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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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Asynchronous Video Feedback as a Game-Changer for Online Speaking Classes Sabila, Arinas; Cahyono, Bambang Yudi; Anugerahwati, Mirjam
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.v8i2.24708

Abstract

Asynchronous Video Feedback (AVF) allows students to replay or slow down video feedback for better comprehension, enabling them to thoroughly process and address issues, thereby enhancing their observational and reasoning skills. This study investigates the effectiveness and student perceptions of AVF in improving speaking skills in online English courses. Conducted in an online English course in Pare, Kediri, Indonesia, the research employed a mixed-methods design, including pretests, post-tests, surveys, and semi-structured interviews with eight participants from an online speaking class. The results revealed substantial improvements in learning outcomes, with the pretest mean score of 64.88 increasing to a posttest mean score of 84.88, indicating a significant enhancement in students' speaking capabilities. The study showed that AVF significantly improved pronunciation, grammar, vocabulary, and fluency. Additionally, AVF promotes self-directed learning and discipline, though a student's educational background may influence their comprehension, particularly concerning grammar. Compared to in-class feedback, AVF reduces feelings of embarrassment and fear, offering valuable insights for future online English classes. Therefore, AVF is proposed as an effective tool for developing students' speaking abilities in online courses.
Instrumental Motivation and Self-Efficacy of Indonesian L2 Learners of English: Does Gender Play a Role? Subekti, Adaninggar Septi; Sinaga, Yohanes Septian
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.v8i2.24793

Abstract

Extensive research on second and foreign language learning suggests that gender can significantly influence language acquisition. While some studies indicate that female learners often outperform males in language tasks, the evidence is inconsistent, and findings may vary depending on the learning context. This highlights the need to explore further how gender interacts with other factors, such as motivation and self-efficacy, in shaping L2 learning outcomes. This study explores how gender affects learners' instrumental motivation and self-efficacy in learning English as a second language. A total of 144 L2 learners from non-English departments at a private university in Java, Indonesia, participated in this research, which utilized a survey design. Paper-based questionnaires were distributed to participants, who were recruited through convenience sampling. The findings revealed that female learners reported slightly higher levels of instrumental motivation (Mean female = 43.40) than male learners (Mean score-male = 42.78). However, the difference was not statistically significant, t= .86, p = .15. In terms of self-efficacy, male learners demonstrated marginally higher levels (Mean score-male = 47.71) than females (Mean score-female = 46.32), but again, this difference was not statistically significant, t= -1.48, p = .14. These findings suggest that, while gender differences in motivation and self-efficacy are often highlighted in L2 research, their impact may vary based on specific learning contexts. Further research is needed, incorporating additional learner variables, to clarify the complex relationship between gender and L2 learning outcomes.
The Impact of Digital Game-Based Learning on Children's Self-Efficacy and Reading Success Mahayanti, Ni Wayan Surya; Kusuma, I putu Indra; Ashadi, Ashadi; Rachman, Dzul
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.v8i1.25325

Abstract

Numerous studies have indicated that digital games offer a valuable learning experience for young language learners by fostering self-efficacy in English acquisition. Despite this, there remains a dearth of research investigating the impact of digital games on children's self-efficacy and reading achievements. The current study aims to fill this gap by examining (1) the impact of digital games on children's self-efficacy and (2) the effect of digital games on children's reading achievements. An exploratory sequential design was employed, integrating both quantitative and qualitative methods. The study involved 144 young learners in Indonesia who participated in eight treatment sessions using digital games as a learning tool. After these sessions, participants completed a post-test comprising 20 reading items to assess their reading achievements. Observations during the treatment sessions explored the implementation of digital games and their impact on self-efficacy, supplemented by interviews with 15 children to gain deeper insights into their experiences and perceptions. The findings revealed that digital games foster self-efficacy through four mechanisms: mastery experience, vicarious experience, verbal persuasion, and emotional state. These mechanisms are integrated into the game's content, levels, feedback, and challenging activities. The implications suggest that carefully designed digital games can significantly enhance self-efficacy and reading achievements among young learners, offering educators a valuable tool for improving educational outcomes. Future research should explore the long-term effects of digital game-based learning and identify the most effective game features, while also addressing challenges such as equitable access to technology and balancing screen time with other activities.
Teaching and Learning of English in Higher Education before, during, and after Pandemic: What differs? Tifano, Fanny; Petrus, Ismail; Silvhiany, Sary
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.v8i2.25743

Abstract

The COVID-19 pandemic led to the worldwide closure of educational institutions, forcing a shift from face-to-face to fully online learning. As the pandemic subsided, traditional teaching resumed. This study aimed to explore English teaching and learning in higher education across three phases—before, during, and after the pandemic—by examining differences in activities and technology used. A phenomenological approach was employed, with semi-structured interviews for data collection. Purposive sampling selected eight participants—three lecturers and five students—from the English Education Department of Sriwijaya University. The findings revealed that while learning activities were largely similar across the three phases, the technology and media used varied. Before the pandemic, participants had limited exposure to online platforms, but the pandemic introduced them to new digital tools and methods. In the post-pandemic phase, participants embraced more flexibility, adopting face-to-face, online, hybrid, or blended learning models using suitable platforms. This shift has led to a general preference for the post-pandemic approach to English teaching and learning.
Exploring the Life and Academic Experiences of International Students at the University of Jambi, Indonesia: A Case Study Saharudin; Handayani, Reli; Harsyah, Ahmad Syauqi; Marzal, Jefri; Putri, Regita Riani
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.v8i2.25847

Abstract

The increasing number of international students in Indonesia's higher education sector urges institutions to improve the quality of their services, facilities, and education. The teaching and learning environment is critical, encompassing the effectiveness of instructional methods, classroom interactions, and the academic support systems provided by the university. Additionally, their socio-experiences, including integration into the campus community and interactions with peers, play a crucial role in their overall well-being and academic success. This study aims to explore the life and academic experiences of international students in undergraduate International Programs at the University of Jambi in Indonesia. This research employed a mixed-method approach, combining a questionnaire adapted from the Strategy Inventory for Language Learning (SILL) and in-depth interviews, with a total of 13 international students from international classrooms participating in the study. The research highlights significant challenges for international students at the University of Jambi, including inadequate classroom and laboratory facilities, poor lighting, and insufficient resources, particularly in Animal Sciences and Agriculture. Language barriers due to Indonesian being the primary medium of instruction further hinder learning. Students express high dissatisfaction with services such as insurance, health facilities, extracurricular activities, and counseling, though library services are well-regarded. Recommendations include adopting English for instruction, providing bilingual training for lecturers, and improving infrastructure and student services to enhance the overall academic experience for international students
Does Explicit Instruction Drive Improvement in Writing and Collocation? Arlius, Yeni; Jufrizal
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.v8i2.26026

Abstract

Explicit Instruction is an educational approach known for its structured and systematic method of teaching, which enhances various academic skills. While its impact on writing skills has been extensively explored, its potential benefits for young students in developing writing proficiency and collocation awareness have garnered interest. This study aims to determine the extent to which Explicit Instruction can improve students' awareness of collocations and writing skills among 25 young students of MTs Darussalam Amping Parak, West Sumatera, Indonesia. Data were collected from writing tasks, tests, observational checklists, and field notes as all participants underwent an Explicit Instruction intervention over two cycles. The findings show that during the first cycle, the average collocation test score was 53.64, with no students meeting the minimum achievement criteria, though this was an improvement from the pre-cycle average of 36.8. In the second cycle, the average score rose to 75.84, with 11 students surpassing the score of 75. For the writing test, the first cycle's average score was 69.96, with 9 students meeting the minimum standard, up from a pre-cycle average of 55.73. By the second cycle, the average writing test score increased to 82.37, with 20 students passing the minimum standard. These results indicate that Explicit Instruction can enhance students' awareness of collocations and improve their writing skills, suggesting that this instructional method is effective for young students and could be integrated into their writing curriculum to foster better writing proficiency.
Boosting Caption Craft: Instagram and WH-Questions to Elevate Student Writing Ariza, Rosehana; Trisno, Edi
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.v8i2.26057

Abstract

The ability to communicate clearly and effectively through written text is a fundamental skill that students need to master for better English acquisition. In particular, digital communication has become increasingly prevalent, with social media platforms like Instagram that students might be involved in various writing activities such as descriptive captions, storytelling, persuasive writing, informational posts, and reflective writing. As such, there is a pressing need to develop innovative teaching strategies that not only improve students' writing abilities but also make the learning process relevant and engaging in the context of their digital lives. This study aimed to analyze the improvement of high school students' ability to write structured paragraphs for captions through Instagram utilizing the WH Question Technique. The research engaged 28 twelfth-grade students from SMAN 2 Batang Anai in West Sumatra, Indonesai. The classroom action research framework, conducted over two cycles, each consisting of three sessions. Data collection methods included assessments of student achievements, interviews, and classroom observations, analyzed using qualitative and quantitative descriptive methods. The findings demonstrated a notable improvement in students' writing skills; the average score increased from 67.08 in the first cycle to 71.76 in the second. Improvements were particularly significant in the students' ability to generate ideas and adapt their writing for social media, specifically Instagram. The study concludes that the integration of Instagram discussions with WH Question Technique enhance paragraph writing skills in an engaging and practical digital format, proving beneficial for high school students' engagement and skill development in writing.
Crafting Language for Culinary Excellence: Customizing ESP Content to Align with Student and Industry Needs Simanjuntak, Khairun Nisa; Ratmanida
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.v8i2.26093

Abstract

The alignment of English for Specific Purposes (ESP) materials with the needs of students and the culinary industry is crucial for preparing graduates to excel in the competitive fields of tourism and hospitality. In particular, essential English language skills such as culinary terminology, effective communication in professional kitchen environments, and writing recipes or menus in English should be addressed more in existing curricula. This study aimed to assess the relevance and practicality of current ESP materials within the context of culinary education at an Indonesian university. Using a qualitative descriptive approach, the research involved 40 second-semester students who had completed a course in Professional English, along with 11 waitstaff from hotels and restaurants in West and North Sumatra. The findings revealed significant gaps in the current materials, particularly in areas critical for international customer service and multicultural teamwork, such as food presentation, customer interaction, and sanitation practices. The study concludes that English learning materials must be tailored to meet the general needs of English learners and the specialized demands of the culinary industry. Incorporating relevant terminology, practical communication skills and industry-specific content is essential for better preparing students for professional roles in catering and hospitality. The research suggests that focused classroom techniques on communication and specialized vocabulary can guide educators in developing more effective ESP materials for the culinary field.
Bridging Success through Comparative: Uncovering the Motivation Potential of Improving Students' Writing, Individually vs Collaboratively Azwinatul Hikmah; Muhammad Al Hafizh
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.v8i2.26196

Abstract

Writing effectively is crucial in upper secondary education, yet many students face challenges with vocabulary, grammar, spelling, and punctuation. Educators can assist by incorporating both individual and collaborative writing methods. This study investigates the impact of these writing activities on students' writing skills and examines the role of student motivation. Using a causal-comparative method, the study involved 35 tenth-grade students from SMA Negeri 2 Tambang, Indonesia. A questionnaire based on Dörnyei (1994) indicators assessed student motivation levels, while a descriptive writing test evaluated their writing skills. Writing samples were scored using an analytical scoring rubric, and a two-way ANOVA analyzed the effects of motivation levels on writing skills in both individual and collaborative contexts. Results showed a significant interaction between the type of writing activity and motivation level, with a significance level of 0.006. The findings indicate that collaborative writing activities significantly enhance writing skills, while motivation levels do not have a substantial impact on writing performance. Educators are encouraged to blend individual and collaborative writing activities to optimize students' writing skill development. Individual writing supports personal reflection and growth, whereas collaborative writing promotes peer learning and idea exchange.
Fostering EFL Learners’ Writing Skills through Blog-Assisted Language Learning (BALL) Sari, Silvia Nurmila; Wulyani, Anik Nunuk; Suharyadi
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.v8i2.26235

Abstract

Blog-Assisted Language Learning (BALL) provides a platform for students to enhance their language skills through interactive and engaging activities. These activities include peer review and feedback, interactive discussions, reflective journals, and multimedia integration. This study aims to investigate the specific impact of BALL on improving EFL learners' writing performance, addressing the problem of how this innovative approach can enhance various aspects of writing skills. This study was conducted using classroom action research in one cycle, involving 18 vocational school students. Data were gathered through writing tests, observation checklists, and questionnaires. The findings revealed that implementing Blog-Assisted Language Learning significantly enhanced the learners’ writing performance and attitudes toward learning English. The students showed improvement in content, organization, vocabulary, language use, and mechanics of their writing. The average score increased from 71.61 in the pretest to 81.9 in the posttest. All students were engaged in the teaching and learning process, and they found using a blog to promote language acquisition to be an enjoyable activity. Additionally, a Paired Sample t-Test showed a significant difference between the students' overall scores pre-test and post-test, with a level of significance of 0.000, indicating that the implementation of Blog-Assisted Language Learning had a statistically significant impact on improving the students' writing performance. Therefore, Blog-Assisted Language Learning proves to be a valuable strategy for enhancing EFL learners' writing skills, and its interactive and enjoyable nature can motivate students, creating a more dynamic and student-centered learning environment.

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