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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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Challenges and Strategies in Early Teaching Experience: Voice of Novice EFL Indonesian Lecturers Fairuz Putri Khalisa; Soni Mirizon; 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.v6i2.6135

Abstract

For novice EFL lecturers, the early years of teaching are quite challenging, as what they find ‘ideal’ in pre-service education is different from the realities of the classroom. The unfamiliar curriculum, limited supports from institutions, and socialization issues are general challenges for new lecturers. This study aimed to explore the voices of novice EFL Indonesian lecturers about the challenges faced and the strategies used in their early teaching experience. In this qualitative case study, the data were collected through interviews with four participants (novice EFL Indonesian lecturers). This study found that there were two major challenges that novice EFL lecturers faced in their early teaching experience, namely student-related challenges (students’ low proficiency in English, students’ negative learning attitude, students’ low critical thinking) and institution-related challenges (unavailability of suitable syllabus and high demand of the university to the teachers). In responding to student-related challenges, novice EFL lecturers employed some strategies such as grouping students into mixed-ability groups, adjusting the materials to the student’s level of proficiency, setting rules and consequences with students, and designing activities that promote critical thinking. In coping with institution-related challenges, these teachers collaborate with other English lecturers to develop a module and they consult with their coordinators to navigate the situation.
Indonesian English Teachers’ Work Engagement and Attitudes towards the Use of Instructional Technology: A Survey Study Adaninggar Septi Subekti; Lemmuela Alvita Kurniawati
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.v6i2.6066

Abstract

The present study was conducted to investigate the level of work engagement of Indonesian high school teachers of English and its relationship with their attitudes towards the use of instructional technology (IT) during the Covid-19-driven online instruction. The study employed a survey method of distributing a Google Form questionnaire and a total of 114 teachers participated in the study. It was found that the participants generally reported a high level of work engagement in their English Language teaching (ELT) profession. Though at least 93% of the participants reported their engagement in the profession in all questionnaire items, they seemed to be less sure about their level of engagement in terms of striving for excellence in the profession seen from lower "strongly agree" responses. The present study further found a statistically significant positive relationship between the participants' level of work engagement and their attitudes towards the use of IT during the pandemic-driven online instruction. Their level of engagement could predict a 21.7% variance in their attitudes towards the use of IT. Pedagogical implications include encouraging teachers to use all the experiences they obtained during the pandemic to upgrade themselves as teachers rather than totally 'going back' to the old ways of teaching before the pandemic. Future studies could investigate English teaching as a job and can be conducted qualitatively to see the extent to which teachers’ reported engagement is manifested in everyday teaching.
A Novice Teacher’s Familiarity with Assessment for Learning in EFL Classroom Ni'matul Farikhah; Endang Setyaningsih; Sumardi Sumardi
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.v6i2.6589

Abstract

This case study aims to find out a novice teacher's knowledge of assessment for learning (AFL) and which AFL strategies are frequently used and considered helpful to enhance students' English proficiency. This study digs into the experience of an English teacher who has been teaching for two years in a secondary school in South Sumatra, Indonesia. The data of the study were mainly obtained from interviews and teaching artifacts. The collected data were then analyzed using thematic analysis. The study revealed that the teacher’s understanding of AFL is sufficient to implement AFL. On the other hand, support from the principal, fellow teachers, and students for the teacher to conduct the AFL was perceived as lacking. Despite the limitations, the teacher reported an attempt to conduct AFL using several strategies. Sharing learning intentions and success criteria with students, asking questions, and classroom discussion are among the strategies that are considered helpful. In contrast, teacher feedback and self and peer assessment are considered less effective. The findings imply a lack of teachers’ professional competence, particularly in conducting AFL. Suggestions are drawn to address the issues.
Two Edges of Sword of Strategy-Based Instruction (SBI) and Implicit Task-Based Instruction (TBI) on EFL Oral Performance Dony Marzuki
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.v6i2.6261

Abstract

This pilot study aimed to investigate the effects of two classroom instructions on the complexity, accuracy, and fluency of EFL learners’ speaking. The first one involved implicit task-based instruction with meaning-focused pedagogic tasks. The second instruction reduced learners’ practice time but complemented it with explicit strategy-based instruction (SBI) to raise their metacognitive awareness in planning, monitoring, and evaluating their speech. Participants in the explicit instruction group learned to practice three specific strategies, while the first group had only more practice opportunities. The study involved 16 English students from a third-tier university in Indonesia. Audio recordings of each participant’s oral presentations during the pre-test and the post-test were transcribed and coded for non-parametric analysis. The findings revealed that both instructions had a comparable impact on EFL learners' oral performance by improving complexity but not accuracy and fluency. There was also a possible trade-off effect found in participants’ performance. The study findings could provide a basis for EFL teachers to use either explicit strategy instruction or implicit instruction for their speaking class.
Social-Psychological Issues in EFL Speaking Class based on Collaborative Learning Abdullah Abdullah; Sahril Nur; Ranta Butarbutar; Marni Bawawa
VELES Voices of English Language Education Society Vol 7 No 1 (2023): VELES VOICES OF ENGLISH LANGUAGE EDUCATION SOCIETY
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v7i1.6239

Abstract

Collaborative learning (CL) is relatively a novel approach applied in teaching speaking at the context of English as a foreign language (EFL). Statistically, even if CL has widely been investigated in the field of language teaching, it is still rarely found articles discussing CL issues related to social-psychological perspective. Therefore, this study has the purpose of investigating the variables that influence and are encountered by the student's speaking abilities during cooperation. Five students were used in the research in order to conduct an interview. They were deliberately chosen from their peers because they spoke English the best. Information was acquired through an online interview via the use of the WhatsApp calling app. Additionally, the ATLAS.ti application was used to evaluate the collected data. The results showed that 25 sub-dimensions and three major dimensions: social cognition, relationships, and social behavior significantly affected students' speaking abilities in EFL. The curriculum creator is advised to include social psychology into the English language instruction curriculum nevertheless. It suggests a classroom experiment with planned and unplanned speaking performances for further research.
The Earlier, the Better. Global and Indonesian Views on TEYL (Teaching English to Young Learners) Amin, Muhammad; Tsaqiila, Thalia Qaulan; Zamzam, Ahmad; Arfah, Hajriana
VELES Voices of English Language Education Society Vol 7 No 1 (2023): VELES VOICES OF ENGLISH LANGUAGE EDUCATION SOCIETY
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v7i1.12403

Abstract

Teaching English to young learners (TEYL) has been attracting the attention of governments (as policymakers), TEYL practitioners, and students' parents alike. For some, among various issues surrounding TEYL, issues regarding the role of students' first language (L1), language skills to focus on, and when to start to teach English are among the critical issues in TEYL. This qualitative study assesses how academics have measured and conceived teaching English to young learners across 17 empirical studies from global and Indonesian contexts. Its specific goal is to determine what can be drawn from these investigations and what critical issues remain. Results indicate that English to young learners from the global context is divided into two opposing parties (i.e., proponents and opponents of early start). Meanwhile, Indonesian EYL practitioners (i.e., researchers, teachers, schools) and stakeholders (i.e., parents) mostly favor the early start. Yet, current research findings serve to deepen and broaden theoretical understandings of The TEYL and their impact in the particular situation of teaching English to young learners. Future research and practical implications are discussed.
Exploring EFL Students Difficulties and Strategies in Learning TOEFL ITP of Structure and Written Expression Arif Bulan; M. Nur Imansyah; Nur Wahyuni; Lili Suryaningsih; Hasan Hasan
VELES Voices of English Language Education Society Vol 7 No 1 (2023): VELES VOICES OF ENGLISH LANGUAGE EDUCATION SOCIETY
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v7i1.6881

Abstract

Nowadays the TOEFL test is very important. The TOEFL test is not only to measure English proficiency, but also for the sake of scholarship requirements, and as a requirement to graduate from college. This study explores the difficulties of EFL students in learning the TOEFL ITP of Structure and Written Expression (SWE) and how EFL students overcome difficulties in learning the TOEFL ITP of SWE. This study uses a narrative inquiry design. The data used in this study is qualitative data obtained from information provided by students through questionnaires and interviews. The results of the study show that there are several difficulties for students in learning TOEFL ITP, namely sentences with multiple clauses, sentences with inverted subjects and verbs, problems with prepositions, problems with the form of the verb, sentences with one clause, problems with subject/verb agreement. The way students overcome difficulties in the TOEFL ITP of SWE is to re-learn what has been taught by the tutor, reopen the module, learn from several other references besides the reference given by the tutor, learn from youtube, re-learn with classmates who have mastered the material. , do the practice questions independently. The findings in this research are expected to give an empirical contribution to TOEFL teachers to pay attention to students' difficulties in learning TOEFL ITP, especially SWE.
EFL Preservice Teachers’ Intrinsic Motivation in Writing Essays in a Blended Learning Environment Tri Wintolo Apoko
VELES Voices of English Language Education Society Vol 7 No 1 (2023): VELES VOICES OF ENGLISH LANGUAGE EDUCATION SOCIETY
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v7i1.7838

Abstract

This research was aimed to examine EFL preservice teachers’ intrinsic motivation in writing essays in a blended learning environment. The method used in this research was a survey with quantitative description of opinions. The participants were 45 EFL preservice teachers of Universitas Muhammadiyah Prof. Dr. Hamka. The instrument was an online questionnaire to collect the data. The data were then analyzed with descriptive analysis to provide the mean and standard deviation. The results showed that EFL preservice teachers’ intrinsic motivations which include needs, interest, curiosity, and enjoyment were in high category. In other words, they have positive motivations in practicing to write essay in a blended learning environment. Thus, it was implied that it should have a boosting of maintaining EFL preservice teachers’ intrinsic motivation in writing essay in English for their better career and future.
Developing Addie Model: Speaking for Informal Interaction Based on OBE Curriculum Ni Wayan Krismayani; Dewa Ayu Ari Wiryadi Joni; I Komang Budiarta
VELES Voices of English Language Education Society Vol 7 No 1 (2023): VELES VOICES OF ENGLISH LANGUAGE EDUCATION SOCIETY
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v7i1.7273

Abstract

Coursebook plays an essential role in English language teaching. It is a guide to the prescribed curriculum and syllabus. However, the coursebook does not always match the needs of students and lecturers. This study aims to develop a speaking coursebook using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model based on OBE Curriculum. Researchers used Research and Development (R&D) in which the data were collected through questionnaire and interview. There were 26 students and two lecturers in the English Language Education Study Program. From the finding, the design and development of the coursebook are highly influenced by the result of the needs analysis. From the impact of the need analysis, the researchers developed the coursebook for Speaking for Informal Interaction that provides achievable teaching ideas for lecturers, including speaking activities, vocabulary, grammar, dialogue examples, exercise (individual, pair, or group work), and lesson learned related to the topics discussed. The result of validation from experts (design, content, and language), students, and lecturers agreed that the coursebook had met the criteria of a good coursebook. The results of this study can later be effectively used to support the achievement of student communicative competence, especially in the Speaking for Informal Interaction course.
How Ready Can You Be? Profiling Indonesian Teacher’s Preparedness for an Online Teacher Professional Development Program Neny Isharyanti; Finita Dewi; Anuncius Gumawang Jati
VELES Voices of English Language Education Society Vol 7 No 1 (2023): VELES VOICES OF ENGLISH LANGUAGE EDUCATION SOCIETY
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v7i1.7905

Abstract

Online teacher professional development has shown benefits in enhancing and improving teacher competences in providing classroom experiences which eventually may improve student academic achievements (de Kramer et. al, 2012). In designing an effective online teacher professional development, a need analysis needs to be conducted to successfully meet the teachers’ needs and design a program that is based on the teachers’ contexts and the complexities of teachers’ teaching practices. The article reports on the results of the need analysis conducted via survey and focus group discussions to 1544 teachers across Indonesia with the aim to design an online teacher professional development delivered via a Massive Online Open Course (MOOC). The results of the need analysis show that the MOOC needs to be designed carefully in terms of the technical requirements, content, and delivery of the MOOC.

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