LAST DECADE* ]]>
<![CDATA[Susanti, Ani]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol 1, No 1 (2018) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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<![CDATA[The 4 Cs 21st century skills framework has included collaboration as one of the critical skills for now and future generation living. In EFL context, studies about collaboration are often connected with collaborative writing (CW). This strategy has been more popular especially in higher education as academic writing and collaboration skills development strategy. Numbers of studies reported not only the outcome but also the process of collaborative writing. This paper synthesizes research reports in the last decade collected from online publication including unpublished thesis and dissertation as well as articles in journals related to language education. Inspired by Dillenbourg (1996), this synthesis report is organized into four dimensions; focus on effect, condition, interaction, and technology use. Finally, some possible future research questions are pointed out.]]>
<![CDATA[PLAGIARISM IN CREATING ACADEMIC BASED ARGUMENTATIVE ESSAY: THE STRATEGIES TO AVOID IT ]]>
<![CDATA[Putri Maharani, Anak Agung]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol 1, No 1 (2018) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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<![CDATA[Through this paper, the strategies of avoiding plagiarism implemented by the participants were presented. There were 136 fifth semester students of English Language Education Study Program (hereafter, ELESP) in Mahasaraswati Denpasar University who willingly contributed to the research investigation. All of them enrolled the Writing IV course which mainly focuses on academic writing and plagiarism. To attain the data, an open-ended questionnaire was distributed which followed by interview and Focus Group Discussion (henceforward, FGD). The obtained data were analyzed by means of Interactive Model which involves data collection, data filter, data presentation, and verification. It was found that the students encompassed 4 strategies in the attempt to avoid plagiarism such as producing a thorough outline prior to drafting, using own words, citing: quoting, paraphrasing, and utilizing plagiarism checker. These strategies are categorized into 3 different divisions based on the period of applying them.]]>
<![CDATA[Assessing Recount Text Writing Ability Through Dicto-Comp of the Twelfth Grade Students of SMK Kharisma Mengwi in Academic Year 2015/2016 ]]>
<![CDATA[Wipradnyana, Gede]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol 1, No 1 (2018) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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<![CDATA[Writing is an activity which is used to express our ideas, emotions, thoughts and transfer them onto written form. In addition, teaching and assessment are inseparable in teaching and learning process. However, there are many problems confronted by the teachers in assessing the students’ writing ability; furthermore, assessment has become a problem in teaching and learning process. The undertaking of the present study dealt with assessing recount text writing ability of the twelfth-grade students of SMK Kharisma Mengwi in academic year 2015/2016 through dicto-comp. The present study made use of ex post facto research design with descriptive analysis. The data required for the present study were gathered by means of administering dicto-comp to 40 samples of this study which were determined through random sampling technique with lottery system. The obtained data were analyzed using norm reference measure of five standard values. To sum up, these research findings revealed that there were 67.50% of the samples under study succeeded and the others 32.50% failed in writing recount text which was assessed by using dicto-comp. Keywords: assessing, recount text writing ability and dicto-comp.]]>
<![CDATA[COLLABORATIVE WRITING IN EFL CONTEXT: A LITERATURE REVIEW OF RESEARCH REPORTS IN THE LAST DECADE* ]]>
<![CDATA[Susanti, Ani]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol 1, No 1 (2018) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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<![CDATA[ The 4 Cs 21st century skills framework has included collaboration as one of the critical skills for now and future generation living. In EFL context, studies about collaboration are often connected with collaborative writing (CW). This strategy has been more popular especially in higher education as academic writing and collaboration skills development strategy. Numbers of studies reported not only the outcome but also the process of collaborative writing. This paper synthesizes research reports in the last decade collected from online publication including unpublished thesis and dissertation as well as articles in journals related to language education. Inspired by Dillenbourg (1996), this synthesis report is organized into four dimensions; focus on effect, condition, interaction, and technology use. Finally, some possible future research questions are pointed out. Keywords: collaboration, academic writing, Collaborative Writing, EFL, higher education ]]>
<![CDATA[INNOVATIVE TEACHING STRATEGIES FOR TEACHING READING: RECIPROCAL TEACHING STRATEGY AND FACE STORY STRATEGY ]]>
<![CDATA[Santi Oktarina, Putu]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol 1, No 1 (2018) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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<![CDATA[The main task in reading is to develop students' reading skills. This means motivating them to read. Real readers do something with what they read. Actually, students think that reading is an important thing to do. Because by reading they can achieve important goals or answer the questions they want. So, they are motivated to read because while reading they empower or enrich their knowledge. As teachers, we believe when we say "reading is a power". But for students to believe that reading is the power is not easy. Then, the teacher should put them in position to experience the power of reading. This means they must perform tasks and activities that show the power of reading. In their involvement in this reading power, the teacher must prepare interesting reading teaching methods so as not to make them feel that this reading lesson is very boring. The aim of this paper is to explain two teaching reading strategies, here the writers explore reciprocal teaching strategy and the face story strategy.Keywords: Innovative Teaching Strategies, Teaching Reading, Reciprocal Teaching Strategy, Face Story Strategy]]>
<![CDATA[INTERACTIVE VIDEO AS ENGLISH TEACHING MATERIALS FOR SPEAKING ]]>
<![CDATA[Putu Agus Pramerta, I Gde]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol 1, No 1 (2018) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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<![CDATA[The process of learning English in SMP N 2 Penebel class VII C showed that students experienced obstacles in speaking. It could be seen from result of observation, interview and pre-test. It was 2.70 which is categorized below the passing grade minimum criteria: 3.0. Researcher indicated that it was because they seemed to be having lack of motivation in the English learning process. The use of interactive video in learning is necessary in order to improve students' motivation in speaking. Action research design was accommodated to help their problems. The researcher offered three kinds of tests. The result of pre-test was 2.70. After pre-test, the researcher went into cycle 1 which succeeded in improving their speaking from 2.70 to 2.96. In cycle 2, there was improvement up to 3.31. The use of interactive video gave positive responses to the students. As the result, their speaking could be improved. Keywords: learning English, interactive video, and speaking skills motivation]]>
<![CDATA[THE VIOLATION OF ENGLISH PRONUNCIATION PRACTICED BY THE GRADE NINTH STUDENTS OF SLUB SARASWATI DENPASAR ]]>
<![CDATA[Eka Dian Rahmanu, I Wayan]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol 1, No 1 (2018) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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<![CDATA[Pronunciation is the way a word or a language is spoken, or the manner in which someone utters a word. If one is said to have correct pronunciation, then it refers to both within a particular mispronunciation. Many students usually make the mistake in pronouncing even the simple words. The researchers choose the students of SLUB Saraswati Denpasar as the research objects because they are in bilingual class that should use English better than others. The title of this research is ‘The violation of English pronunciation practiced by the grade ninth students of SLUB Saraswati Denpasar’.Based on the background of the study, the problem of the research can be formulated as follows: (1) how do the students pronounce selected words in English? (2) how do the students violate the pronunciation of English words? (3) What is the cause of their miss-pronunciation? In this research we use the main theory English phonology by April McMahon and Gerald Kelly.The method of this research is qualitative research which explains the analysis in description. The data of this research had been taken from 10 students of grade ninth SLUB Saraswati Denpasar. The researchers used the classroom action research to collect the data. They are collected by recording the pronunciation of the students.In general, the results are: 75% students miss-pronounced the selected words, meanwhile 25% students pronounced almost correctly. From 13 selected words, 30% words among those words were miss-pronounced by the students and 70% were pronounced correctly. The students do the miss-pronunciation mainly because the lack of knowledge in pronouncing the words. Keywords: violation, pronunciation and students]]>
<![CDATA[ENGLISH LANGUAGE EDUCATION AND CHARACTER BUILDING FOR ELEMENTARY STUDENT THROUGH STORYTELLING BASED ON UPANISAD STORIES ]]>
<![CDATA[Ayu Nikki Avalokitesvari, Ni Nyoman]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol 1, No 1 (2018) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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<![CDATA[This article aimed to describe the role of storytelling based on Upanishad stories on English language education and character building for elementary student. Storytelling is the original form of teaching and has the potential of fostering emotional intelligence and help the child gain insight into human behavior. Storytelling also promotes language learning by enriching learners’ vocabulary and acquiring new language structures. Moreover, storytelling can provide a motivating and low anxiety context for language learning. There are several stories derived from Purana and Upanishad. One of those story from Upanishad that can be used to build a strong and good character as well as training them to learn English for kids in elementary school is the story of Nachiketa. Keywords: English Language Education, character building, Storytelling, Upanishad Stories]]>
<![CDATA[METACOGNITIVE LEARNING STRATEGIES IN ENGLISH LANGUAGE TEACHING & LEARNING ]]>
<![CDATA[Rat Dwiyana Putra, I Dewa Gede]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol 1, No 1 (2018) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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<![CDATA[Metacognitive learning strategies (MLS) have been proven to promote problem solving skills and enable students to achieve better in learning (Aurah, 2013; Magogwe, 2013). Researches on MLS have also been done to investigate its effect on students’ performance in various ELT skills, e.g. listening, reading, speaking and writing. Most of the researchers found that MLS plays a significant role in students’ learning those four skills. However, there is still lack of studies done in academic writing especially within the Indonesian EFL setting. Besides, a research which is done by controlling various variables, e.g. English proficiency, students’ self-efficacy (self-regulatory factors), modes of writing (paper-based & internet based), etc. is required to give a clearer picture about the role of MLS in EFL academic writing. Keywords: metacognitive learning strategies, academic writing]]>
