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[A LITERARY ANALYSIS ON FIGURE OF SPEECH IN KAKAWIN NITISASTRA ]]>
<![CDATA[Manuaba, Ida Bagus Arya Lawa]]>;
<![CDATA[Sudirman, I Nyoman]]>
<![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.v1i2.722
<![CDATA[Kakawin Nitisastra, one of ancient Javanese scriptures, holds a lot of figurativewritings in it. Revelation and analysis of those figurative language are important to enrichIndonesian literary culture and introduce it to character education in present days. The aimsof this study are (1) to identify types of figure of speech used in Kakawin Nitisastra, (2) toidentify functions of those figurative speech, and (3) to reveal the meanings behind them. Byapplying literature-based qualitative method, the result of this study reveals that KakawinNitisastra contains mostly similes, symbolism, allegory, hyperboles, and personificationsrelated to animals, plants and ancient beliefs in the Vedas. The figures of speech have at leastfour functions namely to give examples, to compare qualities, to criticize, and to remindreaders about proper deeds in the society.]]>
<![CDATA[Content Analysis of Vocabulary Materials on English Textbook at 10th Grade ]]>
<![CDATA[Pasaribu, Mentari Florentina]]>;
<![CDATA[Lubis, Siti Wina Putri]]>;
<![CDATA[Siagian, Mei Melawati]]>;
<![CDATA[Previna, Sri]]>;
<![CDATA[Saragih, Erikson]]>
<![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.v1i1.1376
<![CDATA[The purpose of this study was to analyze the vocabulary material in 10th grade English books in secondary schools published by the Ministry of Education and Culture. This research was conducted by solving three problems namely; what topics are available in grade 10 English textbooks; how vocabulary topics are presented; and why vocabulary content is important to discuss. The design of this study is descriptive analysis with book instruments as data sources and English teacher interviews. The books analyzed consist of fifteen chapters, and each chapter provides vocabulary content. The results of this study were conducted with the vocabulary analysis criteria suggested by Celce Murcia and showed that the vocabulary contained in the textbook contained more vocabulary that was appropriate to the topic and learning objectives than vocabulary that did not fit the topic. and from the research that has been done, there are results that the inclusivity criteria per syllabus get the highest value, 3.8; accessibility criteria with a value of 3.5; the average value can be in the context of the criteria of suitability, the suitability of the load, and balanced distribution. The interview also showed that vocabulary is very important to discuss because, without vocabulary, students' ability to communicate cannot occur properly and correctly.]]>
<![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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DOI: 10.25078/yb.v1i1.712
<![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[AN ANALYSIS OF RELATIVE CLAUSES MADE BY THE EIGHT GRADE STUDENTS OF SMP NEGERI 3 SELAT IN ACADEMIC YEAR 2017/2018 ]]>
<![CDATA[Martarini, Ni Made Lisma]]>
<![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.v2i2.1023
<![CDATA[The present study is dealt with An Analysis of Relative Clauses Made by the Eight Grade Students of SMP Negeri 3 Selat in Academic Year 2017/2018. The researcher was interested in making an analysis of Relative clauses made by the students under study. The present study is intended to assess the acquisition of relative clauses made by the eighth-grade students of SMP N 3 Selat Karangasem in academic year 2017/2018. In other words, this study is to figure out the ability of the subject under study in understanding relative clauses. The present’s study which use ex-post facto research design with descriptive analysis was intended to answer the following research question: to what extent is the acquisition of relative clauses made by the eighth-grade students of SMP N 3 Selat Karangasem in academic year 2017/2019? In order to answer the research question before, the data were required for the present study which in the form of raw score is showing the ability of the students in mastering relative clauses, were collected by administering the valid and reliable research instrument in form of multiple-choice test items. Then the data is analyzed by using Norm-Reference measure with five standard values. The populations of the present study are the eighth-grade students of SMP Negeri 3 Selat which consist of 206 students. They are considered to have heterogeneous characteristics. In this study 30 students are considered as a sample of the study by using random sampling technique. The data of the study is clearly showed that: (1) there are 4 students or (13.33%) out of 30 students under study who showed excellent ability of relative clauses. (2) There are 4 students or (13.33%) out of 30 students under study who showed good ability of relative clauses (3) there are 10 students or (33.33%) out of 30 students under study who showed sufficient ability of relative clauses. (4) There are 12 students or (40%) under 30 students under study who showed insufficient ability of relative clause. (5) No one students or (0%) out of 30 students who showed poor ability of relative clauses. In the result of the study were used as the basses to assign level/grade to the subject under study, there are 12 students or 40% out of 30 students under investigation who fail in learning and acquiring relative clauses. It means that 40% of them still have low ability. The finding of the present study can be used as the basses in planning much better language teaching especially in mastering grammar or relative clauses.]]>
<![CDATA[Vocabulary Acquisition in EFL: A Literature Review of Innovative Vocabulary Teaching Strategies ]]>
<![CDATA[Sutrisna, Gede]]>
<![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.v4i1.2215
<![CDATA[In language learning, it is important for teachers to have in-depth consideration on the strategy of teaching vocabulary. It is advised to choose a strategy which brings lots of benefits for students’ vocabulary acquisition. The strategy not only should facilitate the students to achieve the learning objectives, but also provide them with enjoyable and meaningful activities. It must be able to challenge the students so that they can actively and creatively participate during vocabulary teaching learning process. When they are involved, they are receiving, understanding and using the material given. Those processes will effectively promote their comprehension and vocabulary development. The purpose of this paper is to explore three innovative strategies for teaching vocabulary: Flip-a-Chip, Word Ladders and The Ripple Effect.]]>
<![CDATA[ASSESSING DESCRIPTIVE PARAGRAPH WRITING ABILITY OF THE EIGHTH GRADE STUDENTS OF SMPN 2 SUKAWATI THROUGH GUIDED QUESTION AND ANSWERING ACADEMIC YEAR 2018/2019 ]]>
<![CDATA[Cahyadi, I Wayan Karang]]>;
<![CDATA[Krismayani, Ni Wayan]]>;
<![CDATA[Maharani, Anak Agung Putri]]>
<![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.v2i1.993
<![CDATA[The researchers was interested in undertaking the study which dealt with assessing descriptive paragraph writing ability of the eighth grade students of SMPN 2 Sukawati through guided question and answer in academic year 2018/2019. It was aimed at figuring out the achievement of the eighth grade students’ descriptive paragraph writing ability at SMPN 2 Sukawati in academic year 2018/2019 which was assessed through guided question and answer. The study was designed in the form of ex-post facto research. There were 50 eighth grade students of SMPN 2 Sukawati in academic year 2018/2019 who were chosen by using random sampling technique with lottery system as the research samples. The data were collected by administering guided question and answer test as the research instrument. The obtained data had been analyzed by using norm reference measure of five standard values. The results of the data analysis showed that (1) 1 or 2% of 50 samples got excellent achievement of descriptive paragraph writing ability, (2) 18 or 36% of 50 samples got good achievement, (3) 15 or 30% of samples got sufficient achievement, (4) 9 or 18% of samples got insufficient achievement, (5) 7 or 14% got poor achievement. It could be concluded that there were 68% of the samples were successful and there were 32% of the samples were unsuccessful in writing descriptive paragraph which was assessed by guided question and answer.]]>
<![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[DEVELOPING THE VERBAL-LINGUISTIC INTELLIGENCE OF ELEMENTARY SCHOOL STUDENTS INTHE SCOPE OF FAMILY, SCHOOL AND COMMUNITY ]]>
<![CDATA[Budi Wijaya, I Komang Wisnu]]>
<![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.v1i2.727
<![CDATA[The gold generation of 2045 is expected to bring Indonesia to reach its golden periodin 2045. Therefore, this generation needs to be complemented with human and social capital.The social capital would be pervaded if the generation has linguistic skills. Such skill wouldbe auspicious when it is equipped by verbal-linguistic intelligence. Thus, the developmentof linguistic intelligence is needed for elementary school students as part of the goldengeneration of 2045. Development of verbal-linguistic intelligence can be carried out in thefamily, school and community scopes.]]>
<![CDATA[Teaching English Vocabulary using Song ]]>
<![CDATA[Adnyani, Ni Wayan Satri]]>;
<![CDATA[Dewi, A.A.I. Bulan Fitria]]>
<![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.v1i1.1381
<![CDATA[Vocabulary is one of the English elements besides grammar, spelling, and pronunciation supporting English language skill such as listening, speaking, reading, and writing. Vocabulary is the first element that should be master before the learners going to other element. When the learners have mastered vocabulary, they will be able to produce many sentences in spoken and written form easily. On the other hand, when they lack of vocabulary, they will find difficulty in deliver their thought, even their opinion to other people. One of the teaching strategies to enhance students’ vocabulary is using English Song. This paper aims at describing the use of English song in teaching English vocabulary for students. The method of this research was a qualitative research combination of seven several journals from abroad and within the country about teaching vocabulary with song. Although there are many reasons why songs can be considered a valuable teaching tool, there are some issues to consider.]]>
<![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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DOI: 10.25078/yb.v1i1.717
<![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]]>
