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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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Can Picture Dictionaries Unlock Vocabulary Mastery? Unveiling Insights Through Quasi-Experimental Research Menggo, Sebastianus; Amul, Armina; Ndiung, Sabina
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.v8i1.25334

Abstract

The current study assessed the effectiveness of employing a Picture Dictionary to enhance the vocabulary acquisition of junior high school learners. A significant improvement in vocabulary comprehension was found to have been correlated with learners taking advantage of a visual dictionary compared to those who did not use such a resource. This idea points out that visual dictionaries could be a good option for students to enhance their vocabulary acquisition efforts. This research used a quasi-experimental design and the test as the research instrument to determine the students' vocabulary mastery. In this research, the test is the research instrument to determine the student's vocabulary mastery. This research has been conducted on seventh-grade students in the academic year 2022-2023 with a total sample of sixty respondents. A random sampling technique was employed to determine the group of respondents. The experimental and control groups' average scores differ, as determined by the data analysis. By comparison, the control group attained an average score of 61.7, but the group participating in the experiment attained a mean score 80. The average scores indicate that the group participating in the experiment achieved a mean score greater than the control class.
Analyzing Gender Inequality and Stereotypes in Foreign-Sourced ELT Textbooks at an Indonesian School: A Mixed-Methods Content Analysis Swara, Sanditya Jati; Mambu, Joseph Ernest
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.v8i1.25344

Abstract

This study investigates gender stereotypes in two ELT textbooks, "My Pals Are Here! English 1A" and "My Pals Are Here! English 2A," used at a school in Indonesia. Through content analysis, the study assesses the visual representations in these textbooks to identify gender stereotypes. A semi-structured interview was conducted with a teacher who uses these textbooks, focusing on her perceptions of gender-related issues. The findings reveal persistent gender inequality and stereotypes, with the textbooks frequently assigning unequal household roles and associating specific jobs with specific genders. Men are predominantly depicted in physically demanding roles, such as firefighters, farmers, astronauts, and pilots. In contrast, women are portrayed in roles that are suggested to require patience and perseverance, such as teachers, hairdressers, and nurses. The interview with the teacher indicated an awareness of gender equality issues; however, this awareness was not actively integrated into her teaching practices. This study highlights the need for more equitable gender representations in educational materials.
English Reading Materials in Non-Formal Education: A Need Analysis Pratiwi, Ayu; Priyana, Joko
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.v8i1.25356

Abstract

Conducting a needs analysis is imperative for customizing educational content to align with students' specific learning prerequisites, especially in the realm of reading skill development, which is acknowledged as a challenging domain. This study investigates into the necessity for tailored English reading materials within non-formal educational frameworks, with a focus on junior high students at the Gosmart Institution in Yogyakarta. Utilizing a combination of surveys and interviews, data was collected from 50 students, revealing a strong inclination towards vocabulary enhancement and the extraction of detailed information from texts as their primary learning objectives. The analysis uncovers students' difficulties with presentation activities, largely due to confidence issues, alongside a pronounced preference for reading materials enriched with illustrative and social media images. Additionally, the study points out the scarcity of authentic reading resources, which hampers the effectiveness of teaching strategies. The findings advocate for the integration of these insights into the development of English reading materials, proposing a targeted approach to ameliorate reading instruction and address the highlighted educational needs. This study underscores the importance of adapting educational resources to meet learner preferences and challenges, thereby enhancing the overall teaching and learning experience in reading skills development.
Unlocking Creative Potential: The Impact of Sasambo Wisdom on Narrative Writing Skills Saputri, Ria; Mulyati, Yeti; Sumiyadi, Sumiyadi; S. Damaianti, Vismaia
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.v8i1.25419

Abstract

The purpose of this study is to determine the effect of using modules containing sasambo local wisdom on the ability to write narrative texts. The research method used is a quasi experiment. The experimental design used is before-after. The subjects of this study were 36 students. The instrument used is a portfolio sheet as an aspect value of students' narrative writing skills. The collected data were analyzed using correlated t-test tests. The result found was that students' ability to write narrative texts increased after using modules containing sasambo local wisdom. For these findings to be more useful for future researchers and teachers, modules containing sasambo local wisdom should be optimized in their use and development.
EFL Learners’ Views on the Use of Code-Switching in Reducing Speaking Anxiety Sholikhah, Mar'atus; Isnaini, Moh Hasbullah
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.v8i1.25442

Abstract

Anxiety is a common obstacle for students in English speaking classes. Many EFL (English as a Foreign Language) students struggle with speaking anxiety which makes them have to switch languages from their L1 and known as code-switching (CS). While previous studies have highlighted the benefits of CS in English language learning, particularly in speaking, little attention has been given to specifically investigating its use by senior high school students to lower their speaking anxiety. Therefore, this study aims at investigating the types of CS employed by students in the classroom and to understand the student’s opinions about their experience on the influence of CS used by them to reduce their speaking anxiety. This exploratory study employed observation and interviews for data collections. This study found that students use three types of CS during speaking in English language classes, namely tag-switching, intra-sentential switching, and inter-sentential switching. Additionally, it is found that CS plays an important role in reducing students' speaking apprehension, fear of negative evaluation, and test anxiety. This research highlights the importance of CS in addressing speaking anxiety among EFL learners. Educators can use this understanding to tailor instructional approaches and provide better support for students in their language acquisition journey.
From Critique to Insight: Student Voices on English Writing Feedback Wahyudi, Agus; Sari, Farnia; Amaliah; Pamuji, Arief; Yanu Dharmawan, Yanuarius
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.v8i1.25659

Abstract

This study delves into the pivotal role of feedback in English writing instruction, a crucial element for enhancing language proficiency and writing skills among English language learners. The primary aim of the research is to examine students' perceptions of teacher feedback and to identify the types of feedback they receive, which are essential for improving teaching strategies and student outcomes. Utilizing a qualitative methodology, the research analyzed responses from 22 students, collected through a questionnaire adapted from the frameworks of Lee (2011) and Ellis & Sheen (2011) to reflect the local educational setting. The results reveal a mixed reception to teacher feedback: while it is valued for improving writing skills, it also sometimes causes confusion and anxiety due to unclear instructions or the use of complex metalinguistic symbols. The types of feedback reported include direct, indirect, and metalinguistic feedback. Direct feedback proved effective in enhancing clarity and understanding, whereas indirect and metalinguistic feedback was occasionally linked to negative emotions such as anxiety and embarrassment. Despite these challenges, the study concludes that properly structured feedback can significantly foster cognitive development, prompting students to refine their thought processes, explore ideas independently, and become adept at self-correction. This underscores the need for educators to consider both the content and delivery of feedback to maximize its effectiveness and minimize potential stressors for learners.
Post-Pandemic Shifts in English Language Teaching: Challenges and Perceptions in Online Learning Environments Budiarta, I Komang; Krismayani, Ni Wayan
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.v8i1.25678

Abstract

Online learning has significantly transformed lecturers' methodologies and students' learning experiences in English Language Teaching (ELT). This qualitative case study explores the perceptions and challenges of online ELT in the post-pandemic context, aiming to inform the design of effective future online learning environments. Data were gathered through document analysis, unstructured questionnaires, and semi-structured interviews with six lecturers and ninety students from the English Language Education Study Program at Universitas Mahasaraswati Denpasar. Findings indicate that online ELT has enhanced flexibility and accessibility, boosting learners' self-confidence and fostering self-directed and reflective learning through structured educational presentations. However, challenges persist, including the need for lecturers to maintain student engagement and provide effective feedback online, ensuring that even disengaged students participate actively. Additionally, the objectivity of online assessments and the technological divide are critical concerns. The study underscores the necessity of meticulously addressing these challenges and perceptions to cultivate more dynamic and inclusive online ELT classrooms in the future.
Reading Literacy of Elementary School Students Based upon PIRLS Framework Nahdi, Khirjan; Yunitasari, Dukha; Arianti, Baiq Desi Dwi; Atiaturrahmaniah, Atiaturrahmaniah; Usuluddin, Usuluddin
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.v8i1.25682

Abstract

The study focuses on three critical aspects of reading: content comprehension, reading speed, and reading effectiveness. The objective is to understand the literacy competence of these students based on PIRLS parameters and to propose recommendations for enhancing their reading literacy. Data was gathered through reading tests, observations, and interviews. The findings reveal that the student's ability to comprehend reading content falls into the low category, at 0.51%, compared to 15%, 19%, and 24% in IEA countries. Their reading speed is moderate, averaging 151.1 words per minute, within the national average range of 130-180 words per minute. However, according to PIRLS, their reading effectiveness is low, at 34.9%, compared to the 60-80% standard in IEA member countries; the low level of content comprehension, reading effectiveness, and moderate reading speed level can be attributed to external factors. These include the perception of teachers, parents, society, and the government that reading merely involves stringing words together in a broader grammatical context. Internally, students are encouraged to read fluently to gather factual information and to measure the number of words read within a specific timeframe. This study underscores the need for a comprehensive approach to improve reading literacy among fourth-grade students in East Lombok.
Adapting Reading Instruction to Meet the Needs of Nursing Students: Insights from a Targeted Educational Study Amiroh, Rizqi; Mirizon, Soni; Eryansyah, Eryansyah
VELES Voices of English Language Education Society Vol 8 No 2 (2024): August 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i2.24004

Abstract

Developing Higher-Order Thinking Skills (HOTS) and effective information transfer is crucial for nursing students, impacting their academic and professional competence. This study aims to identify the gaps in English reading materials used by nursing students at a Health Polytechnic, assessing their adequacy in supporting these critical cognitive skills. The research focused on 79 second-semester nursing students during the 2022/2023 academic year and employed a 25-item questionnaire to analyze target situations, deficiencies, current situations, and strategies. The results reveal that existing general English coursebooks need to meet the specialized needs of nursing education. Notably, these materials lack content that promotes HOTS and aids in information transfer, essential elements for nurturing the cognitive and professional skills required in nursing. The study underscores a significant need for more appropriate materials that support HOTS, highlighting the need for strategically revised material development. It is recommended that custom English reading materials integrating HOTS and effective information transfer techniques be developed to enhance comprehension and relevance in the nursing curriculum, thereby better preparing nursing students for their future roles.
Engaging Students Through PowerPoint: The Power of Multimodal Learning Dewi M, Cantika Sari; Pratiwi, Dwiyani; Yulia, Yuyun
VELES Voices of English Language Education Society Vol 8 No 2 (2024): August 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i2.24289

Abstract

Teachers play a crucial role in fostering a positive and motivating learning environment for their students. One effective method to enhance student learning motivation is the use of PowerPoint as a multimodal tool. This study aimed to enhance students' learning motivation using PowerPoint in this capacity. Classroom Action Research (CAR) was applied, with 36 XI-grade hospitality students selected through purposive sampling. Field notes were used to record the implementation process, observation sheets examined improvements in students' learning motivation, and interviews identified the challenges of using PowerPoint as a multimodal tool. The results demonstrated that using PowerPoint effectively enhanced student learning motivation, with student participation increasing from 49.2% in the preliminary study to 77.7% after the intervention. Significant improvements were observed in various aspects: attentiveness, expression of ideas, task completion, active participation, collaboration, and engagement in group discussions. However, the study also highlighted challenges, such as the need for expertise in seamlessly integrating PowerPoint and tailoring materials to diverse student needs, including facility-related issues. These findings suggest the necessity for future research to investigate teacher training programs and examine the impact of various multimodal elements in PowerPoint presentations on student engagement. Despite the challenges, PowerPoint remains a promising tool for enhancing classroom dynamics and student motivation.

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