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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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Contesting Language Ideologies in the Linguistic Schoolscapes in an Indonesian Multilingual School: A Case Study Lestianingsih, Dwi; Nurkamto, Joko; Sumardi, Sumardi
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.v7i3.23253

Abstract

The educational institution serves as a platform where diverse language ideologies intersect, particularly within multilingual schools. These language ideologies can shape how students perceive and use languages and influence policies and practices within the institution. Understanding and navigating these intersections is crucial for promoting inclusive and equitable language education. This study examines the perception of language ideological contests within the linguistic schoolscape of a multilingual country, specifically Indonesia. This article utilizes a triad model proposed by Lefebvre (1991) and Trumper-Hecht (2010) as its conceptual framework and employs the linguistic landscape as its methodological tool. The analysis focuses on school signs within a multilingual school setting. The findings suggest that Indonesian, English, and Chinese languages are employed within educational environments. The prevailing ideologies observed within this educational environment encompass globalization, ethnic identity, and nationality. These ideologies influence the choice of languages taught and prioritized in the curriculum and the attitudes and expectations toward each language. 
Translanguaging Pedagogies in an ESP Course: A Case in Indonesia Triastuti, Aan; Nurkamto, Joko; Sumardi, Sumardi
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.v7i3.23912

Abstract

This study investigates into the implementation of translanguaging pedagogy within Indonesian English for Specific Purposes (ESP) classrooms. In Indonesia, where multilingualism is prevalent, there is a growing trend to integrate local languages, such as Indonesian and Javanese, into educational contexts. This approach, which values and purposefully employs students' first languages (L1s), has been increasingly adopted by teachers. The research aims to explore Indonesian ESP teachers' perspectives on translanguaging and its application in their teaching practices. Through a qualitative case study, this paper examines how translanguaging facilitates communication, enhances teacher-student relationships, and aids in the processing of educational material. It also investigates potential resistance to monolingual pedagogies and the constructive use of translanguaging to further educational objectives. Data were gathered via semi-structured interviews with five ESP teachers and through classroom observations. The findings highlight the positive role of translanguaging in education. Teachers reported that translanguaging aids in knowledge construction, boosts vocabulary comprehension, strengthens interactions between teachers and students, and fosters a comfortable and engaging learning environment. These insights underline the importance of developing translingual strategies, encouraging teachers to incorporate students’ complete linguistic repertoire in their teaching. This approach not only facilitates English language learning but also acknowledges and leverages the linguistic diversity in Indonesian classrooms.
Exploring Effective Written Feedback Strategies in Business Writing Education: Teachers’ Approaches and Students’ Views Listiana, Tri Ananti; Ali, Helena Verusha; Sari, Farnia; Wahyudi, Agus
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.v7i3.23923

Abstract

The importance of business correspondence mastery for students in business schools is critical, as it differs significantly from academic writing in humanities programs. Its primary aim is to prepare students for professional success and service excellence in their future careers. This study explores the subtleties of written corrective feedback in business writing courses. It examines the types and techniques used by lecturers and analyzes students' perceptions of this feedback. Employing a mixed-methods research design, the study combines observational and qualitative data through document analysis, questionnaires, and semi-structured interviews. It involves lecturers and 65 students from a business writing course, with a specific focus on analyzing 64 student assignments for lecturers' feedback practices. The results indicate a preference for indirect feedback, primarily addressing grammatical errors through techniques like circling, underlining, and highlighting, complemented by direct comments and questions. Most students viewed this feedback positively, noting its benefit in improving grammatical skills, though some preferred more direct feedback on content and structure. These findings underscore the need for diverse feedback methods in business writing education to accommodate varied student needs and enhance engagement and learning outcomes. The study emphasizes the significance of customized feedback strategies in the effectiveness of teaching and learning in business writing courses.Top of Form
Enhancing Junior High School Literacy: Incorporating Luwu Cultural Heritage into Reading Materials Tompo, Dewi Sri; Sahraini, Sahraini; Thayyib, Magfirah
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.v7i3.23935

Abstract

Integrating local culture into language material leads to improving the students’ reading skills. Conducted in South Sulawesi's Luwu Regency, the research employs the ADDIE model for development and assessment. Participants included five English teachers and 25 eighth-grade students from (Junior High School) SMP Negeri 4 Belopa. During the analysis phase, teacher interviews and student questionnaires revealed a strong demand for culturally relevant materials, with 92% of students and 100% of teachers expressing a need for Luwu-based content. Subsequently, the design phase involved selecting texts reflective of local culture, guided by the needs analysis. The development phase produced an initial draft of a reading book comprising four chapters: "Heroes of Luwu," "Folklores of Luwu," "Enchantment of Luwu Tourism Objects," and "Traditional Foods of Luwu." Expert evaluations rated the content and language quality as 'good' with an average score of 83.75. Based on expert feedback, the draft underwent revisions. In the implementation phase, the revised reading materials were introduced in English classes at SMP Negeri 4 Belopa. Teachers rated the materials' effectiveness with an average score of 3.64 (agree), while student feedback was highly positive at 3.96 (strongly agree) on a 4-point scale, indicating the materials' practicality in an educational setting. The final evaluation phase involved refining the book based on teacher and student feedback, culminating in the dissemination of the final draft to several junior high schools within Luwu Regency. This study underscores the positive impact of culturally tailored educational materials on student engagement and skill development in language learning.
The Implementation of Automated Speech Recognition (ASR) in ELT Classroom: A Systematic Literature Review from 2012-2023 Sutomo, 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.v7i3.23978

Abstract

Automated Speech Recognition (ASR) turns speech audio streams into text. The use of computer-based voice recognition is beneficial for teaching pronunciation. It may also be used to evaluate a learner's speech in a broader context and set up the potential for creating aural interactions between the learner and the computer. The study is aimed to investigate the use of ASR in speaking assessment using a systematic literature review. Automated scores should be considered based on their validity and any potential issues or mistakes with employing technology (ASR) to evaluate speaking. Although some research has been carried out on the use of technology in speaking assessment, there have been few empirical studies using systematic literature reviews to explore more about ASR in education. Therefore, this study is aimed to provide an updated and comprehensive review of the implementation of Automated Speech Recognition (ASR) in education. Ten studies from journals cited in the Taylor & Francis, Wiley, and Springer databases were selected.  The results show the benefits of ASR in education including students' progress, interaction, and pedagogical contributions. Pedagogical contributions provide collaboration between the human and automated scores. Teachers can use this study to improve speaking assessments using ASR in the classroom.
Challenges and Strategies in Teaching English Speaking Skills to Young Learners: Perspectives of Teachers in Indonesia Laila, Fitri Nur; Adityarini, Hepy; Maryadi, Maryadi
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.v7i3.24030

Abstract

This research explores the challenges and strategies associated with teaching English speaking skills to young learners in Indonesia, focusing on students learning English as a second or foreign language. The study aims to understand the specific obstacles faced by teachers in this context and to identify effective methods for overcoming these challenges. Employing a qualitative case study approach, the research involved five elementary English teachers selected through purposive sampling. Data collection was conducted through interviews and observations, followed by thematic analysis to interpret the findings. The study also emphasized ensuring data quality through the establishment of trustworthiness. The findings revealed five key issues impacting the teaching of English-speaking skills to young learners in Indonesia. Challenges stemming from the students included inhibition, negative attitudes towards learning English, and low participation rates. From the teachers' perspective, difficulties in classroom management and the lack of a supportive English learning environment were identified as significant obstacles. To address these challenges, the teachers employed various strategies, including individualized instruction, use of translation, repetition techniques, and integrating games into the learning process. These approaches aimed to enhance student engagement and facilitate a more effective learning environment for developing English speaking abilities in young learners. The study's insights contribute to a better understanding of the complexities involved in teaching English as a second language in the Indonesian educational setting and offer practical solutions for educators facing similar challenges.
Developing an Air Travel Picture Dictionary in Enhancing Vocabulary Mastery Among Air Transport Management Students: A Need Analysis Ginusti, Gallis Nawang; Ariebowo, Teguh
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.v7i3.24039

Abstract

Proficiency in English, particularly in the specialized vocabulary of the aviation industry and air travel tourism, is crucial for effective communication and understanding. This study aims to explore the demand for an Air Travel Picture Dictionary among Air Transport Management students, addressing their specific linguistic challenges. Employing the first stage of the Research and Development (R&D) framework - Need Analysis, which is part of the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model, this research utilizes a mixed-methods approach. Data was gathered from 141 Air Transport Management students, selected through random sampling, and complemented by semi-structured interviews with lecturers and industry practitioners. The findings reveal a significant reliance on English within the aviation sector, with specialized terminology being particularly prominent and crucial. Despite acknowledging its importance, students identified gaps in their vocabulary skills, notably in pronunciation, word meaning, word-class identification, and spelling. While online resources like Google Translate and search engines are commonly used for assistance, along with support from instructors and peers, traditional general English dictionaries and reference materials are less favored. Specialized aviation dictionaries specifically catering to air travel are seldom used. There is a pronounced interest among students for a bespoke Air Travel Picture Dictionary. Such a resource, they suggest, should encompass comprehensive vocabulary listings, pronunciation guides, clear word definitions, word class categorization, and visually engaging thematic illustrations that reflect the air travel process. This tool is envisioned to not only enhance their vocabulary but also to aid in better understanding the practical aspects of air travel in the aviation industry.
Implementing the Merdeka Curriculum in English Language Teaching: A Study of Teacher Learning Steps Latifa, Helmia; Ratih, Koesoemo; Maryadi, Maryadi
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.v7i3.24049

Abstract

The Merdeka curriculum, a pivotal element in contemporary Indonesian education, encapsulates three key learning components: objectives, steps, and assessment. This study investigates into one of these components namely the learning steps in the context of English language instruction. Adopting a phenomenological approach, the research focuses on two English teachers at a junior high school in Central Java, aiming to illuminate the practical implementation of the learning steps. Data collection encompassed classroom observations, in-depth interviews with the teachers, and comprehensive documentation, including visual records from the classes. This multifaceted approach yielded rich qualitative insights into the pedagogical practices and experiences of these educators. The findings reveal a tripartite structure of the learning steps: the 'Opening' phase, where teachers connect new content with students' prior knowledge and motivate them towards the lesson; the 'Core Activities' phase, involving exploration, elaboration, and confirmation of the subject matter; and the 'Closing' phase, which includes summarizing key points, reflective activities, and preparing students for future lessons. Significantly, these structured phases highlight the holistic and effective methodology of the Merdeka curriculum in teaching English, offering valuable insights into its practical implementation and impact on educational outcomes.
Assessing Secondary High School Student Needs for Descriptive Texts Concerning Climate Change Tasyaa, Nabilla; Inderawati, Rita; Mirizon, Soni
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.v7i3.24050

Abstract

Addressing Indonesia's vulnerability to climate-related disasters, this study explores the development of English reading materials on climate change for secondary high school students. The goal is to tailor these materials to the students' specific needs, considering their English proficiency levels and the challenges they face in reading comprehension. Through a mixed-method approach involving questionnaires and semi-structured interviews, the study captures insights from students, English teachers, and stakeholders. The findings highlight the critical role of English in students' future careers. However, most students are beginners in English, and they experience significant difficulties in understanding reading materials. There is a clear need for descriptive texts that are accessible at their English level and integrate climate change topics relevant to their context. The study identifies a gap in current educational resources, emphasizing the necessity of incorporating climate change content in a manner that both informs and is comprehensible to students. In conclusion, this study advocates for the creation of supplementary descriptive texts about climate change, customized to align with the students' linguistic abilities and educational curriculum. This initiative aims not only to enhance students' English skills but also to increase their awareness and understanding of crucial environmental issues.
Returning to the Classroom: A Narrative Inquiry into the Challenges and Coping Strategies of an EFL Teacher Resuming After Hiatus Romadhon, M.Galuh Elga; Mustofa, Mutmainnah; Elfiyanto, Sonny; Rifyani, Andri Jamaul
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.v7i3.24066

Abstract

This qualitative study employs narrative inquiry to investigate the challenges and coping strategies of T1, an EFL teacher at an Islamic private elementary school, returning to teaching after a hiatus. Through unstructured interviews, it examines the changes in T1's teaching approach before and after the break, uncovering unique challenges and adaptive strategies. The research reveals T1's struggle with readjustment, curriculum changes, and lesson planning without standard textbooks. To navigate these challenges, T1 utilized familial support, embraced technological resources for professional growth, and innovatively combined traditional and modern teaching methods. These findings emphasize the importance of continuous professional development, adaptability, and robust support systems in enhancing the reintegration process for EFL teachers. The study contributes valuable insights into the EFL field, highlighting the need for resources and strategies to support teachers like T1 in transitioning back to the classroom. This research not only sheds light on the specific challenges faced by returning EFL teachers but also underscores the critical role of support systems and professional development in maintaining high-quality EFL education.

Page 26 of 38 | Total Record : 371

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