Voices of English Language Education Society
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.
Articles
371 Documents
<![CDATA[The Impact of Digital Comic-based Modules on Students’ Achievement in English Proficiency Test ]]>
<![CDATA[Dias Tiara Putri Utomo]]>;
<![CDATA[Finaty Ahsanah]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 7 No 1 (2023): VELES VOICES OF ENGLISH LANGUAGE EDUCATION SOCIETY ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles.v7i1.7417
<![CDATA[Many students face difficulties in passing the English Proficiency Test (EPT) score of 450; whereas it is one of the graduation requirements students must meet. This study aimed to investigate the impact of digital comic-based modules on students’ English Proficiency Test (EPT) achievement. The modules were used during the EPT preparation class which was held for 16 meetings. This was pre-experimental research with one group pretest-posttest design. One hundred fifty-seven (157) undergraduate students from two different majors, Nursing and Computer Engineering participated in this study. The data were collected by administering pretest and posttest EPT which consisted of 140 questions in total. Then, the scores were analyzed statistically using paired-sample t-test and effect size. Based on the statistical analysis, the results showed an increase in students' EPT scores after learning EPT materials using digital comic-based modules. The increase in students’ EPT scores indicated an improvement in students’ understanding of the materials. Combining texts and images in digital comics provided students with contextual and meaningful learning. The existence of attractive features of digital comics also stimulated other factors including enthusiasm and interest. The transformation of conventional EPT modules to digital comics has made students feel more convenient and thus affected students’ comprehension. From this research, instructors and students are recommended to use digital comic-based modules in EPT preparation classes.]]>
<![CDATA[Inhibitory Factors of Reflective Teaching Practices: English Teachers' Perspectives ]]>
<![CDATA[Fransiskus Jemadi]]>;
<![CDATA[Fatmawati Fatmawati]]>;
<![CDATA[Leonardus Par]]>;
<![CDATA[Yulian Juita Ekalia]]>;
<![CDATA[Adrianus Nabung]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 7 No 1 (2023): VELES VOICES OF ENGLISH LANGUAGE EDUCATION SOCIETY ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles.v7i1.6631
<![CDATA[The role of reflection in enhancing teacher professional development and its impact on the quality of education is widely recognized. By reflecting on their teaching practices, teachers can make more informed decisions when planning, implementing, and evaluating their teaching activities. This study aims to identify the inhibitory factors that prevent EFL teachers from engaging in reflective teaching practices. The study utilized the Inhibitors to EFL Teachers' Reflective Teaching Questionnaire (IETRTQ) to gather data from 97 English teachers in junior high schools in East Manggarai regency, East Nusa Tenggara province, Indonesia. The data were analyzed using SPSS software to assess the level of agreement among participants regarding the inhibiting elements of reflective teaching practices in their teaching activities. The findings suggest that the teachers had a moderate awareness of the inhibitory factors that hinder their reflective teaching practices, with 69 teachers (71.13%) acknowledging these barriers. The implications of these findings are discussed, highlighting the need for targeted interventions and support to help teachers overcome these inhibitory factors and enhance their professional development.Bagian Atas Formulir]]>
<![CDATA[Why Do We Learn English? Investigating the First Year Students’ Motives to Learn English in Aceh ]]>
<![CDATA[Nurbaiti Nurbaiti]]>;
<![CDATA[Yunisrina Qismullah Yusuf]]>;
<![CDATA[Asnawi Muslem]]>;
<![CDATA[Nurul Inayah]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 7 No 1 (2023): VELES VOICES OF ENGLISH LANGUAGE EDUCATION SOCIETY ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles.v7i1.6015
<![CDATA[Integrative and instrumental motivation both play crucial roles in language learning, so it is crucial for teachers to determine which students' motivations are predominant in a classroom. The motivation of first-year students to learn English was examined in this study. It involved 77 first-year students from the Department of English Education at Universitas Syiah Kuala in Banda Aceh, 56 of whom were females and 21 of whom were males. The research tool utilized to gather the data was a questionnaire. The Attitude/Motivation Test Battery served as its model. The acquired data were analyzed using the Statistical Package for Social Science version 23. The results demonstrated that instrumental motivation's mean score (M=44.18) is higher than integrative motivation's (M=43.38). However, there was little difference (at 0.92 percent ). Therefore, it can be said that these students were driven by both integrative and instrumental motivations. Both of these types of motivations are closely related, and they both function as learning objectives with a lot of value. They benefit by way of the students’ learning outcomes as they become more proficient and successful in the target language.]]>
<![CDATA[An Analysis of Student Learning Style in Learning English in Sekolah Indonesia Kuala Lumpur, Malaysia ]]>
<![CDATA[Muhammad Rafiq]]>;
<![CDATA[Asep Hardiyanto]]>;
<![CDATA[Sumarno Sumarno]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 7 No 1 (2023): VELES VOICES OF ENGLISH LANGUAGE EDUCATION SOCIETY ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles.v7i1.7869
<![CDATA[Learning style is one way to find out a person's most comfortable way in the learning process being carried out. In the learning process takes place, students have their learning style preferences. Learning styles have four preference models, namely VARK; visual, aural, read/write, and kinesthetic. The VARK can help students' learning style preferences in maximizing their learning style. Thus, the gap in this research is the investigation of learning styles in the English as a Second Language (ESL) context. The purposes of this study were to find out; (1) the learning styles employed by students and (2) the dominant learning style employed by the students in Sekolah Indonesia Kuala Lumpur, Malaysia in learning English. This research used a descriptive quantitative research method that deals with the types of learning styles by VARK Neil Fleming. The total participants of the research were 28 students. The findings showed that (1) it was found that in the ESL context, students prefer to use two learning style preferences, namely; unimodal and bimodal, and (2) students predominantly used the kinesthetic learning style. The current findings implied that ESL teachers should provide English learning activities which is able to trigger students to engage directly in the process of teaching and learning in the classroom so that they can use their learning style maximally. Furthermore, the teaching process should emphasize on students—centered learning in order that students will be easier in reaching the objectives of Learning English in ESL context.]]>
<![CDATA[The Effect of ELITA on English Writing Learning for College Students ]]>
<![CDATA[Taufik Arochman]]>;
<![CDATA[Susanti Malasari]]>;
<![CDATA[Sukma Shinta Yunianti]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 7 No 1 (2023): VELES VOICES OF ENGLISH LANGUAGE EDUCATION SOCIETY ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles.v7i1.7524
<![CDATA[The development of computers and information technology today has influenced each individual's work patterns and activities in education, especially in the teaching-learning process. This study aimed to find out the effectiveness of an intervention using ELITA to enhance the academic writing of college students. ELITA is a learning management system that Universitas Tidar uses. It tries to reveal whether there is any effect on the writing ability of the students taught using ELITA media. This study was quantitative research. The sample of this research was 32 students in the English study program at Universitas Tidar. Between the study's beginning and end, they were given two months of treatment. It can be seen in the result of the paired sample t-test that the t-observed (6.038) was higher than the t-table (1.697). The t-test showed that the p-value (Sig.) was 0.000, the significance level was 5%, and the degree of freedom was 31. Therefore, the results showed that there was a significant effect on the writing ability of the students taught using ELITA. The use of ELITA media can be alternative media to support the student's practice writings.]]>
<![CDATA[The Level of Thinking Skills in the Reading Section of EFL Textbook in Indonesia ]]>
<![CDATA[Soni Ariawan]]>;
<![CDATA[Muh Azhar Kholidi]]>;
<![CDATA[Mulyono Putra]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 7 No 1 (2023): VELES VOICES OF ENGLISH LANGUAGE EDUCATION SOCIETY ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles.v7i1.7672
<![CDATA[The curricular implementations are represented in the textbook. The textbook is used by all students, who may have varying levels of thinking skill; however, it is a good opportunity to encourage students, regardless of their critical thinking skill level, to not only learn to know and understand, but also to apply, evaluate, and create such a product from their learning. The present study aims to investigates the level of thinking skills employed in the reading parts of EFL textbooks in Indonesia. The Ministry of Education and Culture officially printed the textbook for senior high school students in grade X. Content analysis was used to explore the level and frequency of thinking skills, focusing on the task and reading questions in the textbook. The data were quantitatively displayed in the form of a table. It was gained through the coding process based on the theoretical framework of Low Order Thinking Skills (LOTS) and High Order Thinking Skills (HOTS) introduced by Bloom. It was found that the textbook mostly included knowledge and comprehension levels of thinking in the reading tasks and questions. It means that LOTS-based tasks and questions are more dominant than HOTS. ]]>
<![CDATA[EFL Learners’ Attitude towards Teacher’s and Peers’ Written Corrective Feedback ]]>
<![CDATA[Hartono Hartono]]>;
<![CDATA[Jarum Jarum]]>;
<![CDATA[Khoiriyah Khoiriyah]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 7 No 1 (2023): VELES VOICES OF ENGLISH LANGUAGE EDUCATION SOCIETY ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles.v7i1.6085
<![CDATA[This research was aimed at revealing EFL learners’ attitude toward their teacher’s and peers’ written corrective feedback (WCF) on their composition in the context of teaching and learning English as a foreign language (EFL). Fifty-nine students were involved in this research. The questionnaire on a three-point Likert scale – showing options of agree, neutral, and disagree – was used to collect the research data. Further, the result of data analysis showed that: (1) the learners generally showed positive attitude toward both the teacher’s and peers’ WCF; (2) they felt challenged and encouraged when their teacher or their peers always corrected the errors they had made in their composition; (3) they indicated more positive attitude toward direct than toward indirect WCF; (4) they expected their most frequent errors in their composition to be corrected; (5) they preferred their global errors to be corrected than their local errors.; and (6) they preferred their errors to be corrected by their teacher than by their peer. Based on the findings, it can then be concluded that WCF is generally needed by EFL learners when learning to write composition. It needs to be provided with such considerations as what types of correction techniques are used (direct and/or indirect), which errors are prioritized to correct (the most frequent); and who should correct the errors (teachers are preferred against peers).]]>
<![CDATA[Designing The English Argumentative Essay Writing Test Based on Critical Thinking Skills ]]>
<![CDATA[Moh. Yamin]]>;
<![CDATA[Slamet Setiawan]]>;
<![CDATA[Syafi'ul Anam]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 7 No 1 (2023): VELES VOICES OF ENGLISH LANGUAGE EDUCATION SOCIETY ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles.v7i1.11671
<![CDATA[Designing the argumentative essay test instrument based on critical thinking skills is the step to produce the writing test instrument used for measuring the students’ performance in writing the argumentative essay with critical thinking skills. This study aimed at measuring the validity and reliability of the argumentative essay writing instrument test with critical thinking skills. The procedure to create the writing test instrument credible was conducted by testing the instrument valid and reliable. The process of validating is through content validity and expert validation. The process of making the instrument reliable was done by checking the score of the students tested in trying out. The result of validating and making the instrument reliable was stated effective for use to get the data collection. Either pretest or posttest of the instrument in each component is stated reliable and it affirms the reliability of the instrument. The notes from the validator of the instrument are in line with the statistics stating that the instrument can be used for collecting the data. As a result, the writing test instrument was ready to use for the research. It is suggested that this instrument can be used for other relevant issues and studied more deeply for the next relevant studies.]]>
<![CDATA[Exploring Indonesian Teachers' and Students' Perceptions and Practices of Translanguaging and Trans-Semiotizing in EFL Classrooms ]]>
<![CDATA[Ronald Maraden Parlindungan Silalahi]]>;
<![CDATA[Wulandari Santoso]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 7 No 1 (2023): VELES VOICES OF ENGLISH LANGUAGE EDUCATION SOCIETY ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles.v7i1.10199
<![CDATA[The current trend of dynamic multilingualism in the field of applied linguistics has triggered the emergence of pedagogical approaches that aim to support and legitimate multilingual language practices. Translanguaging and trans-semiotizing are among the terms that have been widely used to describe the dynamic flows of discursive practices that involve one’s full semiotic repertoire to communicate and construct knowledge, which still remains unexplored in this context. This study aimed to investigate both university teachers and students’ perceptions of translanguaging and trans-semiotizing in English classrooms. Using observation, semi-structured interviews to five teachers and focus group discussion to seven students, the results of thematic analysis demonstrated that while the teachers seemed to expect the implementation of monolingual instruction, the students had a more positive view towards the utilization of multiple languages and semiotic signs in the classroom. It was also found out that translanguaging and trans-semiotizing served numerous pedagogical functions in enhancing students’ comprehension of the materials. Nevertheless, the ability to translanguage and trans-semiotize was not seen as a multilingual competence, but as a manifestation of one’s linguistic deficiency. This study suggests that translanguaging and trans-semiotizing should not merely be seen as a pedagogical tool, but these practices should also be legitimated and valued.]]>
<![CDATA[EFL Teacher Intervention in Mediating Students’ Interaction in Web-Based Collaborative Writing Environment Using Google Docs ]]>
<![CDATA[Titin Purwaningtyas]]>;
<![CDATA[Joko Nurkamto]]>;
<![CDATA[Diah Kristina]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 7 No 1 (2023): VELES VOICES OF ENGLISH LANGUAGE EDUCATION SOCIETY ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles.v7i1.7912
<![CDATA[The level of teacher’s assistance in web-based collaborative writing activities affected students’ collaboration and non-collaboration. Therefore, the teacher’s role in enhancing students’ active learning was inseparable. This study focused on the EFL teacher moves in facilitating groups’ work of writing using web-based tool, Google Docs to support online learning. Conducting collaborative work in writing technology was valuable for promoting students’ participation and collaboration. The participant in this qualitative research case study was an EFL teacher at an Indonesian vocational high school. The data was based on a semi-structured interview and document analysis of students’ worksheet and teacher-students’ written conversation in Google Docs. The findings showed that web-based medium facilitated the teacher assisted the students’ engagement through organisational, socio-cognitive, and socio-affective in collaborative writing environment. Significantly, the teacher favorably convenience to deliver electronic feedback and monitoring students’ progress quickly. Unfortunately, students’ issues (e.g. less collaboration, cheated on the internet), and technical issues (e.g. unstable internet connection, low devices’ specification) were commonly problems encountered by the teacher. Google Docs as a web-based medium was valuable to help the teacher in creating groups’ work in teaching online writing. This research implies that the teacher might be more concerned on selecting appropriate types of intervention and utilize suitable media to support teaching’s styles by enriching technology skills’ training. In addition, students could enjoyed and acquired benefits from having the teacher's help to be more collaboratively work in constructing text with their teammates.]]>
