Voices of English Language Education Society
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.
Articles
371 Documents
<![CDATA[The Use of Snowball Technique in Teaching Writing Skill in EFL Classroom ]]>
<![CDATA[Indriani, Rina]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 3, No 1 (2019): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (304.816 KB)
|
DOI: 10.29408/veles.v3i1.1051
<![CDATA[This study aims at investigating the use of Snowball technique in teaching writing skill in EFL Classroom. Designed as pre-experimental research with pretest-posttest design, the sample of this research was 21 of 76 students of the tenth grade of SMK NW Pancor in the school year 2017-2018. Random sampling technique was used in determining the sample of the study. Writing test was the instrument used to collect the data. The data were then analyzed by using descriptive statistic and paired sample t-test to test the hypothesis. Based on the result of study, the mean score of the pre-test was 36.38 while in the post-test, it was 60.76; It means that the mean score of the post-test was higher than the mean score of pre-test. After submitting the data to a paired sample t-test, the present researcher found that the significance (2-tailed) value level of analyzed data was 0.00 which was lower than 0.05, so the alternative hypothesis (Ha) of this study was accepted. It implies that snowball technique was significantly effective in teaching writing recount text. It is suggested that English teacher use snowball technique as an alternative technique in teaching writing on recount text.]]>
<![CDATA[The Principles of Language Learning and Teaching in Communication Skill Developments ]]>
<![CDATA[Aprianto, Dedi]]>;
<![CDATA[Zaini, Novian]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 3, No 1 (2019): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (327.987 KB)
|
DOI: 10.29408/veles.v3i1.1281
<![CDATA[A language has two different and integrated skills, the receptive skills and the productive skills. Surprisingly, a speaking is a part of the productive one, as one of the main skills of all. It is also categorized as the micro ability salient for an effective communication and a global means of communication within both social interaction as well as digital communication. The development of the micro ability must have been considered by paying attention toward the principles of language learning and teaching; needs-based curriculum, learning methods, and the theoretical basis construction. The strong consideration of the basic principles of language and teaching gives the nuance and the insights towards both language teachers, curriculum makers, as well. The use of Communicative Language Teaching (CLT) reflected from what is rooted in Hymes’ theory emphasizes on Communicative Competence as a social interaction and functional rules of human language (Constructivism Theory). Whereas the Chomsky’s notion of Communicative Competence based on the psycholinguistic perspective depicting a language has two concepts, namely competence and performance (Nativist Theory). Finally, a language is seen as a phenomena observable and even process of automaticity. It focuses on the relationship of stimuli-responses by strengthening that relationship through more exercises / practices. ]]>
<![CDATA[The Use of EGRA Technique in Teaching Passive Voice for EFL Classroom ]]>
<![CDATA[Zaenap, Siti]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 3, No 1 (2019): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (378.553 KB)
|
DOI: 10.29408/veles.v3i1.1019
<![CDATA[This study aimed at investigating the effectiveness of experience, generalization, reinforcement, and application (EGRA) technique in teaching passive voice of EFL learners. The design of this study was pre-experimental research with pre-test and post-test design. It was conducted at the EFL students of Hamzanwadi University especially in the second semester of English department in the academic year 2017-2018. The sample consisted of 28 students. In determining the sample, this study used cluster random sampling technique. The instrument was objective test in form of multiple choices in order to collect the data. The data was analyzed by using descriptive statistic and paired sample t-test in order to test the hypothesis. The result of descriptive statistic indicated EGRA technique is effective for EFL learners on which the mean score of post-test (14.21) was greater than the mean score of pre-test (9.96). For the hypothesis testing by using paired sample t-test at significance (2 tailed) value level of analyzed data was .000, it was lower than 0.05. So, it indicated that the alternative hypothesis of this study was accepted. In other word, EGRA technique was significantly effective in enhancing students’ ability in passive voice at the second semester of Hamzanwadi University in the academic year 2017-2018.]]>
<![CDATA[Nuclear Stress in Oral Communication among EFL Speakers: Is It Important or Not? ]]>
<![CDATA[Moedjito, Moedjito]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 2, No 2 (2018): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (45.702 KB)
|
DOI: 10.29408/veles.v2i2.1306
<![CDATA[This article reports a study which investigated the importance of nuclear stress in the successful oral communication among EFL speakers in the context of global intelligibility. In addition to the main objective, the present study tried to disclose the participants’ experience in learning English and their opinion about English pronunciation as well as pronunciation teaching. In order to achieve the goals of the study, the present researcher conducted a participatory research. Two types of instrument were used to collect data: a questionnaire and an in-depth interview. Prior to the in-depth interview, the questionnaire was distributed to 63 EFL participants. The main finding discovered that the EFL participants did not share their agreement on the important role of nuclear stress when speaking English. They acknowledged that meaningful vocabulary and intelligible pronunciation influenced their understanding the message being sent by the speakers. Also, the results have revealed that although the EFL participants had different durations and occasions in learning English, their oral ability was considerably good to excellent. They could improve their oral performance, particularly pronunciation, for some other factors such as listening English music, travelling, listening to Podcasts, and others.]]>
<![CDATA[An Analysis on Students’ Perception of the Application of Journalist Questions in Teaching Writing ]]>
<![CDATA[Saofi, Muhammad]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 3, No 1 (2019): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (411.077 KB)
|
DOI: 10.29408/veles.v3i1.1050
<![CDATA[This research aimed at knowing about the teaching learning process through journalist questions and students’ perception of the application of journalist questions. This research is qualitative research. The subject of this research was the students of X IPS SMA NW Pringgabaya which consisted of 23 students. In addition, observation, questionnaire, and semi structured interview were used for collecting data. The finding revealed that the students have a good perception toward the implementation of journalist questions in teaching writing in the class. In addition, based on the result of observation, questionnaire and interview, the application of journalist questions was applied appropriately and the students’ perception in teaching writing is good.”]]>
<![CDATA[The Correlation among Students’ Vocabulary Mastery, Students’ Creativity and Their Writing in Descriptive Texts ]]>
<![CDATA[Huliani, Baiq Aniatun]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 3, No 1 (2019): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (350.849 KB)
|
DOI: 10.29408/veles.v3i1.1017
<![CDATA[This research aimed at finding out the significant correlation among students’ vocabulary mastery, students’ creativity and their writing in descriptive texts for the eighth grade students of SMP Islam Al Badriyah in the school year 2017-2018. This research design was a correlational research with the population of the research was the eighth grade students of SMP Islam Al Badriyah and the sample was 23 students of class VIIIA which was chosen by using purposive sampling. To collect the data, the present researcher used fill the blank and essay test. In analyzing the data, she used SPSS statistics 22 for windows program. From the result of the partial correlation, it was found r = .595 at p < .003 for the correlation between vocabulary mastery and writing ability, the correlation between creativity and writing ability was found r = .586 at p < .003, the correlation between vocabulary mastery and creativity was found r = .747 at p < .000. While the correlation among students’ vocabulary mastery, students’ creativity and their writing ability was found r = .611 at p < .003. The value of significance level was less than 0.05. Meaning that, there was a significant correlation among students’ vocabulary mastery, students’ creativity and their writing in descriptive texts for the eighth grade students of SMP Islam Al Badriyah in the school year 2017-2018]]>
<![CDATA[The Use of Tourism Picture in Teaching Writing of Descriptive Texts in EFL Classroom ]]>
<![CDATA[Hafizah, Reni]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 3, No 1 (2019): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (216.918 KB)
|
DOI: 10.29408/veles.v3i1.924
<![CDATA[This research was intended to know the effectiveness of tourism picture in teaching writing of descriptive text for the tenth graders of MA NW Rempung in school year 2017-2018. The design of this research was a pre-experimental research with pre-test and post-test design. The result of the dat was analized by using SPSS 22 for windows programe.The sample was 26 students of the tenth graders (IPS-X) of MA NW Rempung in school year 2017-2018. The instrument was a subjective test in form of writing test. The result was analyzed by using descriptive statistics and a paired sample t-Test to proved whether the alternative hypothesis was accepted or not. The present researcher found that the mean score of pre-test was 59.62 while the mean score of post-test was 75.15. In paired-sample t-test there was a significant difference in the mean scores between pre-test and the post-test, t (df=25) = 44.16 at p = .000, it means that the null hypothesis was rejected and alternative hypothesis was accepted. It implies that Tourism Picture was significantly effective in teaching writing of descriptive text for the tenth graders of MA NW Rempung in school year 2017-2018.]]>
<![CDATA[The Use of Assistance Computer Word Processor To Teach Writing Skill For EFL learners ]]>
<![CDATA[Azizaturrohmi, Zulfa]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 3, No 1 (2019): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (268.035 KB)
|
DOI: 10.29408/veles.v3i1.1021
<![CDATA[This study aimed at determining the effectivenes of Assistance of Computer Word Processor to teach writitng skill for the eleventh grade students of MA Muallimat NW Pancor in the school year 2017-2018. The purposed of the research were 1) to find out whether or not Assistance Computer Word Processor is effective in teaching writing for the eleventh grade students of senior high school in the school year 2017-2018 and 2) to know how effective Assistance Computer Word Processor is in teaching writing skill for the eleventh grade students of senior high school in the school year 2017-2018. This research was a pre-experimental research. The population was 94 students and and sample was 30 students. The instrument used in this resarch was essay test. The researcher gave a pre test in the fisrt meeting, treatment, and post test in the last meeting. The result of mean score of pre-test was (30.93) and the mean score in post-test was (69.06). After analyzing through the data use SPSS, the researcher found that there was significant difference between the mean score before and and after treatment, t(df = 29) =48.42 at p= 0.000. After conducted the research, researcher found that using Assistance Computer Word Processor was effective in teaching writing skill for eleventh grade students of MA Muallimat NW Pancor. There is no doubt that the Word Processor was helpful tool in improving students writing skill.]]>
<![CDATA[Teaching and Learning Transactional Dialogue through Flipped Classroom for Millennial Students in Urban era ]]>
<![CDATA[Rachmatillah, Intan]]>;
<![CDATA[Munir, Ahmad]]>;
<![CDATA[Anam, Syafiul]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 3, No 2 (2019): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (609.748 KB)
|
DOI: 10.29408/veles.v3i2.1567
<![CDATA[The aim of this research is knowing is the implementation of a Flipped classroom during the process of learning English in expressing transactional dialogue towards millennial students nowadays. Because flipped classroom creates a different atmosphere since it relates to technological activities. In this research, the researcher tried to include digital videos as a bridge to connect the students? activity in using technology with their English lesson through YouTube as social media. In this research used qualitative research design. It used to know-how is the implementation of the flipped classroom for millennial students. This research contains some students in the tenth grade of science class group and a teacher from one of state senior high schools in Gresik region. In collecting data, the researcher used observation to know what the activities in depth during the implementation of the flipped classroom.]]>
<![CDATA[Enhancing Literacy in Enriching Academic Writing Capacity ]]>
<![CDATA[Yamin, Moh.]]>;
<![CDATA[Setiawan, Slamet]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 3, No 2 (2019): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (221.457 KB)
|
DOI: 10.29408/veles.v3i2.1572
<![CDATA[This study was conducted to find out the importance of enhancing literacy for enriching the academic writing capacity. The expected study is that it has significance in teaching writing to produce new awareness through literacy and also aims to influence the paradigm in writing use for social practices. The descriptive qualitative method is applied. The data are taken from four research articles on literacy dealing with academic writing. Findings and results from each research article are the data for this study. Every finding and result of research article becomes the data source to discuss. The findings show that literacy contributes towards the success in academic writing. The good academic writing does not only deal with how the one writes, but also detects whether one?s writing is the social reflection or not or respond to the social issues or not.]]>
