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Yavana Bhasha : Journal of English Language Education
Published by Institut Hindu Dharma Negeri Denpasar
ISSN : 26204983     EISSN : 26857545     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
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.
Arjuna Subject : -
Articles 156 Documents
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COLLABORATIVE WRITING IN EFL CONTEXT: A LITERATURE REVIEW OF RESEARCH REPORTS IN THE LAST DECADE* Susanti, Ani
Yavana Bhasha : Journal of English Language Education Vol 1, No 1 (2018)
Publisher : Institut Hindu Dharma Negeri Denpasar

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Abstract

 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 This paper synthesizes research reports in the last decade collected from online publication including unpublished thesis and dissertation as well as articles in journals related to language education.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 
INCREASING STUDENTS LISTENING SKILLS THROUGH SONG AND AUTHENTIC VIDEO Srirejeki, Ni Luh Komang Galih; Darmayanti, Putu Sri
Yavana Bhasha : Journal of English Language Education Vol 2, No 2 (2019)
Publisher : Institut Hindu Dharma Negeri Denpasar

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Abstract

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.
FOSTERING THE LISTENING SKILL OF INDONESIAN NINTH GRADERS OF JUNIOR HIGH SCHOOL THROUGH DICTOGLOS Leniadi, Ni Made
Yavana Bhasha : Journal of English Language Education Vol 2, No 1 (2019)
Publisher : Institut Hindu Dharma Negeri Denpasar

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Abstract

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.
MEDIA PREFERENCE ON NOTE-TAKING UPON STUDENTS’ COGNITIVE PROCESS Susanti, Luh Eka
Yavana Bhasha : Journal of English Language Education Vol 1, No 2 (2018): Yavana Basha: Jounal of English Language Education
Publisher : Institut Hindu Dharma Negeri Denpasar

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Abstract

Note-taking acts as a tool to provide students for identifying and understanding themost important aspects of what they are learning (Borr et al., 2012). People who take notestypically retain more information which has a positive effect on learning (Titsworth in Borret al., 2012). This study aims to investigate the preference and strategies used by the studentswhen taking note. The medium they use indicates numbers of words generated in takingthe note. There were three medium being utilized; longhand (traditional using pen andpaper), laptop and mobile phone note. This study was conducted with 27 hospitalitystudents who were learning Business English for Hotel and Tourism. Pre-test, post-test,interview, and questionnaire as well were couples of instruments used to obtain the data.The media preference they used indicates the numbers of word generated, abbreviationsand symbols, looks, accurateness with the lecture time to process the note, format of notetaking, and the result of the test.
INNOVATIVE TEACHING STRATEGIES FOR TEACHING READING: RECIPROCAL TEACHING STRATEGY AND FACE STORY STRATEGY Santi Oktarina, Putu
Yavana Bhasha : Journal of English Language Education Vol 1, No 1 (2018)
Publisher : Institut Hindu Dharma Negeri Denpasar

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Abstract

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
THE LINGUISTIC STRATEGIES DIFFERENCES BETWEEN MEN AND WOMEN POST GRADUATE STUDENTS OF ENGLISH EDUCATION PROGRAM OF UNDIKSHA SINGARAJA Dewi, Komang Trisna
Yavana Bhasha : Journal of English Language Education Vol 2, No 2 (2019)
Publisher : Institut Hindu Dharma Negeri Denpasar

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Abstract

This study focused on the analysis of linguistic strategies differences between men and women which was to investigate the linguistic strategies applied by male and female post graduate students of the English Education Program of UNDIKSHA Singaraja. This study was designed by using descriptive qualitative approach in which the data collected were analyzed qualitatively. The researcher acted as non-participant observer in which the data were gathered by recording the conversation done. The result of the data analysis showed that the data show that during the daily conversation, it can be found that the linguistic strategies applied by both male and female speakers. They use this kind of strategy in order to express their opinion or feeling. Moreover, from those conversations, the data which was related to the strategies was got. Based on data, it can be concluded that male and female post graduate students of the English Education Program of UNDIKSHA Singaraja, differ in applying linguistic strategies during their daily conversation. In having a conversation, men interrupt more than women and women show their silence response more often in their conversation rituals. Moreover, in raising the conversation topic, both men and women have different topic to be talked about. Men tend to speak about something which can put them in competitive situation, such as game whereas women tend to speak about something that can make them stand in the middle of solidarity, such as feelings. Besides, men also use indirectness to convey something that can low their status but women use indirectness because they felt they had lower status than men and they wanted to get pleasant experience of getting one’s way not because one demands it (power) but because the other person wants the same thing (solidarity).
FROM PERSONAL COMPUTER TO FACEBOOK: INFORMATION AND COMMUNICATION TECHNOLOGY AND ENGLISH WRITING RESEARCH Mahardika, I Gusti Ngurah Agung Wijaya
Yavana Bhasha : Journal of English Language Education Vol 2, No 1 (2019)
Publisher : Institut Hindu Dharma Negeri Denpasar

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Abstract

This paper describes several research conducted in the area of Information and Communication Technology and English Writing. The aim of this paper is to paint a picture about the kind of technology used in writing which caught the attention of researchers. It covers the trend of ICT utilization in English writing from 1990s to date, as well as delineating the future research areas in this field. It covers the research on the use of Word Processor, Blog, and Facebook in English writing teaching and research.As described herein, the use of technology especially ICT goes hand in hand with the development of humanity including in the field of education. In English writing the future will only see more pervasive and intensive use of ICT in education including in English writing classes.
EXTENSIVE READING FOR TRANSLATION: ACQUIRING VOCABULARY FOR BETTER RENDITION Mahardika, I Gusti Ngurah Agung Wijaya
Yavana Bhasha : Journal of English Language Education Vol 2, No 2 (2019)
Publisher : Institut Hindu Dharma Negeri Denpasar

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Abstract

Errors in translation stems from numerous sources, yet one of the most common sources of the errors is the lack of vocabulary mastery. Therefore, it is imperative for aspiring translators to increase their vocabulary mastery. This article proposed extensive reading through the implementation of book club in Translation class to increase students’ vocabulary. The rationale for the book club as well as the details of the implementation are discussed herein.
A LITERARY ANALYSIS ON FIGURE OF SPEECH IN KAKAWIN NITISASTRA Manuaba, Ida Bagus Arya Lawa; Sudirman, I Nyoman
Yavana Bhasha : Journal of English Language Education Vol 1, No 2 (2018): Yavana Basha: Jounal of English Language Education
Publisher : Institut Hindu Dharma Negeri Denpasar

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Abstract

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.
INTERACTIVE VIDEO AS ENGLISH TEACHING MATERIALS FOR SPEAKING Putu Agus Pramerta, I Gde
Yavana Bhasha : Journal of English Language Education Vol 1, No 1 (2018)
Publisher : Institut Hindu Dharma Negeri Denpasar

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Abstract

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

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