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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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Occupational Gender Stereotypes in Indonesian Secondary School English Language Textbooks Sella Rohmawati; Kristian Adi Putra
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.v6i1.5334

Abstract

This discourse study seeks to examine occupational gender stereotypes in two textbooks of secondary English language textbooks published in Indonesia. Occupational gender stereotypes in two English textbooks, entitled When English Rings a Bell, for grade 7 and 8 were analyzed with the help of Kress and van Leeuwen (2006) framework. The findings indicate that both textbooks encompass content on gender stereotypes, particularly occupation. The findings also revealed that there were far less photos of women in the public domain than there were of men, indicating that women in conventional gender roles such as cooking, cleaning, watering plants, caring for children, and performing all domestic activities were far more common. Furthermore, the study found that male occupations were more common and diverse than female occupations in terms of occupational gender stereotypes. Furthermore, in terms of societal responsibilities, males were demonstrated to have a wider choice of vocations than girls. Gender blindness among curriculum designers and textbook authors is a serious worry in this regard, and it must be addressed in order to improve awareness of gender-related occupations. The study's practical implications are that English teachers, language textbook authors, curriculum creators and illustrators should be fully aware of the interplay between language, visual depictions, and gender concerns while constructing language textbooks to avoid unwanted insights into occupational gender stereotypes.
Lesson Ideas of Narrative Reading Comprehension Using Storyboard Makers Nadrotin Mawaddah; Dwi Fita Heriyawati
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.v6i1.5086

Abstract

Even though stories are interesting material to learn, reading them still becomes a difficult skill because students are burdened and bored with piles of words when reading texts. Multimodal text is a solution to this issue that has been widely researched. One example of multimodal texts is the storyboard, which refers to a medium like a comic combining a sequence of storyline pictures and texts such as dialogues and narration. This teaching medium is assumed to have many advantages in improving students’ reading comprehension because students are engaged with the storyboarding activities. Meanwhile, research about how to utilize comics or storyboards in teaching reading comprehension is less well observed. This research aims to investigate the extent of the advantageous lesson ideas in the storyboard makers and the levels of reading comprehension skills that can be taught using the storyboard makers. Since the data is explored and collected from the websites, the design of this study is exploratory research. This study revealed that the two storyboard makers provide a large number of innovative lesson ideas that have been advantageous in teaching narrative reading comprehension. This research also implied that storyboarding can be applied to many levels of reading comprehension skills, including lexical, literal, inferential, applied, critical, and effective comprehension, as well as possibly beneficial for extensive reading.
Cohesive Devices used in Students’ Argumentative Essay; A Discourse Analysis Ifoni Ludji; Erny S.N. Hambandima; Yuningsih Nita Christiani
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.v6i1.4969

Abstract

The cohesive devices are one of the important aspects of academic writing that has been recognized as a fundamental characteristic of good writing. The aims of this study are to find out the types of cohesive devices used by students and to identify the error of using cohesive devices when composing an argumentative text. This study recruited ten students from the fifth semester of the English language program in the 2021/2022 academic year. The research approach used in this study was descriptive qualitative. This entire data were analyzed by identifying the kind of cohesive devices used and also errors of using the cohesive devices. Based on the documentary results of the student's argumentative essay, it indicated that the students used only three types of cohesive devices as a reference, conjunctions, and substitutions. While there are two types of errors revealed in student essays of using cohesive devices, namely; references and conjunctions. The types of references included personal references, such as; they, them, and it, as well as demonstrative references, such as; that, those, and these. Furthermore, there are errors with additive conjunctions such as the using of and or. The Errors in causal conjunctions, such as; using the conjunctions so and because. The students often used the cohesive devices inefficiently, incorrectly, or excessively. In other words, the sentences are not linked correctly and properly. It seems that students cannot use cohesive devices in writing because they do not understand how to use them properly. 
Needs Analysis of Nursing Students in English Online Learning Wini Fitrina Sofyan; Eti Wati
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.v6i1.5142

Abstract

Needs analysis is a compulsory procedure in formulating the syllabus. Since the Covid-19 has forcefully changed traditional learning into online learning, it is necessary to reanalyse students’ needs in formulating an appropriate English online learning syllabus. This quantitative study employs descriptive analysis method. The participants are 85 sophomore students of nursing bachelor program at STIKes YPIB Majalengka. This study aims to describe the needs of students that are categorized into six aspects with the following results: 1) the students’ current situation, shows that the students need more support to facilitate internet networks and online learning devices (n=52,61%). 2) The skills and prior knowledge, this shows that numerous students tremendously need to develop their vocabulary, structures and the four basic skills (n=66,76%). 3) The learning difficulties, it describes that many students need assistance in finding their online learning styles (n=44,52%). 4) The motivation, many students need strong initiation to find their online learning motives (n=53,62%). 5) The perception, they need strong encouragements to increase their self-esteem in an online classroom setting (n=51,60%). The last, 6) the expectation, almost all students need online learning methods that more varied and interesting (n=83,98%).
On Silent Laughter: The Political Humour Depicted in Indonesian Cartoons Danang Satria Nugraha
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.v6i1.5022

Abstract

The cartoon is a part of online media which Indonesian speakers pragmatically favor. Besides being entertaining, the cartoon is popular because it probably contains political humour relevant to the socio-pragmatic situation in society. This study specifically aimed at describing the political humour in Indonesian cartoons. The data used were 222 cartoons. The data was downloaded from online-open source media platforms from November 1st, 2021, to January 5th, 2022. All data was collected from the google search engine based on the digital observation techniques proposed by Cordelois (2010). Apart from being based on the theory of visual metaphors, Attardo’s general theory of verbal humor (GTVH) was utilized to analyze data. The results of this study indicated that, in general, political humour is one of the popular domains of the content of cartoons published in Indonesia’s online media. In particular, political humour consists of at least three types, namely political satire, parody, and irony. Of the three types, parody is the most dominant political humour used in Indonesian cartoons.
An Analysis on Politeness of Non-Verbal Communication in an English as a Foreign Language Classroom Imanuel Kamlasi; Anselmus Sahan
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.v6i1.5190

Abstract

In an EFL classroom; teachers tend to use politeness of non-verbal communication to convey meaning(s) to students. This present research aims at analyzing and describing the politeness of non-verbal communication which was used by English teachers in EFL classrooms. Qualitative research was applied in this research. There were five English teachers chosen purposely as the participants. The data were the pictures of teachers’ gestures. To obtain the data, the researchers used a Tape Video Recorder (TVR) which was used to record the teachers’ gestures during the teaching and learning process. The researchers applied transcription, codification, classification, analyses, and discussion techniques to analyze data. The results showed that there were 16 politeness strategies used by the English teachers in the EFL classroom. Those politeness strategies are greetings, thanking, congratulating/praising, and apologizing, obedience, intimacy, joke, rejection, question/ evaluating, request, suggestion, chastisement, disagreement, asking permission, optimism, and instructing. The politeness of non-verbal communication has a positive impact on students in EFL classroom interaction. In some cases, the students found it difficult to understand the meanings of gestures.
Formative Assessment as an Innovative Strategies to Develop ESP Students’ Writing Skills Dwita Laksmita Rachmawati; Sri Hastari
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.v6i1.5174

Abstract

Most undergraduate students experience summative assessment more than formative. In fact, formative assessment is more constructive than summative assessment, which impacts students’ development. Notwithstanding the benefits, research about the incorporation of formative assessment in the ESP class is somehow rare. This recent research focuses on enacting formative assessment in ESP classes regarding students’ writing skills in Indonesia. The researchers employed a case study research design to investigate how ESP teachers implement formative assessment in their classes. The participants are two EFL teachers who teach Business English subjects and forty students majoring in Economics. The researchers gathered the data from close-ended questionnaires, semi-structured interviews, and class observation. This study revealed that ESP learners were provided with multiple chances to enhance myriad facets of their writing skills and establish a good attitude regarding Business English subjects and formative assessment. Thus, educators are required to implement the formative assessment concept in their classes since the educators’ and learners’ involvement can achieve teaching and learning improvement and reflection. Future research should focus on the more particular aspects of formative evaluation, like how to give feedback and classroom discourse, which are equally useful in teaching writing.
Strengthening 21st-Century Education Themes in ELT Material for ESP Students Sebastianus Menggo
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.v6i1.4979

Abstract

Needs analysis is essential in designing English materials. A powerful teaching-learning tool for practitioners, it allows them to produce English resources linked to students' needs. It is therefore viewed as an essential part of the teaching process for conducting need analysis. This study aims to expose academic studies related to the types of teaching materials and learning activities desired by students. This study examined 232 students enrolled in five different study programs of Universitas Katolik Indonesia Santu Paulus Ruteng. The instruments were questionnaire and interview, then the data were analyzed using a software program, namely an excel chart data series. The findings revealed that the types of teaching materials and learning activities required by students highlighted the importance of providing English materials in promoting 21st-century education themes. English materials should be adapted to match the needs of students, with an emphasis on the six themes of 21st-century education themes, such as global awareness, financial literacy and entrepreneurship, civic, health, digital, and environmental literacy.
Pre-service English Teachers’ Perceptions on Their Professional Identity through LinkedIn-Mediated Activities Astri Hapsari; Diah Agustina Ratu; Muhammad Mukhlas; Resnia Novitasari
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.v6i1.5140

Abstract

In English as a Foreign Language (EFL) context, pre-service English teachers need to develop their sense of identity in both real communities in society and online platforms.This study aims to analyse pre-service English teachers’ views on their engagement in LinkedIn-mediated early professional development activities . The data were collected through in-depth interviews. Three pre-service English teachers who enrolled in Teacher Professional Development coursework and engaged in LinkedIn-mediated activities during the coursework were invited to participate. Two themes emerged from the findings. The first is LinkedIn-mediated early professional development activities that raise awareness on developing current professional digital footprint. The second is  LinkedIn-mediated early professional development activities help them to figure out expected teacher-selves in the future. Implications for future pedagogical practicein the Teacher Professional Development coursework is that the activities involved in LinkedIn should be sustained and enhanced in order to support the pre-service English teachers to shape their professional identity as future English teachers.
A Comparative Study of the Teaching English Writing in Senior High Schools in Indonesia and Japan Sonny Elfiyanto; Seiji Fukazawa
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.v6i1.5064

Abstract

The aim of this study is to investigate Indonesian and Japanese English teachers’ perspectives about English writing, to examine current techniques in the teaching of writing used by senior high school teachers in Indonesia and Japan, and how to know whether there are some differences and/or similarities between teaching methodologies of English writing in both countries. This study surveyed 44 Indonesian senior high school teachers and 43 Japanese senior high school teachers through a questionnaire and an interview. The findings indicated that the Indonesian and Japanese senior high school teachers have different teaching methodologies for the improvement of students’ abilities in English writing. Lastly, a conclusion is provided, accompanied by limitations of the study and suggestions for further study.

Page 17 of 38 | Total Record : 371

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