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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 Interactive PowerPoint Media Revolutionize Simple Sentence Learning in Elementary Schools? Rifana Khoirunnisa; Widagdo, Arif
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.v8i2.26409

Abstract

Improving student outcomes in constructing simple English sentences is essential, particularly in elementary education, where foundational language skills are developed. In Indonesian elementary school, low performance in this area was linked to the lack of interactive learning media. This study aimed to address this gap by developing, assessing the feasibility of, and evaluating the effectiveness of interactive PowerPoint-based learning media for fourth-grade students. Using the ADDIE development model—comprising Analysis, Design, Development, Implementation, and Evaluation—the study involved 26 students from SDN 02 Kendengsidialit Jepara, with data collected through observations, interviews, questionnaires, and documentation. The findings revealed a significant improvement in student performance, with the maximum score increasing from 71 in the pretest to 88.89 in the post-test. This improvement was confirmed by a paired t-test validating the media's effectiveness in enhancing learning outcomes. The analysis of pretest and post-test data further indicated moderate overall improvement underscoring the positive impact of the interactive PowerPoint-based learning approach. The study demonstrated that the interactive PowerPoint media is practical and feasible for improving students' mastery of simple English sentences. It is a valuable tool for enhancing language instruction in primary education.
Teacher-Student Interaction in EFL Classrooms through Creative Problem-Solving: An Application of the Initiation-Response-Feedback Model Aini, Rani Nur; Drajati, Nur Arifah; Putra, Kristian Adi
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.v8i2.26509

Abstract

Effective teaching relies heavily on solid communication and meaningful interaction between teachers and students. These elements create an environment where students are more engaged and motivated, leading to better learning outcomes. One way to enhance this interaction is through Creative Problem-Solving (CPS), which incorporates creativity into the teaching process. CPS encourages students to think imaginatively, collaborate, and apply knowledge dynamically, fostering a more engaging and interactive classroom environment. This study aims to investigate how Creative Problem-Solving (CPS) facilitates teacher-student interaction patterns by applying the Initiation-Response-Feedback (IRF) theory in an EFL classroom at a state university in Indonesia. The study involved 46 pre-service teachers, six males and 40 females, all fifth-semester undergraduate students enrolled in the Curriculum and Material Development course. Data collection methods included deep interviews and classroom observations. The research revealed that pre-service teachers faced challenges with CPS projects, especially those involving telecollaboration. However, they valued the lecturer's guidance and feedback, which played a crucial role in helping them overcome these difficulties and complete the tasks. Thus, to maximize the benefits of CPS, lecturers must provide a clear understanding of CPS principles, as it is a relatively new approach for many pre-service teachers. Additionally, encouraging pre-service teachers to seek guidance and actively engage in collaborative activities can enhance their critical thinking and overall learning experience.
Navigating the Digital Shift: The State of Junior High Schools' Technological Readiness in Indonesia Kistanti, Aisyah; Sunardi; Drajati, Nur Arifah
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.v8i2.26524

Abstract

The digital shift in education requires readiness among school members to manage the challenges of organizational change. This study investigates the technological readiness of junior high schools in Indonesia from teachers' perspective, using Weiner's (2009) theory of organizational readiness for change, and examines students' readiness for digital learning. Participants included teachers and students from four junior high schools in Boyolali, Central Java, selected through convenience sampling with a 95% confidence level (0.05). Descriptive statistical analysis indicated a positive readiness for digital transformation (mean = 3.74). The study found that only the Valence of Change factor had a statistically significant correlation with schools' readiness for digital shift. Furthermore, respondents showed a positive attitude toward digital learning, with no significant gender differences in students' perceptions and use of digital tools. These findings offer valuable insights for educators, researchers, and school administrators in driving digital transformation in education. The study recommends integrating digital learning into the curriculum to boost student engagement and interest.
Multimodal Learning Strategies in Secondary EFL Education: Insights from Teachers Rohi, Maria Paulina; Nurhayati, Lusi
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.v8i2.26546

Abstract

Multimodal learning has shown promise in various educational settings, positively impacting teaching and learning outcomes. However, the multifaceted effects of multimodal learning on secondary EFL students' second language acquisition still need to be explored, especially at the secondary school level. A deeper understanding of how multimodal learning—which involves the integration of linguistic, auditory, visual, and kinesthetic modalities to convey information—influences second language learning is crucial for effective language teaching. The study aims to explore the role and instructional practices of multimodal learning in enhancing students' second language outcomes through in-depth interviews with teachers. Eight English teachers from several junior high schools across East Nusa Tenggara, Indonesia, participated in the study. The participants had varied teaching experiences: three teachers with 6–10 years, four with 11–15 years, and one with over 16 years of experience. The results indicate that teachers have diverse experiences integrating various combinations of learning modes into their teaching practices. Four key themes emerged regarding the role of multimodal learning in students' second language acquisition, enhancing understanding, improving retention, encouraging participation and motivation, and accommodating different learning styles. This study offers insights for teachers to optimize their teaching strategies and highlights the effectiveness of multimodal approaches in English language education.
Can Contextual Teaching and Learning (CTL) Revolutionize Cadets’ Speaking Skills in Maritime English? Limbong, Sunarlia; Palayukan, Novianty; Djajasasana, Egbert Edward; Tandibura, Frans
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.v8i2.26651

Abstract

Effective English communication is vital in the global maritime industry. Maritime English, a branch of English for Specific Purposes (ESP), addresses the needs of maritime professionals. Contextual Teaching and Learning (CTL) uses real-life scenarios, making it ideal for vocational training. This means practicing real shipboard situations for maritime cadets, leading to effective learning. This study investigates the effectiveness of Contextual Teaching and Learning (CTL) on cadets’ speaking skills when learning English for Specific Purposes (ESP) instructional materials. The study applied a quasi-experimental method with a nonequivalent group design, involving 48 cadets from the deck study program at the Merchant Marine Polytechnic of Makassar, Indonesia. The results indicate a significant improvement in the pretest-posttest scores, analyzed using a statistical test with the prerequisite data being normally distributed. The hypothesis test results, with a significance value of 0.000, confirm that there were differences in the speaking skills of the cadets at the Merchant Marine Polytechnic of Makassar after applying the CTL model in English for Specific Purposes (ESP) instructional materials. The findings highlight that the CTL model positively impacts and optimally influences the teaching and learning process in speaking skills when cadets learn ESP materials. This approach increases cadets' confidence and encourages them to be active learners based on their real experiences.
What Do Elementary Students Need to Excel in English Learning? Sinta Muchlis; Ardi, Havid
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.v8i2.26729

Abstract

Integrating digital and interactive learning methods is crucial in enhancing English language acquisition among young learners. This study explores the preferences and attitudes of fifth-grade students toward these methods in English as a Foreign Language (EFL) education. The research aimed to identify the specific needs of young EFL learners and assess the effectiveness of technology-oriented learning models. A questionnaire was administered to 84 fifth-grade students, examining their engagement with various digital tools, including videos, audio materials, interactive games, digital modules, and mobile accessibility. The results indicate a strong preference for visually engaging and interactive methods, with students strongly inclined toward video-based learning and interactive activities, particularly enjoying interactive games. Digital modules with interactive exercises, quizzes, and simple, user-friendly layouts were highly favoured, and colourful transitions and animations further enhanced their experience. The study also highlights the demand for responsive, mobile-accessible modules and tools that provide progress tracking and feedback. These findings underscore the importance of incorporating multimedia and interactive elements in EFL resources to better cater to the needs of young learners, suggesting that digital methods can significantly improve language acquisition and student engagement.
Looking for a Fun Way to Learn English Vocabulary? Discover the Magic of Gamification with Digital Flashcards Andriani, Miftakul; Sunardi; Drajati, Nur Arifah
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.v8i2.26810

Abstract

Junior high school students learning English as a foreign language (EFL) in countries where English is neither the first nor the second language face significant challenges in acquiring vocabulary due to the infrequent use of English outside the classroom and monotonous teaching techniques. However, in the digital era, innovative educational tools like Digital Flashcard-based gamification offer an interactive and engaging solution. This study aims to understand junior high school EFL students' perceptions of learning English vocabulary through gamification using Digital Flashcards. The research was conducted as Classroom Action Research (CAR) and involved 32 junior high school students in Madiun District, Indonesia, learning English as a foreign language (EFL). Over eight meetings, these students engaged in learning animal-related vocabulary using Digital Flashcard-based gamification. Data were collected through pre-test and post-test and interviews to gather students' perceptions of the learning experience. The results indicate that students' vocabulary mastery significantly improved after using gamification-based Digital Flashcards, with an average increase of 15 points. The pre-test average score was 60, which increased to 75 in the post-test. The gamification elements (story, mechanics, aesthetics, and technology) enhanced students' exposure, attention, and enthusiasm during learning. Vocabulary mastery was effectively facilitated through diverse gamified activities. This study demonstrates that incorporating Digital Flashcards in a gamified format is an effective tool for improving vocabulary learning among EFL students.
Inspiring Through Interaction: The Impact of Teachers' Verbal and Non-Verbal Communication in EFL Classes Ruswandi, Riki; Arief, Muhamad; Novitasari
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.v8i2.26821

Abstract

Effective verbal communication, including clear explanations and constructive feedback, ensures that students comprehend the material and feel supported. Nonverbal communication, such as gestures, facial expressions, and eye contact, significantly contributes to sustaining student engagement and motivation. This research examines teachers' various verbal and nonverbal communication techniques in English as a Foreign Language (EFL) classes and explores their impact on student motivation. The study involved two teachers and 57 students from senior high schools in Indonesia, employing a phenomenological qualitative approach. Data collection methods included observation checklists, interviews, and questionnaires. The analysis revealed that teachers utilized seven distinct verbal communication methods—lecturing, questioning, giving directions, providing praise and encouragement, and offering feedback—and seven nonverbal methods, including eye contact, hand movements, physical proximity, facial expressions, physical appearance, and chronemics (the strategic use of time). Among these, students rated suggestions, praise, and encouragement as the most motivating verbal interactions, while eye contact emerged as the most influential nonverbal factor. These findings underscore the need for targeted teacher training in these communication strategies to foster a more engaging and motivating learning environment, thereby enhancing student learning outcomes in Indonesian EFL contexts.
Investigating EFL Learners’ Autonomous Use of Vocabulary Learning Strategies Outside of School: English Ruswandi, Riki; Vini Tenisa Aprilianti, Zalsa; Fitri Utami, Ulfah
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.v8i2.26832

Abstract

As communication in English relies on a robust vocabulary, high school learners must now take responsibility for independently mastering vocabulary through effective learning strategies driven by the shift toward promoting learner autonomy in modern teaching methods. Therefore, this study examines the vocabulary learning strategies that English as a Foreign Language (EFL) learners use autonomously outside of school and the factors that influence their strategy choices. This qualitative study utilizes questionnaires and semi-structured interviews involving 66 eleventh-grade students from Istiqamah High School in Bandung, Indonesia, who completed the questionnaires and 4 of whom participated in the interviews. The results of this study reveal that learners exhibit a moderate level of autonomy and use vocabulary learning strategies at a moderate level. Metacognitive strategies are the most frequently employed, followed by determination, affective, social, compensation, memory, and cognitive strategies. The study also highlights several factors that influence learners' awareness of the importance of autonomy and the use of vocabulary learning strategies, including gender—where males tend to show higher levels of autonomy and strategy use—age, with 18-year-olds demonstrating higher autonomy and 17-year-olds more actively using vocabulary strategies, and motivation, driven by personality, goal achievement, and the desire to improve language skills. Personal consistency in learning also emerged as a critical factor in learners' success in improving their vocabulary. This research implies that students may benefit from focusing on metacognitive strategies as a practical approach to learning vocabulary in English.
What Do Gen Z Students Need to Succeed in Reading Comprehension? Pramerta, I Gde Putu Agus
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.v8i2.26908

Abstract

The development of tailored educational content is essential for meeting the diverse needs of students, particularly in the context of English language education. This study aimed to identify the specific reading requirements of first-year undergraduate students majoring in English language education, focusing on Generation Z, characterized by their digital nativeness and unique learning preferences. Utilizing a mixed-methods approach, the research involved 56 Gen Z students at Mahasaraswati Denpasar University who participated in surveys and semi-structured interviews. The findings revealed a significant preference for intensive reading activities driven by challenges with unfamiliar vocabulary. Additionally, students emphasized the need to improve both vocabulary mastery and reading comprehension skills. The study also identified critical procedural, setting, and role-related needs influencing the learning process. These results underscore the importance of integrating Gen Z students' target and learning needs into the design of reading courses. Consequently, English teachers are encouraged to adapt their instructional strategies based on a comprehensive needs analysis to support their students' learning objectives effectively.

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