cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kab. lombok timur,
Nusa tenggara barat
INDONESIA
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
 22   23   24   25   26 
The Place of Storytelling Research in English Language Teaching: The State of the Art Daniel Ginting; Delli Sabudu; Yusawinur Barella; Ross Woods
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.v7i2.12493

Abstract

Storytelling techniques serve as dynamic tools for enhancing language skills, encompassing both receptive (listening, reading) and productive (speaking, writing) proficiencies. In contrast to their non-narrative counterparts, these techniques offer a more potent array of teaching methodologies. This study aims to elucidate the current landscape of research concerning the efficacy of storytelling techniques. Initially, the investigation delves into the cognitive processing of narratives. Stories engage language processing centers, invigorate the visual cortex, evoke emotive responses, and facilitate comprehension of intricate information. Subsequently, the study explores linguistic processing theory and embodied cognition theory. Through an exhaustive literature review, this research applies a rigorous evidence synthesis method to assess selected studies, culminating in the amalgamation of findings when comparability permits. The study unveils that storytelling techniques foster reading and listening comprehension, bolster speaking and writing skills, and kindle creativity and imagination. Moreover, enhancements span vocabulary, grammar, and syntax. Nonetheless, while generally efficacious, the uniformity of effectiveness across diverse learners remains a nuanced aspect.
Analyzing Indonesian Students’ Needs for Virtual Drama Scripts: Bridging Climate Change Topic and Pancasila Profile Dimensions Ermalati Putri; Rita Inderawati; Machdalena Vianty
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.v7i2.21383

Abstract

In the Independent curriculum, it is essential to provide students with diverse learning materials that address global concerns like climate change while also aligning with personal and cultural dimensions, such as the Pancasila Student Profile. This study, conducted at Srijaya Negara High School in Palembang, Indonesia, aimed to understand students' needs for virtual drama scripts that incorporate both climate change and the Pancasila Student Profile themes. Insights were gathered from 36 tenth-grade students, their English teachers, and additional stakeholders through a mixed-methods approach, combining questionnaires and semi-structured interviews. The results highlighted a demand from students for more specific and contextually relevant materials. The integration of climate change and Pancasila themes in virtual drama scripts was found to enhance students' motivation in English learning, particularly with the inclusion of technology. Furthermore, these tailored scripts are believed to improve students' knowledge and awareness of both climate change and the values of Pancasila. This research paves the way for the development of virtual drama scripts that not only serve as English reading materials but also support broader educational initiatives in high schools.
Derivational Morpheme Errors in English: A Study of Libyan Students at Al-Mergib University Firas Fouzi Ibsheeyah; Senowarsito Senowarsito; Siti Nur’Aini
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.v7i2.21305

Abstract

Proficiency in a language entail mastering components such as lexical nuances and grammatical rules. However, morphology often gets overlooked in university programs, underscoring the need for students to heighten their morphological awareness to refine their English writing. This research delves into the errors in using derivational morphemes by third- and fourth-year English major students from Libya. The objective is to identify, categorize, and understand the root causes of these errors. The study, involving ten participants from Al-Mergib University, used a qualitative research approach with essay writing as the primary data collection tool. The analysis uncovers various errors in derivational morpheme usage. Specifically, the study recorded 36 omission errors, 16 order errors, 6 incorrect formations, and 3 other errors. A striking observation was that errors predominantly centered on suffixes over prefixes. The most frequent mistakes arose in the transformation of adjectives to adverbs and verbs to nouns, encompassing omissions, additions, misordering, and misformations. For educators, this study underscores the importance of understanding student challenges with derivational morphemes, especially related to verbs and nouns. It advocates for a pedagogical approach that includes group discussions analyzing relevant texts. By highlighting these errors, the study offers valuable insights into areas where Libyan students require focused attention in English morphology.
How Far Can I Go? Video Project-Based Learning as a Meaning-Making Process to Promote Students’ Speaking Proficiency Teguh Sulistyo; Rizky Lutviana
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.v7i2.21141

Abstract

Effective learning activities in the classroom that motivate students toward language proficiency should be thoughtfully implemented. One notable method is task-technology fit (TTF), which combines task-based language learning (TBLL) and project-based learning (PjBL). This study explores this intersection through video project-based learning (VPBL). It seeks to understand how VPBL interventions influence students' speaking proficiency, especially in areas of complexity, accuracy, and fluency, while also examining the role of students' self-efficacy and self-reflection. Utilizing a pre-experimental design without a control group, this research was conducted among second-year students of the English Education Program at Universitas PGRI Kanjuruhan Malang in their Speaking course. 37 students participated in a speaking test prompt and answered self-reflection and self-efficacy questionnaires, while 8 students underwent a more detailed interview regarding their VPBL experience. Results showed a general enhancement in speaking proficiency, primarily due to VPBL's unique structure and the student's capacity for self-reflection. Although improvements in fluency and accuracy were noted, there was not significant progress in complexity, indicating that while students utilized VPBL for refining their speaking skills, further efforts are required to advance their linguistic intricacy.
Utilizing M-Reader for Extensive Reading: Implications for Seminarian Identity at Mataloko Seminary Yohanes Capistrano Satrini Lobi; Thomas Wahyu Prabowo Mukti
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.v7i2.21406

Abstract

Introduced in 2021, M-Reader is a digital application designed to promote Extensive Reading. Mataloko Seminary, recognizing its potential, has employed M-Reader to enhance both student literacy and identity formation. With this context in mind, this research sought to answer two pivotal questions: (1) How has Mataloko Seminary integrated Extensive Reading into its curriculum? and (2) To what extent does Extensive Reading via M-Reader influence the identity of seminarians on their journey to priesthood? Employing a narrative inquiry methodology, the study meticulously examined the application of M-Reader in extensive reading practices and its consequent impact on seminarian identity. Data was meticulously collated through semi-structured interviews with three students from grades 10 and 12, all hailing from Mataloko. This data, systematically categorized and analyzed using Microsoft Excel, revealed that M-Reader-supported extensive reading at Mataloko Seminary adheres to ten established principles of extensive reading. Furthermore, the program emerged as a pivotal tool in molding the seminarians' identity across four critical dimensions: human, intellectual, pastoral, and spiritual. These findings underscore the potential benefits for other educational institutions targeting comprehensive identity development: the incorporation of digital extensive reading tools like M-Reader can be a game-changer.
The Pedagogical Value of Student Conferences: A Study on Descriptive Text Instruction in Culinary Art Education Chintia Budi Amelia; Fardini Sabilah; Sri Hartiningsih
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.v7i2.20324

Abstract

Teaching English within the culinary arts is challenging for many instructors. The field of culinary arts has its specialized terminology and distinct context, which sets it apart from general English teaching. In light of this, the English for Specific Purposes (ESP) program was introduced. ESP is designed to align English instruction with the specific needs of students in culinary studies, ensuring they are prepared academically and for their future roles in the industry. This research examines the effectiveness of student conferences in teaching descriptive texts, an essential aspect of culinary studies. Data collection involved interviews, classroom observations, and document reviews. The results were encouraging: student conferences emerged as a potent tool, leading to significant improvements in students' writing and comprehension abilities. When combined with the ESP approach, there was a notable increase in student motivation and engagement. These findings offer educators enhanced strategies for specialized English teaching in the culinary arts. Moreover, this study serves as a stepping stone for further research, aiming to refine English instruction in specialized domains.
Students' Psychological State Degree and Their Speaking Ability: To What Extent is the Link? Sri Rejeki Murtiningsih; Faradilla Mutiara Islami Darmanto; Sibakhul Milad Malik Hidayatulloh
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.v7i2.14815

Abstract

Effective communication among students is often hindered by various obstacles, including reticence, self-doubt, inadequacy, apathy, fear of making mistakes, and apprehension. These challenges are notably evident in their speaking skills. This study aimed to explore the psychological conditions of students from the English Language Education Department (ELED) and relate these conditions to their speaking abilities. A quantitative approach was adopted, using an explanatory correlation design. Data was gathered from 117 third-year students at a private university using a survey and a written assessment. Results showed students' mental well-being was categorized as poor with a mean score of M=45.03. Contrastingly, their speaking proficiency was rated excellent, with a mean score of M=64.24 on the Pearson scale. Correlation analysis was applied to determine the relationship between the two variables. The results yielded a p-value of 0.001, below the 0.05 threshold, thus accepting the alternative hypothesis (H1). A significant relationship between the students' psychological states and speaking abilities was established.
Teacher Practices in Translanguaging and Trans-semiotizing pedagogy in ELT classrooms: An Indonesian Case Study Sartika sri Rahayu; Dewi Rochsantiningsih; Sumardi Sumardi
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.v7i2.21304

Abstract

Translanguaging and trans-semiotizing are emerging as pivotal methodologies in modern English teaching. The way a teacher adopts these methods is of paramount importance, especially when considering the combination of native language usage and multimedia resources which can profoundly influence the learning curve of English as a second language. This research delves into the practical application of these techniques in English Language Teaching (ELT) and their inherent benefits. Chosen through a purposive sampling technique based on their duration of English teaching experience (5 to 10 years), three educators from junior high schools in Indonesia were included in the study. Using interviews and classroom observation as primary data sources, a thematic analysis was conducted. The results highlight teachers' inclination towards translation tactics, like translating and code-switching, to foster student engagement.  The analysis reveals teachers' proclivity towards utilizing methods such as translating and code-switching to enhance classroom interaction. Additionally, the embracing of trans-semiotization resources, spanning from simple hand gestures to advanced digital materials like videos and online links, stands out as a dominant feature in their pedagogy. This study enhances the existing discourse on translanguaging, offering tangible recommendations for language-teaching stakeholders.
Narrative Nuances: Analyzing Speech Acts in Soman Chainani's 'The School for Good and Evil' Movie Fitria Aprilia; Neisya Neisya; Whariyanti Whariyanti
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.v7i2.21337

Abstract

This research analyzes the different types of speech acts in the movie "The School for Good and Evil" by Soman Chainani, as performed by seventeen distinct characters. While the film offers a captivating narrative, it also delves into instances where characters wrestle with understanding the deeper meanings of others' utterances. Employing a descriptive qualitative approach, this study meticulously examines the dialogues. Data collection techniques encompass a thorough examination of the movie script and an analysis of characters’ gestures. Findings highlight a diverse range of speech acts pivotal to the movie's storytelling. All forms of speech acts are evident, with a marked prominence of illocutionary acts such as ‘asking questions’ and ‘giving commands. Other examples include ‘giving directions’ and ‘representing information’. Notably, the identified perlocutionary acts are largely non-literal. The classification further underscores the consistent use of ‘directives’ and ‘representatives. The illocutionary acts in the movie cover a breadth of communicative functions, from querying, summoning, and instructing to expressing sentiments and stating positions.
From Classroom to Field: Filipino Students' Internship Reflections at Universitas Pamulang Diyah Iis Andriani; Haryati Haryati
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.v7i2.21223

Abstract

The study aims to examine Philippine students’ experiences on internship program in Universitas Pamulang. It focuses on the discriminative experiences among interns: opportunities and challenges. In this study, the writers apply descriptive qualitative research method with case study design by conducting a semi-structured interview and distributing questionnaires to 6 Philippine students having participated in internship program. The interns need to share the opportunities and challenges during and after the internship activity. Further, the interns need to share how they cope the challenges. The findings indicate that the interns present homogenous and motivated opportunities, challenges, and ways out of internship program. In opportunity aspects, the results indicate the interns obtain more work experiences during the program. Interns are able to improve their skills and teaching performance, learn new language, culture, and tradition, and prepare for their future careers. However, results indicate the interns experience language, technological and technical barriers as their challenges as they have to do the whole activities through online. Therefore, the interns should find some ways to solve their problems, namely by expanding understanding and patience, discovering interesting and effective ways of learning, and communicating with supervisors. The activities in internship program assist interns to be skillful in handling any kinds of situations.

Page 24 of 38 | Total Record : 371

 22   23   24   25   26 

Filter by Year

2017 2025


Reset
Filter By Issues
All Issue Vol 9 No 2 (2025): August 2025 Vol 9 No 1 (2025): April 2025 Vol 8 No 3 (2024): December 2024 Vol 8 No 2 (2024): August 2024 Vol 8 No 1 (2024): April 2024 Vol 7 No 3 (2023): VELES (Voices of English Language Education Society) Vol 7 No 2 (2023): VELES (Voices of English Language Education Society) Vol 7 No 1 (2023): VELES VOICES OF ENGLISH LANGUAGE EDUCATION SOCIETY Vol 6 No 2 (2022): VELES Voices of English Language Education Society Vol 6 No 1 (2022): VELES Voices of English Language Education Society Vol 5 No 2 (2021): VELES Voices of English Language Education Society Vol 5 No 1 (2021): VELES Voices of English Language Education Society Vol 5, No 1 (2021): VELES Voices of English Language Education Society Vol 4, No 2 (2020): VELES Voices of English Language Education Society Vol 4, No 1 (2020): VELES Voices of English Language Education Society Vol 3, No 2 (2019): VELES Voices of English Language Education Society Vol 3, No 1 (2019): VELES Voices of English Language Education Society Vol 3, No 1 (2019): VELES Voices of English Language Education Society Vol 2, No 2 (2018): VELES Voices of English Language Education Society Vol 2, No 2 (2018): VELES Voices of English Language Education Society Vol 2, No 1 (2018): VELES Voices of English Language Education Society Vol 2, No 1 (2018): VELES Voices of English Language Education Society Vol 1, No 2 (2017): VELES Voices of English Language Education Society Vol 1, No 2 (2017): VELES Voices of English Language Education Society Vol 1, No 1 (2017): VELES Voices of English Language Education Society Vol 1 No 1 (2017): VELES (Voices of English Language Education Society) More Issue