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Voices of English Language Education Society
Published by Universitas Hamzanwadi
ISSN : -     EISSN : 25797484     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
The journal of Voices of English Language Education Society(VELES) e-ISSN 2579-7484 aims to provide an international forum for sharing, dissemination and discussion of research, experience and perspectives across a wide range of education, teaching, development, instruction, educational projects and innovations, learning methodologies and new technologies in English education, linguistics, and literature.
Arjuna Subject : -
Articles 13 Documents
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Search results for , issue "Vol 8 No 3 (2024): December 2024" : 13 Documents clear
Exploring the Teaching Practice of ELT Pre-service Teachers to Develop Gender-responsive Pedagogy Rida Cahyani Dwi Sukamto; Mirjam Anugerahwati; Evi Eliyanah
VELES Voices of English Language Education Society Vol 8 No 3 (2024): December 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i3.27113

Abstract

Integrating gender-inclusive strategies in teacher training prepares future educators to create fair and inclusive classrooms. Addressing gender biases in education can expand equal learning opportunities, positively impacting students' experiences and outcomes. This paper examines how Indonesian pre-service teachers implement gender-responsive pedagogy (GRP), focusing on their choices in teaching materials, classroom management, and instructional methods as they prepare to shape future learning environments. Four Indonesian ELT pre-service teachers from Universitas Negeri Malang participated in the study, closely examining them through classroom observations and semi-structured interviews. The thematic analysis of the interviews and observations revealed that pre-service teachers incorporated gender-responsive pedagogy (GRP) elements into their teaching practices, including diverse teaching materials, inclusive classroom management, and methods encouraging equitable student participation. These practices seemed to stem from the general inclusive teaching principles emphasized in their teacher education program. The findings indicate a potential benefit in integrating specific GRP training within professional education frameworks, enabling pre-service teachers to develop a deeper and more intentional understanding of gender-responsive strategies. This integration would empower future educators to address gender biases effectively and foster classrooms that actively support gender equality, enhancing students' educational experiences and outcomes.
Does Translanguaging Enhance Learning? Examining EFL Students’ Perceptions and Success in Bali Ratminingsih, Ni Made; Padmadewi, Ni Nyoman; Nitiasih, Putu Kerti; Artini, Luh Putu; Ana, I Ketut Trika Adi
VELES Voices of English Language Education Society Vol 8 No 3 (2024): December 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i3.27261

Abstract

The integration of first and second languages in English as a Foreign Language (EFL) classrooms, termed translanguaging, is gaining recognition for its potential to improve comprehension and student engagement. This study investigates students’ perceptions of translanguaging in Bali, a unique multilingual setting, and examines its correlation with their English learning achievement. Bali’s sociolinguistic environment, where students frequently use Balinese, Indonesian, and English, offers an ideal context to explore this phenomenon. This study employed a correlational research design, involving 65 fourth-semester students aged 18 to 22, to assess perceptions of translanguaging through a structured questionnaire and their English achievement through standardized tests. Descriptive statistics showed that students held positive perceptions of translanguaging, finding it beneficial for understanding course content and encouraging participation. However, Pearson correlation analysis revealed a minimal, non-significant correlation between students’ positive perceptions and their English learning achievement (r = 0.039, sig. = 0.758). While translanguaging created a supportive and engaging learning environment, its direct influence on academic achievement was limited. These findings suggest that although translanguaging may foster an inclusive and interactive classroom setting, it does not significantly impact measurable language achievement. This study contributes valuable insights into the role of multilingual practices in EFL education and encourages further research on their complex effects on learning outcomes.
Speak Up! Empowering Vocational EFL Students through Oral Corrective Feedback Muhammad Andriana Gaffar; Raisya Azzahra Syaidina; Farida, Devi; Winulya, Farah Puji; Mufti , Dwiputri Marcella
VELES Voices of English Language Education Society Vol 8 No 3 (2024): December 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i3.27446

Abstract

Given the significance of corrective feedback in enhancing language learners’ speaking skills, especially in boosting accuracy and motivation, this study aims to examine the impact of direct oral corrective feedback (OCF) on Indonesian EFL learners. While research has shown that teacher feedback plays a crucial role in student performance, there is limited insight into how students interpret and engage with feedback—a factor essential to its effectiveness. Employing a descriptive qualitative research method, this study involved 39 vocational school students from SMK Medikacom in Bandung, Indonesia. Data were collected through classroom observations and semi-structured interviews, enabling a thorough exploration of students’ responses, behaviours, and attitudes toward Oral Corrective Feedback (OCF). Oral Corrective Feedback (OCF) improved students' speaking skills, with Recast, Clarification Request, and Repetition being the most common types and Recast being the most effective for error correction without disrupting communication. Students reported gains in pronunciation, grammar, fluency, confidence, and teacher-student rapport. Some students, however, felt discomfort with feedback, highlighting the need for a supportive, non-judgmental approach to prevent negative emotional impacts. This study suggests that while implicit feedback benefits advanced learners, lower-proficiency students may need more explicit correction. To maximise OCF’s impact, educators are encouraged to tailor feedback to individual proficiency levels and focus on fostering supportive, adaptive classroom environments.
Enhancing English Proficiency and Digital Literacy through Digital Storytelling in Vocational Health Students Istanto, Wisnu; Amelia, Noer; Edi-Krause, Sulistyaning; Suemith, Merlissa
VELES Voices of English Language Education Society Vol 8 No 3 (2024): December 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i3.27468

Abstract

Teaching English to healthcare students presents multifaceted challenges, particularly for non-native speakers who must concurrently navigate the complexities of medical concepts and the acquisition of language proficiency. Addressing these dual demands necessitates pedagogical innovations that integrate linguistic development with digital literacy to meet the dynamic requirements of contemporary healthcare. This quasi-experimental study explored the efficacy of digital storytelling as a transformative educational tool for enhancing English fluency and multimedia communication skills among vocational health students. Seventy-eight participants were allocated into an experimental group, which engaged in structured weekly digital storytelling activities, and a control group, which adhered to traditional grammar-based instruction. Over a 16-week intervention, data collected via the Test of English Proficiency Speaking and the Multimedia Communication Comfort Scale revealed significant outcomes, with the experimental group exhibiting substantial improvements (T-value = -23.91, p < 0.001) compared to the negligible gains of the control group (T-value = -11.12, p > 0.05). Furthermore, a robust positive correlation (r = 0.60) between initial lower proficiency and more significant improvement underscores the inclusivity and adaptability of digital storytelling for diverse learner profiles. By merging authentic language use with practical engagement in digital tools, digital storytelling equips vocational health students with critical competencies essential for effective communication in increasingly digitalized healthcare environments, demonstrating its potential as a cornerstone of 21st-century vocational education.
Enhancing Classroom Management Self-Efficacy through Teacher Professional Education Program: An Explorative Study Purniningtyas, Annisaa; Endang Fauziati; Dewi Rochsantiningsih
VELES Voices of English Language Education Society Vol 8 No 3 (2024): December 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i3.27532

Abstract

Classroom Management Self-Efficacy (CMSE) is crucial for teachers to effectively manage diverse student needs, fostering preparedness, perseverance, and the ability to maintain a productive learning environment. This study examines how Indonesia’s Pendidikan Profesi Guru (PPG), or Teacher Professional Education program, enhances CMSE among certified English teachers. By exploring the experiences of three purposively selected junior high school teachers, this research highlights the role of professional development in building teaching confidence. Data were gathered through a validated CMSE scale, which assessed perceptions across various classroom management domains, and semi-structured interviews that provided rich qualitative insights. Using the interactive model by Miles, Huberman, and Saldana (2014), the analysis revealed two key findings: teachers with high CMSE consistently exhibited perseverance, motivation, and sociability—critical traits for effective classroom management—and participants credited the PPG program, particularly its structured components such as material deepening, learning device development, and teaching practice (PPL), with significantly improving their CMSE. These findings emphasize that well-designed professional development programs not only boost self-efficacy but also equip teachers with practical skills for managing classrooms effectively. The study concludes that sustained engagement in programs like PPG is vital for enhancing classroom management skills and offers valuable insights for shaping teacher education policies and practices to ensure continuous professional growth and improved teaching outcomes.
Understanding Student Needs for Effective Online English Grammar Learning: A Quantitative Descriptive Study Permatasari, Sinta Dewi; Sunardi; Sumaryati, Sri
VELES Voices of English Language Education Society Vol 8 No 3 (2024): December 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i3.27578

Abstract

With the growing need for accessible English learning in online education, this study explores students' requirements for mastering English grammar in a virtual environment at the educational startup "Scholars" in Surakarta, Indonesia. The study aimed to identify students' learning needs and challenges in online grammar classes to provide recommendations for more effective instructional support. Using a quantitative descriptive approach, data were collected from 38 students through questionnaires and proficiency tests, focusing on their perceptions and performance in online English grammar learning. The findings showed that over 50% of students strongly needed structured, accessible digital materials, such as interactive e-books or guidebooks, to facilitate independent grammar study. Students struggled to identify word forms and understand sentence structures, contributing to low proficiency rates, as evidenced by a 40% failure to meet the passing grade. The research highlights that current materials, limited to PowerPoint presentations and PDF files, are insufficient to meet students' learning needs. The study concludes that integrating digital, interactive learning resources with exercises and structured materials could better support students' autonomy, improve engagement, and address learning gaps in online English grammar instruction. This approach promises to enhance learning outcomes and motivation in virtual English education.
ChatGPT to Foster Students’ Engagement in Writing Class: An Intervention Study Anjarani, Shelia; Furqon , Miftahul; Rakhmawati, Fitri
VELES Voices of English Language Education Society Vol 8 No 3 (2024): December 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i3.27687

Abstract

Enhancing student engagement is essential for improving learning outcomes in English as a Foreign Language (EFL) writing classes. This study investigates the use of Artificial Intelligence (AI), particularly ChatGPT, to foster engagement through personalized feedback, creative expression, and interactive learning. Conducted at an Islamic university in Indonesia with 80 participants, the research employed a quasi-experimental design to assess ChatGPT’s impact on behavioral, cognitive, and emotional engagement. Participants were divided into control and experimental groups, with the latter utilizing ChatGPT for brainstorming and instructional support. The results showed significantly higher engagement levels among the experimental group across all dimensions, highlighting ChatGPT’s role in creating student-centered environments that enhance traditional teaching methods. By offering real-time, tailored assistance, ChatGPT boosts motivation and deepens cognitive and emotional connections to learning tasks. This study contributes to the growing literature on AI in education by demonstrating ChatGPT’s effectiveness in EFL writing instruction and emphasizing the need for innovative, AI-integrated pedagogical approaches to enrich learning experiences. Future research should explore the broader applications of AI in language education, addressing scalability, diverse learner needs, and long-term impacts on academic performance.
Exploring High School EFL Teachers' Experiences with Magic School AI in Lesson Planning: Benefits and Insights Setyaningsih, Endang; Asrori, Muhammad; Ngadiso; Sumardi; Zainnuri, Hasan; Hariyanti, Yuni
VELES Voices of English Language Education Society Vol 8 No 3 (2024): December 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i3.27700

Abstract

Advancements in artificial intelligence (AI) are reshaping education, yet its role in lesson planning warrants further exploration. This study examines how Indonesian high school English as a Foreign Language (EFL) teachers integrate MagicSchool AI, a generative AI tool, into lesson planning, revealing opportunities and challenges. Data from 38 teachers, collected through post-workshops open-ended questionnaires, and focus group interviews, highlight AI's dual potential: while it accelerates lesson planning, supports differentiated instruction, and fosters creativity, it also necessitates critical teacher oversight, effective prompt-engineering skills, and significant adaptation to align with classroom dynamics. Teachers emphasized AI’s value in reducing workloads and generating diverse instructional ideas but noted that its outputs often lack readiness for immediate use, requiring refinement to ensure pedagogical soundness. These findings underscore the importance of targeted training and professional development to equip teachers with the skills to navigate AI tools effectively. This study emphasizes the critical balance between human expertise and technological efficiency by framing AI as a collaborative ally rather than a replacement for educators. It contributes to the growing discourse on AI in education, offering insights into optimizing human-AI collaboration for innovative, contextually relevant, and impactful teaching practices. This research invites educators and policymakers to envision AI as a transformative force, capable of bridging innovation with pedagogical integrity to shape the future of education.
First Language Acquisition at Your Fingertips: A Digital Flipbook Resource for Pre-Service English Teachers Rima, Rosmania; Yayat Ruhiat; Lukman Nulhakim
VELES Voices of English Language Education Society Vol 8 No 3 (2024): December 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i3.27730

Abstract

Pre-service English teachers (PSETs) often encounter challenges translating theoretical knowledge of Foreign Language Acquisition (FLA) principles into practical classroom applications, impacting their confidence and readiness for teaching. To address this issue, this study examines creating and assessing a digital flipbook developed as a targeted learning resource to enhance PSETs' ability to connect theoretical knowledge with practical teaching applications. The flipbook was designed to incorporate multimedia features, interactive activities, and learner-centered principles, providing PSETs with an engaging and practical learning resource. The study utilized the 4D model to guide the design and development process, involving 30 third-year PSETs at Sultan Ageng Tirtayasa University. Expert validation of the flipbook's design, content, and language yielded a score of 4.75, categorized as "very valid." Practicality testing from students' perceptions resulted in an average score of 4.66, categorized as "very good." The assessment test, measuring comprehension and critical thinking skills, indicated a medium N-gain score of 0.32, reflecting moderate improvement in learning outcomes. The findings suggest that the digital flipbook effectively supports PSETs in understanding and applying FLA concepts, though the moderate improvement highlights areas for further refinement. This case study underscores the potential of digital flipbooks as tools for bridging the gap between theory and practice in teacher education.
How Do EFL Supervisors and Students Perceive the Journey of Thesis Writing? Islami, Azzahra Nanda; Amrullah; Eryansyah
VELES Voices of English Language Education Society Vol 8 No 3 (2024): December 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i3.27821

Abstract

Thesis writing is a critical milestone for undergraduate students, yet it presents unique challenges for EFL learners who must navigate linguistic barriers alongside academic demands. In contexts where English is not the primary language, these challenges become even more pronounced, affecting both students’ writing competencies and the effectiveness of supervisory support. This study aimed to identify the primary challenges in thesis writing and supervision from the perspectives of undergraduate EFL students and their supervisors at a state university in South Sumatra, Indonesia. Additionally, it sought to uncover the reasons behind these difficulties and explore solutions proposed by supervisors to assist students in completing their undergraduate theses. Employing a descriptive qualitative design, the study involved 70 undergraduate students engaged in thesis writing and six lecturers serving as supervisors. Data were collected through questionnaires and interviews, with questionnaire data analyzed using percentage analysis and interview data subjected to thematic analysis. The findings revealed that students face challenges related to writing competencies and perceptions of supervisory support, including issues with topic selection, grammar, and effective communication. Supervisors identified seven key challenges and proposed actionable solutions, such as fostering consistent communication, encouraging extensive literature review, and improving adherence to institutional guidelines. These findings emphasize the need for a collaborative and structured approach to address the multifaceted challenges of thesis writing for EFL students.

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