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Yavana Bhasha: Journal of English Language Education

YB
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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

1 2 3 4 5

The Roles of Parent and Teacher on Children Attitude Development to Avoid Bullying Behavior in Early Childhood Putu Eka Sastrika Ayu
Yavana Bhasha : Journal of English Language Education Vol. 3 No. 1 (2020): Volume 3, Issue 1 (2020)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Family takes important influences on the education of children's moral and personality development. Families especially parents are the main agencies to teach children new things as well as goodness or badness. Early family education should include three aspects namely cognitive, affective and psychomotor aspects. In early family education, parents should impart honest behaving, polite speaking, and responsibility-taking. In this early family education, educational interaction occurs firstly and foremost to the children who would become the foundation of their further education. Cultivating children's attitudes should be carried out by school teachers. There are several roles that can be implemented by the teacher namely; as a model, mentor, coach, motivational speaker, and evaluator. The role of teachers as educators (nurturer) are the roles that are associated with the duties of assistance and encouragement (supporter), the tasks of supervision and coaching (supervisor) as well as tasks related to disciplining children the child was being well behaved against the school rules and norms of life in the family and society. By optimizing the role of parents and teachers in the cultivation of the attitude, then it will be able to reduce bullying behavior in early childhood. The children's experiences with bullying will give long term impacts. For the children having bullying victims, the experience will be a nightmare that never disappears from their memories.

SPEECH ACT AND POLITENESS TRATEGY USED BY PRE-SERVICE TEACHER IN ONLINE LEARNING IN SMA LAB UNDISKSHA I Gede Rizky Aditiya; I Nyoman Adi Jaya; Dewa Putu Ramendra
Yavana Bhasha : Journal of English Language Education Vol. 4 No. 2 (2021): Volume 4, Issue 2 (2021)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Language is an essential tool that we use in our daily life. In general, language is used as a toolto convey information. In using language, speakers must pay attention to the language used.Language users should do this to avoid or minimize errors in conveying information to listeners. Thisstudy aims to determine what types of speech acts and politeness strategies are used by pre-serviceteachers when teaching online classes. This research is expected to provide an overview of how speechacts and politeness strategies can affect educational activities. This research is a qualitative descriptivestudy. This research was conducted using two steps. The researcher's first step is to observe how preserviceteachers use speech act and politeness strategies in online classes. Then the researcher willconduct interviews with research subjects or pre-service teachers to verify the data that has beenobserved. In conducting this research, the researcher used two theories as to the research foundation.The first theory is Searle's theory of speech act types and Brown and Levinson's theory of politenessstrategies. The study found that if pre-service teachers use five types of speech acts, they arerepresentative, directive, commissive, expressive, and directive. This study also found that pre-serviceteachers used more directive speech acts in teaching online classes than other types of speech acts. Inaddition to the use of speech acts, this study also found that pre-service teachers also use fourpoliteness strategies in teaching online classes. The four types of politeness strategies are bald-onrecord,positive politeness, negative politeness, and off-record.

Teaching Practicum in Pre-Service Teacher Education Dwiyani Pratiwi
Yavana Bhasha : Journal of English Language Education Vol. 3 No. 1 (2020): Volume 3, Issue 1 (2020)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

This paper presents a review of the research literature on practicum. Since there have been changes in trends in Teaching Education since the 1960s that also influenced the shift of research topics on practicum, this paper first gives a short review of the research trends in general TE, changing from the teaching process- product paradigm to the investigation of teachers’ mental lives or cognition. Then the actual review will focus on the studies related to the teachers’ beliefs, perspectives, perceptions, understanding, and reasoning, and follows under these topics: student teachers learning, cooperating teachers, and school-university cooperation in the practicum. At the end of this paper, some future studies on teaching practicum are suggested.

Content Analysis of Vocabulary Materials on English Textbook at 10th Grade Mentari Florentina Pasaribu; Siti Wina Putri Lubis; Mei Melawati Siagian; Sri Previna; Erikson Saragih
Yavana Bhasha : Journal of English Language Education Vol. 3 No. 1 (2020): Volume 3, Issue 1 (2020)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

The purpose of this study was to analyze the vocabulary material in 10th grade English books in secondary schools published by the Ministry of Education and Culture. This research was conducted by solving three problems namely; what topics are available in grade 10 English textbooks; how vocabulary topics are presented; and why vocabulary content is important to discuss. The design of this study is descriptive analysis with book instruments as data sources and English teacher interviews. The books analyzed consist of fifteen chapters, and each chapter provides vocabulary content. The results of this study were conducted with the vocabulary analysis criteria suggested by Celce Murcia and showed that the vocabulary contained in the textbook contained more vocabulary that was appropriate to the topic and learning objectives than vocabulary that did not fit the topic. and from the research that has been done, there are results that the inclusivity criteria per syllabus get the highest value, 3.8; accessibility criteria with a value of 3.5; the average value can be in the context of the criteria of suitability, the suitability of the load, and balanced distribution. The interview also showed that vocabulary is very important to discuss because, without vocabulary, students' ability to communicate cannot occur properly and correctly.

Learning Style in Language Learning Classroom Fitri Devi Enjelina Silitonga; Sri Menty Pinem; Lovita Simbolon; Laura Maloni Lingga; Erikson Saragih
Yavana Bhasha : Journal of English Language Education Vol. 3 No. 1 (2020): Volume 3, Issue 1 (2020)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

This article describes the concept of language learning styles in the classroom and the characteristics of students for each of their learning styles in language learning. Where the purpose of this study is to describe their learning styles related to learning styles for language acquisition. There are 3 types of language learning styles described by Tekavcic and Dimovski namely the visual, auditory and touch functions of a person in processing information. The three main types of learning styles are not absolute, of course. Many students learn through various senses. Certain students may be as strong in three perceptual modalities, or in two perceptual modalities from any combination. The method of data collection in this study is observation, the results of this discussion are that we observed grade 9 students of Percut Sei Tuan Middle School very less on how to apply language learning styles they are in front of the class so that it impacts learning difficulties well.

The Precision and Accuracy of English Verbs Choice in Recount Text Written by the Students of CEC Denpasar: An Analysis of Metalanguage Ni Nyoman Dewi Astari Putri; I Wayan Pastika; Made Sri Satyawati
Yavana Bhasha : Journal of English Language Education Vol. 3 No. 1 (2020): Volume 3, Issue 1 (2020)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

This writing entitled “The Precision and Accuracy of English Verbs Choice in Recount Text Written by The Students of CEC Denpasar: An Analysis of Metalanguage” was conducted in order to be able to find out the percentage of precision and accuracy of English verbs choice in recount text written by the students of CEC Denpasar, analyze the lexico-semantic error, and describe the factors that cause this error. The data in this study were taken directly from recount texts written by the students of CEC Denpasar, interview, and questionnaire. Those data were collected by using a test, interview, and questionnaire method. The theory applied in this writing is Metalanguage from NSM theory proposed by Wierzbicka (1996). However, in describing the error, the analysis was done through configuration only by the qualitative method. The result shows that out of twenty- six verbs, twelve chosen verbs were less precise. Through Metalanguage, those errors can be described configurationally. Moreover, the difference between the error and the recommendation verbs can be explained, therefore, the difference can be shown. There were two factors that cause this error. They are external (teacher, method, strategy, technique used in teaching) and internal (motivation, potency, competence, and learners’ language background) factors.

SPEECH ACTS ANALYSIS OF PRE-SERVICE TEACHERS AND STUDENTS AT SMK NEGERI 1 SINGARAJA Kadek Dhea Paramitha Amara Putri; I Nyoman Adi Jaya Putra; Dewa Putu Ramendra
Yavana Bhasha : Journal of English Language Education Vol. 4 No. 2 (2021): Volume 4, Issue 2 (2021)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

This research aims to analyze the kind of speech act used by pre-service teachers and studentsof SMK Negeri 1 Singaraja in WhatsApp as learning media. Investigate the most dominant speech actused by pre-service teachers and students, and analyze the kind of instructional function used by thepre-service teachers. The data were analyzed using descriptive qualitative. The subject of this researchis the pre-service teacher and students in SMK Negeri 1 Singaraja. The data were collected throughobservation and interview. The data from the observation was collected using an observation sheetwhich developed from Searle’s (1969) theory of speech act and Johnson’s (1997) theory of instructionalfunction. The interview has been done semi-structured using an interview guide. The result showsthat the pre-service teacher use four speech act in the learning activity; representative, directive,commissive, and expressive. The pre-service teacher uses directive speech to act dominantly to makethe students active in the learning process. Meanwhile, the students use four speech act, includingrepresentative, directive, commissive, and expressive. The students use representative in dominant tobe active and getting feedback in the learning activity. The kinds of the instructional function used bythe pre-service teacher are control, organize, and motivational. It was found that the directive speechact functioned as control. Commissive functioned as organize. And expressive as motivationalfunction.

The Effectiveness of Using Picture Book to Motivate Students Especially Young Learners in Reading Putu Santi Oktarina; Ni Putu Lila Sri Hari; Ni Made Winda Ambarwati
Yavana Bhasha : Journal of English Language Education Vol. 3 No. 1 (2020): Volume 3, Issue 1 (2020)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

This journal aims to investigate the effectiveness of PICTUREBOOK in resolve the problem of low interest in reading, especially for young learners. Reading is something that is learned. Reading means gaining an understanding of the written symbols represented by the sounds of oral language. This is an important skill to learn as it opens the doors to further studying, better job opportunities and to a whole other world that happens in print. There are many strategies that can be used to teach reading for young learners one of them is by using a picture book. A picture book is a book contained illustrations on each page accompanied by texts which tell about the same story told by the illustrations. In this journal, the authors use a qualitative research method, by reviewing some journals from other researchers. The result of this research proves that picture books can improve and motivate young learners to enhance and also motivate young learners to prefer reading. Picture books can visualization literacy skills and train children to comprehend the story from multiple perspectives.

Enhancing Students’ Literacy Skills through the use of English Storybooks I Putu Andre Suhardiana; Ni Luh Gede Windy Lestari
Yavana Bhasha : Journal of English Language Education Vol. 3 No. 1 (2020): Volume 3, Issue 1 (2020)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Basically, education holds a huge influence on the outcome of the students in the process of learning. One obstacle in education today is concerning students’ literacy skill. Most of them possess a low interest in literacy. The strategy that can be adopted to enhance students’ literacy is through the use of storybooks. Numerous storybooks and various activities are provided in order to solve this difficulty, particularly in English education as a foreign language. The storybook can simplify the understanding of the foreign language. The stories are educational materials that provide effective learning with reality, recognition, and entertainment. The objective of this study is to enhance the literacy skills of students by using English storybooks, specifically for young learners and accommodate the widest opportunity for teachers to develop their English teaching abilities in such a way that in the future they are better prepared and alert in dealing with the identical situations.

Teaching English Vocabulary using Song Ni Wayan Satri Adnyani; A.A.I. Bulan Fitria Dewi
Yavana Bhasha : Journal of English Language Education Vol. 3 No. 1 (2020): Volume 3, Issue 1 (2020)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Vocabulary is one of the English elements besides grammar, spelling, and pronunciation supporting English language skill such as listening, speaking, reading, and writing. Vocabulary is the first element that should be master before the learners going to other element. When the learners have mastered vocabulary, they will be able to produce many sentences in spoken and written form easily. On the other hand, when they lack of vocabulary, they will find difficulty in deliver their thought, even their opinion to other people. One of the teaching strategies to enhance students’ vocabulary is using English Song. This paper aims at describing the use of English song in teaching English vocabulary for students. The method of this research was a qualitative research combination of seven several journals from abroad and within the country about teaching vocabulary with song. Although there are many reasons why songs can be considered a valuable teaching tool, there are some issues to consider.

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I Gusti Ngurah Agung Wijaya Mahardika

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+6281338639523

Journal Mail Official
yavanabhasha@uhnsugriwa.ac.id

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http://ojs.uhnsugriwa.ac.id/index.php/YB/about/editorialTeam

Location
Kota denpasar,

Bali

INDONESIA

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name I Gusti Ngurah Agung Wijaya Mahardika

Contact Email wijayamahardika@gmail.com

Phone +6281338639523

Journal Mail Official yavanabhasha@uhnsugriwa.ac.id

Editorial Address http://ojs.uhnsugriwa.ac.id/index.php/YB/about/editorialTeam

Location Kota denpasar, Bali INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
I Gusti Ngurah Agung Wijaya Mahardika

Contact Email
wijayamahardika@gmail.com

Phone
+6281338639523

Journal Mail Official
yavanabhasha@uhnsugriwa.ac.id

Editorial Address
http://ojs.uhnsugriwa.ac.id/index.php/YB/about/editorialTeam

Location
Kota denpasar,

Bali

INDONESIA