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[Improving Student’s Listening Skills through (TPS) Text Prediction Strategy by QR-Code Scanning Activity ]]>
<![CDATA[Primandana, Putu Agus]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol 3, No 2 (2020) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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DOI: 10.25078/yb.v3i2.1715
<![CDATA[This study is aimed to improve the student’s listening skills through (TPS) text prediction strategy by QR-code scanning activity. The method of analyzing data in this research is to use the classroom action research study conducted using 2 circles. The subjects of the study were in SMPN 3 Selat, to the ninth students of the first semester in academic year 2019/2020 which consist of 32 students with 15 male and 17 female. This study dealt with TPS (Text Prediction strategy by QR-Code scanning activity to improve students’ listening skills. The steps were planning, action, observation, reflection. After the series of action research in teaching and learning process in cycle I and cycle II by using the (TPS) text prediction strategy by QR-code scanning activity to increase student’s listening skills of narrative text, the researcher could take some result as follows: there are significant differences we can see from the result of the study before the action and after the action, even in cycle I and cycle II activity. In cycles, the student’s minimum completeness rises from 11 students to 25 students from before cycles. After cycle II, the student’s minimum completeness is raising also to 29 Students from 25 students who passed the minimum completeness in cycle I. The number of students who still failed in reaching the minimum completeness in cycle II is only 3 students. this may be observed deeply again in the next research to find out the factors and causes about the students who still having trouble mastering listening skills]]>
<![CDATA[The Study of English Style: British English and American English Words ]]>
<![CDATA[Jaya, Made Suardika]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol 3, No 2 (2020) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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DOI: 10.25078/yb.v3i2.1706
<![CDATA[The British English and American English are most commonly used; which are usually referred as two ‘main’ accents for the English language. Both of them are having their own uniqueness and characteristics in terms of word choices. When the speaker utters the words in one particular accent, by some means the listener could recognise which English style is the speaker more familiar with. To obtain the data of which English style are the speaker more familiar with, a straightforward study was held. The respondents for this study are ten people who live in the city of Singaraja with various ages and social backgrounds. They are requested to determine which English words are more familiar for them by showing them a table of words list. Fine comprehension about English in cooperation with the vocabularies that the respondents have will lead them to English style that fits them in four English proficiencies]]>
<![CDATA[The Effect of Guided Writing Strategy in Writing Skill ]]>
<![CDATA[Martarini, Ni Made Lisma]]>;
<![CDATA[Sastaparamitha, Ni Nyoman Ayu J.]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol 3, No 2 (2020) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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DOI: 10.25078/yb.v3i2.1711
<![CDATA[The present study is dealt with the effect of guided writing strategy through first semester students in STMIK STIKOM INDONESIA. The method of analyzing data in this research was conducted by the descriptive analysis. Before that, simple random sampling was used to determine the sample. Two groups were treated differently. One group treated by a guided writing strategy and the other treated by a conventional writing strategy. The data in this study analyzed solely in a descriptive way. The descriptive analysis of the study includes measures of central tendency or averages (mean, median, and mode) and measures of spread or dispersion (standard deviation, variance, and range). The result showed that when the students were treated by guided writing the mean of the result was 80.08 meanwhile when the students were0 treated by conventional writing skill was 76.77. Strengthened by the descriptive analysis, it was found that the mean score of writing competency tests for the students who treated by using guided writing strategy was 80.76 and the mean score of writing competency treated by using conventional writing strategy was 76.76. From the mean score finding, it can be concluded that according to learning strategy, the group of students treated by using guided writing strategy was better than the students treated by using conventional writing strategy.]]>
<![CDATA[Pre-Service Teachers’ Perception of Autonomous Learners in the 21st Century ]]>
<![CDATA[Nuraeni, Nuraeni]]>;
<![CDATA[Anggraini, Ajeng]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol 3, No 2 (2020) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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DOI: 10.25078/yb.v3i2.1707
<![CDATA[This study aims to investigate pre-service teachers’ perceptions of autonomous learners in the 21st century. By using the quantitative method in this study, the researcher distributed the questionnaire to 13 pre-service teachers in the 5th semester English education program at Ibn Khaldun University. There are 5 questions in the questionnaire related to this study. It intends to explore information related to how much pre-service teachers understand and what their perception of autonomous learners in the 21st century. The researcher distributed questionnaires to all participants through WhatsApp broadcast and all participants got the Google form link to answer all of the questions. Responses from participants regarding autonomous learners are processed by the researcher. Is that the results obtained that participants understand the concept of autonomous learners but the lack of application of autonomous learners in teaching and learning activities. The researchers in this study suggest that in the 21st century requires a deep understanding of autonomous learners by pre-service teachers to prepare the teaching-learning process in the class by using autonomous learners.]]>
<![CDATA[The Practice of Extensive Reading among EFL Learners in Tertiary Level ]]>
<![CDATA[Martina, Feny]]>;
<![CDATA[Syafryadin, Syafryadin]]>;
<![CDATA[Utama, Jeka Agustia]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol 3, No 2 (2020) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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DOI: 10.25078/yb.v3i2.1712
<![CDATA[Students had some problems in terms of extensive reading. The problems were (1) students forget some principles and benefits of extensive reading because they learned about principle and benefits of extensive reading in the previous semester, (2) students do not know how to implement a successful practice of extensive reading, and (3) students were still difficult to enjoy and get information in their reading of either fiction or nonfiction books. Thus, this research was aimed to know how students implement extensive reading and students’ difficulties when practice extensive reading. This research was qualitative descriptive research. The subject of this research was the fourth-semester students in the English Education Study Program of Institut Agama Islam Negeri Bengkulu. The instruments of this research were observation checklist, interview sheet, and documentation. The result of this research showed that there were students who implemented extensive reading but students implemented extensive reading in the outside classroom and the students still had difficulties when implementing extensive reading. The percentage of students’ implementation of extensive reading in the outside classroom was 62% while the percentage of students’ difficulties encounter practicing extensive reading was 91%. It concluded that students implemented extensive reading in the outside classroom without the supervision of the lecturer and students have many problems when practice extensive reading.]]>
<![CDATA[Students’ Syntax Error in Making English Conversation: An Error Analysis Study ]]>
<![CDATA[Winarta, Ida Bagus Gde Nova]]>;
<![CDATA[Rahmanu, I Wayan Eka Dian]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol 3, No 2 (2020) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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DOI: 10.25078/yb.v3i2.1708
<![CDATA[This Research entitled “Students’ Syntax Error in Making English Conversation, An Error Analysis Study. Basically, it is commonly found that English structure was difficult learned by Indonesian native elementary students. This study was focused on the exploration of foreign language errors and mistakes uttered by younger students. The research method applied in this research consists of approach research, kind and data source, method, and technique of collecting data, method, and technique of analyzing data, and method and technique of presenting the data analysis. A qualitative approach was used in this research and the data source was done by the researcher toward Elementary School 5th Grade Students. The method used in collecting data was by using the observation method and interview method. Then, the result of the analysis was presented by using formal and informal methods. The discussion of the problems was preceded by errors in syntax, such as errors in the scope of clause and phrase, the omission of article and preposition, the omission of the copula be, and error in using to (infinitive). From the result and discussion, it could be concluded that the researcher found some errors in using English done by the Elementary School 5th Grade Students, related to syntax. The writer was aware that this research has some limitations or shortages so it is hoped that this research could be continued in order to get a better result for the society in general.]]>
<![CDATA[Implementing Comic in Learning English Vocabulary in Pharmacy Students of STIKes Buleleng ]]>
<![CDATA[Marleni, Kadek Devy]]>;
<![CDATA[Ridayanti, Putu Windi]]>;
<![CDATA[Ratnadi, Ni Nyoman Ari]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol 3, No 2 (2020) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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DOI: 10.25078/yb.v3i2.1713
<![CDATA[The success of the teaching-learning process is not only supported by the students but also by the teacher as central learning. In this case, students and teachers have an equally important role. The students will be enthusiastic in learning when they have good teachers in transfer information, material, and knowledge. Teaching English as a foreign language to adult students is not essay job to do. It needs kinds of strategies in teaching and method to transform knowledge into them. It is because English is difficult and not an essay to be learned for them. English language as a foreign language has so many challenges to be faced when learned it. Many factors showed that English is difficult to be learned by students at a higher level such as they are lack vocabulary, confusing to express their ideas, lazy to practice English, bored in teaching strategy, or media that lecture used. In this situation, the lecture should choose appropriate media, strategy, or method when teaching. And one of the media can be used is comic. Comics are a series of pictures that contain images and balloons to write a story. This research showed that learning by implementing comics was so significant to improve students’ willingness in learning vocabulary. It prof by the increasing mark of students in English objects, the present list was always full and the atmosphere of the classroom is so lively. The class was always happy, enthusiastic, and comfortable to follow the lesson.]]>
<![CDATA[Kinesics in EFL Language Teaching ]]>
<![CDATA[Sutrisna, I Putu Edi]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol 3, No 2 (2020) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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DOI: 10.25078/yb.v3i2.1709
<![CDATA[This study was descriptive qualitative research to reveal the use of kinesics in EFL classrooms in STAHN Mpu Kuturan Singaraja. Specifically, the purposes of this study were: 1) to describe of how English lecturers perceive the kinesics in EFL communication; 2) to describe kinds of kinesics that the English lecturers use in their EFL classrooms; 3) to describe how the kinesics takes place in the EFL teaching and learning activities. The informants of the present study were three English lecturers in which the first informant was as the main informant and the two other informants were the secondary informants. The data were gathered through interviews using a validated interview guide. Data analysis was done by using Interactive Data Analysis Model proposed by Miles & Huberman (1984). From the data analysis conducted, this present study found out that kinesics was always be found in the communication process in EFL teaching and learning activities as it was very beneficial to help the students in acquiring the target language. There were four types of kinesics dealing with the EFL teaching and learning process found. Those were gestures, head movements, eye contact, and facial expressions. Those basic aspects of kinesics are very useful and considered as an easier way to help the EFL students to understand the meaning of utterances containing some difficult vocabularies as well helped them to acquire the target language.]]>
<![CDATA[Effective English Teaching for Young Learners Classrooms ]]>
<![CDATA[Syafryadin, Syafryadin]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol 3, No 2 (2020) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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DOI: 10.25078/yb.v3i2.1714
<![CDATA[Being a good teacher is a challenging thing. There are a lot of responsibilities that should be taken into account. The professional teacher requires continuous development; therefore, how to teach effectively so that the students can reach maximum learning achievement should be put as the highest priority for the teachers. However, it is assumed that it is not all teachers hold the principle. Some teachers just do the teaching as their routine or their job without any effort for developing their professionalism. It was discovered that most of English language teachers in Asia use grammatical-translation method as his or her teaching method (Paul, 2003). The teachers seemingly do not care much about the purpose of language learning itself and there is no real interaction in the classroom. It is assumed that the definition of a good teacher itself is still not clear and internalized well enough by the teacher since it seems every teacher has his or her own believes and perspectives to define what they are all about. There are many terms that tell what a good teacher is e.g. ‘the successful teacher’, the teacher I like best’, ‘the teacher I learn most from’, and the like. Each of the terms delivers different meanings and tastes. In a more formal setting, simply, it can be argued that be a good teacher means be a good facilitator in the classroom, who plans, organizes, manages the instruction that is based on students’ needs and characteristics so that the students can reach maximum learning achievement. In brief, this conceptual paper intended to identify effective teaching is weighed in the English classroom for young learners.]]>
<![CDATA[Critical Literacy: A Universal Tool to Empower English Teachers and Learners ]]>
<![CDATA[Subekti, Adaninggar Septi]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol 3, No 2 (2020) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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DOI: 10.25078/yb.v3i2.1710
<![CDATA[Language teachers should not only facilitate learners to learn the language but also facilitate them to realize that every day’s discourses, including language and education, are socially constructed. This is where critical literacy (CL) plays its role as a frame through which teachers can actively and autonomously participate in the world around them and facilitate learners to be able to do so through learning instructions. CL functions as a universal tool, like bricoleur, one can use to see numerous social phenomena from a critical stance. It is a different way, lens, or teaching framework, believing that one should question every day’s discourses instead of just accepting them as they are, with the ultimate goal of promoting social justice. Hence, this paper explains the importance of CL in empowering both teachers and learners, how it works to serve this purpose, and some practical strategies of its implementation in a language class.]]>
