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[Demonstrating Technique to Teach Vocabulary Viewed From Student Intelligence ]]>
<![CDATA[Muhammad Husnu]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 1 No 1 (2017): VELES (Voices of English Language Education Society) ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles.v1i1.391
<![CDATA[This research was aimed at finding out whether: (1) demonstrating technique was more effective than translation technique to teach vocabulary; (2) the students who had high intelligence have better vocabulary than those who had low intelligence; and (3) there was an interaction between teaching techniques and intelligence for teaching vocabulary. Designed as experimental study, it was conducted at the fourth grade of SDN 3 Pancor. The population of the research was the fourth grade students of SDN 3 Pancor in the academic year of 2015-2016. The samples were two classes. A cluster random sampling technique was used to take the samples. Each class was divided into two groups (the students who have high and low intelligence). Then, the techniques used to collect the data were an intelligence test and a multiple choice test. The vocabulary instruments were tried out to get valid and reliable items. The data were analyzed by using multifactor analysis of ANOVA 2x2 and Turkey test. Based on the findings, it can be concluded that in general demonstrating technique was more effective than translation technique to teach vocabulary. For the students who had high or low intelligence, demonstrating technique was more effective than translation technique to teach vocabulary. In accordance with the above result, the English teacher was expected to be able to select the appropriate teaching technique to teach vocabulary for the students who had high or low intelligence. ]]>
<![CDATA[Using Journal Entries and Assigned Writing to Promote Students’ Critical Thinking ]]>
<![CDATA[Syaadiah Arifin]]>;
<![CDATA[Hamzah Fuadi Ilyas]]>;
<![CDATA[Maula Sukmawidjaya]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 4, No 1 (2020): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles journal.v4i1.2020
<![CDATA[This research aims to determine the ability of journal entries and assigned writing to foster students’ critical thinking. A total of six components, namely, interpretation, analysis, evaluation, inference, explanation, and self-regulation were used to carry out this study. Data were obtained from a total of twelve (12) students majoring in English Education from one of the universities in Jakarta by using semi-structured interview and text-analysis. Journal entries submitted by the students as a course prerequisite were evaluated and analyzed by two raters. The result showed that many students lack important critical thinking skills required for a successful study, and to acquire good employment after graduating from college. In addition, the use of journal entries and assigned writing has the ability to promote this skill level to varying degrees.]]>
<![CDATA[An Analysis on Students’ Speaking Anxiety at Tenth Graders of MA Mu’allimat NW Pancor ]]>
<![CDATA[Astrid Dwimaulani]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 2, No 2 (2018): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles.v2i2.866
<![CDATA[This study is aimed at investigating students’ speaking anxiety at the tenth graders of Religion class of MA Mu’allimat NW Pancor in the academic year 2017-2018. The purposes of the study were: 1) to know what kinds of anxiety the students experience in speaking English; 2) to find the factors of students’ speaking anxiety; 3) to learn on what proper method and technique to decrease students’ speaking anxiety. This research was a descriptive qualitative research. The participants were consisted of 15 students and have been chosen using purposive sampling. Finding reveals that there are three types of students’ anxiety, which are trait anxiety, state anxiety and specific-situation anxiety. For the result of questionnaire, the formula that used was the gained score of respondent divided to total score of five aspects times 100%. The result showed that there were 73.3% agree respond which indicated students faced English speaking anxiety, 17.62% chose neutral, and the rest chose disagree option with 9.05% percentage. Beside questionnaire, the observation and interview result also showed that majority of the students had English speaking anxiety with various factors.]]>
<![CDATA[Assessing Thai Nursing College Students’ Speaking Ability Through The Perspectives of Their Indonesian Counterparts ]]>
<![CDATA[Sapto Dwi Anggoro]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 4, No 1 (2020): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles journal.v4i1.1894
<![CDATA[AbstractAssessing Thai Nursing College Students’ Speaking Ability Through The Perspectives of Their Indonesian Counterparts The need for improving speaking skills is inevitable in some areas of majors. Nursing students are expected to have a good command of English due to the available opportunities to work abroad. The existence of an academic exchange program could be viewed as one of the alternative learning activities that may fit the needs of the learning experience for EFL students. This study was a qualitative research that aimed at finding communication problems encountered by Indonesian nursing students in their interactions with their counterparts during the academic exchange program held in a nursing college in Thailand. The results of the study showed that the communication problems encountered by Indonesian nursing students due to Thai students speaking ability were in terms of mispronunciations, incorrect word choices, and grammatical errors. Subsequently, it was also found that Thai nursing students used several strategies to cope with their speaking problems by asking for assistance, miming, and making repetition. This research eventually suggests a number of recommendations for students to 1). avoid using their first language even though they communicate with their own friends in the group. 2). share as much information as possible to activate their speaking strategies. 3). have self-confidence in all interactions with TNS. 4). avoid unnecessary jokes, mocking TNS due to different cultural values. Subsequently, a number of activities prior to the academic exchange should also be conducted in terms of 1). practices in formulating questions, 2.) introduction to Thai culture, 3). Introduction to Thai spoken English.]]>
<![CDATA[Free Writing Technique in Teaching Writing Skill in EFL Classroom ]]>
<![CDATA[Paizatul Isni]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 2, No 1 (2018): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles.v2i1.608
<![CDATA[The purpose of this research was to find out the effectiveness of free writing technique in teaching writing for the tenth graders of SMA NW Wanasaba in the school year 2016-2017. Designed as pre-experimental research by using one group pre-test and post-test, it examined a sample of the tenth grade which consisted of 20 students. Writing test was the instrument used to collect the data. In collecting the data, pre-test and pos-test were given to the sample. The data were analyzed through parametric statistic by using SPSS 17.0 for windows. Since the mean score of the pre-test was lower than the mean score of the post-test; it meant that this technique was effective. After submitting the data to a paired samples t-test, it was found that there was a significant difference in the mean scores between the pre-test and the post-test, t(df=19)=-28.803 at p=0.000; it meant that the null hypothesis was rejected and alternative hypothesis was accepted. Thus, this technique was significantly effective in teaching writing for the tenth graders of SMA NW Wanasaba in the school year 2016-2017. Considering the process and the results of this research, the present researcher suggested that the English teacher use free writing technique in teaching writing. ]]>
<![CDATA[Enhancing Students’ Writing Skill By Using Clustering Technique ]]>
<![CDATA[Wa Ode Ritna Yuniyr Ullah]]>;
<![CDATA[Yokie Prasetya Dharma]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 3, No 2 (2019): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles.v3i2.1553
<![CDATA[In this research, the focus was to know the improvement of the students' skill in writing recount text especially based on the three aspects as mentioned above. After the implementation of this technique, the students' score was improved in each aspect. They also motivated when they were asking to write recount text based on the clustering that had made by them individually. The other strengths of this technique were that the students more enjoyed the processes of teaching and learning which made the classroom atmosphere became more alive, active and orderly. This method is interesting and easy to be implemented in the teaching and learning processes. In this technique, the students are excited and enjoy every activity in the class; they bring their all ability to find ideas, materials, and data to support their work in writing skill; they are eager to exchange their ideas when they do drafting; and they are more careful to write the text based on its, grammar, vocabulary, and mechanic in order to construct a good writing text. It means that by using clustering technique, the researcher and students achieved the goal in the teaching-learning process.]]>
<![CDATA[The Implementation of Quiz-Demonstration-Practice-Revision (QDPR) Learning Model to Improve University Students’ Knowledge of English Pronunciation and Their Ability to Pronounce English Central Vowel /á´§/ and English Back Vowel /αË/ ]]>
<![CDATA[Raihun Adaniyah]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 1, No 2 (2017): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles.v1i2.425
<![CDATA[The study aimed at knowing the significant contribution of Quiz-Demonstration-Practice-Revision (QDPR) Learning Model to improve University students’ knowledge of English pronunciation and their ability to pronounce English central vowel /ʌ/ and English back vowel /α:/ at Hamzanwadi University. In this study, the present researcher was used Ex-post Facto design and simple random sampling for collecting the data. While the instrument was used by the present researcher: (1) questionnaire., (2) written test for knowledge of English pronunciation., and (3) oral performance for students’ of Hamzanwadi University in ability to pronounce English central vowel /ʌ/ and English back vowel /α:/ to analyzed the data . Whereas, in this study the present researcher was used IBM SPSS 22 for windows. The result of this study was QDPR Learning Model had significant contribution to students’ ability to pronounce English central vowel /ʌ/ and English back vowel /α: / at Hamzanwadi University. Meanwhile, QDPR Learning Model did not contribute to students’ knowledge of English Pronunciation. Finally, QDPR Learning Model is one of the alternative model to teach English pronunciation.]]>
<![CDATA[An Analysis on Students’ Perception of the Application of Journalist Questions in Teaching Writing ]]>
<![CDATA[Muhammad Saofi]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 3, No 1 (2019): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles.v3i1.1050
<![CDATA[This research aimed at knowing about the teaching learning process through journalist questions and students’ perception of the application of journalist questions. This research is qualitative research. The subject of this research was the students of X IPS SMA NW Pringgabaya which consisted of 23 students. In addition, observation, questionnaire, and semi structured interview were used for collecting data. The finding revealed that the students have a good perception toward the implementation of journalist questions in teaching writing in the class. In addition, based on the result of observation, questionnaire and interview, the application of journalist questions was applied appropriately and the students’ perception in teaching writing is good.â€]]>
<![CDATA[“What Happen Next?†Strategy to Improve Students Skill on Writing Narrative Text ]]>
<![CDATA[Sri Wahyuni]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 1 No 1 (2017): VELES (Voices of English Language Education Society) ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles.v1i1.389
<![CDATA[Most of the EFL learners, especially at senior high schools, frequently consider that writing is the most difficult skill compared to the three other language skills. This difficulty was also faced by the second year students of Madrasah Aliyah Muhammadiyah Malang. The results of their writing performance at the preliminary research indicated that on average they achieved low grades in writing narrative texts. Moreover, the students in this school were not motivated in writing. For this case, the writer applied a strategy “what happen next?†which can improve the skill in writing narrative texts. The strategy was implemented in action research through four steps: planning, implementing, observing, and reflecting. The action research was conducted in two cycles and involves 24 students. The results of the findings showed the improvement of the students’ skill in writing narrative texts and also the improvement of the students’ involvement in the writing activities during the teaching and learning process. ]]>
<![CDATA[Conceptualizing Bilingual Education Programs through CLIL and Genre-Based Approach: An Indonesian Context ]]>
<![CDATA[Yogi Saputra Mahmud]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 4, No 1 (2020): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles journal.v4i1.2005
<![CDATA[The implementation of bilingual education programs in the Indonesian secondary school context has experienced considerable changes in the last decade. In this case, the enactment of the International Standards School (ISS) program that propelled the students to experience bilingual education programs at schools was discontinued by the government in 2015. Consequently, the discontinuation of the ISS program leads to the scarcity of studies in examining the progress and effectiveness of bilingual education programs in Indonesia. At the same time, the phenomenon of private schools that offer bilingual programs has been significantly more popular after the ISS program was abolished. However, there is a lack of established instruction on how to implement bilingual programs in such schools. Therefore, this paper aims to conceptualise the implementation of bilingual education programs through the implementation of Content and Language Integrated Learning (CLIL) and Genre-Based Approach (GBA). Drawing on the relevant literature, this paper examines a new perspective in bilingual education programs by considering the suitability between CLIL and genre theory in the Indonesian secondary school context. Further, this paper also provides a unit of work/syllabus sample that incorporates both CLIL and GBA. Ultimately, future implications in responding to the enactment of bilingual education programs in Indonesia are also discussed.]]>
