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<![CDATA[PERCEPTION AND OBSTACLES OF COLLEGE STUDENTS IN WRITING ]]>
<![CDATA[Pande Agus Adiwijaya]]>;
<![CDATA[Ni Made Ayu Purnami]]>;
<![CDATA[I Wayan S Arsana]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol. 2 No. 2 (2019): Volume 2, Issue 2 (2019) ]]>
Publisher : <![CDATA[Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar ]]>
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DOI: 10.25078/yb.v2i2.572
<![CDATA[This is a descriptive qualitative research which aimed at finding theperception and obstacles of college students in writing. The subject of this researchwas all of students in English Education Department of STKIP Suar Bangli inacademic year 2018/2019. There were three instruments used in this research,namely questionnaire, interview and documentation. From the data analysis it wasfound that students of English Education Department considered writing wasimportant for them and considered as the second most important skill afterspeaking. Teaching writing skill should be taught through the process of writing(drafting, writing and revising) in relax and fun situation with many practices. Theevaluation of writing should also provide feedbacks for their writing improvement.The most challenging obstacle that should be solved by the students was findingideas. The students also proposed some reasons that may trigger them to write suchas having idea/inspiration, having assignment, being in a good mood, there is timeallocation for writing, having motivation, and being in supportive situation andcondition. It is also suggested to teach writing skill by using project-based learningthrough proper process of writing starting from pre-writing, drafting, writing,revision and editing. The evaluation was also in form of portfolio assessment.]]>
<![CDATA[THE DIFFICULTIES OF INDONESIAN STUDENTS IN LEARNING ENGLISH PLURAL FORM: CONTRASTIVE ANALYSIS ]]>
<![CDATA[Komang Trisnadewi]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol. 2 No. 2 (2019): Volume 2, Issue 2 (2019) ]]>
Publisher : <![CDATA[Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar ]]>
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DOI: 10.25078/yb.v2i2.573
<![CDATA[A comparative analysis is needed between the two languages or known ascontrastive analysis to identify their structural similarities and differences so thatthe material and methods of teaching will be appropriate. Further than that, thispaper is aimed to give a clear understanding about how Indonesian differs fromEnglish in the sense of its language features, especially in plural form. It is knownthat the structure of the plural between English and Indonesian is differentalthough some similarities were found. Indonesian learners will find it difficult tolearn plural words because in terms of word formation, English and Indonesian arevery different. The formation of plural words in English is through the process ofaffixation, while in Indonesian, the formation of plural is through reduplication andaddition of quantifier and number. It is necessary to give more explanations andexercises to learn the plural of English because with a lot of practice, it is hoped thatIndonesian learners will start to get used to the formation of the plurals.]]>
<![CDATA[EXTENSIVE READING FOR TRANSLATION: ACQUIRING VOCABULARY FOR BETTER RENDITION ]]>
<![CDATA[I Gusti Ngurah Agung Wijaya Mahardika]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol. 2 No. 2 (2019): Volume 2, Issue 2 (2019) ]]>
Publisher : <![CDATA[Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar ]]>
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DOI: 10.25078/yb.v2i2.575
<![CDATA[Errors in translation stems from numerous sources, yet one of the mostcommon sources of the errors is the lack of vocabulary mastery. Therefore, it isimperative for aspiring translators to increase their vocabulary mastery. This articleproposed extensive reading through the implementation of book club inTranslation class to increase students’ vocabulary. The rationale for the book clubas well as the details of the implementation are discussed herein.]]>
<![CDATA[AN ANALYSIS OF RELATIVE CLAUSES MADE BY THE EIGHT GRADE STUDENTS OF SMP NEGERI 3 SELAT IN ACADEMIC YEAR 2017/2018 ]]>
<![CDATA[Ni Made Lisma Martarini]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol. 2 No. 2 (2019): Volume 2, Issue 2 (2019) ]]>
Publisher : <![CDATA[Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar ]]>
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DOI: 10.25078/yb.v2i2.576
<![CDATA[The present study is dealt with An Analysis of Relative Clauses Made by theEight Grade Students of SMP Negeri 3 Selat in Academic Year 2017/2018. Theresearcher was interested in making an analysis of Relative clauses made by thestudents under study. The present study is intended to assess the acquisition ofrelative clauses made by the eighth-grade students of SMP N 3 Selat Karangasemin academic year 2017/2018. In other words, this study is to figure out the ability ofthe subject under study in understanding relative clauses. The present’s studywhich use ex-post facto research design with descriptive analysis was intended toanswer the following research question: to what extent is the acquisition of relativeclauses made by the eighth-grade students of SMP N 3 Selat Karangasem inacademic year 2017/2019? In order to answer the research question before, the datawere required for the present study which in the form of raw score is showing theability of the students in mastering relative clauses, were collected by administeringthe valid and reliable research instrument in form of multiple-choice test items.Then the data is analyzed by using Norm-Reference measure with five standardvalues. The populations of the present study are the eighth-grade students of SMPNegeri 3 Selat which consist of 206 students. They are considered to haveheterogeneous characteristics. In this study 30 students are considered as a sampleof the study by using random sampling technique. The data of the study is clearlyshowed that: (1) there are 4 students or (13.33%) out of 30 students under study whoshowed excellent ability of relative clauses. (2) There are 4 students or (13.33%) outof 30 students under study who showed good ability of relative clauses (3) there are10 students or (33.33%) out of 30 students under study who showed sufficientability of relative clauses. (4) There are 12 students or (40%) under 30 students understudy 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 thestudy were used as the basses to assign level/grade to the subject under study, thereare 12 students or 40% out of 30 students under investigation who fail in learningand acquiring relative clauses. It means that 40% of them still have low ability. Thefinding of the present study can be used as the basses in planning much betterlanguage teaching especially in mastering grammar or relative clauses.]]>
<![CDATA[THE USE OF SONGS TO IMPROVE STUDENTS’ LISTENING COMPREHENSION ABILITY ]]>
<![CDATA[Ni Luh Gede Windy Lestary]]>;
<![CDATA[Si Luh Nyoman Seriadi]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol. 2 No. 2 (2019): Volume 2, Issue 2 (2019) ]]>
Publisher : <![CDATA[Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar ]]>
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DOI: 10.25078/yb.v2i2.577
<![CDATA[The aim of this journal is to find out the utilization of songs as the techniqueof teaching listening. Listening is part of four Basic English language skills. It seemslike the other skills such as writing, reading, and speaking. These basic skills aredivided into receptive skill-listening and reading- and productive skill, speakingand writing. Music and songs are crucial parts of growing and learning. There aremany advantages to using songs in the classroom. There are positive and negativeviews on the utilization of songs in foreign language teaching. Using songs in thelearning process especially in the listening lesson it makes the students can improvetheir listening skill as one of their meaningful strategies to overcome their problemin 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, utilizingsongs in the listening process has the challenges, such as; pop songs are notscientific, and inefficient sound systems in schools may cause problems whilelistening to songs, etc.]]>
<![CDATA[IMPROVING YOUNG LEARNERS’ INTEREST IN READING ]]>
<![CDATA[Anak Agung Istri Bulan Fitria Dewi]]>;
<![CDATA[Ni Ketut Riska Dewi Prawita]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol. 2 No. 2 (2019): Volume 2, Issue 2 (2019) ]]>
Publisher : <![CDATA[Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar ]]>
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DOI: 10.25078/yb.v2i2.578
<![CDATA[The aim of this study is to enhance the young learners to make them interestin reading the books by several methods. These methods may help to increase theself-interest in reading. In globalization era, the development of the teaching andlearning of English has been transformed. Nowadays, learners should not onlyfocus on the learning of speaking and writing but also reading due to requirementsof education that they should be able to understand and respond to the texts. Thereare many reasons the young learners have less interesting in reading, for examplethe development of the information forces the focus of teaching and learning on thecritical reading. The most common thing is the students may not know their interestin reading before they start to read the books. Reading interests play a veryimportant role in reading instruction and improvement. Furthermore, theunderstanding of young learners’ interest and abilities is required to help them inreading. This article entitled Improve Young Learners’ Interest in Reading consists ofthe great way of method to encourage the young learners to read through the useof wall magazine, the use of flash card, and the use of humor that can applied instrategies of reading aloud, reading the book several times, reading favorite books,and show many picture books.]]>
<![CDATA[DEVELOPING STUDENTS SPEAKING SKILL TROUGH GUESSING GAMES ]]>
<![CDATA[Kade Sukerni Ida Ayu]]>;
<![CDATA[Oka Purnami Ida Ayu]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol. 2 No. 2 (2019): Volume 2, Issue 2 (2019) ]]>
Publisher : <![CDATA[Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar ]]>
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DOI: 10.25078/yb.v2i2.579
<![CDATA[This study aims at describing how the students can improve their speakingskill and that also part of the teachers’ job. A teacher is expected to have rightteaching techniques to provide students with appropriate teaching materials and tocreate a positive classroom environment. The data of this study were collectedthrough observations, planning, action, and reflection, some of the researchers wereconducted in two cycles. The data were obtained by interviewing the Englishteachers and students. The result of this study showed that the speaking skill canimproved through guessing games. These were confirmed by the data on thefinding and discussion in the researchers’ article]]>
<![CDATA[INCREASING STUDENTS LISTENING SKILLS THROUGH SONG AND AUTHENTIC VIDEO ]]>
<![CDATA[Ni Luh Komang Galih Srirejeki]]>;
<![CDATA[Putu Sri Darmayanti]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol. 2 No. 2 (2019): Volume 2, Issue 2 (2019) ]]>
Publisher : <![CDATA[Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar ]]>
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DOI: 10.25078/yb.v2i2.581
<![CDATA[The research aimed to investigate whether the usage of songs and authenticvideos were able to increase students listening ability. The purpose was to find outwhether the students who taught by songs and authentic videos achieved betterimprovement to compare to those who did not. Most of the researchers usedexperimental methods. The questionnaire and data collection were used to analyzehow this activity affected. The students who were taught using song and authenticvideo got better outcomes rather than those who were taught using the usual. Thequestionnaire responses showed that the students preferred the authentic listeningmaterials. Those were more interesting and more related to their real-life context sothat it could motivate them to give more attention to the listening class and this alsoassisted them to improve their listening ability.]]>
<![CDATA[THE LINGUISTIC STRATEGIES DIFFERENCES BETWEEN MEN AND WOMEN POST GRADUATE STUDENTS OF ENGLISH EDUCATION PROGRAM OF UNDIKSHA SINGARAJA ]]>
<![CDATA[Komang Trisna Dewi]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol. 2 No. 2 (2019): Volume 2, Issue 2 (2019) ]]>
Publisher : <![CDATA[Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar ]]>
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DOI: 10.25078/yb.v2i2.582
<![CDATA[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).]]>
