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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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Do Emotions Teach Us How to Teach? Emotional Insights from an International EFL Practicum in Thailand Rachmawati Nur, Maulidia; Jihan Khalishah, Salsabila; Afandi, Muhajir
VELES Voices of English Language Education Society Vol 9 No 2 (2025): August 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i2.30333

Abstract

This qualitative case study explores the emotional geographies experienced by Indonesian pre-service teachers during an international EFL teaching practicum in Southern Thailand. Using Hargreaves’ (2001) framework, which includes moral, sociocultural, political, professional, and physical geographies, this study examines how emotional dynamics influence the practicum experiences of two pre-service teachers over six months. Data were gathered through open-ended questionnaires and semi-structured interviews, then analyzed with Braun and Clarke’s Thematic Content Analysis and the Miles and Huberman model. The findings indicate that three emotional geographies, moral, sociocultural, and political, were most prominent. These emerged through emotional challenges such as managing student behavior, navigating cultural and linguistic differences, and dealing with hierarchical structures that hinder open communication and emotional expression in the classroom. Despite these challenges, participants also experienced emotional growth, increased cultural awareness, and development of their teaching identities. The study highlights the importance of affective experiences in shaping teacher development, particularly within intercultural and multilingual educational settings. It contributes to the expanding body of literature on international teacher education by emphasizing the need to include emotional preparation and intercultural competence in pre-service teacher training. Addressing emotional aspects of teaching through structured reflection, emotional literacy, and mentoring can better prepare future educators for global teaching assignments. The findings suggest that policy and curriculum reforms in teacher education are essential to foster emotional resilience and intercultural adaptation during international practicums.
Can Augmented Reality Revive Vocabulary Learning? A Study on Motivation Among Secondary EFL Learners Fithrotul 'Aini, Alfi; Tarihoran, Naf'an; Kheryadi
VELES Voices of English Language Education Society Vol 9 No 2 (2025): August 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i2.30339

Abstract

Augmented Reality (AR) is increasingly seen as a powerful educational tool that provides immersive and interactive learning experiences. However, its influence on English vocabulary learning among secondary school students remains underexplored. This study examines the effectiveness of AR in improving English vocabulary mastery and learning motivation among Grade VII students in Serang City, Indonesia. Using a randomized mixed-methods approach, 75 students (aged 12–13) were divided into an experimental group (n = 38), which received AR-based vocabulary instruction, and a control group (n = 37), which was taught using traditional image-based media. Quantitative data were collected through pre- and post-tests of vocabulary skills and motivation questionnaires, both showing high reliability (α = 0.932 and α = 0.890, respectively). Qualitative data were gathered via semi-structured interviews and analyzed thematically. Results from the Mann-Whitney U test and independent samples t-test indicated a significant improvement in vocabulary learning and motivation among students exposed to AR. The experimental group performed better than the control group in satisfaction, engagement, and interest. Interview results further supported these findings, emphasizing AR’s ability to increase interactivity, support memory retention, cater to diverse learning styles, and boost overall learner enthusiasm. These results highlight the pedagogical potential of AR in fostering vocabulary development and motivation in secondary English education.
Enhancing EFL Students’ Environmental Awareness and Motivation through a Faith-Based Green ELT Curriculum Scipio, Jane Elvira; Mangangue, Jeane; Tumuju, Vivi Nansy; Suot, Royke Max; Kalangi, Jola Silvana; Lumentah, Lenda; Lalira, James Edward
VELES Voices of English Language Education Society Vol 9 No 2 (2025): August 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i2.30685

Abstract

Integrating sustainable education into English as a Foreign Language (EFL) has become increasingly important in response to global environmental challenges. This study evaluates the effectiveness of a localised Green ELT curriculum developed and implemented at a private Christian university in Tomohon, Indonesia. Guided by a Design-Based Research (DBR) methodology, the curriculum was designed to integrate ecological content with Christian values and English language learning objectives. The study involved 50 purposively selected EFL students and was conducted over three months (March–May 2025) through three phases: curriculum design, classroom implementation, and evaluation. Data were collected using pre- and post-questionnaires, classroom observations, and Focus Group Discussions (FGDs). Quantitative data were analysed with paired t-tests, while qualitative data were thematically analysed. The findings revealed statistically significant improvements in both environmental awareness (t = -13.62, p < 0.001) and motivation to learn English (t = -6.60, p < 0.001). Qualitative insights further confirmed that faith-based discussions and contextualised activities deepened student engagement, linking language learning to sustainability issues. These results demonstrate that Green ELT can foster linguistic skills while enhancing students’ sense of environmental responsibility when localised and aligned with cultural and religious values. The study highlights the potential of Green ELT in faith-based contexts and recommends further adaptation across diverse educational settings to promote sustainable language education.
Simulation-Based Project Learning in ESP: The Effectiveness of Crewpers for Vocational Journalism Education Sumira; Febriansyah, Gema; Miladiyenti, Fithratul; Wahyuni, Nini; Laily, Hamidah Izzatu
VELES Voices of English Language Education Society Vol 9 No 2 (2025): August 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i2.30694

Abstract

Preparing students for professional communication in English for Journalism requires more than linguistic accuracy; it demands authentic, workplace-oriented learning environments that replicate editorial processes. Despite the increasing use of project-based learning (PBL) in English for Specific Purposes (ESP), few studies have examined digital newsroom simulations aligned with vocational “teaching factory” models. This study evaluates the effectiveness of Crewpers, a student-developed digital journalism platform designed as an authentic newsroom simulation, in enhancing vocational English for Journalism instruction. A quasi-experimental one-group pretest–posttest design was employed with 16 students enrolled in the D4 English for Business and Professional Communication program at a public polytechnic in Indonesia. Using a validated 16-item questionnaire, student perceptions were measured across four dimensions: critical thinking, collaboration, journalistic production, and communication. Paired-sample t-test results revealed statistically significant improvements in all dimensions (p < .001), with the largest gains observed in journalistic production, where students reported greater confidence in producing publishable news content. Students also highlighted features such as real-time editorial feedback, role distribution, and public publishing as central to their learning gains. These findings suggest that Crewpers effectively bridges ESP instruction with professional performance tasks, offering a replicable model of simulation-based pedagogy for vocational contexts. While limited by sample size and reliance on self-reported data, this study underscores the pedagogical value of integrating digital newsroom platforms into ESP and recommends future research using mixed-method designs to assess long-term impacts on writing quality and professional readiness.
Writing Assessment Literacy and Its Role in Shaping EFL Student Learning and Performance in Indonesian Universities Pujiawati, Nia; Mujiyanto, Januarius; Hartono, Rudi; Yuliasri, Issy
VELES Voices of English Language Education Society Vol 9 No 2 (2025): August 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i2.30750

Abstract

Writing Assessment Literacy (WAL) is an essential competency for English lecturers in higher education, particularly in English as a Foreign Language (EFL) contexts such as Indonesia, where cultural and pedagogical traditions often shape assessment practices. Despite growing attention to assessment literacy, limited research has explored how different WAL levels relate to students’ learning experiences and writing performance. This study addresses that gap by examining how lecturers’ WAL influences student outcomes in Indonesian universities. Using a sequential mixed-methods design, Phase 1 involved 24 EFL lecturers who completed a Writing Assessment Literacy Test. Results identified three WAL groups: Excellent (50%), Good (29.2%), and Low (20.8%). One lecturer from each group was selected for Phase 2, along with their respective student cohorts (n = 66). Data sources included student responses to an Assessment Experience Questionnaire, writing samples evaluated with a standardized rubric, and statistical analyses using Kruskal-Wallis tests and Spearman rank correlations. Findings revealed significant differences in student learning experiences across groups (K = 40.791, p < 0.0001, η = 0.616), with the Low WAL group reporting the highest learning scores. In contrast, the Good WAL group achieved the highest writing performance (K = 6.531, p = 0.038, η = 0.0719), suggesting a possible “optimal zone” of assessment practice. Strong positive correlations were found between student learning and writing outcomes (ρ = 0.63–0.84, p < 0.05). These findings indicate that WAL influences student outcomes, but not in a strictly linear way, emphasizing the need for context-aware and pedagogically responsive assessment literacy development.
ESP Lesson Design Through Lesson Study: Insights from a School-University Partnership in Indonesia Hakim, Lystiana Nurhayat; Muliyah, Pipit
VELES Voices of English Language Education Society Vol 9 No 2 (2025): August 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i2.30777

Abstract

Designing effective English for Specific Purposes (ESP) lessons in vocational schools remains a challenge, as teachers often struggle to source authentic materials, align content with workplace demands, and collaborate across disciplines. This study investigates the collaboration between vocational English teachers, university students, and lecturers in developing ESP lesson designs. It utilized the school–university partnership-based Lesson Study framework (Plan, Do, See) across twelve meetings in Indonesian vocational schools. A qualitative–quantitative design was employed with five English teachers, three lecturers from English education, agriculture, and farming, and thirty-five pre-service teachers. Data were collected through observations, a self-developed questionnaire that was content-validated by professors in a private university, semi-structured interviews, and field notes, and analyzed thematically and descriptively. Survey results show that over 85% of participants agreed or strongly agreed that lesson study enhanced their ESP lesson planning, improved their understanding of students’ needs, and strengthened collaboration with colleagues. Interviews and observations corroborated these findings, highlighting that lesson study fostered trust, professional community, and greater confidence in integrating authentic workplace materials. Pre-service teachers reported improved ability to connect theory with practice, while lecturers enriched lesson design with subject-specific expertise. Challenges included selecting suitable syllabus topics, sourcing authentic ESP materials, and managing online delivery. The study demonstrates that school–university partnerships through lesson study provide an effective model for enhancing ESP pedagogy and professional development, supporting teacher autonomy and preparing pre-service teachers with collaborative competencies for future careers.
Integrating Papuan Local Cultural Content in English Narrative Reading Instruction: Strategies, Challenges, and Frameworks for Oral Tradition in EFL Contexts Suhartawan, Vina Vania; Suryati, Nunung; Sujiatmoko, Ahmad Heki
VELES Voices of English Language Education Society Vol 9 No 2 (2025): August 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i2.30827

Abstract

English language teaching in Papua faces distinctive challenges due to its multilingual environment, geographical isolation, and reliance on undocumented oral traditions, yet limited research has examined how these realities shape culturally responsive pedagogy in EFL contexts. This study aimed to explore how English teachers at junior high, senior high, and university levels in Jayapura integrate Papuan local cultural content into narrative reading instruction, and to identify challenges in implementing such instruction when source materials are largely oral and undocumented. Guided by culturally responsive pedagogy and using a narrative inquiry design, three purposefully selected teachers participated in in-depth interviews, classroom observations, document analysis, and maintained reflective journals over three months. Data were analyzed thematically with cross-case comparison. Findings revealed six interrelated strategies, contextual substitution, community engagement, project-based cultural documentation, trilingual and bilingual vocabulary methods, and student-centered cultural knowledge exchange, through which teachers enhanced reading comprehension, cultural relevance, and student engagement. These strategies, however, were constrained by six persistent challenges: scarcity of documented materials, high individual material development burden, time constraints, cultural sensitivity and protocol requirements, curriculum rigidity, and professional isolation. The study offers an empirically grounded framework for integrating indigenous oral traditions into English reading instruction and highlights the need for institutional support, collaborative networks, and curriculum flexibility to preserve oral cultural heritage while strengthening students’ linguistic and cultural identities.
Gender Representation and Educational Equity: A Critical Analysis of Indonesian Senior High School English Textbooks Hia, Nadia Virdhani; Rangkuti, Rahmadsyah; Sinar, T. Silvana; Zein, T. Thyrhaya; Fithriani, Rahmah
VELES Voices of English Language Education Society Vol 9 No 2 (2025): August 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i2.30878

Abstract

Despite increasing global awareness of gender equity, research on how English textbooks shape students’ perceptions of gender remains limited in Indonesia. This study examines the linguistic and visual gender portrayals in two government-issued English textbooks for Grade X and XI senior high school students (revised 2017 editions), which are widely used nationwide. Using a qualitative content analysis integrated with critical discourse analysis, the study systematically analyzed all textual and visual elements, including dialogues, narratives, exercises, and illustrations, guided by established frameworks for evaluating gender representation. Quantitative coding documented frequency and types of gender representation, while discursive interpretation examined how language and images construct social meanings. Findings reveal 404 textual and 201 visual gender representations: although textual mentions in Grade X show near parity (35% male; 35% female), Grade XI reflects male predominance (43.5% vs. 33.5%), and visuals overall favor male visibility (43.7%). Female figures are disproportionately associated with domesticity, emotional expression, and limited occupations, whereas males appear in more diverse, agentive, and authoritative roles. Gendered language reinforces these patterns through masculine generics and adjectives emphasizing appearance for females and intellect for males. These findings suggest that while attempts at balance exist, textbooks continue to reproduce traditional gender ideologies. The study contributes a nuanced understanding of how school materials reflect and shape sociocultural norms and offers implications for textbook design and educational policy to foster inclusive and equitable gender representation aligned with SDG 5.
Exploring Reflective Journal as a Pathway to Teacher Autonomy: A Qualitative Case Study of EFL Secondary Teachers in Indonesia Latifa, Intan Septia; Lengkanawati, Nenden Sri; Damayanti, Ika Lestari
VELES Voices of English Language Education Society Vol 9 No 2 (2025): August 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i2.30889

Abstract

Reflective practice and teacher autonomy are conceptually linked but often examined separately. While previous studies have explored reflective practice to enhance individual self-awareness, critical thinking, and teaching competence, little is known about its broader implications for fostering teacher autonomy in institutional and policy contexts. This qualitative case study investigated how reflective teaching journals contribute to the development of professional autonomy among EFL secondary teachers. Specifically, it examined (1) the elements of reflection evident in teachers’ journal entries and (2) how teachers exercise self-initiated pedagogical decision-making in lesson preparation. Five EFL secondary teachers from a senior high school in Serang, Indonesia, were purposively selected. Data comprised 20 reflective journal entries, guided by structured reflection prompts, and semi-structured interviews. Five reflection elements, suggestions, problems, hypotheses, reasoning, and testing were identified using content analysis and thematic coding. Testing and reasoning were most frequently linked to problem-solving strategies for increasing student engagement. Autonomy was evident in teachers’ adaptations of syllabi, sequencing of topics, and supplementation or replacement of textbook materials to meet learners’ needs. The findings indicate that reflective elements do not necessarily occur in a fixed sequence and highlight how reflective journaling can serve as both a diagnostic and developmental tool for teacher autonomy. The study recommends greater institutional support for diverse reflective practices to strengthen teachers’ capacity for informed, context-responsive decision-making in EFL classrooms.
Designing Meaningful Lessons: Barriers and Solutions in Instructional Planning Among Indonesian Prospective EFL Teachers Kusriandi, Wendi; Herawan, Endang; Aminah, Neneng; Bin Mamat, Noordin
VELES Voices of English Language Education Society Vol 9 No 2 (2025): August 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i2.30897

Abstract

Instructional planning is widely recognised as essential for effective teaching, yet prospective teachers often lack the knowledge, experience, and resources to design context-responsive lessons. Research on lesson planning has predominantly focused on in-service teachers, leaving limited insight into the multidimensional barriers teacher candidates face in Indonesian EFL contexts, particularly within private universities. This qualitative case study addresses this gap by examining two guiding questions: (1) What factors hinder prospective teachers in designing instructional plans? Moreover, (2) What solutions can effectively address these barriers? Three purposively selected eighth-semester students from the English Language Education Study Program at a private university in Indonesia were studied based on scaffolding principles. Data were triangulated through open-ended questionnaires, semi-structured interviews, and document analysis, and then analysed thematically with member checking to ensure trustworthiness. Findings highlight three interconnected challenges: limited mastery of pedagogical vocabulary and authentic material development, misalignment between methods and materials, and a persistent gap between theoretical coursework and practical classroom dynamics. Proposed solutions include intensive tiered mentoring by lecturers and supervising teachers, integration of authentic locally relevant materials, and real-case-based lesson design workshops. These findings contribute to teacher education research by offering evidence-based recommendations for curriculum reform and practicum design that strengthen prospective teachers’ competence in creating meaningful and contextually grounded lesson plans.

Page 37 of 38 | Total Record : 371

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