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.
Articles
156 Documents
<![CDATA[THE EFFECT OF JIGSAW TECHNIQUE AND STUDENTS’ VOCABULARY MASTERY ON READING COMPREHENSION OF THE EIGHTH GRADE STUDENTS OF SMPN 4 SINGARAJA ]]>
<![CDATA[Pariati, Ni Nengah]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol 1, No 2 (2018) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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DOI: 10.25078/yb.v1i2.730
<![CDATA[The aim of this study was to investigate the effect of Jigsaw technique and students’vocabulary mastery on reading comprehension of the eighth-grade students of SMPN 4Singaraja. This study was a quasi-experimental study with Posttest-Only Control GroupDesign by 2x2 factorial arrangement which involved a sample of 80 students. The data werecollected by using vocabulary and reading comprehension test then analyzed by Two-wayANOVAand Tukey test. The result indicates that (1) there was a significant effectonreadingcomprehension between the students who were taught using the Jigsaw technique andthose who were taught by using conventional, (2) there was a significant effect of theinteraction between the implementation of teaching techniques and students’ vocabularymastery on reading comprehension, (3) there was a significant effect in readingcomprehension between the students with high vocabulary mastery who were taught byusing Jigsaw technique and those who were taught by using conventional technique, (4)there was a significant effect in reading comprehension between the students with lowvocabulary mastery who were taught by using Jigsaw technique and those who weretaught by using conventional. The result of the research showed that the Jigsaw techniquewas more effective for teaching reading comprehension than conventional.]]>
<![CDATA[Kinesics in EFL Language Teaching ]]>
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[ATTITUDES OF EFL STUDENTS REGARDING LEARNER AUTONOMY IN ENGLISH VOCABULARY ACQUISITION ]]>
<![CDATA[Suhardiana, I Putu Andre]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol 4, No 2 (2021) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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DOI: 10.25078/yb.v4i2.2773
<![CDATA[Practical English communication for EFL students is wholly based on their vocabulary. However, learner autonomy (LA) is critical for EFL students’ vocabulary acquisition. The purpose of this research is to find out the viewpoints of students regarding LA when it comes to acquiring English vocabulary. There were 100 students from the college majoring in English Language Education Department completed the closed questionnaire, and 7 students participated in semistructured interviews. The research established that while participants intellectually recognized the relevance of LA in learning English vocabulary, they demonstrated a lack of interest in LA in learning English vocabulary on an emotional and behavioral level. These findings may help explain how to improve English teaching and learning, particularly English vocabulary teaching, in the context of other comparable EFL and research.]]>
<![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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DOI: 10.25078/yb.v1i1.720
<![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[Teaching Practicum in Pre-Service Teacher Education ]]>
<![CDATA[Pratiwi, Dwiyani]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol 1, No 1 (2020) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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DOI: 10.25078/yb.v1i1.1375
<![CDATA[This paper presents a review of the research literature on practicum. Since there have been changes in trends in Teaching Education since the 1960s that also influenced the shift of research topics on practicum, this paper first gives a short review of the research trends in general TE, changing from the teaching process-product paradigm to the investigation of teachers’ mental lives or cognition. Then the actual review will focus on the studies related to the teachers’ beliefs, perspectives, perceptions, understanding, and reasoning, and follows under these topics: student teachers learning, cooperating teachers, and school-university cooperation in the practicum. At the end of this paper, some future studies on teaching practicum are suggested.  ]]>
<![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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DOI: 10.25078/yb.v1i1.711
<![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[INCREASING STUDENTS LISTENING SKILLS THROUGH SONG AND AUTHENTIC VIDEO ]]>
<![CDATA[Srirejeki, Ni Luh Komang Galih]]>;
<![CDATA[Darmayanti, Putu Sri]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol 2, No 2 (2019) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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DOI: 10.25078/yb.v2i2.1045
<![CDATA[The research aimed to investigate whether the usage of songs and authentic videos were able to increase students listening ability. The purpose was to find out whether the students who taught by songs and authentic videos achieved better improvement to compare to those who did not. Most of the researchers used experimental methods. The questionnaire and data collection were used to analyze how this activity affected. The students who were taught using song and authentic video got better outcomes rather than those who were taught using the usual. The questionnaire responses showed that the students preferred the authentic listening materials. Those were more interesting and more related to their real-life context so that it could motivate them to give more attention to the listening class and this also assisted them to improve their listening ability.]]>
<![CDATA[Learn from Home with a Simple Think Pair Share ]]>
<![CDATA[Widhiasih, Luh Ketut Sri]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol 4, No 1 (2021) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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DOI: 10.25078/yb.v4i1.2214
<![CDATA[When learn from home becomes a new normal, teachers should switch the class to online. Meanwhile, mastering writing skill is still important in online class because the subjects will be able to express their ideas, feeling and experiences in the written form appropriately. The objective of this study was to find out whether or not writing skill of second semester students of English Language Education Study Program, Faculty of Teacher Training, Mahasaraswati Denpasar University in Academic year 2019/2020 could be improved trough Think Pair Share with distance learning model. The study was designed in the form of classroom action research. Based on the result of the pre-test, post-test, and questionnaire, it could be concluded that writing skill of the second semester students of English Language Education Study Program, Faculty of Teacher Training, Mahasaraswati Denpasar University in Academic Year 2019/2020 could be improved trough Think Pair Share with distance learning model.]]>
<![CDATA[FOSTERING THE LISTENING SKILL OF INDONESIAN NINTH GRADERS OF JUNIOR HIGH SCHOOL THROUGH DICTOGLOS ]]>
<![CDATA[Leniadi, Ni Made]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol 2, No 1 (2019) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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DOI: 10.25078/yb.v2i1.992
<![CDATA[This study aimed at improving the students’ listening skill through Dictoglos. The design of the study was a classroom based action research which was carried out in two cycles, each comprising two teaching learning sessions and one post-test. The subjects were the ninth year students of SMP Negeri 1 Rendang at class IX D. The data were collected through listening test and analyzed descriptively. The results revealed that the students’ listening skill could be improved through the use of Dictoglos as proven by attainment of the class success indicator(class learning mastery level) 90% by the end of cycle 2, which was improving from  67% in cycle 1 and 47% in the pretest.]]>
<![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.]]>
