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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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A Retrospective Narrative Study of Pre-Service Teachers' Language Barrier Experiences in International Teaching Practicum Iswatun Chasanah; Sumardi Sumardi
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.v6i1.5356

Abstract

The present retrospective narrative study reported in this article explores the international teaching practicum program has become a new trend in a lot of university-based English as a Foreign Language (EFL) teacher education programs, particularly in Southeast Asian countries. This phenomenon led to the high demand for university-based EFL teacher education programs of having international networking which aims to give more cross-cultural understanding and experience for the pre-service teachers in teaching EFL abroad. This retrospective narrative case study aims to investigate the language socialization experiences and challenges of two Indonesian pre-service EFL teachers during the teaching practicum program in Thailand. The data was collected through participants’ teaching practicum documents and semi-structured interviews. Grounded in a retrospective narrative study and Relational Turning Point Events (RTPEs) theoretical framework, this study is hoped to provide a better understanding of the EFL teaching development, particularly for preparing pre-service teachers for intercultural teaching practicum.
Evaluating the Effect of EFL College Students’ Intention To Utilize Mobile English Vocabulary in The Learning Process: A TAM Framework Haidar Farros; Arundati Shinta; Zaid Zaid; Mahbub Pasca Al Bahy
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.v6i1.5277

Abstract

In today's world, it is no longer a surprise that (smart) mobile devices have become the most helpful technological devices to be used for various purposes, one of which is in English education. Therefore, studies on improving language learning, especially vocabulary for learners using mobile device technology, have become commonplace in today's digital era. However, to achieve maximum use, there needs to be an intention from students to accept the English vocabulary technology in the learning process. Therefore, the purpose of this study was to evaluate the integration capability of the Technology Acceptance Model (TAM) to predict and explain EFL college students' intention to utilize mobile English vocabulary learning. This research involves TAM because TAM has been widely applied to study information technology because of its effectiveness in assessing the level of user acceptance. Through a quantitative method using a cross-sectional survey approach involving 456 respondents, this study ultimately found that, after being analyzed using the PLS-SEM analysis technique, the constructs in TAM, including perceived ease of use (β = 0.302, T-Value = 6.587, and P-value = 0.000) and usefulness (β = 0.359, T-Value = 7.501, dan P-value = 0.000), had a positive and significant effect on EFL college students' intention to utilize mobile English vocabulary. Perceived usefulness shows the most dominant effect. However, this study has limitations that need to be considered. And, of course, caution in generalizing is necessary.
Translanguaging Pedagogy in ELT Practices: Experiences of Teachers in Indonesian Pesantren-based Schools Ahmad Madkur; Yuliana Friska; Lisnawati Lisnawati
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.v6i1.5136

Abstract

Despite the prevalence of English-only instruction in foreign language classrooms, many affirm the use of diverse linguistic repertoires particularly in linguistically-diverse society contexts where multilingual learners tend to naturally function their linguistic repertoires at daily basis (Canagarajah, 2011). This study aimed to explore teachers’ attitude toward the translanguaging approach in English language teaching (ELT) practices in pesantren schools and how it is used in the learning process. Six-phase thematic analysis was used as its qualitative research method and data were generated via in-depth semi-structured interviews to English teachers in pesantren-based schools in Lampung province. The findings showed that teachers had positive attitude toward translanguaging, as it allows them to take benefits of students’ languages other than English in English classroom. They found translanguaging helpful to explain, elaborate, and reinforce the meaning of learning materials as well as to motivate students and to create enjoyable learning atmosphere. In addition, the accommodation of knowledge or skills of other languages serves as a way to integrate the local and contextual values and culture of pesantren schools into English classroom. Some practical pedagogical implications for are discussed.
Promoting Students’ Higher Order Thinking through Flipped Classroom Model in Listening Comprehension Classes Leni Irianti; R. Bunga Febriani; Lilies Youlia Friatin
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.v6i1.5060

Abstract

The teaching of the Listening subject in Higher Education needs to be more innovative and should be conveyed through various classroom activities. The activities in the teaching of listening should be embedded to technology to replace the existing traditional listening classes. Moreover, learners are demanded to improve their higher-order thinking skills to enhance their problem-solving skills through new learning experience. The flipped classroom encourages students to participate more actively in problem solving, either individually or in small groups, encourages students to take ownership of their education, and delivers a novel learning experience. The research examined students' higher-order thinking abilities in experimental and control groups with varying degrees of schooling. The population consists of third-semester students at a private university in Indonesia. The exam was designed to obtain quantitative evidence on how the inverted classroom model increases students' listening capacity and higher-order thinking in English in an EFL environment, and to corroborate the quantitative findings with students' views of the inverted classroom model in listening. The result demonstrates that inverted classes assist students to increase their capacity for higher-order thinking. The flipped classroom model prepared the students outside the class and presented their development in class. They also perceived that this model gives a positive impact on them. This teaching method helped them rewind the material repeatedly and then organize their listening skills in class.
Exploring EFL Students’ Perceptions of Google Classroom as Learning Management System Madar Aleksius; Floribertha Lake; Elisabet Andriyanti Werang; Maria Febriani Seran
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.v6i1.5113

Abstract

The employment of Information Technology (IT) for the online teaching and learning process is unavoidable nowadays. One of the popular online teaching platforms currently used in ELT is Google Classroom.  However, the literature indicates that there is a limited number of research investigating the perceived usefulness and effectiveness of Google Classroom viewed by the students as its end-users. Thus, the current study aims at investigating the perceptions of secondary students in using Google Classroom (GC) as a Learning Management System (LMS) in English Language Teaching (ELT0.  The study focuses on three variables:  perceived usefulness (PU), perceived ease of use (PEOU), and actual system use (AU). The study employed a mixed-method research design for data collection and analysis. Quantitative data was collected using a questionnaire and analyzed using IBM SPSS 25.0. The qualitative data was obtained through in-depth interviews with nine respondents.  The findings suggest that most participants have positive views on GC with some reservations. Students seem to have more expectations before using GC; yet, they experienced dissatisfaction afterward.  It was revealed that GC provides various features to support English learning, but it depends on the users to maximize them. It is suggested that more digital technology training and workshops for students and teachers be adequately fluent in using the GC.  Schools need to establish policies to enforce the use of GC within schools, conduct preparation for teachers and students, provide technical support, and collaborate with other institutions for capacity building. 
Empowering EFL learner’s Self-efficacy through Collaborative task-based Instruction: A Critical Review Sahril Nur; Ranta Butarbutar
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.v6i1.4993

Abstract

  Self-efficacy is the belief that someone can do work successfully. The study purposes to explore whether collaborative task-based instruction (TBI) can empower EFL self-efficacy? The study uses a critical review, content analysis, and interpretation regarding five perspectives namely in terms (1) cognitive-interactionist, (2) psycholinguistics, (3) sociocultural, (4) psychological, and (5) educational. The results note TBI is effective to use to empower EFL learners’ self-efficacy. And, psychological perspective is the most significant to use.
Increasing English Reading Comprehension Through Literary Text Extensive Reading Program Euis Meinawati; Sufi Alawiyah; Herlin Widasiwi Setianingrum; Prapti Wigati Purwaningrum; Chodidjah Chodidjah
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.v6i1.4986

Abstract

The research objective is to improve reading comprehension skills through an extensive program of reading literary texts. It used a mixed method. Research participants are 5th-semester students who receive extensive reading (2) courses in the 2020-2021 academic year at Universitas Bina Sarana Informatika Jakarta as many as 70 students. There are two data used in this study, namely 1) qualitative data taken using a questionnaire. Qualitative data were analyzed using transcribed and encoded, organized, categorized, and taking concluding. 2) Quantitative data were taken from the pre-test and post-test. The test data were analyzed using a t-test. The results of the study show that overall an extensive reading program with literary texts has an impact on improving English reading comprehension. Students also have a positive perception of the extensive reading program because they can build interest in reading and reading habits
A Closer Look on English Language Education Department Students' Contention of Using Mind Mapping Techniques Sri Rejeki Murtiningsih; Delviana Rahma Dania; Sibakhul Milad Malik Hidayatulloh
VELES Voices of English Language Education Society Vol 6 No 2 (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.v6i2.6231

Abstract

Teachers and students have widely used mind-mapping techniques to enhance teaching and learning experiences in education. This study intended to explore the benefits and challenges of applying mind-mapping techniques based on students' perceptions. The current study used a qualitative approach. In-depth interviews were employed to collect the data. The study involved four students in their junior year of an English Language Education Department of a private university who had frequently used mind mapping. All participants in the study viewed that mind mapping positively contributed to their English learning. The contributions included saving time, assisting them in learning and understanding materials, and recalling materials more easily. In addition, the participants also claimed that mind mapping enhanced their creativity in learning, helped them brainstorm ideas, improved language skills, increased their interests, and motivated students to learn. Apart from the benefits, all participants considered mind-mapping techniques challenging due to their complexity, especially when they were new to mind-mapping. In addition, they also believed that applying mind-mapping techniques consumed much time. The study concluded that mind mapping positively contributed to students' learning experiences, especially in organizing the information they gained when learning.
Think-Aloud Protocol Analysis: Revealing The Student's Problem in Reading Comprehension Ni Wayan Krismayani; Sebastianus Menggo
VELES Voices of English Language Education Society Vol 6 No 2 (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.v6i2.5782

Abstract

Readers should integrate information from the text they are reading with their existing knowledge since reading is a process of building meaning and language expansion. Without improving reading abilities, it is hard to succeed in the teaching and learning process and develop a more thorough understanding, a perceptive attitude, and creative thinking to reach reading achievement. The purpose of this study is to outline the issues that cropped up while reading. In this descriptive-qualitative study, the researchers identified, analyzed, and characterized the readers' mental processes for reading comprehension. Thirty students were taken randomly from three classes enrolled in the Intermediate Reading Course of the English Language Education Study Program, Universitas Mahasaraswati Denpasar. The finding showed that the students encountered four main problems: Inability to understand word, phrase, and sentence processing (78.1%); having weak syntactic parsing (83.3%), less inference (81.7), and inadequate self-monitoring (84%). The reading lecturers are suggested to determine the student’s reading comprehension needs and employ relevant tips in the reading course, such as creating good connections, making predictions, visualizing, making inferences, self-questioning, and summarizing. The results are expected to give a useful contribution to strengthen reading theory and the lecturers in analyzing students’ reading comprehension problems.
How Undergraduate Students Capture English Impromptu Speech Challenge Asti Gumartifa; Indawan Syahri
VELES Voices of English Language Education Society Vol 6 No 2 (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.v6i2.6601

Abstract

The practice of giving a speech or presentation in front of the class is a big challenge for students in English education majors. Students feel unable to speak directly or impromptu in English speech lectures. Thus, this study aimed to find out what were the problem factors that hinder students from practicing impromptu speech in classes. Samples in this study were the fifth-semester students in the academic year 2022/2023 majoring in English education at the University of Muhammadiyah Palembang. The study was qualitative and quantitative with a mixed-method approach. The research design utilized was a descriptive approach. The instruments used in this study were questionnaires and interviews. Twenty samples of students responded to the questionnaires and 12 of them were selected for further interview. Results of the interview and questionnaire showed most students did not have the confidence to give an impromptu English speech in the public because of the anxiety factor. Students were shocked and unable to think properly when presenting the speech without preparation. Therefore, students were hard to develop words into sentences, even the prepared sentences were lost as a result of that anxiety.

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