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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 371 Documents
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The Use of Snowball Technique in Teaching Writing Skill in EFL Classroom Rina Indriani
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.v3i1.1051

Abstract

This study aims at investigating the use of Snowball technique in teaching writing skill in EFL Classroom. Designed as pre-experimental research with pretest-posttest design, the sample of this research was 21 of 76 students of the tenth grade of SMK NW Pancor in the school year 2017-2018. Random sampling technique was used in determining the sample of the study. Writing test was the instrument used to collect the data. The data were then analyzed by using descriptive statistic and paired sample t-test to test the hypothesis. Based on the result of study, the mean score of the pre-test was 36.38 while in the post-test, it was 60.76; It means that the mean score of the post-test was higher than the mean score of pre-test. After submitting the data to a paired sample t-test, the present researcher found that the significance (2-tailed) value level of analyzed data was 0.00 which was lower than 0.05, so the alternative hypothesis (Ha) of this study was accepted. It implies that snowball technique was significantly effective in teaching writing recount text. It is suggested that English teacher use snowball technique as an alternative technique in teaching writing on recount text.
Perceived Use of Metacognitive Strategies by EFL Undergraduates in Academic Reading Kasyfur Rahman
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.v4i1.1975

Abstract

While investigations on metacognitive awareness in reading comprehension have yielded inconsistent results despite similar instruments, there is a need to expand the previous studies particularly into Indonesian tertiary EFL context in order to validate the findings. This paper seeks to quantitatively explore perceived use of metacognitive strategies in reading academic texts through an online questionnaire administered to 66 final year EFL undergraduates in an Indonesian university. Generally, the findings suggest moderate to high use of metacognitive strategies. More specifically, the findings demonstrate a high frequency of problem-solving strategies in comparison with the global and support strategies.  Least moderate perceived use of several strategies is likely to be influenced by the students’ limited academic reading experience and limited reading schemata. Therefore, this research confirms the previous research that demonstrates problem-solving strategies as mostly perceived strategies by English nonnative students in their reading. The findings also advocate the need for the teaching of several strategies that demonstrate moderate frequencies yet highly needed for academic reading purposes.
Mix Code and instead code in the process of learning in Class VII MTS NW Mengkuru Years Lessons 2014/2015 Mohzana Mohzana
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.v1i2.640

Abstract

This research aims to know the shape of the mix of code, form over the code and the factors behind their occurrence mix code and over the code. This research data is data written. Data collection is done by using the technique of observation, interview techniques or discussion and recorded techniques. The results obtained from these techniques are: (1) mix the code obtained i.e. shape mix code in the form of words and forms of intervention code be phrase, (2) besides over code obtained i.e. form over the code from the language of Arab to the Indonesian language and shapes instead of code Indonesian into  Sasak language, (3) factors-factors which aspects influenced the occurrence of interfering factors of habit, i.e. code limitations mastery Indonesian language is good and right, situation, and forgetten factor. As for factors which aspects influenced the occurrence over the code factors mastery language Indonesia, habits, said opponents and speakers. Based on these findings, it can be concluded that the mixed form of code that is in the form of words and phrase. While shape instead of a language code from Arab to the Indonesian language, from Indonesia language into Sasak language. Hence factor of occurrence of mixed code i.e. habit, limitation on mastery of the Indonesian language is good and right, situation, and forgetten factor. And factors the occurrence the occurrence over code that is mastery of Indonesia language, habit, lsaid clouds and speaker.
The Validity and Reliability Analysis of English National Final Examination for Junior High School Dwi Jayanti; Nida Husna; Didin Nuruddin Hidayat
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.v3i2.1551

Abstract

The aim of this study is to analyze the validity and reliability of the English National Final Examination for Junior High School academic year 2017-2018. Validity and reliability are two kinds of characteristic to prove whether a test is good or not. This study takes only one sample of test packages from many test packages, because it is considered the test are similar in the content and differ only in the position of test number. This study was taken in one of the private schools in South Jakarta and involved two English subject teachers as validators/ validity analyst. This study was analyzed by using a descriptive method. Content validity was analyzed by comparing the test material in the syllabus to the test item, while the construct validity was analyzed by comparing the graduation standard to the test item. Furthermore, the reliability was analyzed by using Kuder-Richardson Formula (KR20-KR21). The findings of this study show that, the English National Final Examination for Junior High School academic year 2017-2018 fulfilled the criteria of validity and reliability. The content validity shows 92% valid, the construct validity shows 92 % valid, and the reliability shows coefficient 0,784, which means reliable. To conclude, the English National Final Examination for Junior High School academic year 2017-2018 has fulfilled the criteria as a good test.       
The Use of Puppets in Teaching Speaking for Junior High School Students Ari Prasetyaningrum
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.v1i2.446

Abstract

This purpose of this research is to find the effectiveness of teaching speaking by using puppet for the junior high school students and how effective the use of puppet in teaching speaking for the junior high school students. The method applied in the present research was pre-experimental with one group pre test and post test design. The population of the test was 28 and all the students were the sample as well. To collect the data, a pre test and post test were administered with oral test as the instrument. The results of pre test and post test were used to determine the mean score and standard deviation score. In analyzing the data, a paired sample t-test was used to analyze whether the alternative was accepted of rejected. To analyze the data, the present researcher applied SPSS 17 for windows. Based on the result of data analysis, the mean score of pre-test was 50.00 and that of post test was 68. 75, meaning that there was a difference in the mean scores between the pre test and post test. In tetsing hypothesis, the present researcher found that t (df=27) = -7.232 at p= 0. 000, meaning hat the alternative hypothesis was accepted. It was concluded that puppet usage was significantly effective in teaching speaking for the junior high school students.
Indonesian Teachers’ Professional Development Practices and Needs in Post Pandemic Education Sary Silvhiany
VELES Voices of English Language Education Society Vol 6 No 1 (2022): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v6i1.5265

Abstract

COVID19 pandemic has affected education sector in multiple ways, particularly in how teachers and students interact in the formal schooling. While virtual teaching has been widely expected as the new normal in this unprecedented time, little is known about how teachers grapple with the realities of this new mode of teaching learning and what their professional development needs are in this context. This article explores teachers’ perspectives on their professional development needs in the post pandemic era through the qualitative survey conducted with 265 Indonesian teachers who taught English in the elementary school, middle school, high school, and college level. Findings of this study showed that teachers used various online platforms to facilitate the online learning. However, less than half of the teachers in this study considered their teaching online effective. The teachers’ main concerns regarding the online learning include their students’ inability to fully participate in online learning and that their online learning was not as effective as their face to face learning. The teachers relied on attending webinars as one of the ways to do professional development. They also joined teachers’ learning communities to discuss new innovation in English language teaching, to get teaching materials they needed, to collaborate with other English teachers, and to share ideas about teaching English. Implication of the study includes the need for creating a virtual space for teachers to learn and exchange ideas with other teachers as a form of continuing professional development.
Metacognitive Reading Strategy Awareness and Reading Performance of Vocational Lecturers Ester Widawati Tedjo; Susana Teopilus; Tuti Hartani; Eric Sulindra
VELES Voices of English Language Education Society Vol 6 No 1 (2022): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v6i1.5247

Abstract

In education, the functions of reading, among others, are to access knowledge, to synthesize information, to evaluate arguments, and to learn new subjects. It is believed that successful readers employ various and proper reading strategies to comprehend a text. To examine the use of the metacognitive strategies in academic reading comprehension, this study investigates the reading performance and the major reading strategies of twenty-five vocational Indonesian lecturers from various institutions as the research respondents. Two research instruments were used: Reading Comprehension Test to obtain the data of their reading performance, and Survey of Reading Strategies (SORS) to identify their preferred reading strategies. The research finding indicates that the respondents had varied levels of English reading performance.  The result also shows that out of the three sub-categories of metacognitive reading strategies, problem-solving strategy was the most frequently used strategy, followed by global strategy and support strategy respectively. Further statistical calculation, however, proves that there was no significant difference in the overall and the three sub-categories of metacognitive reading strategy use between the high and low achievers. There is no significant relationship between the metacognitive reading strategies and reading performance of the participants. 
Need Analysis of Pharmacy Students in Toefl Preparation Class Astri, Zul; Nur, Sahril; Misnawati, Misnawati
VELES Voices of English Language Education Society Vol 6 No 1 (2022): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v6i1.4917

Abstract

In response to the demand for higher education institutions to internationalize their campuses and strengthen their students' global collaboration, Sekolah Tinggi Ilmu Farmasi (STIFA) Makassar has made English language proficiency a requirement for graduation. The evidence is bypassing the TOEFL test held by universities. This study aims to analyze the students' learning styles and expectations for studying English in TOEFL class and the students' difficulties. This study was conducted at one of the Pharmacy campuses in Central Indonesia, Makassar, South of Sulawesi, namely the Sekolah Tinggi Ilmu Farmasi (STIFA) Makassar with 62 people as a population. While using purposive sampling, there were 20 people chosen as a sample. From this research, we found that 60% of students prefer the auditory learning style and 100% of students expect the teacher to teach combined in English and Indonesian, gives many exercises, and provides new vocabulary in every meeting. In addition, 65 % of students select Structure and Written Expression as the most challenging skill in TOEFL class.
The Effect of Online Learning on Academic Writing Course During Covid-19 Pandemic Syamsiarna Nappu; Ratna Dewi; Hasnawati Hasnawati; Radiah Hamid
VELES Voices of English Language Education Society Vol 6 No 1 (2022): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v6i1.5220

Abstract

Since the outbreak of Covid 19 in Indonesia, all universities, including Universitas  Muhammadiyah Makassar, had made a decision for lecturers and students to learn from home (LFH) since March 16, 2020. This decision certainly has an impact on the change of the learning process which is used to face-to-face in the classroom then drastically changed and become online learning. This study aims at investigating the effectiveness of online learning on the Academic Writing course in the English Education Study Program. Pre-experimental design is the method where the sample is purposively chosen. The data is collected by giving pre-test and post-test and questionnaire. The study reveals that students get better writing skills after learning online. It can be seen that the pretest is 50.6 becomes 75.8 in the posttest. Meanwhile, after calculating the t-test it is also found that the effectiveness of online learning on Academic Writing Course through Google Meet is 55%. It is then concluded that online learning using Google Meet on Academic Writing Course has a positive effect on students' writing skills.
The use of Google Jamboard for synchronous collaborative reading strategies: The students’ acceptance Khoiriyah Khoiriyah; Nurjalia Kairoty; Almathea Virdhausya Aljasysyarin
VELES Voices of English Language Education Society Vol 6 No 1 (2022): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v6i1.5010

Abstract

This study employed a mixed-method approach through administrating the Technology Acceptance Model (TAM) questionnaire and conducting in-depth interviews. TAM was used in this study to gain insight into the students' reactions to the technology used for online language learning, especially the acceptance of using Google Jamboard integrated with video conferencing for synchronous collaborative reading comprehension activities. Sixty-three undergraduate students were selected purposefully from the English Language Education Department who enrolled in Literal Reading course in a full-online learning instruction. From the findings, with the regard to the students' acceptance, they confirmed a positive attitude toward using this application, despite the fact that some of them thought it was a new application. As a result, perceived usefulness and the perceived ease of use were rated as moderately high. Many students agreed that the online platform used was immensely useful and simple to use. Meanwhile, some of them experienced technical issues when using this platform, impeding their learning process. Additionally, some pedagogical suggestions also further explored.

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