Article Per Year (5 Year)
p-Index From 2020 - 2025
0.444
P-Index
This Author published in this journals
All Journal JEES: Journal of English Educational Study JOEEL (Journal of English Education and Literature)
Rische, Veggi
Unknown Affiliation
Education

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
EXAMINING THE TRANSFORMATION OF ENGLISH LEARNING OUTCOMES IN POST-PANDEMIC HIGHER EDUCATION Yudianto, Heri; Rische, Veggi
JOEEL (Journal of English Education and Literature) Vol 5, No 1 (2024)
Publisher : English Language Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/joeel.v5i1.394

Abstract

This study aims to investigate the impact of the change from online to face-to-face learning on the students academic achievement of students majoring in English Education at a university located in a least-developed area in West Kalimantan. This qualitative study involved 30 students who experienced both online and face-to-face learning transformation. Data were collected through open and closed questionnaires. The results showed that most students experienced an increase in grades after returning to face-to-face classes compared to online learning. Some influencing factors include social interaction, ease of understanding the lecturer's explanation, better focus, and active class participation. This finding implies that blended online and face-to-face learning may be ideal for least-developed regions.
INVESTIGATING ENGLISH PRONUNCIATION CHALLENGES AMONG THE DAYAK KANAYANT EFL PRE-SERVICE TEACHERS Rische, Veggi; Nurcahyoko, Kunto; Siboro, Efrika
Journal of English Educational Study (JEES) Vol 8, No 1 (2025): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v8i1.4544

Abstract

This study investigates the pronunciation challenges of Dayak Kanayant EFL pre-service teachers and strategies to mitigate such challenges. The present study employed a mixed methods approach. There were 10 pre-service teachers who participated in the study. For the quantitative data, the participants were asked to do voice recordings of 30 English words to identify patterns of pronunciation errors. To generate the qualitative data, in-depth interviews were conducted with participants to explore the strategies they used to overcome pronunciation challenges. Three primary categories of pronunciation problems were identified: complicated errors (6.7%), vowel errors (41%), and consonant faults (52.3%). Vowel errors frequently entailed replacing English vowels with Dayak Kanayant phonetic system-related sounds, while consonant errors included replacing /f/ and /v/ with /p/ and /b/ since these sounds are not present in their mother tongue. Consonant clusters and silent letters were among the complex errors. Participants used a variety of strategies to overcome these obstacles, such as technology-based resources (including YouTube and Google Translate), peer feedback, mimicking and repeating native speakers, and heightened awareness of how their original accent affects how they pronounce English. The study emphasizes the significance of comprehending the phonetic distinctions between the Dayak Kanayant language and English, and it recommends that pre-service teachers employ focused techniques to enhance their pronunciation.
Co-Authors Efrika Siboro Kunto Nurcahyoko, Kunto Yudianto, Heri