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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 127 Documents
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THE NEUROLINGUISTIC FOUNDATIONS OF LANGUAGE: A THEORETICAL REVIEW OF BROCA’S AREA AND WERNICKE’S AREA IN PSYCHOLINGUISTIC FUNCTIONING
Yavana Bhasha : Journal of English Language Education Vol. 9 No. 1 (2026): Volume 9 Issue 1 (2026)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

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Abstract

This article examines the neurocognitive mechanisms of language by exploring the distinct yet interconnected roles of Broca’s area and Wernicke’s area within the human brain. It focuses on how these two regions contribute to language production and comprehension, respectively, and how their interaction forms the core of psycholinguistic processing. The aim of this study is to provide a comprehensive theoretical analysis of the anatomical positioning, functional specialization, and neurological disorders associated with each area. This research is conducted using a qualitative-descriptive method, drawing from classical case studies and contemporary findings in neuroimaging. The discussion integrates insights from historical observations by Paul Broca and Carl Wernicke, and expands to include recent functional MRI and EEG research that demonstrate a more dynamic and interconnected model of language processing. The arcuate fasciculus is discussed as the primary pathway linking Broca’s and Wernicke’s areas, facilitating the reciprocal flow of linguistic information between comprehension and expression. Findings show that both regions are not isolated in function but cooperate within a distributed network, challenging the traditional dichotomy of language centers. It is concluded that understanding the synergy between these areas is essential for explaining the neural basis of language and for advancing clinical approaches in the diagnosis and rehabilitation of aphasia. This theoretical study offers a refined understanding of how specific cortical regions underpin the human capacity for language.
ENHANCING FIFTH GRADERS’ VOCABULARY MASTERY THROUGH SCRIPTED SONGS AT SD NEGERI 16 KESIMAN, DENPASAR TIMUR
Yavana Bhasha : Journal of English Language Education Vol. 9 No. 1 (2026): Volume 9 Issue 1 (2026)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

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Abstract

This Classroom Action Research aimed to investigate how the use of scripted songs can improve vocabulary mastery among fifth-grade students at SD Negeri 16 Kesiman, Denpasar Timur. The research question formulated in this study was: How to improve vocabulary mastery with the use of scripted songs for students in grade 5 at SD Negeri 16 Kesiman? Accordingly, the objective was to examine and describe the process and effectiveness of using scripted songs to enhance students’ English vocabulary mastery. This study employed Classroom Action Research (CAR) based on the model by Kemmis and McTaggart (1988), conducted in two cycles. Each consists of planning, action, observation, and reflection. The participants were 37 fifth-grade students. Data were collected through pre-tests, post-tests as primary data in each cycle. Observation checklists, interviews, and student feedback forms as supporting data. Scripted songs were specifically designed using wild animal themes and descriptive adjectives, in accordance with the students’ curriculum. The findings demonstrated a significant improvement in students’ vocabulary mastery. The mean score in the preliminary study was 53.9, increasing to 72.8 after Cycle I, and further rising to 85.0 in Cycle II. By the end of the research, all students (100%) successfully achieved the Minimum Completion Criterion (KKM). The use of scripted songs not only improved vocabulary mastery but also fostered a more engaging, confident, and enthusiastic classroom environment. Thus, integrating scripted songs through experiential learning is proven effective in improving young learners’ vocabulary mastery and is recommended for English language instruction in elementary schools.
EXPLORING QUIZLET'S ROLE IN TECHNOLOGY-ENHANCED ENGLISH LANGUAGE LEARNING: A SYSTEMATIC REVIEW
Yavana Bhasha : Journal of English Language Education Vol. 9 No. 1 (2026): Volume 9 Issue 1 (2026)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

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Abstract

This systematic literature review critically evaluates the impact of Quizlet, a widely used digital flashcard tool, on English language learning outcomes, specifically focusing on vocabulary retention, learner engagement, and motivation. A comprehensive search across multiple electronic databases (Google Scholar, PubMed, SpringerLink, Elsevier) yielded 25 peer-reviewed studies published between 2010 and 2025, meeting predefined inclusion criteria. The findings indicate that Quizlet significantly enhances vocabulary retention, especially through spaced repetition and multiple retrieval practices, showing moderate to large effect sizes for both immediate and delayed vocabulary recall. Most studies reported positive outcomes in learner engagement, with participants demonstrating higher intrinsic motivation and increased study frequency compared to traditional learning methods. However, the review also identifies substantial heterogeneity in study designs, outcome measures, and learner contexts, limiting the ability to make robust causal inferences. The majority of studies employed non-randomized, quasi-experimental designs, reducing the strength of conclusions drawn from these findings. Furthermore, issues such as inconsistent reporting of participant demographics and sampling methods, as well as reliance on self-reported engagement and motivation, add to the variability of results. Despite these limitations, Quizlet’s potential in promoting autonomous learning, enhancing motivation, and improving language retention is evident. The review recommends future research to address methodological gaps, particularly through randomized controlled trials with diverse participant samples and standardized outcome measures, and suggests investigating Quizlet’s effectiveness in broader language domains beyond vocabulary acquisition.
ENHANCING ENGLISH VOCABULARY MASTERY IN YOUNG LEARNERS THROUGH WHISPERING GAMES
Yavana Bhasha : Journal of English Language Education Vol. 9 No. 1 (2026): Volume 9 Issue 1 (2026)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

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Abstract

The study aimed to improve students’ vocabulary mastery through the use of the Whispering Game. A two-cycle classroom action research was applied in conducting this study, involving twenty-two (22) 4th-grade students of a public elementary school in Denpasar, Bali. In the process of collecting the data, the researcher administered pre-tests and post-tests to determine the improvement in students’ vocabulary mastery before and after the intervention. A questionnaire was also administered to explore students' responses throughout the teaching and learning process. The results of this study indicate that the Whispering Game significantly improved students’ vocabulary mastery, as evidenced by the increase in the class mean score from 55 in the pre-cycle to 85 in the second cycle. This improvement was further supported by questionnaire data, which revealed highly positive student responses toward the Whispering Game.
PROMOTING COLLABORATION AS CHARACTER EDUCATION VALUE THROUGH DIGITAL STORYTELLING IN ENGLISH TEACHING FOR YOUNG LEARNERS
Yavana Bhasha : Journal of English Language Education Vol. 9 No. 1 (2026): Volume 9 Issue 1 (2026)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

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Abstract

Collaboration is an essential character education value that supports meaningful learning in English as a Foreign Language classrooms for young learners, yet it is often insufficiently integrated into instructional practices. This study examines how digital storytelling is used to promote collaboration as a character education value in English teaching for young learners. A systematic literature review was conducted by analyzing eighteen relevant studies published between 2020 and 2025. The study followed a structured review process to identify, screen, and synthesize eligible articles, which were then analyzed thematically. The findings reveal that digital storytelling is commonly implemented as a collaborative and project-based learning activity that integrates language learning with social interaction through multimodal resources. Collaboration is fostered through small-group work, role distribution, joint planning, peer feedback, and shared problem-solving throughout the storytelling process. Digital storytelling activities are generally designed using structured instructional stages, with teachers acting as facilitators and learners functioning as active participants and co-creators. The study concludes that digital storytelling effectively supports the development of collaboration as a character education value while also enhancing young learners’ engagement and English language learning. These findings highlight the potential of digital storytelling as an instructional approach that integrates language development and character education in English as a Foreign Language classrooms for young learners.
THE CHARACTERIZATIONS OF MISS TRUNCHBULL AS ANTAGONIST IN ROALD DAHL’S MATILDA
Yavana Bhasha : Journal of English Language Education Vol. 9 No. 1 (2026): Volume 9 Issue 1 (2026)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

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Abstract

The present study examines the antagonist in Roald Dahl’s Matilda, namely Miss Trunchbull. While previous studies focused on feminist and moral values of the protagonist, limited attention has been addressed to the antagonist’s role in shaping narrative conflict. The present study employed interpretive qualitative approach to analyze Miss Trunchbull’s traits and her role an antagonistic force in the novel. Through close reading and interactive qualitative data analysis model by Miles, Huberman, and Saldana, the findings reveal that Miss Trunchbull functions as the primary source of conflict, oppression, and fear that drives the narrative forward. Her characterizations, namely rude, authoritarian, arrogant, intimidating, malevolent, cunning, disciplined, and sturdy obstruct the protagonist’s development. The present study contributes to children’s literature criticism by highlighting the ideological significance of antagonistic characters in literary studies.
COMMUNICATION ERRORS IN FOOD AND BEVERAGE SERVICE: AN ANALYSIS OF WAITERS’ INTERACTIONAL COMPETENCE IN VOCATIONAL HOSPITALITY EDUCATION
Yavana Bhasha : Journal of English Language Education Vol. 9 No. 1 (2026): Volume 9 Issue 1 (2026)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

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Abstract

Effective communication plays a central role in determining service quality within the hospitality industry, particularly in restaurant settings where waiter–guest interaction directly shapes customer experience. This study investigates common communication errors produced by waiter students in a hospitality education program, focusing on three major dimensions: grammatical accuracy, pragmatic appropriateness, and lexical precision. Employing a qualitative descriptive design, data were collected through observation and transcription of simulated restaurant service interactions involving undergraduate hospitality students. The collected utterances were analyzed to identify recurring patterns of linguistic and pragmatic deviation. The findings reveal that grammatical errors primarily involve auxiliary omission, incorrect tense usage, and improper interrogative formation, largely influenced by first language transfer. Pragmatic errors include overly direct imperatives, insufficient mitigation strategies, and limited empathetic responses in complaint situations, indicating underdeveloped sociopragmatic competence. Lexical errors are characterized by overgeneralization, collocational inaccuracies, and limited use of hospitality-specific terminology, which affect professional credibility and persuasive effectiveness in menu explanation. The study argues that communication challenges in hospitality contexts are multidimensional and extend beyond structural inaccuracies. In restaurant service encounters, language functions not only as a medium of information exchange but also as a representation of professionalism and institutional quality. Therefore, hospitality English instruction should adopt an integrated communicative competence framework that simultaneously addresses grammatical form, pragmatic sensitivity, and lexical specialization. The findings provide pedagogical insights for vocational institutions seeking to align English language training with the communicative demands of international restaurant environments.

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