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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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Analysis of the Cultural Identity of Characters on Fanfiction Adaptation "Atuy Galon" by Cyn Ardhia Haedar Watiningrum; M. Misbahul Amri; Johannes Ananto Prayogo
VELES Voices of English Language Education Society Vol 7 No 2 (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.v7i2.21213

Abstract

Atuy Galon is a unique fanfiction that began as a series of short stories on social media, eventually gaining prominence and being published in a comic strip format. What sets this work apart is its distinctive use of slang language, an ever-evolving linguistic phenomenon that resonates particularly with younger audiences. The central figures in the narrative, Atuy, Anton, and Sahrul, not only use slang but each has developed their own distinct slang lexicon, reflecting varied facets of cultural identity. As language remains paramount in shaping one's cultural self-awareness, this research meticulously examines the linguistic choices of these characters. Employing a descriptive qualitative approach alongside a rigorous discourse analysis methodology, the study aims to decode the linguistic intricacies within Atuy Galon and their broader implications for cultural identity formation. The significance of this exploration extends beyond literary analysis; it offers a window into the dynamic interplay between language, culture, and identity among today's youth. Additionally, it underscores the transformative power of technology in reshaping linguistic norms and practices.
English Prospective Teachers' Views on Using Poetry to Enhance Reading Skills Ni Komang Arie Suwastini; Luh Putu Karina Febriyanti Aryawan; Lulu April Farida
VELES Voices of English Language Education Society Vol 7 No 2 (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.v7i2.14444

Abstract

Exploring the role of poetry in language education, this study seeks to understand its impact on reading skills from the perspective of EFL students preparing to become English teachers. With the increasing globalization of English, the techniques for teaching and enhancing its comprehension are evolving. Poetry, with its rhythmic and metaphorical nuances, offers a unique avenue to tap into this development. Using a descriptive qualitative approach, the research engaged ninety-one English Language Education program participants. The findings reveal multifaceted benefits: a significant majority viewed poetry as an avenue for vocabulary enhancement, emphasizing its rich and varied lexicon. Others associated poetry with improvements in literal comprehension, attributing this to the layered meanings often found in poems. The attributes of critical thinking, interpretation of figurative language, grammar refinement, and reading fluency were also highlighted, reflecting poetry's comprehensive influence on reading dimensions. These insights underscore the pedagogical value of poetry in language development, suggesting that integrating authentic poetic materials not only enriches the language repertoire but also amplifies the depth and relevance of the learning experience for students.
Merdeka Belajar Curriculum: A Study on EFL Teachers' Varying Expressions of Agency Sonia Handini Lubis; Endang Fauziati; Dewi Rochsantiningsih
VELES Voices of English Language Education Society Vol 7 No 2 (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.v7i2.22517

Abstract

In Indonesia, the introduction of the new Merdeka Belajar curriculum emphasizes the significance of teachers’ agency, denoting their proactive role in influencing their professional conditions for the betterment of education. While agency is a pivotal aspect of teachers' professionalism, its recognition has become essential for the effective enactment of the new curriculum in classrooms. Despite the global surge in research on teacher agency, studies examining its variations among EFL secondary teachers in Indonesia, particularly in the context of the Merdeka Belajar curriculum, remain scant. This research employed a qualitative descriptive approach to explore these variations. Drawing on Jenkins' (2019) categorizations — proactive teacher agency, active teacher agency, and passive teacher agency — this study assessed the prevalent types of agencies in Indonesia. Furthermore, Bandura's (2001) core properties of agency were utilized to delve into the characteristics of proactive teacher agency in relation to the curriculum. The findings from this study offer valuable insights for pedagogical practices, providing policymakers with informed perspectives to facilitate successful curriculum transitions.
Unveiling the Key Demands: Exploring Tourism Student Needs at a Vocational School St Asriati Am; Mety Todingan; Radiah Hamid; Saiful Saiful
VELES Voices of English Language Education Society Vol 7 No 2 (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.v7i2.21373

Abstract

Tourism plays a pivotal role by substantially boosting foreign exchange, highlighting its immense significance for the region. This study is aimed at exploring the target needs concerning the communicative competencies of tenth-grade tourism students at vocational institutions in Makassar. To delineate these needs, open-ended questionnaires focusing on three specific target need dimensions were directed toward the teaching faculty. The subsequent data were meticulously processed through reduction, display, and conclusion phases. The distilled findings shed light on three cardinal facets of students' target needs: 1. Necessities: A realm encompassing pivotal skills such as speaking, listening, writing, and reading in tandem with the indispensable teaching materials. 2. Lacks: This underscores the discernible voids in students' grammar and lexical repertoire. 3. Wants: A domain where students manifest an ardent aspiration to master oral communication skills. These revelations underscore the intertwined complexities of target needs in the pedagogy of the English language. Additionally, this investigative endeavor empowers educators in Makassar's vocational institutions with a compass to navigate the intricate landscape of tourism students' requisites. Such profound insights germinate the seeds for sculpting potent English language curricula, harmoniously resonating with the students' ambitions while adeptly bridging their skill deficits. In summation, this research not only augments the caliber of tourism pedagogy but also unfurls a roadmap for educators, equipping them with the acumen to meticulously tailor their instructional strategies, ensuring a holistic address of students' target needs.
Maximizing German to English Translation Proficiency: A Bottom-Up Approach Study Misnah Mannahali; Abd. Halim
VELES Voices of English Language Education Society Vol 7 No 2 (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.v7i2.21513

Abstract

In the realm of language education, the adoption of effective teaching methodologies holds paramount importance. This study addresses the discernible gap in the literature concerning the impact of a bottom-up approach on German-to-English translation. By scrutinizing the discrepancy between theories and practices, this research aims to shed light on the transformative potential of this innovative pedagogical approach. Conducted within the German Language Education Study Program at the Faculty of Language and Literature, Makassar State University, this qualitative descriptive research encompasses students enrolled in the Einfuehrung in der Uebersetzungwissenschaft (Introduction to Translation) course during the odd semester of 2020/2021. The study's focal points include assessing students' mastery of translation theory as a foundational element for achieving overarching learning objectives, examining the strategies employed by instructors in implementing the bottom-up approach, developing tailored materials designed to inspire and engage students for optimal learning outcomes, and evaluating students' proficiency in translating German texts into English following the application of the bottom-up approach. Through comprehensive assessments utilizing testing as a primary data collection method, the results unequivocally demonstrate the affirmative impact of the bottom-up approach on the translation proficiency of students in transmuting German texts into English. This study reaffirms the pivotal role of innovative pedagogical approaches in enhancing language learning outcomes and underscores the significance of incorporating the bottom-up approach into German-to-English translation courses.
Project-Based Learning in Creative Writing: Teachers' Strategies and Encountered Obstacles Muhammad Randy Sultan; Nur Qalbi; Syamsiarna Nappu
VELES Voices of English Language Education Society Vol 7 No 2 (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.v7i2.21419

Abstract

Project-Based Learning (PjBL) emerges as a pivotal approach in modern pedagogy. This research delves into how English teachers at the eleventh-grade level in SMA Dunia Harapan Makassar integrate PjBL in their creative writing curriculum, the challenges faced during this implementation, and its impact on students' writing outcomes. Utilizing a mixed-method approach, data was sourced from observation checklists, teacher interviews, and students' creative writing samples. Findings revealed both participating teachers proficiently applied PjBL syntaxes and began instruction by discussing linguistic elements of short stories. Challenges emerged in time management, sparking student enthusiasm for writing, and aligning PjBL with the Cambridge A-level curriculum and the CCP framework, emphasizing character development, communication, and problem-solving. A review of students' writings showed commendable results; organization, vocabulary, grammar, and mechanics achieved average scores of 19.25, 18.87, 22.37, and 4.5 respectively. Content scored an average of 25.12, denoting good quality. Despite specific hurdles, the study underscores that with adept PjBL integration, students can markedly improve their creative writing prowess.
Investigating Communicative Language Teaching Barriers for English Students in Higher Education Maram Miftah Aldizeeri; Siti Nur’Aini; Dias Andris Susanto
VELES Voices of English Language Education Society Vol 7 No 2 (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.v7i2.21303

Abstract

Teaching English as a foreign language presents unique challenges. This research delves into the hurdles faced by English Language Department students at Al-Mergib University, particularly in active participation during the learning process. The study also explores the pedagogical strategies employed by Al-Mergib University instructors, with a focus on communicative language teaching (CLT). Through an applied research approach, the root causes of these challenges and potential solutions are investigated. Data were gathered from five teachers and ten students to offer deeper insights. Findings indicate a mixed teaching approach in Libyan classrooms, while many educators utilize interactive methods such as collaborative learning, others remain reliant on traditional techniques. The results highlight the necessity for teachers to adapt their strategies in response to evolving student needs. A significant challenge for students was understanding lectures, often due to rapid speech and limited vocabulary exposure, hampering language and vocabulary development. The study underscores the importance of targeted teaching practices, fostering student collaboration, and creating a dynamic learning environment. Enhancing students' confidence in English is further facilitated by encouraging its use outside the classroom setting. This research holds valuable implications for language education, curriculum development, teacher training, and the advancement of efficacious English communication skills.
Is Demonstration Effective In Teaching ESP Procedure Text? A Qualitative Study: How to Make a Scrunchie Roisatul Badriyah; Sri Hartiningsih; Fardini Sabilah
VELES Voices of English Language Education Society Vol 7 No 2 (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.v7i2.20325

Abstract

Teaching procedural texts in English for Specific Purposes (ESP) can be challenging, often viewed as abstract and unrelated to real-world applications, especially in niche sectors like fashion design. This can hinder English language skill development within such industries. Addressing this, our study evaluates the effectiveness of demonstrations in teaching ESP procedural texts, specifically the crafting of scrunchies. Using a descriptive qualitative method, we identify the merits of demonstrations. Our results show that students not only understand but can also apply the procedural knowledge effectively, as evidenced by their successful creation of scrunchies. Enhanced engagement and participation levels during the learning process further validate the efficacy of the demonstration approach. These insights are pivotal for educators looking to refine their teaching techniques in ESP scenarios that require a balance between theoretical grasp and practical execution.
Amplifying Proficiency: Unearthing the Impact of Extensive Listening on Student Listening Skills Rani Aryanti Rukmana; Sri Setyarini; Pupung Purnawarman; Isra F Sianipar
VELES Voices of English Language Education Society Vol 7 No 2 (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.v7i2.21400

Abstract

In conventional language education, listening often receives less attention compared to the teaching of grammar and other language skills. Nevertheless, it is crucial to acknowledge that knowledge acquisition and assimilation primarily occur through listening. This study explores the enhancement of students' listening competency through extensive listening practices, utilizing the participatory action research method, specifically the Collaborative Classroom Action Research approach. The research was conducted at Junior High School in Medan, Indonesia and involved 31 Grade VIII students. The study incorporated pre-test and post-test listening assessments, and observation across three cycles: pre-cycle, cycle I, and cycle II. The results clearly demonstrate the positive impact of extensive listening on students' listening skills. Overall, there was a substantial improvement, with scores increasing from 49.35% in the pre-test to an impressive 85.16% in cycle II. Notably, individual progress also showed substantial growth, rising from 6.45% in the pre-test to a remarkable 77.4% in cycle II. These findings underscore the undeniable effectiveness of extensive listening in language education. They offer valuable insights for English teachers and provide robust support for the adoption of extensive listening as a potent means to nurture and elevate students' listening skills, which are a fundamental aspect of language acquisition.
Correlation Analysis of Academic Perfectionism, Self-Efficacy, and Burnout among English Department Learners Diba Ramadhana; Yazid Basthomi; Evynurul Laily Zen
VELES Voices of English Language Education Society Vol 7 No 2 (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.v7i2.18309

Abstract

Within applied linguistics and foreign language pedagogy, the role of emotions in language learning has been somewhat overshadowed. Addressing this oversight, our study focuses on psychological elements pertinent to English learning stages. We explore the interplay between academic perfectionism, self-efficacy, and language learning burnout. Survey data was collected from 263 English Department students at a university in Malang across the 2nd, 4th, and 6th semesters using structured questionnaires. Notably, while second-semester students showed no significant correlation among these variables, meaningful connections emerged for students in the fourth and sixth semesters. Analysis revealed that, though academic perfectionism plays a role, its impact on burnout is relatively minor compared to self-efficacy. There was a distinct correlation between academic self-efficacy and language learning burnout throughout the English program's progression, with a weaker relationship in the 2nd semester and a stronger one in the 4th and 6th semesters. The results underscore the need for an educational environment that champions growth over mere perfection. Prioritizing stress management, self-reflection, and goal setting is paramount. Furthermore, specialized support is vital to cater to students' shifting needs as they advance academically.

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