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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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Tackling and Handling Students’ Grammar Mastery on Passive Voices in A Higher Education: Quizizz Application Power Dian Fadhilawati; Aslam Khan; Dwita Laksmita Rachmawati; Moh Mansur
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.v6i2.5661

Abstract

This research aimed to boost the grammar mastery of 24 students, particularly Passive voices using the Quizizz application and to discover their reactions to the usage of that platform for learning and assessing Passive Voices at a Private University in Blitar. This research used a classroom action research design with the following procedures: planning, acting, observing and evaluating, and reflecting. The research results revealed that the usage of the Quizizz application increased the mastery of passive voices of 24 students from 54.75 in the Pre-action Test to 87.25 on the post-action test. Furthermore, the respondents responded positively toward the usage of the Quizizz platform to learn and assess Passive Voices. Referring to the findings, we can sum up that using the Quizizz Application in Passive Voice learning is extremely beneficial in improving the students' learning outcomes since the students can learn passive voice material such as they are playing games anywhere and anytime. Therefore, the researchers suggest that teachers or lecturers may apply this application to their classrooms to make fun and enjoyable learning for the students. 
The Issues of Academic Literacy in Conversation Practice During Online Learning Arjulayana Arjulayana; Rachmi Rachmi
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.v6i2.5137

Abstract

University students are required to be more independent in the learning process, this is because university students already have greater responsibilities, both in terms of following the campus’ rules where they study, as well as in terms of discipline in doing assignments as students. Low academic literacy will result in not achieving responsibilities and learning objectives, campus facilities, student abilities, and lecturer competencies. This study aims to investigate the issues of academic literacy faced by students and lecturers during online learning. The sample of this study was 40 first-semester students from the University of Muhammadiyah Tangerang, Visual Communication Design study program. The instrument of the research is observation, interview, and document study based on student learning outcomes. In conclusion, the first result of this study indicates that the use of technological facilities has not been utilized optimally by students in the effort of improving their knowledge, self-awareness, creativity, and initiative to support their understanding and represent their academic literacy practice. The second result indicates that the facilities provided by the campus are not optimal to support students studying online, through the disclosure of university information that can be accessed at any time on the website, such as exam schedules, academic events, competitions, festivals, and other campus activities. The third result shows that students’ conversation practice during online learning can run well, due to clear instruction from the lecturer and conversation partners cooperatively
Booming the Vocabulary Acquisition by Using Flipped Classroom on EFL Learners’ PPA (Performance, Perception and Acceptance) Woro Retnaningsih; Arif Nugroho; Dao Thi Hong Van; Nur Hidayah Al Amin
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.v6i2.6107

Abstract

With the advancement of technology, today’s language teaching and learning are no longer restricted to classroom face-to-face interaction, but it is going beyond a formal classroom. Drawing on this issue, this study sheds some light on the impact of flipped learning instruction on vocabulary acquisition of English learners as a foreign language, their perception of the practices of flipped learning, and their acceptance of the use of the WhatsApp smartphone application to assist the flipped learning activities. An experimental research design was employed by involving 60 EFL learners who were assigned into flipped (N=30) and conventional (N=30) groups. Learners of the flipped group were taught in combined learning activities before the class using WhatsApp and in-class active practices on vocabulary. This study used multiple data collection sources, including pre and post-tests on English vocabulary, a self-report survey, and a Technology Acceptance Model (TAM) questionnaire. The results demonstrated that the EFL learners in the flipped group scored higher in the post-test, and significantly outperformed their counterparts in the conventional group. Moreover, the results of the self-report survey showed that the EFL learners were at a positive perception of the flipped learning environment to study English vocabulary. Furthermore, finding on the TAM questionnaire portrayed that the EFL learners acknowledged WhatsApp as a satisfactory digital platform to assist the activities of English learning through flipped classrooms. This study offers insights for teachers and curriculum developers to begin acknowledging the promising role of digital learning of English beyond the classroom.
Learning Tools for EFL Writing: What and How based on Upper Secondary School Students’ Perspectives Evi Puspitasari; Elka Tsara
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.v6i2.5878

Abstract

Writing in English is bit challenging since students should deal with not only organization and idea development but also the language. This study aims to explore the preferred learning tools used of upper secondary school students while writing and how the learning tools accommodate them in increasing the quality of their writing based upon their perspectives. This study belongs to descriptive qualitative research and took place at one of private upper secondary schools in Yogyakarta, Indonesia, with six students serving as research participants. A standardized open-ended interview and students’ writing works were used to acquire the data. The first finding revealed the learning tools opted by the students to support their writing are Youtube as a video sharing platform, Padlet as an online notice board, Grammarly, Google Translate, Grammar Checker as language support tools, and Google Docs and Microsoft Words for word processors. Meanwhile, from the two types of data, it is noticeable that students are helped by the tools. All of the aforementioned tools are able to linguistically and substantially improve their writing works by being language accommodation, idea development support, and writing organization assistance. Conclusion and recommendation are also discussed in this article after the findings and discussion are presented.
Anxiety No More: The EFL Students Voice On the Use FTF VS SCMC toward Their Speaking Anxiety Safira Yasinta Karenina Hidayat; Djatmika Djatmika; Ngadiso Ngadiso
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.v6i2.6290

Abstract

In this era, many researchers already conduct research on using CMC in the education field. Several researchers have explored using SCMC (audio and text) and ACMC to know the benefits for students' skills in a foreign language. However, this study explores using SCMC (audio and video) to know the students' perception of their speaking anxiety. The present qualitative study examines the students' voices using FTF or SCMC toward their speaking anxiety. This study aims to know the students' voices related to their speaking anxiety in English under two conditions: Face to face and Synchronous computer-mediated communication. These voices were presented by five students of English language education who were interviewed about using FTF and SCMC. The result shows that the participants prefer to use SCMC to reduce anxiety while they speak English. An analysis of data from the interview explicates that two themes were related to EFL students' speaking anxiety, including (1) fear of making mistakes and (2) feeling under pressure. The interview results also stated the advantages and disadvantages of both environments (FTF and SCMC). This study implies that SCMC can increase students' confidence in speaking English. Therefore, this paper suggests that teachers should provide a supportive environment and support their students in practicing speaking in English using SCMC.
A Deep Scanning on Mild Mental Retardation Individual’s Language Acquisition and Development Rachmi Retno Nursanti; Widyastuti Purbani
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.v6i2.5223

Abstract

This research aims to investigate the language acquisition and development of a child with mild mental retardation in the 14th years old. The language acquisition is developed by appropriate treatment of caregivers including parent, family members, teachers, friends, and neighbors. Parent is the main caregiver that contributes language development of the child with mild mental retardation. The research uses qualitative approach in a case study as a research design. The results of this research show that the child got speech therapy in the 3rd years old and the parent provided facilities to develop language; such as story books, stationary, and gadgets. The child acquired four languages; Bahasa Indonesia, Javanese language, English language, and Arabic language since she went to school. Each language has different role in the child’s daily activities and communication. The schooling system contributed the child’s achievement academically and non-academically because she was studying at inclusive school with special teachers from psychology education background. In addition, neighborhood environment supported the child’s confidence to socialization.  Thus, this research is supposed to be a reference to the following researchers to discover more treatments to mentally retarded students in acquiring languages.
Probing Indonesian Teachers’ Learning Investment in Response to Educational Disruption: A Narrative Inquiry Masayu Lely Mutmainnah; Sary Silvhiany; Eryansyah Eryansyah
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.v6i2.6242

Abstract

Drawing upon the theoretical framework of investment and the methodological perspective of narrative inquiry, this article explores how English teachers from South Sumatra, Indonesia navigated the challenges of the sudden shift to online learning, how they positioned themselves in times of pandemic crisis professionally, and the perceived effects of their professional development participations. Data from the study include interviews, teachers’ digital artifacts, and teachers’ reflective writing. The critical incident analysis employed in this study sheds light on the challenges faced by English teachers in teaching online in the pandemic era including the unavailability of internet quota at home, teachers’ difficulties in teaching online, and the ability of teachers to adapt online teaching. Besides, the English teachers invested in continuing professional development by applying professional development activities such as; seminars, webinars, training, and workshop that were facilitated by the government and shared in the social group such as MGMP activities. Lastly, professional development was important for them since it affected their teaching online during a pandemic and their professional competency development and performance during online teaching activities. Implications are drawn out for school administration, governmental education departments, and teacher education institutions, as they need to coalesce to engage in more collaborative work to support teachers’ professional development.
Websites as Supplementary Reading Materials: Challenges Faced by Vocational Students Sri Rejeki; Diah Kristina; Agus Wijayanto
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.v6i2.5790

Abstract

Responding the needs of vocational students to master the English skills once they graduate from vocational college, a group of vocational student used three EFL websites, namely English Club, BBC Learn English and Learn English British Council, for three months as supplementary reading materials. There were twelve students majoring in Accounting Information System from Diploma 3 Program at one of private colleges in Surakarta. This study employed questionnaire and online artefacts to collects the data. It was found that most of the students mentioned technical challenges that they faced when accessing websites as supplementary reading materials. Easy get tired and different level of English comprehension were challenges faced by them. Furthermore, students felt that they do not need to spend much money, could download the materials and able to improve their skills by accessing the websites. It is suggested to conduct further research in the same field with wider respondents and longer period by employing pre, during and post-test before and after using the websites to find out the significant impacts for the students.
A Depth Chronicle of General English Learning at Non-English Major Students on Joyful Communication Activities Fahmi Fahmi; Bayu Andika Prasatyo; Rasmita Rasmita; Kadnawi Kadnawi; Andini Linarsih; Rachmi Rachmi
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.v6i2.5135

Abstract

Selecting joyful communication activities in English learning is indispensably essential. Undoubtedly, the students prefer joyful communication activities regardless the activities use assisted technology or not. Hence, this study sought to explore joyful communication activities based on EFL students' perceptions. It also aims to elicit students' attitudes toward technology-assisted and non-assisted communication activities. This study employed a mix-methods approach to obtain quantitative and qualitative data on 126 students from various non-English departments at a state university in Indonesia. Distributing the questionnaires was employed to obtain the quantitative data. Meanwhile, the qualitative data was obtained through semi-structured interviews. The findings show that three kinds of activities are recognized as the most joyful communication activities, and 12 are the medium of joyful communication activities. Furthermore, the other 16 activities are at a low position (not recommended). Regarding technology-assisted and non-assisted language learning, the student's attitude shows that they prefer to enjoy technology-non-assisted learning activities over technology-assisted activities. However, several activities using technology-assisted learning still gain students' attraction. The study suggests that lecturers should implement recognized joyful communication activities based on students' preferences for enhancing their interest in communication skill mastery.
Stress and Adaptability among English Lecturers: An Interview Analysis Haryati Haryati; Diyah Iis Andriani
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.v6i2.5299

Abstract

Covid-19 pandemic affects on education and leads to stress as a timeless problem in teaching process in schools or universities. Lectures need to find the joy of their teaching activities and make them comfort at working place by having adaptability acquired from surroundings. The study aims to find out the sources of stress among English lecturers and how they overwhelm the stressful situation. This study applies the descriptive qualitative method to elaborate the analysis. It also engages 6 EFL lecturers of English Department of Universitas Pamulang selected from some categories: working more than six years and showing the high level of stress. They are selected through the questionnaire distribution. Furthermore, the writers conducted an in-depth semi-structured interview to obtain the data. The interview focuses on seeking the two main points: to identify and describe the source of stress in teaching process during the pandemic and to enlighten aspects that assist the lecturers to have adaptability in the stressful circumstance. As the results, the participants share the factors why they get burnout within pandemic circumstances: E-learning system, other system changes, students’ low communication, workload and impromptu task; moreover, they share how to adapt with the situation they face: family relationship, positive personality, positive vibes, and working partners. These assist the lecturers to encourage themselves to work more.

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