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[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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<![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[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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<![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[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): Yavana Basha: Jounal of English Language Education ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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<![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[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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<![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]]>
<![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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<![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 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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<![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 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): Yavana Basha: Jounal of English Language Education ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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<![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[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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<![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]]>
<![CDATA[THE USE OF SONGS TO IMPROVE STUDENTS’ LISTENING COMPREHENSION ABILITY ]]>
<![CDATA[Lestary, Ni Luh Gede Windy]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol 2, No 2 (2019) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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<![CDATA[The aim of this journal is to find out the utilization of songs as the technique of teaching listening. Listening is part of four Basic English language skills. It seems like the other skills such as writing, reading, and speaking. These basic skills are divided into receptive skill-listening and reading- and productive skill, speaking and writing. Music and songs are crucial parts of growing and learning. There are many advantages to using songs in the classroom. There are positive and negative views on the utilization of songs in foreign language teaching. Using songs in the learning process especially in the listening lesson it makes the students can improve their listening skill as one of their meaningful strategies to overcome their problem in listening skill. English song can make the students become active in the class, they are interesting, and so they can do a listening task well. However, utilizing songs in the listening process has the challenges, such as; pop songs are not scientific, and inefficient sound systems in schools may cause problems while listening to songs, etc.]]>
<![CDATA[SOCRATIC QUESTIONING TO PROMOTE EFL STUDENTS’ CRITICAL THINKING IN A LANGUAGE LEARNING ]]>
<![CDATA[Suhardiana, I Putu Andre]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol 2, No 1 (2019) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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<![CDATA[This paper addressed the use of the Socratic Questioning method as an attempt to promote EFL students' critical thinking in language learning. It is ordinarily understood that the process of learning the language tends to focus more on how to answer questions rather than how to ask productive, systematic, and directed questions. Questioning as a means to fulfil curiosity is a driving factor for critical thinking activities. Questioning is able to direct the task and define the problem so that it will spur and trigger students' critical thinking. The use of Socratic Questioning and critical thinking methods embraces and encourages the analysis of Bloom's taxonomy integrally since Bloom's critical thinking is assigned as one of the highest levels of thinking in cognitive domains. Socratic Questioning, critical thinking, and Bloom's taxonomy are lines that must be passed in a language learning process in order to achieve the quality of skills which surely depends on the quality of thinking.]]>
