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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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ChatGPT as a Tool for Language Development: Investigating Its Impact on Proficiency and Self-Evaluation Accuracy in Indonesian Higher Education Prasetya, Rizky Eka; Syarif, Achmad
VELES Voices of English Language Education Society Vol 7 No 3 (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.v7i3.19303

Abstract

English language learning plays a crucial role in today’s globalized world, and the integration of technology, particularly chatbots, has shown promise in enhancing language learning experiences. However, there is a noticeable gap in the literature regarding the application of chatbots in the specific context of Indonesia University. This research employs a mixed-methods approach, combining quantitative and qualitative data collection methods. A sample of 100 students from Indonesia University participated in pre-test and post-test assessments to measure language development. Additionally, the accuracy of students’ self-assessments was evaluated before and after using ChatGPT. The main findings of this study indicate that personalized feedback provided by ChatGPT significantly influenced students’ language development, as evidenced by the notable improvement in post-test scores. Furthermore, there was a considerable increase in self-assessment accuracy after students engaged with ChatGPT, demonstrating the effectiveness of personalized feedback in enhancing students’ ability to evaluate their language proficiency. Participants reported that ChatGPT facilitated language learning by providing interactive feedback and targeted guidance, allowing learners to practice and improve their language skills at their own pace. English language learners perceive benefits such as interactive feedback, increased motivation, and resource accessibility. While challenges exist, the advantages outweigh the limitations. These findings contribute to understanding the potential of chatbots, specifically ChatGPT, as effective language learning tools in self-directed learning environments. This finding offers valuable insights for educators and practitioners in implementing chatbots effectively within language pedagogy, ultimately contributing to more effective and engaging English language learning experiences in the Indonesian university context. 
The Use of Dall-E Artificial Intelligence Platform for Enhancing Students’ Vocabulary Acquisition Fannoni, Bhimbi Imam; Priyana, Joko; Hidayatulloh, Sibakhul Milad Malik; Adhani, Ratisa
VELES Voices of English Language Education Society Vol 7 No 3 (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.v7i3.19806

Abstract

The use of technology in the field of English Language Teaching (ELT) has been valued giving positive results proven by scholars. However, among myriad research on the use of technology, little has been discussing the influence of AI in expanding students’ vocabulary acquisition. In contrast, previous researchers were limited to examining the effect of web-based 2.0 on several micro and macro skills. In fact, the use of Artificial Intelligence (AI) web-based platforms seems promising because of its innovation. Therefore, this paper aims at examining the effectiveness of the DALL-E AI platform in increasing the students’ vocabulary acquisition. To reach the aim, experimental design was employed. This current research invited thirty-one senior high school students from one of Islamic based schools in Yogyakarta. Three treatments were conducted along with a pretest before the treatments and posttest after the treatments. A paired-sample t-test showed an increasing score mean from 56.35 in the pretest to 67.58 in the posttest. Apart from the mean results, the t-test revealed that there was a significant difference between the pretest and posttest mean, where the significance value was at .000. By finding this, the alternative hypothesis is accepted. In accordance with the result, it could be asserted that the DALL-E Platform could be employed by the teacher to expand the students’ vocabulary acquisition.
Parents' Investment in English Language Schooling: A Study at SMP Alam Lubuklinggau Irfan, Abdullah; Mirizon, Soni; Amrullah, Amrullah
VELES Voices of English Language Education Society Vol 7 No 3 (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.v7i3.20287

Abstract

This qualitative study investigates the motivations of parents choosing English language education for their children at SMP Alam Lubuklinggau, a school increasingly integrating English into its curriculum. Focusing on 34 independent parents, who enrolled their children without expecting tangible incentives such as tuition fee reductions or housing provisions, the study explores the rationale behind these educational choices. Data were gathered through a combination of observations and one-to-one semi-standardized interviews, offering in-depth insights into parental perspectives. Thematic analysis was employed to interpret the findings, highlighting the parents’ emphasis on language acquisition, particularly in enhancing their children's English proficiency. The results demonstrate that parents predominantly view the enrollment at SMP Alam Lubuklinggau as an investment in their children's future language skills. This investment decision was found to be significantly influenced by the parents' unique characteristics, social roles, affiliations, and financial standing. The study concludes that the primary driving force behind these educational decisions is the desire to equip children with essential language skills in an increasingly globalized world, rather than short-term benefits or financial incentives
Are You Creative? What College-Level English Language Learners Think of AI Writing Assistants Syabilla, Zalsa Febrina; Romadhon, M. Galuh Elga; Mustofa, Mutmainnah
VELES Voices of English Language Education Society Vol 7 No 3 (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.v7i3.21209

Abstract

This study explores the perspectives and experiences related to AI writing assistants for college-level English language learners, casting light on potential as valuable supports for language learning and academic writing enhancement. This study uses a qualitative design with narrative inquiry approach. The study was conducted with three English Language Learners in Magister program from one university in Malang. The two research questions were addressed by conducting semi-structured interviews with these students. The results of this investigation show that students' perceptions of ChatGPT were contradictory, with both positive and negative aspects swaying their perspectives. Moreover, the study highlighted factors among them academic workload, time efficiency, and affordability that affected the English language learner’s intent to employ ChatGPT as a writing assistant in an academic context. Regardless the numerous benefit such as instant feedback, grammar proofreading correction, expanding vocabulary, and language style suggestions, the incorporation of AI-based writing aids in academic contexts still faces ethical and practical challenges. Gaining a comprehensive understanding of these aspects can provide valuable insights for educators, enabling them to develop efficacious strategies for the responsible and sustainable integration of AI tools. These strategies aim to effectively facilitate language learning and academic writing for those who are learning English as a foreign language.
Challenges and Coping Strategies of EFL Trainee Teachers in International Teaching Practicum Khusniyah, Zalfa Amirah; Shahrom, Syahreena Mohd; Elfiyanto, Sonny; Hidayanti, Ika
VELES Voices of English Language Education Society Vol 7 No 3 (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.v7i3.21253

Abstract

International teaching practicum is highly relevant in developing the quality of education worldwide. Innumerable institution sends their trainee teachers to help improve educational quality and build professionalism. During the practicum, trainee teachers will be experiencing some pertinent issues and problems that will help to shape teachers’ personalities and teaching practices in the future. Knowing the importance of experiencing these challenging episodes in practicum, researchers investigated the coping strategies for challenges and reported how trainee teachers conceptualized their learning. This qualitative research aims to provide valuable insight and practical solutions for trainee teachers facing challenges during teaching practicum. The data was obtained through observation and interviews with two trainee teachers who have participated in an international teaching practicum in Malaysia. Based on the research finding, the challenges faced by trainee teachers are categorized into several themes: students’ behavior, school facilities, mixed-ability students, school curriculum, and time management. Moreover, trainee teachers used several coping strategies to overcome challenges: antecedent strategy; learning through play strategy; grouping strategy; school modules to overcome unfixed curriculum; and setting priorities.
Pre-service Teachers' Language Ideologies of Dual Language Bilingual Education Program : A Discourse in Language Education Policy Nupus, Hayati; Djatmika, Djatmika; Ngadiso, Ngadiso
VELES Voices of English Language Education Society Vol 7 No 3 (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.v7i3.21283

Abstract

Dual language bilingual education programs have been applied in Indonesia for a long time, especially in Islamic boarding schools. Drawing to classroom language policy, this paper aims to explore language ideologies of pre-service English teachers in implementation of dual language bilingual education (DLBE) program in the classroom and to what extent do their language ideologies affect their DLBE implementation before and after-class reflection. This article uses an ethnography case study in describing and exploring individual phenomena to find out the natural data from individual daily activity. Interview and observation will be used as a data collection. The participants of this study are four pre-service English teachers represented in different race, native-language and gender categories. The focus use in this study on DLBE  when students learn more than one language. Languages are separate and distinct when bilingual speakers are compared to monolingual speakers. Therefore, different language ideologies of pre-service teachers which are influenced by race, gender, and native language will affect the implementation of DLBE itself.
Exploring EFL Teacher's Reflective Practice toward Autonomy-Supportive Instructional Behavior in EFL Context Roki'ah, Siti; Sumardi, Sumardi; Suparno, Suparno
VELES Voices of English Language Education Society Vol 7 No 3 (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.v7i3.21335

Abstract

This study explores teachers' reflective practices on instructional behaviors supporting autonomy in EFL classroom teaching. This study used the narrative inquiry method, where the researcher used teacher’s stories based on their experiences as data. Participants in this study were purposively selected based on the numerous of teaching experience in the EFL context. Semi-structured interviews and classroom observations were conducted to collect data. The data were analyzed through interactive model analysis. The finding shows that the higher level of education the less Autonomy-supportive instructional behavior was implemented by the teacher since the teacher considered that the higher a student’s level of education, the more they have the capability to determine their learning. While ASIB (Autonomy-supportive instructional behavior) highly influence on student satisfaction, it influences student motivation and a slight effect on student academic achievement for tertiary level. The differences in the implementation of ASIB should focus on pedagogical strategies that appropriate implemented in certain level of education rather than eliminating some ASIB because teachers think certain levels of education do not need autonomy support in learning.
Unveiling Growth: Do Master's Degrees Propel Professional Development for English Teachers at All Experience Levels? Tanjung, Muhammad Rafiq; Kurniawan, Eri
VELES Voices of English Language Education Society Vol 8 No 1 (2024): April 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i1.21440

Abstract

Teachers, as professional educators, are supposed to keep improving their ability in the pedagogical field. The teacher development program is one of the best ways for teachers to maintain and enhance their professionalism. Motivation has become an issue that is considered crucial to teachers' involvement in teacher development programs (TPD). However, investigating novice and experienced EFL teachers' motivation in pursuing their master's degree as a form of development activity is underexplored. This research article aims to investigate novice and experienced English teachers' voices regarding their motivation in pursuing a master's degree at a postgraduate program in one of the state universities in Bandung and the comparison between the teachers in regard to their motivation. This study employed a qualitative research approach guided by a case study design with 2 novice English teachers and 3 experienced English teachers who are currently studying at a postgraduate program as the respondents. The instrument used in this study was an interview with 9 questions adapted from a conceptual framework proposed by Alghamdi (2020). The findings revealed that the EFL teachers have several types of factors in their motivation to pursue their higher education. The factors are primarily grouped into incentive and reward factors, school factors, CPD program factors, and within-teacher factors. In comparison, all respondents have quite similar motivations with no significant difference. However, one difference was found in the reward factor in which the role of the family is more motivating in novice teachers than inexperienced teachers.
Exploring Heutagogy in Indonesian Higher Education: Cultural Challenges and Advantages in Mobile-Based English as a Foreign Language (EFL) Teaching Halim, Abd.; Nur, Sahril; Vega, Nofvia De; Nasta, Mardiyanah; Nurfadhilah, Auliyanti S
VELES Voices of English Language Education Society Vol 7 No 3 (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.v7i3.22026

Abstract

This study explores the integration of heutagogy in mobile-based English as a Foreign Language (EFL) teaching within Indonesian higher education, examining its challenges and benefits. Emphasizing learner autonomy, engagement, and motivation, the research employs a qualitative design, involving semi-structured interviews with EFL instructors and students from two Indonesian universities. Thematic analysis reveals cultural barriers to heutagogy, such as traditional teacher-centered methods, hierarchical structures, cultural norms, and language proficiency issues. Despite these challenges, notable advantages include enhanced learner autonomy, engagement, collaboration, communication skills, critical thinking, and the promotion of lifelong learning attitudes. The findings suggest that heutagogical approaches in mobile-based EFL teaching hold promise for Indonesian higher education. The study advocates for the adoption of heutagogical principles, alongside comprehensive training for educators, to foster more learner-centered environments. It also underscores the need for further research to develop strategies to address the challenges and evaluate the long-term effects on student learning outcomes, thereby advancing EFL teaching practices in the region.
Enhancing Speaking Proficiency through Self-Discovery: Utilizing Johari Window Techniques in Student Learning Asiza, Nur; Yusuf, Muh; Rahman, Arif; Irwan, Muhammad; Patmawati, Patmawati; Ramadani, Fitrah
VELES Voices of English Language Education Society Vol 7 No 3 (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.v7i3.23076

Abstract

Effective speaking hinges on confidence and comfort, yet many students grapple with these aspects, often feeling lost and unsure about their abilities. This study investigates the application of Johari Windows to aid first-year English Program students at IAIN Parepare, who commonly encounter challenges in speaking. Our research focuses on two primary questions: How does the Johari Window facilitate students' self-discovery, and how does it contribute to the development of their speaking skills? Adopting a mixed-method approach, this study blends quantitative and qualitative data. We engaged 48 first-year English Program students at IAIN Parepare, utilizing observations, questionnaires, and focus group discussions as our primary data collection tools. Additionally, the data were analyzed using SPSS. Our findings reveal that many students exhibit uncertainty or neutrality in identifying with the characteristics and traits of the 'open self,' highlighting the complexities of self-awareness and the fluid nature of self-perceptions, which vary among individuals. The study also notes differing self-views across various characteristics. Crucially, implementing the Johari Window in speaking skill development, particularly in forum discussion groups, has significantly bolstered students' awareness of their public speaking strengths and weaknesses. This enhanced awareness has been instrumental in their journey toward becoming more confident and effective speakers.

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