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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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Developing Podcast-Based Learning Media for English Education Among Deaf Students Yuniarti, Fatma; Pratiwi, Dian; Novianto, Robi
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.v8i1.24854

Abstract

This study addresses the educational challenges faced by deaf students in Indonesia, focusing on developing and implementing a specialised Android-based application, "PODclusive," to facilitate English language learning. The research aimed to create an interactive learning tool that incorporates sign language and textual translations in both English and Indonesian, tailored to the needs of deaf learners. The methodology was a mixed-method approach, combining qualitative and quantitative analyses. The research and development (R&D) framework guided the application's design, development, and evaluation. Participants included a purposive sample of 30 deaf students from SLB N Pringsewu, ensuring a representation across different learning outcomes. The findings revealed that the PODclusive application significantly enhanced the learning experience for deaf students. Students demonstrated improved comprehension of English language concepts, facilitated by the application’s use of sign language video content and offline accessibility. The application was evaluated through expert reviews and user testing, receiving high validity scores for content, design, and educational impact. The implications of this study underscore the effectiveness of tailored educational technologies in addressing specific learning needs. The PODclusive application exemplifies how digital tools can enhance accessibility and engagement for deaf students, suggesting that further exploring similar technologies could be beneficial. This research contributes to the broader discourse on inclusive education, advocating for more innovative approaches to support diverse learning environments.
Developing an English Language School Management Course: Curriculum Innovation and Entrepreneurial Opportunities at Universitas Negeri Makassar Korompot, Chairil Anwar; Fauzan, Muhammad Miftah; Nur, Sahril
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.v7i3.24919

Abstract

This paper is based on a systematic literature review conducted to justify the introduction of a new course, 'English Language School Management' (ELSM), in the English Language Education Study Program (ELESP) at Universitas Negeri Makassar, Indonesia. The literature review involved a detailed analysis of academic sources relevant to English language education and management, identifying gaps in current academic discourse and practical educational needs in the post-Covid-19 context. Prompted by the implementation of the Merdeka Belajar Kampus Merdeka program, which necessitated curriculum revision, ELSM was developed. This course aims to provide ELESP students with critical insights into the operation and management of English language schools. These institutions are vital in non-formal education, as underutilized partners in teacher training programs, and as potential employment and entrepreneurial opportunities for graduates. The introduction of ELSM addresses a notable lack of focus on English language schools within Indonesian academic circles, despite their popularity and significant educational contributions. The development of this course is expected to enhance ELESP students' awareness of both the potential and challenges faced by English language schools, especially in the post-pandemic era.
Introduction English for Mathematics Course: What are the Student Difficulties and Causing Factors? Cesaria, Anna; Kemal, Edwar; Adnan, Mazlini
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.v8i1.24924

Abstract

English for Mathematics is a required university course designed to bridge the gap between general English proficiency and the specific linguistic demands of mathematics. This study aims to explore the challenges students face in adapting to this specialized curriculum, aiming to deepen our understanding of the educational hurdles posed by evolving academic requirements for graduates. Employing a descriptive qualitative research design, the research examines the experiences of 35 students enrolled in the English for Mathematics course at the Mathematics Study Program of Universitas PGRI Sumatera Barat. Data were collected through semi-structured questionnaires, revealing five principal areas of difficulty: listening, reading, writing, and speaking skills, along with comprehension of mathematical content. The study identifies several factors contributing to these challenges, including limited vocabulary, inadequate prior knowledge, misinterpretations of course material, a lack of effective learning aids, and frequent writing errors. The findings suggest that these obstacles hinder student performance and impact their engagement and satisfaction with the course. The study calls for targeted interventions by educators and curriculum designers to enhance instructional methods and learning materials, thereby improving student outcomes and making learning more engaging and effective. These insights have broader implications for curriculum development and instructional strategies in specialized English education settings.
Challenges and Opportunities: A Qualitative Study of EFL Teachers' Digital Proficiency and its Impact on Interactive Language Assessment Insani, Afra Nadya Putri; Aprilia, Putri Kurniawan; Mistar, Junaidi
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.v8i1.25095

Abstract

This study investigates the digital proficiency of English as a Foreign Language (EFL) teachers concerning language assessment development. Employing a qualitative phenomenological approach, it explores the subjective experiences and perceptions of EFL teachers engaged in constructing language tests within educational contexts. Semi-structured interviews were conducted with three participants, each representing diverse backgrounds in English Language Teaching (ELT). Moreover, thematic analysis was utilized to interpret the collected data systematically. The findings reveal specific challenges encountered by teachers in implementing interactive language assessments, including the identification of appropriate instructional materials, selection of suitable assessment models, and integration of digital tools into teaching methodologies. Moreover, participants suggest that technology can positively impact student engagement, motivation, and collaboration during assessments. By recognizing the continuous nature of language learning and assessment, educators can better tailor their approaches to meet the evolving needs of language learners. This research contributes to the ongoing discourse on language assessment practices, highlighting the importance of incorporating digital resources and fostering a supportive learning environment for students.
Critical Thinking in Academic Reading: EFL Students’ Perceptions and Challenges Maab, Siti Husna; Ramadhanti, Safira Fauzia; Payung, Naftalia Fani; Yulia, Yuyun
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.v8i1.25096

Abstract

Academic reading and critical thinking are pivotal in higher education, particularly for university students, including those who are English as a Foreign Language (EFL) learners. This study explores the perceptions of second-semester English Education students at Yogyakarta State University regarding the interrelationship between academic reading and critical thinking skills. It identifies the challenges they face in this area. The research involved 19 participants and employed a mixed-methods design, utilizing both Likert-scale questionnaires and semi-structured interviews for data collection. The data were analyzed through descriptive statistics and thematic analysis. Results indicate that participants generally hold positive views about their critical thinking and academic reading capabilities across all aspects of Bloom's Taxonomy. The findings suggest a correlation between students proficient in academic reading and those who exhibit strong critical thinking skills. They expressed confidence in their ability to understand, evaluate, and analyze texts. Furthermore, the study reveals that these students face several challenges, such as language complexities, interdisciplinary comprehension issues, and subjective biases, which affect their learning processes in critical thinking and academic reading.
Flipbook as a Learning Medium: A Study on Indonesian ESP Students Darmawan, Iwan; Heriyawati, Dwi Fita; Mustofa, Mutmainnah; Romadhon, M Galuh Elga
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.v8i1.25137

Abstract

Technological advancements are significantly transforming the landscape of Indonesian education, shifting from traditional methods to digital learning media. This study examines the adoption of Flipbook, a digital tool, in English for Specific Purposes (ESP) courses, aiming to enhance the learning experience for students enrolled in English language study programs. Utilizing Flipbook as an instructional medium, lecturers anticipate offering a novel approach to integrating technology in education. Data were gathered through questionnaires administered to seventy-six students focusing on ESP materials. The questionnaire, comprising thirty-one items with both positive and negative statements, evaluated four key aspects: the completeness of the learning content delivered through Flipbook, student engagement in learning activities, the effectiveness of lecturers in managing the digital learning environment, and the adequacy of facilities and infrastructure supporting the use of Flipbook. The findings demonstrated varying levels of effectiveness: The lecturer's ability to manage Learning was notably effective, with a high mean score of 44.97, indicating that Flipbook facilitates dynamic classroom management. Learning Activities also showed positive outcomes, with a mean score of 36.43, suggesting satisfactory engagement and interactivity. However, Learning Completeness and Facilities and Infrastructure highlighted areas needing improvement, with mean scores of 31.57 and 27.24, respectively. These lower scores reveal significant gaps in content delivery completeness and the supporting infrastructure, which are critical for effectively using digital learning tools.
Examining Student Satisfaction with Learning Management System-Based E-Learning: A Self-Determination Theory Perspective Sari, Damar Fatika; Efendi, Agus; Sumaryati, Sri
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.v8i1.25297

Abstract

This research aims to examine how e-learning, particularly guided by self-determination theory, impacts student satisfaction by meeting their basic needs and fostering intrinsic motivation. Specifically, we investigate various factors influencing student satisfaction, the role of e-learning, and supportive elements for e-learning satisfaction, focusing on the Indonesian context where e-learning, particularly via Learning Management Systems (LMS), is prevalent in higher education. Despite the widespread use of e-learning, there is a lack of research from the students' perspective. To address this gap, we conducted a descriptive qualitative study using the LMS SPADA platform. Through interviews and observations with 40 students, we explored their experiences with e-learning. Drawing on self-determination theory, which posits autonomy, competence, and relatedness as crucial factors in motivation and satisfaction, we assessed student satisfaction with e-learning. Our findings indicate that students generally find e-learning satisfactory, provided that certain conditions, especially those related to self-determination theory variables, are met. This research underscores the importance of adequately preparing all aspects of e-learning to enhance student satisfaction. Its implications extend to educators, students, and universities utilizing e-learning, particularly those in the Indonesian higher education sector.
Enhancing English Speaking Skills through Learning Media and Discourse Marker Mastery: A Quasi-Experimental Study Suryadi, Suryadi; Erlangga, Fajar
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.v8i1.25314

Abstract

Challenges such as disinterest in learning media and poor conversation structuring skills impact English speaking proficiency among Indonesian senior high school students. This study uses a quasi-experimental design with non-equivalent control groups in a 2 x 3 factorial pre-test-post-test format to investigate how learning media and mastery of discourse markers affect speaking skills. One hundred students from a State Islamic High School in Serang participated. Data were collected through a speaking assessment and a discourse markers test, then analyzed using inferential statistics and Two-Way ANOVA. Results indicate that the effectiveness of learning media on speaking outcomes is contingent upon the student's mastery of discourse markers. Specifically, Scrabble was more effective than Flashcards at improving speaking performance for students with varying levels of discourse marker proficiency. These findings underscore teachers' need to adopt engaging English learning media and intensively teach discourse markers to enhance students' speaking abilities.
Engaging Beyond Academia: Exploring Non-English Majors' Motivations for English Language Community Participation in Indonesia Sari, Darmaida; Junaidi, Junaidi
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.v8i1.25328

Abstract

This study explores the motivations and experiences of non-English major students participating in an English language community at Institut Syekh Abdul Halim Hasan Binjai, Indonesia, where English proficiency is viewed as a crucial tool for personal, educational, and professional advancement. The research, conducted through in-depth interviews with 18 volunteer participants from diverse academic fields such as Sharia Banking, Sharia Economics, Sharia Economic Law, Family Law, Islamic Education, and Early Childhood Islamic Education, reveals that the English community plays a pivotal role in fostering language development. It provides a supportive and immersive environment that facilitates English practice, boosts confidence, and enhances cultural engagement. Moreover, the findings highlight the significant impact of instructors in motivating students by creating a pressure-free atmosphere and encouraging continuous professional development. The study concludes that English language communities, complemented by tailored instructional strategies, are effective in enhancing English learning for non-English majors, empowering them to meet their varied goals and succeed in global settings.
An Investigation into the Challenges and Strategies Utilization in Academic Writing: A Case Study of Indonesian Postgraduate Students Muryani, Rera Nadian; Romadhon, M Galuh Elga; Mustofa, Mutmainnah
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.v8i1.25330

Abstract

This study explores into the challenges encountered by postgraduate students in the realm of academic writing,along with the strategies they employ to tackle these hurdles and the resources aiding their writing process.Employing narrative inquiry as the research design, the study aimed to facilitate a comprehensive explorationof these issues. The participants consisted of ten postgraduate students enrolled at a private university inIndonesia. The research methodology involved conducting interviews with these students to uncover thestrategies and tools utilized by English Master's degree students to achieve success in academic writing.Primary difficulties identified included challenges in organizing coherent content, sourcing relevant referencesto bolster arguments, navigating spatial constraints when expressing ideas, and accurately interpreting data.The findings revealed that digital resources, such as scholarly websites and databases, emerged as the primarysources for accessing journals and articles. In contrast, printed materials played a diminished role due to theiroutdated nature. The study underscores the importance of understanding these inherent challenges in writingand leveraging available strategies and resources to enhance writing skills, thereby enabling postgraduatestudents to produce high-quality research papers.

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