cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kab. lombok timur,
Nusa tenggara barat
INDONESIA
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 371 Documents
 11   12   13   14   15 
The Use of Team Word Webbing in Writing Skill for EFL Students Ari Prasetyaningrum
VELES Voices of English Language Education Society Vol 2, No 2 (2018): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v2i2.843

Abstract

The purposes of this study were examining whether the use of team word webbing iis effective in writing skill for the first semester students of Hamzanwadi University in the academic year 2017-2018 and examining how effective was team word webbing in teaching writing for the first semester students of Hamzanwadi university in the academic year 2017-2018. Pre-experimental design was applied for this research since it had experimental group only without control group. The sample of this study was 70 of 120 students. The data was collected through a pre-test and a post-test which were given to the EFL students.To analyze the data, the author applied SPSS 22 for Windows. After submitting the data to paired samples t-test, it was found that there was a significant difference in the mean scores between the pre-test and post-test, which was t (df=18) = 10.550 at p = .000 which lower than 0.05 as the standard significance level in SPSS at two tails.  In short, team word webbing technique was significantly effective in writing skillfor the EFL students. Having considered the process and the result of this study, he author suggestedthat English teachers use team word webbing in teaching writing in language learning because it helps student to express their ideas and can become more creative in teaching learning process especially in writing skill.
Blended Learning in English Academic Reading to Respond Revolution 4.0 Harpiansi Harpiansi; Nyayu Yayu Suryani
VELES Voices of English Language Education Society Vol 3, No 2 (2019): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v3i2.1559

Abstract

The 4th industrial revolution effects many areas in today’s global era, including higher institution. Internet is the main instrument in this revloution. The limitation of time room availibility of the students will accor if the schools appliy face to face only in leaarning process. Blended learning is the alternative solution to overcome the case of inavility time and palce to learn. In addition to developing distance universities should also equip students with English reading skill. This study is aimed at describing the effect of blended learning on English academic reading by using experimental method with pretest-posttest control design. The sample of this research is 32 students of AMIK Bina Sriwijaya. The data were collected through English reading comprehension test in the form of multiple choice and were analyzed by using Independent Sample T test. Based on the Independent Sample T test output table in the Equal variances assumed section, it is found that Sig values. (2 tailed) of 0.0010.05.It can be concluded that there is a significant difference between the average learning outcomes of respondents in the experimental group and respondents in the control group. In  other word, there is significant effect of blended learning on students reading skill achievement.
An Analysis on the Lecturers’ Mispronunciation of Common Words Used at the English Language Program Riang Permata Zulfa; Laila Wati; Siti Maysuroh
VELES Voices of English Language Education Society Vol 2, No 1 (2018): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v2i1.603

Abstract

This research aimed at knowing the lecturers’ mispronunciation of common words used in the English Language Education Program of Hamzanwadi University and to analyze the factors cause them do mispronunciation. The research questions were formulated as: (1) What are the mispronunciation of the lecturers at the English Language Education Program in Hamzanwadi University?, (2) What are the factors of the mispronunciation made by the lecturers at the English Language Education Program in Hamzanwadi University? To achieve the purpose of the research and answer the research problem, the present researcher interview 6 out of 18 lecturers and gave them an oral test. The collected data were submitted to descriptive analysis. The result of the study discovered that all of the participants do mispronunciation in most common words proposed. The finding of the study implies that the factors of this mispronunciation are; (1) mother tongue influence, (2) effect of personality, (3) different accent, (4) word stress position. In short, the all factors that cause mispronunciation refer to the different language between the L1 and the target language.
The Difficulties in Learning Listening: A Correlational Study among the 3rd Semester Students of English Departement Raden Roro Vivikusuma Ardhany; Baiq Suprapti Handini
VELES Voices of English Language Education Society Vol 3, No 2 (2019): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v3i2.1307

Abstract

The aim of this study were: to describe the level of learning problem and the teacher’s strategies applied in teaching and learning process. The population is 3rd semester of ust yogyakarta and the sample is about 26 students. The data analysis technique was quantitative including mean score, standard deviaton and product moment. The main results of this study were: the students learning problem in listening could becategorized as low with the mean score 77.56. the students achievement could be categorized as “moderate” with the mean score 42.05. concerning the correlation between the two variables it was revealed that there was a significant and positive correlation between the student’s learning problem and their achievement
Task Based Instruction in Teaching Speaking Skill in EFL Classroom Wahyuni Safitri
VELES Voices of English Language Education Society Vol 2, No 2 (2018): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v2i2.864

Abstract

The aim of the study was to examine the effectiveness of task based instruction approach in teaching speaking skills of EFL learners. This research was a pre-experimental. It was conducted at the seventh grade of MTs Darul Aitam Jerowaru in the school year 2017-2018. The sample consisted of 25 students selected by using cluster random sampling technique. The data was collected using a speaking test. In analyzing the data, the researcher using paired sample t-test. The mean score of post-test (57.12) was higher than pre-test (34.56). 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=24)= 49.59 at p .01. Based on the finding, it can be concluded that task based instruction was significantly effective in teaching speaking skills.
Essay Writing Performances at the Tertiary Level:The Case of Indonesian EFL Learners Achmad Kholili; Feri Ferdiyanto
VELES Voices of English Language Education Society Vol 4, No 1 (2020): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles journal.v4i1.1916

Abstract

Some methods and approaches have been put into practice by stakeholders, including both teachers and lecturers in the teaching and learning process of English, specifically writing. Nevertheless, writing English is still burdensome for some learners, particularly EFL learners. For this reason, the survey study was conducted to point out the mistakes made by the students in composing an essay. Eleven EFL learners, coming from non-Anglicized linguistic and cultural backgrounds at the Institut Ilmu Keislaman Zainul Hasan Genggong, Probolinggo, East Java, Indonesia were taken out as the sample of this study. The major instruments distributed were writing prompts and a semi-structured interview. Their writing results were scored with the scoring scale adopted from Jacobs (1981), cited in (Weigle, 2002, p. 116). From the five components in writing, consisting of Vocabulary, Content, Language Use related to the ideas in the text, Organization of the text, and Mechanics, the results demonstrate that Language use (Tense, Preposition, Run-ons, and Articles)and Mechanics (Spelling, Punctuation, and Capitalization) are dominant errors committed by the EFL Learners in writing.
Improving EFL Learners’ Speaking Ability through Storytelling Using Puppets Laila Wati; Zahratul Fikni
VELES Voices of English Language Education Society Vol 2, No 1 (2018): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v2i1.609

Abstract

This study was intended to describe how story-telling using puppets developed the speaking ability of the seventh graders of SMP Islam Terampil Nurul Mujahidin NW Pancor Kopong in the academic year 2014-2015. This research was a collaborative classroom action research following Kemmis and McTaggart’s cyclical process of planning, acting, observing, and reflecting. The data were collected by administering observation checklist, questionnaire, self-assessment, field notes, and recorder. The result of the analysis pointed out that storytelling using puppets was very helpful not only in improving the result but also the process of instructional process. This is proven by that all criteria of success set in this research were achieved. Therefore, English teachers are suggested to implement the technique and use the media in their English class particularly in speaking activities.
Teaching and Learning Transactional Dialogue through Flipped Classroom for Millennial Students in Urban era Intan Rachmatillah; Ahmad Munir; Syafiul Anam
VELES Voices of English Language Education Society Vol 3, No 2 (2019): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v3i2.1567

Abstract

The aim of this research is knowing is the implementation of a Flipped classroom during the process of learning English in expressing transactional dialogue towards millennial students nowadays. Because flipped classroom creates a different atmosphere since it relates to technological activities. In this research, the researcher tried to include digital videos as a bridge to connect the students’ activity in using technology with their English lesson through YouTube as social media. In this research used qualitative research design. It used to know-how is the implementation of the flipped classroom for millennial students. This research contains some students in the tenth grade of science class group and a teacher from one of state senior high schools in Gresik region. In collecting data, the researcher used observation to know what the activities in depth during the implementation of the flipped classroom.
The Use of Porpe (Predict, Organize, Rehearse, Practice, Evaluate) Strategy in Teaching Reading Comprehension Pajriah Asrikandi
VELES Voices of English Language Education Society Vol 1, No 2 (2017): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v1i2.436

Abstract

This study aimed at examining the effectiveness of PORPE (predict, organize, rehearse,  practice, evaluate) strategy in teaching reading comperhension.This research was designed as a pre-experimental research. The sample of this reserach was students of the tenth graders of Language 2 of MA Muallimin NW Pancor. In collecting the data, a pre-test and a post-test were given to students of the tenth graders of MA Muallimin NW Pancor in the school year 2015-2016. Descriptive statistic and paired simple t test were used to analyze the data by using SPSS 17.0 for windows. Based on the result of descriptive statistic, the mean score of post-test (20.59 ) was higher than pre-test (13.19). After submitting the data to a paired samples  t-test, the present researcher found that there was a significant difference in the mean scores between the pre-test and the post-test, t(df=26) = 21.18 p = 0.01, meaning that the alternative hypothesis was accepted. PORPE strategy is significantly effective  in teaching reading comprehension of narrative texts for the tenth graders of MA Muallimin NW Pancor in the school year 2015-2016. Considering the process and the results of this research, the present researcher suggests that the English teacher should use PORPE strategy.
The Correlation among Students’ Vocabulary Mastery, Students’ Creativity and Their Writing in Descriptive Texts Baiq Aniatun Huliani
VELES Voices of English Language Education Society Vol 3, No 1 (2019): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v3i1.1017

Abstract

This research aimed at finding out the significant correlation among students’ vocabulary mastery, students’ creativity and their writing in descriptive texts for the eighth grade students of SMP Islam Al Badriyah in the school year 2017-2018. This research design was a correlational research with the population of the research was the eighth grade students of SMP Islam Al Badriyah and the sample was 23 students of class VIIIA which was chosen by using purposive sampling. To collect the data, the present researcher used fill the blank and essay test. In analyzing the data, she used SPSS statistics 22 for windows program. From the result of the partial correlation, it was found  r = .595 at p .003 for the correlation between vocabulary mastery and writing ability, the correlation between creativity and writing ability was found r = .586 at p .003, the correlation between vocabulary mastery and creativity was found r = .747 at p .000. While the correlation among students’ vocabulary mastery, students’ creativity and their writing ability was found r = .611 at p .003. The value of significance level was less than 0.05. Meaning that, there was a significant correlation among students’ vocabulary mastery, students’ creativity and their writing in descriptive texts for the eighth grade students of SMP Islam Al Badriyah in the school year 2017-2018

Page 13 of 38 | Total Record : 371

 11   12   13   14   15 

Filter by Year

2017 2025


Reset
Filter By Issues
All Issue Vol 9 No 2 (2025): August 2025 Vol 9 No 1 (2025): April 2025 Vol 8 No 3 (2024): December 2024 Vol 8 No 2 (2024): August 2024 Vol 8 No 1 (2024): April 2024 Vol 7 No 3 (2023): VELES (Voices of English Language Education Society) Vol 7 No 2 (2023): VELES (Voices of English Language Education Society) Vol 7 No 1 (2023): VELES VOICES OF ENGLISH LANGUAGE EDUCATION SOCIETY Vol 6 No 2 (2022): VELES Voices of English Language Education Society Vol 6 No 1 (2022): VELES Voices of English Language Education Society Vol 5 No 2 (2021): VELES Voices of English Language Education Society Vol 5 No 1 (2021): VELES Voices of English Language Education Society Vol 5, No 1 (2021): VELES Voices of English Language Education Society Vol 4, No 2 (2020): VELES Voices of English Language Education Society Vol 4, No 1 (2020): VELES Voices of English Language Education Society Vol 3, No 2 (2019): VELES Voices of English Language Education Society Vol 3, No 1 (2019): VELES Voices of English Language Education Society Vol 3, No 1 (2019): VELES Voices of English Language Education Society Vol 2, No 2 (2018): VELES Voices of English Language Education Society Vol 2, No 2 (2018): VELES Voices of English Language Education Society Vol 2, No 1 (2018): VELES Voices of English Language Education Society Vol 2, No 1 (2018): VELES Voices of English Language Education Society Vol 1, No 2 (2017): VELES Voices of English Language Education Society Vol 1, No 2 (2017): VELES Voices of English Language Education Society Vol 1, No 1 (2017): VELES Voices of English Language Education Society Vol 1 No 1 (2017): VELES (Voices of English Language Education Society) More Issue