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Yavana Bhasha: Journal of English Language Education
Published by Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar
ISSN : 26204983     EISSN : 26857545     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
Yavana Bhasha: Journal of English Language Education is a double-blind peer-reviewed journal dedicated to enhancing and disseminating empirical studies and conceptual ideas within the fields of English Language Teaching.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 118 Documents
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AN ANALYSIS DIRECTIVE ILLOCUTIONARY ACT FOUND IN “TINKERBELL AND THE LEGEND OF THE NEVERBEAST” MOVIE Lestari, Ni Made Putri Dwi; I Wayan, Juniartha
Yavana Bhasha : Journal of English Language Education Vol. 8 No. 1 (2025): Volume 8, Issue 1 (2025)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

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Abstract

This study aims to know and identify the meaning, types of directive illocutionary act dominantly used and also identify the conflict that found in “Tinkerbell and The Legend of The Neverbeast” movie. This analysis use descriptive qualitative method to collecting data. The data source is taken from the directive illocutionary act that used in the conversation of this movie. In collecting the data, observational method is used by conduct several technique watching the movie, identify the dialogue, identify the caterogies of directive illocutionary act by using the theory of Searle and Vanderveken (1985). It is found there are some types of directive illocutionary act found the Tinker Bell and The Legend of The Neverbeast conversation. Based on the data analysis, there are some types of directive illocutionary act found in this movie. This study shows that the dominant types of directive illocutionary act found in this movie is asking, followed by telling and ordering.
GOOGLE CLASSROOM FOR LANGUAGE LEARNING: ITS BENEFITS AND CHALLENGES ACCORDING TO RECENT RESEARCH Suwastini, Ni Komang Arie; Ni Komang Ratna Purwanti; Gede Rasben Dantes; Gusti Putu Rustika Dewi; Ummi Kultsum
Yavana Bhasha : Journal of English Language Education Vol. 8 No. 1 (2025): Volume 8, Issue 1 (2025)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

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Abstract

Along with the growing impact of technology in education, Google Classroom emerged as one of the most commonly used online learning platforms. Many studies have argued for the benefits of Google Classroom, including in the context of language learning, although its implementation comes with challenges. Objectives: This study investigated prior studies on Google Classroom to provide a comprehensive summary of the benefits and challenges of Google Classroom for language learning. Methods: This study adapted the library research model from George (2008) into a qualitative design, where the data were taken from experts’ opinions and results of previous studies on the implementation of Google Classroom as published in reputable international journals and national journals accredited by SINTA from 2015 to 2021. Findings: The study revealed that the implementation of Google Classroom was proven to benefit students' four language skills by providing teachers and students with a platform to share learning materials and conduct learning progress synchronically and synchronically. Challenges were also identified during the implementation: low effectiveness, low online learning pedagogical readiness, technological challenges, and lack of students' self-efficacy/self-regulated learning. Conclusion: Google Classroom provides features that may benefit language learning, yet its implementation should be aware of the users’ technological and pedagogical readiness, while stake-holders should provide necessary technical and infrastructure supports for the teachers and the students.
ANALYSIS OF DIFFERENTIATED ASSESSMENT BASED ON THE EMANCIPATED CURRICULUM IN 8TH-GRADE JUNIOR HIGH SCHOOL STUDENTS Made Gitananda Pramudya Candra Wardhani; Budiarta, Luh Gd Rahayu; Utami, Ida Ayu Made Istri
Yavana Bhasha : Journal of English Language Education Vol. 8 No. 1 (2025): Volume 8, Issue 1 (2025)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

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Abstract

The Emancipated Curriculum represents an innovative strategy for teaching and learning in the classroom. Differentiated assessment plays a crucial role in evaluating student performance based on individual learning styles and needs. The research focused on the analysis of differentiated assessment implemented in eighth-grade junior high school at one of the junior high schools in Singaraja. Data collection methods included observation of teaching activities, teacher interviews, and student questionnaires regarding learning methods and student learning styles. The researcher also conducted a questionnaire to the students which consisted of 6 yes/no questions and 12 multiple-choice questions. Results showed varied learning styles among students, with a majority favoring kinesthetic and visual learning styles, whereas students in 8th grade preferred a visual learning style. The results of the study show that differentiated assessment has never been implemented in schools even though the results of student questionnaires show that students have different learning styles. Additionally, the differentiated assessment is essential for supporting diverse student needs in the Emancipated Curriculum. Further research and implementation of differentiated assessments are needed to enhance students' learning outcomes in junior schools.
UNRAVELING THE CHALLENGES OF UNDERACHIEVING STUDENTS IN LEARNING ENGLISH Maharani, Ida Ayu; Purnama, I Gusti Agung Vony
Yavana Bhasha : Journal of English Language Education Vol. 8 No. 1 (2025): Volume 8, Issue 1 (2025)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

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Abstract

This study explored the nuanced experiences of underachieving students in English language learning. Two data collection techniques were used in this research: quantitative data obtained from the questionnaire and the qualitative data gained from the semi-structured interview. This study involved 96 students (three classes) in the second semester in English Class of ITB STIKOM Bali. The interview was conducted and two distinct type of underachieving students were found: coasting underachievers and anxious underachievers. Coasting underachievers demonstrate disengagement and lack of motivation, while anxious underachievers exhibit high levels of anxiety and self-doubt. Furthermore, based on the questionnaire result, it was found that tailored interventions addressing the specific needs of each type are crucial for fostering academic success and personal fulfillment. The analysis reveals significant factors influencing students' participation, self-perceived proficiency, and challenges in language acquisition. Understanding these factors enables educators to create inclusive learning environments and implement targeted support strategies. Students express preferences for various forms of support, highlighting the importance of personalized, holistic approaches to English language learning. Leveraging these insights, educators can empower underachieving students to thrive academically and develop essential language skills for success in university and beyond. Keywords: underachieving students; challenges; learning English
A DUAL PERSPECTIVE: TEACHERS AND STUDENTS' PERCEPTIONS OF AUGMENTED REALITY FLASHCARDS APP Astawa, Ni Luh Putu Ning Septyarini Putri
Yavana Bhasha : Journal of English Language Education Vol. 8 No. 1 (2025): Volume 8, Issue 1 (2025)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

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Abstract

This qualitative case study investigated the perceptions of teachers and students regarding the implementation of an Augmented Reality (AR) flashcard application namely “Fruit Troduction” in a fourth-grade classroom in Denpasar, Bali. Through questionnaires and interviews with 22 EFL students and two teachers, the study sought to understand how the teachers and students perceived learning that integrates AR technology into elementary education. Data analysis revealed positive responses from both teachers and students, highlighting the AR app's effectiveness in enhancing engagement, motivation, and learning outcomes. The findings suggest that AR technology holds significant promise for transforming traditional teaching methods and fostering a more immersive and interactive learning environment in elementary classrooms.
COLLABORATIVE STRATEGY ON SUPPORTING BILINGUALISM EDUCATION IN ONLINE LEARNING Mariati, Sri; Wiriawan, I Ketut
Yavana Bhasha : Journal of English Language Education Vol. 8 No. 1 (2025): Volume 8, Issue 1 (2025)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

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Abstract

Being bilingual is a common phenomenon around the world. Since many children learn two different languages from an early age, bilingual programs get more attention in the educational field. The programs drive the development of instructional strategies to cope with the goals of the bilingual education programs and to promote children’s competencies in two languages. In promoting the degree of bilingualism in the classroom, the challenge is not only to do with the choice of appropriate strategies but also to deal with children motivation to learn. The lack of motivation on the part of the students may cause some kind of resistance in term of the instructional process even though the teachers have employed carefully selected strategies for teaching strategies. The challenge is even more when the instruction should be conducted in online learning mode. To cope with this problem, the collaborative strategy is proposed as the possible solution. The purpose of the study was to explore the implementation of the collaborative strategy between teachers & parents, and how the role of technology become important in teaching and learning bilingual students. This study was conducted by the library research method. In this study, the researcher reviewed some articles and draw the result descriptively from the secondary data. The finding of the study showed collaborative strategy can help the students and teachers in bilingual education by considering teacher & parent partnerships and technology readiness. For the implementation of collaborative strategy in online learning, some technology cannot be used effectively like chatting in online discussion. Then, parents as tutors at home need to fulfil standard requirements before conducting teacher-parent partnerships.
THE INTEGRATION OF BALINESE WISDOM “TRI HITA KARANA” IN PRIMARY STUDENTS’ ENGLISH STORYTELLING PERFORMANCES IN DENPASAR I Putu Yoga Laksana; I Made Sutajaya; I Wayan Suja; Antari, Wahyu
Yavana Bhasha : Journal of English Language Education Vol. 8 No. 1 (2025): Volume 8, Issue 1 (2025)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

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Abstract

In an era of globalization, preserving local cultural values while developing English proficiency presents a significant challenge, particularly in culturally rich regions like Bali, Indonesia. This study explores an innovative approach to addressing this challenge by integrating the Balinese philosophy of Tri Hita Karana (THK) into English language storytelling performances of primary school students in Denpasar. Through qualitative analysis of 40 students’ storytelling performances and in-depth interviews with six competition winners, this research reveals the profound potential of culturally responsive language education. The findings demonstrate that young learners can effectively internalize and creatively express traditional values through a foreign language medium, seamlessly incorporating concepts of parhyangan (human-divine relationship), pawongan (human-human relationship), and palemahan (human-nature relationship) into their narratives. Notably, students displayed a sophisticated ability to apply these ancient principles to contemporary issues, challenging assumptions about the dichotomy between global language acquisition and local cultural preservation. The study uncovers a synergistic model where English becomes a tool for cultural expression and evolution, rather than a threat to traditional values. This approach not only enhances language skills but also deepens cultural understanding and fosters a strong sense of identity. By bridging the gap between global communication needs and local wisdom, this research opens new avenues for developing culturally responsive English language teaching methodologies. The integration of THK in English storytelling performances emerges as a promising model for nurturing linguistic competence, cultural awareness, and creative expression, potentially revolutionizing language education in culturally diverse, non-native English speaking contexts.
STUDENTS’ PERSPECTIVES ON USING GRAMMAR CHECKERS IN ACADEMIC WRITING Izzati, Keysa; Noni Agustina; Anindita, Rina
Yavana Bhasha : Journal of English Language Education Vol. 8 No. 1 (2025): Volume 8, Issue 1 (2025)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

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Abstract

Research article writing is essential for academics to disseminate their work and develop their careers. However, writing in a foreign language (FL) is a complex process that entails more than just conveying ideas, involving various procedures to complete the writing task. In an effort to improve students' writing skills, technology-based tools such as grammar checkers have developed rapidly. Thus, this study aims to investigate students' perspectives on the use of grammar checkers in improving their writing skills. The results showed that grammar checkers were generally perceived as practical and useful tools in improving their writing quality, efficiency, and confidence. Most participants felt that grammar checkers helped them in understanding grammar rules and made their writing better. However, despite general satisfaction, some participants still preferred personal judgement in assessing the accuracy of their writing, suggesting that there is still a need to improve the reliability and accuracy of grammar checkers.
EXPLORING TEACHERS’ PERSPECTIVES ON THE CONSTRUCTIVE IMPACTS OF MICROLEARNING TIKTOK IN ASSESSING STUDENTS’ SPEAKING SKILL Utami, Ni Luh Kadek Mega; Saroh, Yam
Yavana Bhasha : Journal of English Language Education Vol. 8 No. 1 (2025): Volume 8, Issue 1 (2025)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

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Abstract

Merdeka Curriculum frees teachers and students to use any learning media during the learning process. Thus, teachers can select any teaching media and tools to assist students learn in the classroom. Considering that perspective, the focus of this study is to unveil the constructive impacts experienced by teachers when using TikTok as an assessment tool to evaluate students’ speaking skills. This study employs a qualitative exploratory design. The data were obtained through observation, an E-questionnaire, and an in-depth interview with three English teachers of senior high schools in Denpasar, Bali as the participants. The participants were chosen by using a purposive sampling technique. The data collection period spanned two months. The findings showed the constructive impacts of TikTok as a speaking assessment could increase the students’ speaking skills, covering five aspects (vocabulary, grammar, pronunciation, fluency, and comprehension). The results highlight that TikTok can not only be used as a learning media but also be used as an assessment tool. Teachers found that TikTok was a practical digital platform for students to perform their speaking skills where they practiced using short videos, a compact content encouraging them to speak more freely and helping the teachers assess their speaking skills.   Keywords: Constructive Impacts; Microlearning; Speaking Assessment; TikTok Application.  
PREFIXES FOUND ON SELECTED BARACK OBAMA’S INSTAGRAM CAPTION: MORPHOLOGICAL STUDY Ida Bagus Made Sadu Gunawan; Winarta, Ida Bagus Gde Nova; Prawita, Ni Ketut Riska Dewi
Yavana Bhasha : Journal of English Language Education Vol. 8 No. 1 (2025): Volume 8, Issue 1 (2025)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

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Abstract

ABSTRACT The purpose of this study was to interpret and describe the prefix type from Barack Obama's Instagram caption. It is because Barack Obama have good personal in the public, such as he is win the Nobel Peace Prize and third to win a Nobel Prize while in office. The name Barack means "one who is blessed" in Swahili. Barack Obama is the first African-American to be president of the Harvard Law Review. In English Morphology, there is Prefix and Suffix. But, in this study only discuss about prefix that was used by Barack Obama in Instagram Caption. Prefix in morphology is one of affixes, generally prefix is indicated as inflectional morphemes. The writer uses descriptive qualitative method to analyze the types of the prefix by using theory from Lieber (2009). The data found was analyzed by using tree diagram. Based on the analysis the writer found some prefix, such as: re-, un-, in-, dis-, and auto-.

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