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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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Investigating the Influence of Experience on Language Assessment Literacy Development: The EFL Teachers' Voices Anisa, Khairani Dian; Sumardi, Sumardi; Setyaningsih, Endang
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.v7i3.24069

Abstract

Research in various educational settings reveals that in-service teachers often demonstrate a limited proficiency in language assessment literacy (LAL). Recognizing this, scholars have been investigating factors that might enhance LAL, particularly focusing on the role of experience. Despite this interest, the specific influence of experiential factors on LAL development remains relatively unexplored. Addressing this gap, our study utilized semi-structured retrospective interviews in a narrative inquiry framework to assess how experience impacts the LAL development of two Indonesian EFL teachers. Both teachers, equipped with Master's degrees and relevant assessment training, have differing lengths of teaching experience and work in distinct educational institutions. Our findings indicate that foundational LAL knowledge and skills acquired through language assessment courses (LACs) were further enhanced by additional training and practical application in teaching contexts. Both participants, despite their varied teaching tenures, showed similar patterns of LAL development. This progression appeared influenced by their educational backgrounds, positive attitudes towards assessment, and a shared commitment to refining their assessment practices. The study concludes with recommendations for language educators, EFL teachers, and areas for future research.
EFL In-Service Teacher Training Program in Indonesia: An Analysis of Teachers’ Self-Esteem and Task Perception Development Laili, Indah Rohmatin; Rochsantiningsih, Dewi; Drajati, Nur Arifah
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.v7i3.24087

Abstract

This study explores the impact of the "Guru Penggerak" program (PGP), a key component of Indonesia's "Merdeka Belajar" educational initiative, on the professional development of in-service English as a Foreign Language (EFL) teachers. Focusing on three EFL teachers who participated in PGP, the research examines the development of self-esteem and task perception during the training. Data were collected through semi-structured interviews, narrative frames, and examination of relevant artefacts. Results indicate that PGP effectively aids teachers in understanding and implementing the Merdeka curriculum, enhancing their self-esteem and task perception. Specifically, the study identifies two indicators of improved self-esteem: enhanced understanding of curriculum implementation and engagement in professional learning communities. Similarly, two indicators of enhanced task perception were noted: improved job performance and effective utilization of training modules in teaching. Additionally, the study highlights challenges faced by participants, including shifts in teaching beliefs, increased workload, and perceptions of their role in the program. These insights suggest avenues for refining in-service teacher training programs to better support EFL teachers' professional growth.
Exploring the Implementation of Cambridge Curriculum in Early Elementary English Education: A Case Study Muzaedah, Muzaedah; Muamaroh, Muamaroh; Prastiwi, Yeny; Sutopo, Anam
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.v7i3.24094

Abstract

This study investigates the application of the Cambridge curriculum in teaching English to young learners, focusing on how it is tailored to their specific needs. The research was conducted at a private Islamic elementary school in Surakarta, Central Java, and centered around the teaching practices of an English teacher at the school. Through structured interviews and observations, the study aimed to gain a thorough understanding of the implementation of the Cambridge curriculum in early English education. The findings show that the teacher primarily used audio-visual and translation methods for instruction. The materials utilized included both printed and electronic books from Cambridge, enhanced with digital resources like videos, Quizizz, and the Spin Wheel application. Additionally, the study explored the assessment methods used, which encompassed daily evaluations, mid-term, and final tests. The qualitative analysis of this data provides valuable insights into the effective implementation of the Cambridge curriculum in a real elementary school environment.
EFL Pre-service Teachers’ Leadership Project Practices in Indonesia's Teacher Professional Development Program Janu, Gregoriana Nobilio Pasia; Kuswandono, Paulus
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.v7i3.24108

Abstract

Indonesia's Ministry of Education has integrated the Leadership Project course into the Pendidikan Profesi Guru (PPG) program, emphasizing the development of professional qualifications and leadership skills among EFL pre-service teachers. This study scrutinizes the influence of both conceptual and practical frameworks of the course on cultivating leadership competencies. It poses two pivotal questions: Firstly, how do pre-service EFL teachers perceive these frameworks within leadership projects? Secondly, what challenges do they face in executing these projects effectively? Utilizing an explanatory mixed-methods design, the study collated and analyzed data from 31 participants through surveys and inductive thematic coding. It revealed that while EFL pre-service teachers have a positive reception of leadership involving collective knowledge and change initiation, they also report significant hurdles. Implementing complex frameworks like Sustainability NEWS (Nature, Economy, Well-being, Society) and Appreciative Inquiry presented difficulties, predominantly due to time limitations and communication barriers with target groups. Furthermore, a gap in understanding the conceptual underpinnings led to complications in the planning and sustainable implementation of projects, exacerbated by tight schedules and financial restrictions. Feedback from participants highlighted a need for program enhancements, suggesting refined policies, more rigorous consultation processes, and an enriched focus on reflective practices. The study offers valuable insights into the perceptions of EFL pre-service teachers regarding leadership programs.
Cross-Cultural Experiences in Teacher Education: Indonesian Pre-Service English Teachers' Perspectives on International Teaching Practicum Hasymi, Mutia; Nurkamto, Joko
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.v7i3.24115

Abstract

This study addresses a significant gap in current literature concerning the international teaching practicum experiences of Asian pre-service teachers specializing in English education. Focusing on three Indonesian pre-service teachers, the research explores their experiences during international practicum in the Czech Republic, Thailand, and Malaysia. Methodologically, the study employed in-depth semi-structured interviews, along with the analysis of narrative journals and artifacts from the International Teaching Practicum (ITP) program, following the thematic analysis approach by Braun and Clarke (2006). This involved meticulous examination of data, coding, and thematic classification to derive meaningful interpretations. Key findings highlight the challenges faced by participants, including language barriers and cultural adaptation. Despite these challenges, participants reported substantial growth in confidence and self-assurance, fostered by active participation in teaching and learning activities. Significantly, the practicum provided valuable insights into multicultural education, deepening the participants' understanding of different teaching methodologies, the role of teachers, and the nuances of local educational systems. The implications of this study are far-reaching, particularly in enhancing multicultural competence in teacher education. By shedding light on the under-researched area of international teaching practicum involving Asian contexts, the study contributes essential insights into the evolving landscape of global teacher education.
Analyzing the Impact of Spotify and Wordwall.net on Vocabulary Acquisition: A Study of non-English major Students' Preferences Mallisa, Intan Clara Briliant; Mbato, Concilianus Laos
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.v7i3.24118

Abstract

This research explores the impact of digital platforms, specifically Spotify and wordwall.net, on vocabulary acquisition among students in primary school teacher education (PGSD). The study employs qualitative methodologies, including focus group discussions, to gauge student preferences and the effectiveness of these platforms in enhancing second language vocabulary learning. The research participants consist of prospective PGSD students who engage with both platforms, offering insights into their experiences and preferences. The findings reveal a strong preference for Spotify, with 75% of participants favoring its use for language learning. Spotify's appeal lies in its immersive and contextual approach, leveraging music as a medium for vocabulary learning. This preference underscores the platform's ability to integrate language learning into daily routines, making it more engaging and accessible. wordwall.net, preferred by 25% of participants, is recognized for its interactive and game-based approach, offering a dynamic and enjoyable method for vocabulary acquisition. The study highlights the increasing relevance of digital tools in language education, reflecting a shift towards innovative, technology-driven learning methods. It suggests that integrating platforms like Spotify and wordwall.net can cater to diverse learning styles, making vocabulary learning more engaging, effective, and aligned with the digital habits of contemporary learners. The research contributes to the understanding of how digital platforms can enhance language learning and offers insights for educators in adapting their teaching methods to include these tools effectively.
Integrating Climate Change into English Language Teaching: A Survey of Indonesian Teachers' Preparedness and Perspectives. Silvhiany, Sary; Rahmadhani, Sakilah; Inderawati, Rita; Meilinda, Meilinda; Trilestari, Kuntum
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.v7i3.24232

Abstract

Climate change is one of the most critical issues we are currently facing. Considering the devastating impact of climate change to many people in the world, an interdisciplinary approach to climate change mitigation is highly essential. Teachers have a crucial responsibility in transferring knowledge, persuading students, and setting an example for critical thinking and environmental advocacy in order to prepare students for the challenges posed by climate change. The issue of climate change is one of the topics and goals of EFL teachers in preparing students to face climate change. The aim of this research is to explore teachers' knowledge, beliefs, attitudes and preparedness in integrating climate change issues in ELT. This study employed a survey method, which involved 214 Indonesian EFL teachers from various levels of education, from elementary to high school. Data were analyzed through questionnaires, consisting of four parts: teachers’ knowledge, belief, attitude and preparedness in integrating climate change issues in ELT. The results show that there is a correlation between knowledge, belief and attitude towards preparedness in incorporating climate change education in EFL learning. Moreover, most teachers expressed their willingness to teach climate change issues in ELT, despite the score of their knowledge, belief, and attitude regarding climate change. These results shed light on teachers’ understanding of climate change, belief about, and attitude toward climate change issues. Implications of the study include the possibility of incorporating climate change education in EFL learning and EFL sustainable teacher education.
Transformative Literacy Training for English Students: The Impact of Movie-Based Learning Methods Karimaliana, Karimaliana; Ramadhan, Syahrul; Mukhaiyar, Mukhaiyar
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.v7i3.24296

Abstract

This study investigates the impact of movie-based training on enhancing English literacy among high school students. Employing a quantitative approach, it explores the relationship between movie-based English communication training and its effect on literacy skills. The research involves 57 high school students from private schools. The SEM PLS technique was utilized for data analysis. Validity tests confirmed the reliability of all survey items, with indicators exceeding a 0.5 loading factor. The study's focus is the direct impact of understanding English communication through movies on student literacy. Notable findings were observed at Ar-Raudhatul Hasanah private school, where a significant correlation was established, indicated by a p-value of less than 0.05 and a t-value of 6.774, surpassing the threshold of 2.008 indicating a significant influence of movie-based training on enhancing English communication skills. This suggests that such training could be beneficial not only for students but for a broader audience as well.
Revealing the Effect: How Google Slides Helps Improve Vocational Students' Writing Skills Kusumaningrum, Dyah Rini; Pratiwi, Dwiyani
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.v8i1.24357

Abstract

Despite the widespread integration of Google Slides in educational settings, its direct effect on students' writing skills has received limited attention, primarily focusing on students' perceptions rather than measurable outcomes. This research aimed to quantify the impact of Google Slides on enhancing students' abilities to construct descriptive texts, employing qualitative and quantitative methods to provide a comprehensive analysis. Conducted over eight weeks at a Vocational High School in Banyumas, Central Java, the study involved 36 tenth-grade students. Utilizing a mixed-methods design, observations and pre-post test scores were collected to assess the effectiveness of Google Slides in the classroom. The quantitative analysis of pre-and posttest results showed a significant improvement in writing skills (t(35) = -16.095, p < 0.001), indicating that Google Slides positively affects students’ writing capabilities. Qualitative observations further highlighted the tool's broader benefits, including increased motivation, readiness to learn, and enhanced vocabulary among participants. The study thus confirms the significant positive impact of Google Slides on students' writing development and offers insights into its potential as a valuable educational resource.
Building Teacher Personal Identity: An Autobiography of an Indonesian Non-native English Teacher Makhsun, Faizal Ali; Fauziati, Endang; 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.v7i3.24371

Abstract

This research explores the professional identity formation of non-native English-speaking teachers (NNESTs) from a personal viewpoint, an area not extensively covered in existing literature. While there is a wealth of discussion on teacher professional identity, the subjective experiences of NNESTs in shaping their own identities are often overlooked. This autobiographical narrative study addresses this gap by examining my own experiences as an NNEST, integrating reflections from my time as a student and my practice as a teacher. Employing thematic analysis, this research scrutinizes reflection data and artifacts gathered throughout my academic and professional journey. This method allows for a comprehensive examination of how various experiences influence professional identity formation. The findings reveal that an NNEST's professional identity is significantly shaped by the professional context, which includes direct teaching experiences and teacher education, as well as the external political environment, such as government policies and efforts to improve educational quality. The study is particularly relevant in the context of developing countries, like Indonesia, highlighting the intricate relationship between personal experiences, professional settings, and the wider political context in the development of NNEST identities. This research contributes a unique perspective to the field of teacher identity and underscores the distinct challenges and influences that NNESTs encounter in their professional growth.

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