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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 134 Documents
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THE ROLE OF LINGUISTIC LANDSCAPE IN SUPPORTING INCLUSIVE EDUCATION: A SYSTEMATIC LITERATURE REVIEW (2020-2025) Ni Luh Eka Setyawati; Made Hery Santosa
Yavana Bhasha : Journal of English Language Education Vol. 9 No. 2 (2026): Volume 9, Issue 2 (2026)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

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Abstract

Linguistic landscape is commonly found in public spaces through signs, information, boards, posters, directional signs, and other visual displays. In the context of education, these displays become part of students’ daily learning experiences and may influence how they interact with their surroundings. Previous studies have discussed linguistic landscape in relation to multilingualism and language learning. However, its role in supporting inclusive education has receive less attention. This study aims to explore how lingusitic landscape supports inclusive education based on studies published between 2020 and 2025. A systematic literature review was chosen using the PRISMA framework. Ten articles were selected based on inclusion criteria and analyze the contribution of linguistic landscape to inclusive educational practices. The results show that linguistic landscape supports inclusive education in several ways. It reflects inclusive values and policies within educational settings, improves accessibility through visual, tactile, and navigational resources. these findings suggest that linguistic landscape can be used as a resource to create learning environments that are more inclusive, assessible, and responsive to the needs of diverse learners.
PHONOLOGICAL ERROR ANALYSIS OF EFL STUDENTS’ PRONUNCIATION IN ENGLISH SONGS USING SPEECH-TO-TEXT TECHNOLOGY TOOLS Aiya, Naliza Aiya; Syakila, Fitrah Syakila Rambe; Zulio Diva Ananta; Yani Lubis
Yavana Bhasha : Journal of English Language Education Vol. 9 No. 2 (2026): Volume 9, Issue 2 (2026)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

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Abstract

This research is motivated by the importance of mastering phonology in learning English as a foreign language, especially in the aspect of pronunciation which is still a challenge for students. This study aims to identify the types of phonological errors that appear in students' singing, determine the most dominant categories of errors, as well as uncover the factors that affect their pronunciation difficulties. The research uses a qualitative descriptive approach with an error analysis method. Data was obtained from the singing recordings of 19 students of the English Education Study Program which were then transcribed using several automatic transcription software and verified through phonetic analysis based on the International Phonetic Alphabet. The results showed that of the 19 identified deviations, there were 12 cases that could be categorized as representative phonological errors. These errors include consonant errors, vowel errors, sound omissions, sound additions, metathesis, ephesis, and nasal errors. The most dominant categories of errors are consonant errors and vowel errors, which each account for 25% of the overall data. The findings also show that students' pronunciation difficulties are influenced by first language interference, limitations of phonological awareness, difficulty processing interconnected speech, and the influence of auditory imitation when singing English songs. This study concludes that phonological analysis combined with automatic transcription technology is able to provide a more objective picture of students' pronunciation error patterns and can be used as a basis for the development of more effective pronunciation learning.  
INTERACTIVE DIGITAL DICTIONARY DEVELOPMENT TO ENHANCE ENGLISH VOCABULARY MASTERY AND READING ABILITY THROUGH SELF-REGULATED LEARNING AMONG JUNIOR HIGH SCHOOL STUDENTS Rahmi Lira Setyarini, Dewa Ayu Putu; Agustini, Ketut; Sudatha, I Gde Wawan
Yavana Bhasha : Journal of English Language Education Vol. 9 No. 2 (2026): Volume 9, Issue 2 (2026)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

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Abstract

ABSTRACT The rapid expansion of digital technology in English as a Foreign Language (EFL) instruction has generated significant interest in interactive digital dictionaries as tools for vocabulary acquisition and reading development. However, systematic evidence consolidating the effectiveness of such tools across multiple learning outcomes, particularly within the framework of Self-Regulated Learning (SRL), remains limited. This study aims to systematically review empirical literature on the development and effectiveness of interactive digital dictionaries in enhancing English vocabulary mastery, reading ability, and self-regulated learning among Junior High School students (SMP). Following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework, articles were retrieved from three major academic databases: Scopus, Web of Science, and ERIC, using predefined Boolean search strings. Inclusion criteria focused on peer-reviewed journal articles published between 2014 and 2024 that addressed interactive digital dictionaries in EFL contexts with measurable learning outcomes. A total of 1,248 records were initially identified; after screening and eligibility assessment, 45 articles were included for final synthesis. Findings reveal that interactive digital dictionaries, when designed with multimodal features, contextual scaffolding, gamification, and adaptive personalization, significantly enhance vocabulary mastery across breadth, depth, and fluency dimensions. Reading ability improves substantially when digital glossaries are embedded within authentic reading tasks. Self-regulated learning emerges as a critical mediating variable: digital dictionary features supporting goal-setting, self-monitoring, and self-evaluation strengthen learners' regulatory strategies and amplify vocabulary and reading outcomes. Research gaps are identified, including the underrepresentation of secondary school EFL learners, the scarcity of delayed post-test designs, and limited studies from Southeast Asian contexts. This review contributes a synthesized evidence base and design framework for developing interactive digital dictionaries that simultaneously target vocabulary mastery, reading proficiency, and self-regulated learning in Junior High School EFL settings.
DEVELOPING BASIC ENGLISH COURSEBOOK LEVEL 2 FOR UNIVERSITY STUDENTS AT STKIP AGAMA HINDU SINGARAJA Damustri, Kadek Hana Hazela; Pratama, P.G. Artha; Arissusanti, L.P. Mey
Yavana Bhasha : Journal of English Language Education Vol. 9 No. 2 (2026): Volume 9, Issue 2 (2026)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

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Abstract

ABSTRACT This research aimed to develop a Basic English Coursebook Level 2 for first-semester students of the English Language Education Study Program at STKIP Agama Hindu Singaraja. The background of this research was the absence of a standardized main coursebook and inconsistency in instructional materials across semesters, which resulted in a gap between the materials delivered and the actual learning needs of the students. This research employed Design and Development Research (DDR) using the ADDIE model, which consisted of analysis, design, development, implementation, and evaluation stages. The data were collected through interviews, observations, and expert validation. The findings showed that the developed coursebook consists of 35 units integrating the four language skills (listening, speaking, reading, and writing) along with grammar and vocabulary, aligned with CEFR level A2, and meaningful engagement. Based on the validation results from two expert judges, the product obtained an overall average score of 85.7%, which categorizes the coursebook as "Very Feasible" to be used as a primary teaching material. Furthermore, the coursebook was considered effective to be used in English language learning. Therefore, this developed coursebook was expected to serve as a solution to enhance the quality of basic English teaching in higher education at STKIP Agama Hindu Singaraja

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