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<![CDATA[Learn from Home with a Simple Think Pair Share ]]>
<![CDATA[Luh Ketut Sri Widhiasih]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol. 4 No. 1 (2021): Volume 4, Issue 1 (2021) ]]>
Publisher : <![CDATA[Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar ]]>
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DOI: 10.25078/yb.v4i1.657
<![CDATA[online. Meanwhile, mastering writing skill is still important in online class because thesubjects will be able to express their ideas, feeling and experiences in the written formappropriately. The objective of this study was to find out whether or not writing skill ofsecond semester students of English Language Education Study Program, Faculty ofTeacher Training, Mahasaraswati Denpasar University in Academic year 2019/2020 couldbe improved trough Think Pair Share with distance learning model. The study wasdesigned in the form of classroom action research. Based on the result of the pre-test,post-test, and questionnaire, it could be concluded that writing skill of the secondsemester students of English Language Education Study Program, Faculty of TeacherTraining, Mahasaraswati Denpasar University in Academic Year 2019/2020 could beimproved trough Think Pair Share with distance learning model.]]>
<![CDATA[Bahasa Inggris ]]>
<![CDATA[Ni Komang Dwi Eka Yuliati]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol. 5 No. 2 (2022): Volume 5, Issue 2 (2022) ]]>
Publisher : <![CDATA[Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar ]]>
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DOI: 10.25078/yb.v5i2.723
<![CDATA[Getting data on the mother language for primary students can be challenging in a multilingual setting as Indonesia. There are around 700 spoken languages spoken in Indonesia. It is often challenging to assess a young learner first language directly because of the shortfall of assets accessible in each language. Getting information on every child's mother tongue acquisition is very important for bridging teaching instruction in primary years, as does in reading. This study's objective was to assess the validity and reliability of an adapted parent questionnaire on the first language development of Indonesian learners that is not specific to a particular language or cultural group. This research and development use a 4-D model (define, design, development, disseminate). The defined stage consists of focus group discussion resulting in the need for mother-tongue information to support instruction in reading comprehension. The design stage is the adaptation of the Alberta Language and Development Questionnaire (ALDeQ)'s existing questionnaire leading to the parent information questionnaire design fitted into the Indonesian context. Field tests and data analysis are conducted in the developmental stage. This descriptive quantitative research did not go through the dissemination stage because not being developed wider. The Gregory content validation formula obtained a score of 1, which was categorized as very high, indicating that the instrument is eligible. The Product Moment empirical validity indicates a high validity. Reliability tests using Cronbach's Alpha formula showed a value of 0.86 which means very high.]]>
<![CDATA[THE USE OF FLASHCARDS TEACHING STRATEGY IN RECALLING ENGLISH VOCABULARY ]]>
<![CDATA[Ida Ayu Made Yuni Andari]]>;
<![CDATA[Ida Bagus Alit Arta Wiguna]]>;
<![CDATA[Ni Made Arini]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol. 5 No. 1 (2022): Volume 5, Issue 1 (2022) ]]>
Publisher : <![CDATA[Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar ]]>
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DOI: 10.25078/yb.v5i1.726
<![CDATA[This research focuses on using the strategy of learning flashcards to recall English vocabulary, and students in the game group learn to recall English vocabulary types through learning flashcards. Find out what kind of vocabulary students in the English language recall playgroup through the flashcard learning strategy, analyze the process of recalling English vocabulary using the flashcard learning strategy. This study uses a qualitative method. The data source for this study will be conducted in Hooray Denpasar. Express oral data as written data by taking notes. One month of direct observation can be used to learn more about the process of using flashcards to recall English. The research methods used in this study are divided into three points. The first point is how data is collected, the second point is how data is analyzed, and the third is how data analysis is presented. This research led to the use of flashcards teaching strategy in English vocabulary recalling school. This strategy is very effective and very helpful for students to accept classroom learning.]]>
<![CDATA[AN ANALYSIS OF THE USE OF HEDGES BY YOUNG CHILDREN ]]>
<![CDATA[Uli Alfan Hasani]]>;
<![CDATA[Dyah Indah Nugraheni]]>;
<![CDATA[Muhammad Fikar Fauzi]]>;
<![CDATA[Rolisda Yosintha]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol. 5 No. 1 (2022): Volume 5, Issue 1 (2022) ]]>
Publisher : <![CDATA[Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar ]]>
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DOI: 10.25078/yb.v5i1.727
<![CDATA[Children tend to have simple pronunciation and language compared to adults. However, children will also experience language development according to their age such as Noah Ritter, who was five years old when interviewed by television stations until invited to the Ellen Show two years letter when Noah was seven years old. Noah Ritter is also nicknamed "The Apparently Kid" because he often says "apparently" in his sentences. In this case, there is a child who can speak using hedges whereas the hedges themselves are usually used by adults. This study aimed to describe the use of hedges in young children and explain some of the factors and causes why young children can use hedges like adults. The method used in this research was a descriptive qualitative method. For the results and discussion, the researchers found that a child can use hedges from many factors such as the environment from both family and friends and how often Noah Ritter always hears and imitates the language used by his parents. As a result, in language development, he can apply hedges. It can be concluded that the hedges used by children are the result of children imitating their environment because children often listen to adults talk and indirectly understand the context of their use even though they do not fully understand.]]>
<![CDATA[IMPROVING VOCABULARY THROUGH IMPLEMENTING SONG AND GAME-BASED LEARNING STRATEGY OF ENGLISH FOR YOUNG LEARNERS ]]>
<![CDATA[Iwan Fauzi]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol. 5 No. 1 (2022): Volume 5, Issue 1 (2022) ]]>
Publisher : <![CDATA[Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar ]]>
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DOI: 10.25078/yb.v5i1.728
<![CDATA[Although children learn a language faster than adults, they do not learn through traditional language teaching methods. Children can learn languages better through more fun activities so that language learning activities look natural to them as if they are not aware that they are learning a language. To attract the attention of young learners in learning a language, songs and games can be used as an effective learning strategy to teach young learners to speak English. This study shows the benefits of fun learning strategies of English to the young learners. There were 30 pupils of third graders at Muhammadiyah Primary School (SD- Muhammadiyah) Palangka Raya and one teacher of English at the school were modeled to this experimental study. This study using one group pretest-posttest design examined the effectiveness of implementation of song and game-based learning strategy of English vocabulary to Indonesian young learners. A comparison of learners’ proficiency in expressive and receptive vocabulary of English was made before and after the implementation of the learning strategy. Results indicated that the young learners’ proficiency in English vocabulary after implementing the strategy outperformed the learners’ proficiency before the strategy implemented.]]>
<![CDATA[DOES EXPERIENCE, GENERALIZATION, REINFORCEMENT, AND APPLICATION (EGRA) EFFECTIVE IN COMPREHENDING RECOUNT TEXT? ]]>
<![CDATA[Sholihatul Hamidah Daulay]]>;
<![CDATA[Yani Lubis]]>;
<![CDATA[Reflina3]]>;
<![CDATA[Aula Adnin Ritonga]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol. 5 No. 1 (2022): Volume 5, Issue 1 (2022) ]]>
Publisher : <![CDATA[Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar ]]>
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DOI: 10.25078/yb.v5i1.729
<![CDATA[The purpose of this study was to learn about the EGRA approach and how it affects students' capacity to grasp recount material in tenth grade. The study was a quantitative study using a quasi-experimental design that used a one-group pre-post test design. As the research sample, there was just one class with 31 pupils.The data was collected based on the students' pre- and post-test scores, and the data was calculated using SPSS 17.0 to assess data normality, homogeneity, and the hypothesis test. The Sig (2 tailed) of the pre-post test was less than the minimum value of significant (.000 0.05), or the tcount of the pre-post test was more than the ttable (11.4 > 2.04 with df 30 and sig. value 0.025) according to the SPSS computation.]]>
<![CDATA[THE TYPES OF ERRORS IN DESCRIPTIVE TEXT COMMITTED BY THE STUDENTS OF STMIK STIKOM INDONESIA ]]>
<![CDATA[Ni Nyoman Ayu J. Sastaparamitha]]>;
<![CDATA[Ni Made Lisma Martarini]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol. 5 No. 1 (2022): Volume 5, Issue 1 (2022) ]]>
Publisher : <![CDATA[Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar ]]>
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DOI: 10.25078/yb.v5i1.730
<![CDATA[This study was focused on analyzing the types of errors in descriptive text committed by the students of STMIK STIKOM Indonesia. Descriptive qualitatively was chosen in this research which was done through an on-line observation. The students were assigning to write descriptive text through Google Classroom and the result was taken as the sample data. The obtained data were analyzed descriptively. The research finding shows six errors namely the topic sentence, the developing sentences, the coherence, the diction, the grammar, and the mechanics. Some errors are indefinite concerning to previous criteria. The outcome defines undeniability for the teacher to apply any methods to minimize errors in writing descriptive text. At the same time, the students should obtain knowledge about indicators and practice in writing descriptive text. Furthermore, the next researchers have to gain other preference in finding types of errors.]]>
<![CDATA[PARENTAL ENGAGEMENT IN ACCOMPANYING KIDS LEARNING ENGLISH THROUGH MONKEY STORIES APPLICATION DURING COVID-19 LOCKDOWN ]]>
<![CDATA[Ni Komang Purwaningsih]]>;
<![CDATA[Si Putu Agung Ayu Pertiwi Dewi]]>;
<![CDATA[Ni Putu Lindawati]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol. 5 No. 1 (2022): Volume 5, Issue 1 (2022) ]]>
Publisher : <![CDATA[Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar ]]>
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DOI: 10.25078/yb.v5i1.731
<![CDATA[Coronavirus disease 19 which has changed every aspect in the world, especially in education aspect brought a significant impact. One of them is changing the learning system at schools. Teaching and learning process turn to use online platforms as a form of learning method online way. Therefore parents and teachers are passionately looking for best ways to facilitate online learning, one of them is by aplying monkey stories to introduce English for the kids. This study aimed at determining the parental engagement in accompanying kids learning English through monkey stories application during covid-19 lockdown. This study was a qualitative research by using observation, interview, and documentation as data collection techniques. This study found four themes including: 1) activities followed by the kids using monkey stories application, 2) description of parenting patterns applied at home, 3) the role of parents in assisting the use of monkey stories application, and 4) the effect of monkey stories application on kids’ ability in comprehending English. This study is expected had a fruitful meaning for parents in assist their kids during study at home therefore the kids still feel the school circumstances at home and parents can be active and creative learning partners for their kids at home]]>
<![CDATA[STUDENT ATTITUDE TOWARD CONNECTING STRATEGY IN READING ]]>
<![CDATA[Indah Purnamasari]]>;
<![CDATA[Salmiati Kudadiri]]>;
<![CDATA[Emeliya Sukma Dara Damanik]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol. 5 No. 1 (2022): Volume 5, Issue 1 (2022) ]]>
Publisher : <![CDATA[Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar ]]>
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DOI: 10.25078/yb.v5i1.732
<![CDATA[Reading is one of the most important thing in this whole world. Researchers have become increasingly interested in children’s motivation to read. Because reading is an exigent activity that involves choice, motivation is crucial to reading engagement. Besides, reading is not just for reading, but also to increase our knowledges about everything that is very important to everyone and ourselves to make a better world with reading, not just in mind but also for attitude. The purpose of this case study was to investigate student attitude toward connecting strategy in reading at the student in Department of English State Islamic University of North Sumatera in the third semester. It was hypothesized that students attitude would improve during their literacy in school and everywhere they doing their activities about reading. Students attitudes were assessed through an onlline interview using platform Google Form as one of the most common tools for doing miniresearch in this pandemic era of the Covid-19. Findings indicated that reading consistent involvement in the learning process was crucial for students success. Furthermore, students attitude toward connecting strategy were found to be multidimensioanl and challenging to assess.]]>
<![CDATA[STUDENT ATTITUDE TOWARD ACTIVATING BACKGROUND KNOWLEDGE IN READING ]]>
<![CDATA[Fadilla Stephanie Dwi]]>;
<![CDATA[Hawalaina Rahman Hasan Siregar]]>;
<![CDATA[Emeliya Sukma Dara Damanik]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol. 5 No. 1 (2022): Volume 5, Issue 1 (2022) ]]>
Publisher : <![CDATA[Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar ]]>
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DOI: 10.25078/yb.v5i1.733
<![CDATA[Reading is one of the skills that every student must have in order to comprehend what they are reading. Background knowledge is required for students to use in their reading strategy. Background knowledge is information that a person has about a topic that is based on his experience, for example. The purpose of this study is to investigate the impact of reading strategies on background knowledge among English Education Departments at State Islamic University of North Sumatera. The researcher's sample consists of several in third semester students of English Education Departments at State Islamic University of North Sumatera. In this study, researchers used quantitative methods such as questionnaires and tests to conduct surveys. The questionnaire was an open questionnaire with two sessions. And the data found in this study revealed that the students attitude toward using the Activating background knowledge strategy in third semester students of English Education at State Islamic University of North Sumatera is still immature. They have not been able to successfully apply this strategy when reading a text. Students' attitudes toward using this strategy remain weak and negative. Students are still having difficulty activating their background knowledge.]]>
