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[Personalized Learning: Empowering a Student with Autism Spectrum Disorder in Basic Grammar Course ]]>
<![CDATA[Kurniawati, Lemmuela Alvita]]>
<![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.v1i1.1372
<![CDATA[This paper provides illustrations of how a personalized learning approach is implemented in the Basic Grammar course to empower a student with an autism spectrum disorder is taking the ownership of learning and meeting his learning needs based on his strengths, weaknesses, and interests. Building upon literature and pedagogical practices of personalized learning, this paper details the innovations implemented in the Basic Grammar course for a student with an autism spectrum disorder to take more control of his learning, facilitate decision-making and communication skills, and engage in the learning process. Additionally, the innovations implemented in this course mirror the essence and principles of personalized learning. This paper is expected to enrich educators in the attempts to adopt a personalized learning approach and to give new insight into how to implement personalized learning in an inclusive classroom. Moreover, it is hoped that the idea of equity in inclusive education by implementing personalized learning could be an omnipresent practice to improve the quality of education for all in Indonesia.]]>
<![CDATA[SPEECH ACT AND POLITENESS TRATEGY USED BY PRE-SERVICE TEACHER IN ONLINE LEARNING IN SMA LAB UNDISKSHA ]]>
<![CDATA[Aditiya, I Gede Rizky]]>;
<![CDATA[Jaya, I Nyoman Adi]]>;
<![CDATA[Ramendra, Dewa Putu]]>
<![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.v4i2.2770
<![CDATA[Language is an essential tool that we use in our daily life. In general, language is used as a tool to convey information. In using language, speakers must pay attention to the language used. Language users should do this to avoid or minimize errors in conveying information to listeners. This study aims to determine what types of speech acts and politeness strategies are used by pre-service teachers when teaching online classes. This research is expected to provide an overview of how speech acts and politeness strategies can affect educational activities. This research is a qualitative descriptive study. This research was conducted using two steps. The researcher's first step is to observe how preservice teachers use speech act and politeness strategies in online classes. Then the researcher will conduct interviews with research subjects or pre-service teachers to verify the data that has been observed. In conducting this research, the researcher used two theories as to the research foundation. The first theory is Searle's theory of speech act types and Brown and Levinson's theory of politeness strategies. The study found that if pre-service teachers use five types of speech acts, they are representative, directive, commissive, expressive, and directive. This study also found that pre-service teachers used more directive speech acts in teaching online classes than other types of speech acts. In addition to the use of speech acts, this study also found that pre-service teachers also use four politeness strategies in teaching online classes. The four types of politeness strategies are bald-onrecord, positive politeness, negative politeness, and off-record.]]>
<![CDATA[THE IMPLEMENTATION OF INQUIRY-BASED LEARNING STRATEGY TO ENHANCE STUDENTS’ WRITING ABILITY IN DESCRIPTIVE TEXT ]]>
<![CDATA[Imansyah, Imansyah]]>;
<![CDATA[Terasne, Terasne]]>;
<![CDATA[Hartina, Khorida Yan]]>
<![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.v2i1.998
<![CDATA[This research was aimed at knowing whether Inquiry-Based Learning strategy enhanced students’ writing ability in descriptive text or not. The research was a classroom action research. The data collected through quantitative and qualitative ways. Quantitative data was gained from the result of pre-test and post-test from writing test. Meanwhile, qualitative data was gained from the result of observation sheets toward students’ and teachers activity. The instrument used by the researcher were test and observation sheet. The finding of the research shows that the strategy can improve the students’ writing ability in descriptive text. the improvement can be seen from the mean score of students from pre-test, post-test one, and post-test two. The mean score of pre-test was 69.5 (35%), there were seven students who passed the minimum passing grade, in the post-test one, 72.2 (60%), twelve students passed the minimum passing grade and in the post-test two, 78.25 (85%), seventeen students passed the minimum passing grade (KKM) from twenty students.]]>
<![CDATA[The Use of Transition Signals in University Students’ Community Service Report ]]>
<![CDATA[Utami, Ni Putu Cahyani Putri]]>;
<![CDATA[Mahendra, Made Wahyu]]>
<![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.v4i1.2211
<![CDATA[Transition signals are the essential elements to achieve a well-structured text. The ideas in the text need to connect to each other. It will be difficult for the reader to understand the sequence if the ideas are simply just exposed by the writer without being related to each other. Students’ competency and ability in English academic writing overviewed from their competence in constructing sentences. Therefore, this research aimed to find out the use of transition signals and their accuracy in students’ community service report. The research used a descriptive quantitative method. The data were taken from students’ community service report written by the seventh semester English literature students of Foreign Languages Study Program of Universitas Mahasaraswati Denpasar. The finding of this research showed that the total number of transition signals used by the students in their community service report were 303 and classified into eight types of transition signals. Transition signals to introduce sequence and logically order ideas was mostly used and transition signals to emphasize ideas was least used by the students. From the whole types of transition signals, the average usage accuracy was above 60%.]]>
<![CDATA[THE DIFFICULTIES OF INDONESIAN STUDENTS IN LEARNING ENGLISH PLURAL FORM: CONTRASTIVE ANALYSIS ]]>
<![CDATA[Trisnadewi, Komang]]>
<![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.v2i2.1009
<![CDATA[A comparative analysis is needed between the two languages or known as contrastive analysis to identify their structural similarities and differences so that the material and methods of teaching will be appropriate. Further than that, this paper is aimed to give a clear understanding about how Indonesian differs from English in the sense of its language features, especially in plural form. It is known that the structure of the plural between English and Indonesian is different although some similarities were found. Indonesian learners will find it difficult to learn plural words because in terms of word formation, English and Indonesian are very different. The formation of plural words in English is through the process of affixation, while in Indonesian, the formation of plural is through reduplication and addition of quantifier and number. It is necessary to give more explanations and exercises to learn the plural of English because with a lot of practice, it is hoped that Indonesian learners will start to get used to the formation of the plurals.]]>
<![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[CODE MIXING AS LANGUAGE STYLE IN COMMUNICATION THROUGH SOCIAL MEDIA TWITTER ]]>
<![CDATA[Meliani, Putu Ega]]>;
<![CDATA[Ratminingsih, Ni Made]]>;
<![CDATA[Mahendrayana, Gede]]>
<![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.v4i2.2775
<![CDATA[This paper aims to recognize the types of code-mixing and factors influencing code-mixing by Twitter users. This study uses a descriptive qualitative research design. The subject of this study is Twitter users who post tweets that contained code-mixing. The researcher uses documentation and interview as data collection methods. The data for identifying the types of code-mixing were collected by documenting the tweets posted previously by Twitter users on the Twitter platform. The interview guide was used to ask questions to respondents about the factors influencing the use of code-mixing in communication as language style. The data were analyzed through three stages: data reduction, data display, and conclusion: verifying. The data collected from documentation and interview showed that insertion code-mixing became the dominant type used among Twitter users. It is influenced by several factors from within of language speaker and external factors.]]>
<![CDATA[THE EFFECT OF COMIC STRIPS TECHNIQUE AND LEARNING MOTIVATION TOWARD THE STUDENTS’ ACHIEVEMENT IN ENGLISH WRITING IN NURSING STUDENTS OF STIKES BULELENG ]]>
<![CDATA[Marleni, Kadek Devi]]>
<![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.v1i2.723
<![CDATA[This study aimed at investigating whether the implementation of comic stripstechnique and the students’ learning motivation gave a significant effect to the students’writing competency. The study was an experimental study by applying 2 x 2 factorialdesign. The population was 100 students of nursing programme which 2 classes were usedas the samples which were assigned into two groups, i.e. experimental group and controlgroup, byCluster Random Sampling. The research data were collected through tests that wereanalysed by usingStatistical Two-Way AnovaandTukey Test. The result shows that, first, therewas a significant difference on the students’ writing competency between the students whowere taught by using comic strips technique and conventional writing technique, in whichthe students who were taught by using comic strips technique had higher writingcompetency than those students who were taught by using conventional technique. Second,there was a significant interactional effect on the students’ writing competency between thetechnique applied and the students’ learning motivation. Third, there was a significantdifference on the students’ writing competency between the students who had high learningmotivation when they were taught by using comic strips technique and those who weretaught by using conventional technique, in which the students who had high learningmotivation taught by using comic strips technique had higher writing competency thanthose students who were taught by using conventional writing technique. Fourth, there wasa significant difference between the students’ writing competency of the students who hadlow learning motivation when they were taught by using comic strips technique and theywere taught by using conventional technique, in which the students who had low learningmotivation taught by using comic strip technique had higher writing competency than thosestudents who were taught by using conventional writing technique.]]>
<![CDATA[Learning Style in Language Learning Classroom ]]>
<![CDATA[Silitonga, Fitri Devi Enjelina]]>;
<![CDATA[Pinem, Sri Menty]]>;
<![CDATA[Simbolon, Lovita]]>;
<![CDATA[Lingga, Laura Maloni]]>;
<![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.v1i1.1377
<![CDATA[This article describes the concept of language learning styles in the classroom and the characteristics of students for each of their learning styles in language learning. Where the purpose of this study is to describe their learning styles related to learning styles for language acquisition. There are 3 types of language learning styles described by Tekavcic and Dimovski namely the visual, auditory and touch functions of a person in processing information. The three main types of learning styles are not absolute, of course. Many students learn through various senses. Certain students may be as strong in three perceptual modalities, or in two perceptual modalities from any combination. The method of data collection in this study is observation, the results of this discussion are that we observed grade 9 students of Percut Sei Tuan Middle School very less on how to apply language learning styles they are in front of the class so that it impacts learning difficulties well.]]>
<![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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DOI: 10.25078/yb.v1i1.713
<![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]]>
