Voices of English Language Education Society
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.
Articles
371 Documents
<![CDATA[Investigating Interpersonal Meaning-Making in Indonesian EFL Learners' Writing: A Systemic Functional Perspective ]]>
<![CDATA[Yasinda Kania Afsari]]>;
<![CDATA[Murti Ayu Wijayanti]]>;
<![CDATA[Dhafid Wahyu Utomo]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 5 No 2 (2021): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.29408/veles.v5i2.3922
<![CDATA[This study presents an investigation of interpersonal meaning-making in students’ writing analytical exposition text. The objectives of this study are to describe the common mood types and to describe modality realization used in the text. Nine texts from 144 texts were collected to analyze. The theories from Systemic Functional Linguistics are adapted as the framework to analyze the clause of the text. The findings of this study showed that students have used mood types which can be seen in the use of subject and finite as mood elements, and the use of predicator, adjunct, and complement as residue. The arrangement of mood element ad residue shows the mood type they used. Regarding to SFL theories, the common mood type in this study is declarative as its function of analytical exposition text to discuss topic critically and deeply from one point of view. The result showed that students have attempted to provide information in the text. In the terms of modality, the median modality has a higher frequency in this text than that of high modality and low modality. It indicates that the students have an effort to position themselves and build the relationship to the reader in the text. Moreover, the zero frequency of low modality shows that the students did not provide opportunities for readers to doubt their position in the text. In conclusion, problem –solving approach as the pedagogical implication is appropriate for students to improve cognitive aspects in terms of communicative skills, so students have been able to create the effective analytical exposition text which is intended to discuss something critically from one point of view.]]>
<![CDATA[Exploring Reciprocal Teaching Method on EFL Learners’ Reading Comprehension ]]>
<![CDATA[Ahmad Ridho Rojabi]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 5 No 2 (2021): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.29408/veles.v5i2.3860
<![CDATA[This research was carried out as the learning activities in the reading classroom were not yet effective. As a result, the student's ability to comprehend reading texts was poor. This study aims to improve the EFL students’ reading comprehension by implementing the Reciprocal Teaching Method (RTM), especially in comprehending IELTS reading texts. Classroom action research was conducted by following four stages; planning, implementing, observing, and reflecting the actions. The Reciprocal Teaching Method (RTM) consists of four stages; predicting, questioning, clarifying, and summarizing to engage the learners in group-work activities, boost motivation, as well as enhance their comprehension. 28 learners from the English department who enrolled in the Reading course were selected as participants. Data were gathered through observations, tests, interviews, as well as document reviews. The results revealed that the Reciprocal Teaching Method (RTM) boosts students' ability to comprehend the IELTS reading texts and engages them during the teaching and learning process.]]>
<![CDATA[Developing Noun Words Domino Card (NWDC) Learning Media to Improve English Vocabulary Mastery of Junior High School Students ]]>
<![CDATA[Arif Bulan]]>;
<![CDATA[Idhar Idhar]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 5 No 2 (2021): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.29408/veles.v5i2.4028
<![CDATA[Research on the development of learning media urgently needs to be done for junior high school students. The existence of learning media is expected to increase students' understanding and mastery of certain materials. This research aims to: (1) produce a product in the form of learning media Noun Words Domino Card (NWDC) that is feasible for seventh graders of eight State Junior High School Satap Woja, (2) know the practicality of NWDC learning media for students, (3) know the effectiveness of NWDC learning media in increasing student vocabulary mastery. This research is Research and Development (R&D) by using the ADDIE model consisting of five steps: analyze design, develop, implement, and evaluate. The results showed: (1) the learning media noun words domino card (NWDC) is feasible for using and testing to students. The feasibility is based on the assessment by material experts with a feasibility value of 3.7 and media experts 3.5, (2) the learning media of noun words domino card (NWDC) is practically used in improving the vocabulary mastery of students. The practicality is based on the student's response as a user of learning media with a total average score of 3.6, (3) learning media noun words domino card (NWDC) is effective in increasing the mastery of student vocabulary. It was obtained from the average oral test score of students who passed the minimum completion criteria of English subjects.]]>
<![CDATA[The Implementation of Collaborative Writing Technique to Improve Students’ Writing Performance and Soft Skill ]]>
<![CDATA[Yanti Sri Rezeki]]>;
<![CDATA[Eka Fajar Rahmani]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 5 No 2 (2021): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.29408/veles.v5i2.3614
<![CDATA[The purpose of this study was to look into the use of collaborative writing techniques to help higher secondary students enhance their writing skills and soft skills. This was done based on the findings of earlier studies that showed the effectiveness of collaborative writing techniques in increasing students' writing abilities and soft skills development. Students in Grade 10 at Sekolah Tunas Bangsa Kubu Raya participated in the study, which used a mixed-methods research methodology. For qualitative data, an observation checklist and field note was used, while for quantitative data, a questionnaire and writing tasks were used. The researchers discovered that collaborative writing was effective in improving students' writing proficiency and soft skills after they evaluated and calculated the data. (1) improvements in writing task mean scores from 78.67 in Meeting 1 to 87.13 in Meeting 3; (2) students' responses on a questionnaire about their writing ability and soft skills reached 92 percent in elaborating ideas and 93 percent in gaining self-esteem and confidence; (3) improvements in observation checklists that were performed excellently (scale 4) by the observers on the third meeting; and (4) the note taker's complimentary comments on the field notes about the pupils' writing abilities and soft skills As a result of this data, it is suggested that collaborative writing techniques be used with higher secondary students to improve both writing performance and soft skills.]]>
<![CDATA[A Linguistic Analysis of Verbal Humor Found in the Transcription of Animated TV Series Gravity Falls ]]>
<![CDATA[Silvia Nurfajri Aprilla Wananda]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 5 No 2 (2021): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.29408/veles.v5i2.3976
<![CDATA[This paper explores the analysis of verbal humours found in the transcription of animated TV series, Gravity Falls. This paper aims to find out what types of verbal humour found in the transcription of animated TV series Gravity Falls and to find out how the verbal humour found in the transcription of animated TV series ‘Gravity Falls’analyses linguistically by using General Theory of Verbal Humour (GTVH). The study found that there are 29 verbal humours in the object of the research which categorized into 9 out of 12 categories. The verbal humours found before are analysed linguistically by applying the six Knowledge Resources in the General Theory of Verbal Humour (GTVH); Script Opposition (SO), Logical Mechanism (LM), Situation (SI), Target (TA), Narrative Strategy (NS), and Language (LA). The analysis is done in a hierarchical order of the KRs to analyse the verbal humour. ]]>
<![CDATA[The Principles of Language Learning and Teaching in Communication Skill Developments ]]>
<![CDATA[Dedi Aprianto]]>;
<![CDATA[Novian Zaini]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 3, No 1 (2019): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.29408/veles.v3i1.1281
<![CDATA[A language has two different and integrated skills, the receptive skills and the productive skills. Surprisingly, a speaking is a part of the productive one, as one of the main skills of all. It is also categorized as the micro ability salient for an effective communication and a global means of communication within both social interaction as well as digital communication. The development of the micro ability must have been considered by paying attention toward the principles of language learning and teaching; needs-based curriculum, learning methods, and the theoretical basis construction. The strong consideration of the basic principles of language and teaching gives the nuance and the insights towards both language teachers, curriculum makers, as well. The use of Communicative Language Teaching (CLT) reflected from what is rooted in Hymes’ theory emphasizes on Communicative Competence as a social interaction and functional rules of human language (Constructivism Theory). Whereas the Chomsky’s notion of Communicative Competence based on the psycholinguistic perspective depicting a language has two concepts, namely competence and performance (Nativist Theory). Finally, a language is seen as a phenomena observable and even process of automaticity. It focuses on the relationship of stimuli-responses by strengthening that relationship through more exercises / practices. ]]>
<![CDATA[The Effectiveness of Anagram Technique in Teaching Vocabulary ]]>
<![CDATA[Ahdian Rosadi]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 1 No 1 (2017): VELES (Voices of English Language Education Society) ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.29408/veles.v1i1.392
<![CDATA[This study aimed at finding out the effectiveness of anagram technique in teaching vocabulary at the seventh grade of MTs. Al-Majidiyah NW Majidi in the school year 2015-2016. This study is a pre-experimental design. The sample was one class consisted of 30 students. The data collection was done by administering pre-test and post-test in the form of objective test. In the data analysis, Paired Sample T-Test was used to prove the hypothesis. Based on the data gained, it was found that the mean score of the pre-test was 18.67 while the mean score of the post-test was 25.30. It meant that there was a significant difference in the mean scores between pre-test and post-test, t(df=29) = 19.282 at p = 0.000 that was lower than 0.05. It means that the alternative hypothesis was accepted which indicates that anagram technique was significantly effective in teaching vocabulary. Additionally, the result of this research shows that anagram is a good vocabulary learning strategy. It encourages greater self-direction for learners. Thus, it is strongly suggested that teachers apply this technique to help improve students’ vocabulary.]]>
<![CDATA[English Foreign Language Students’ Strategies in Overcoming Speaking Problems ]]>
<![CDATA[Ari Prasetyaningrum]]>;
<![CDATA[Laila Wati]]>;
<![CDATA[Zahratul Fikni]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 4, No 1 (2020): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.29408/veles journal.v4i1.1914
<![CDATA[This study aimed at knowing students’ dominant problems in speaking and students’ strategies in overcoming their speaking problems. In this study the researcher used qualitative research. The subject of this study was the students’ of the second semester of physics education study program at Hamzanwadi University which consisted of 12 students’. Observation, interview and questionnaire were used for collecting data. The result of this study showed that students’ got the problems in speaking, the students’ dominant problems those were anxiety of speaking, unavailability environment and lack of vocabularies. In solving the students’ problem in speaking, the students’ used some strategies those were role-play, telling-story and games.]]>
<![CDATA[The Effectiveness Of Content Based Instruction In Teaching Speaking Skill For Efl Learners ]]>
<![CDATA[Rabi'atul Adawiyah]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 2, No 2 (2018): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.29408/veles.v2i2.846
<![CDATA[This study aimed at examining the effectiveness of content based instruction method in teaching speaking skills of EFL learners. This research was a pre-experimental research with pre-test and post-test design. It was conducted at the eleventh grade of MA Darul Aitam Jerowaru in the school year 2017-2018. The sample consisted of 27 students selected by cluster random sampling. The data was collected using a speaking test. In addition to diescriptive statistics the collected data were submited to a paired sample t-test. The mean score of post-test (53.62) was higher than that of pre-test (33.48). The result of the paired sample t-test indicated that there was a significant difference in the mean scores between pre-test and post-test, t(df=26) = 77.53 at p .01. Based on the finding, it can be concluded that content based instruction was an effective method to teach speaking.]]>
<![CDATA[Code Switching in Discussion Activities in English Class ]]>
<![CDATA[Novita Kusumaning Tyas]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 4, No 1 (2020): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.29408/veles journal.v4i1.1797
<![CDATA[This study is aimed to find out the types and to explain the function of code switching which are produced in discussion activities in English class. Qualitative approach is used in this study. The result showed that the total number of code switching made by twelve students in discussion activities was 165 utterances. Based on grammatical classification, it was found 77 utterances or 46,67% for inter-sentential, 61 utterances or 36,97% for intra-sentential and 27 utterances or 16,36% for tag-switching. Based on contextual classification, it was found 106 utterances or 64,24% for situational and 59 utterances or 35, 76% for metaphorical. The function of code switching was often used by the students was emphasis the meaning of utterances. It holds 45 utterances or 27,27% from all utterances. Finally, it can be concluded that code switching cannot be avoided because basically they are not students who take English as their major so they lack of English and also code switching happened in order to make understandable meaning among them.]]>
