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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 403 Documents
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Teachers’ Adaptive Agency in Project-Based Learning: Belief–Practice Alignment in Secondary Education Novika Amalia; Richard Ferry Nugraha; Muhammad Subhan Fikri; Emeral Emeral; Dellis Pratika; Bahing Bahing
VELES Voices of English Language Education Society Vol 9 No 3 (2025): December 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i3.32667

Abstract

Project-Based Learning (PjBL) has been widely promoted as a student-centered pedagogy that supports the development of 21st-century skills; however, its effectiveness depends largely on how teachers’ beliefs are translated into classroom practice. This study examines high school teachers’ beliefs and practices related to PjBL across three interconnected dimensions: professional development (training), classroom implementation, and reflection. Employing an explanatory sequential mixed-methods design, quantitative data were collected through a questionnaire administered to 36 high school teachers in Katingan Regency, Central Kalimantan, followed by semi-structured interviews with three selected participants to explore belief–practice alignment and contextual influences in greater depth. Quantitative findings revealed consistently high mean scores for both beliefs and practices across all three dimensions, indicating a generally strong alignment between teachers’ conceptual endorsement of PjBL and their reported enactment. However, areas of partial misalignment emerged in practices requiring sustained autonomy and long-term pedagogical change, particularly self-directed professional development, facilitation of student agency and project authenticity, and the systematic integration of reflective insights into future lesson planning. Qualitative findings confirmed that while teachers value PjBL and adapt it flexibly to classroom realities, structural constraints, such as curriculum demands, limited training continuity, and assessment pressures, limit deeper implementation. The study concludes that teachers demonstrate adaptive agency in implementing PjBL, with belief–practice alignment strengthened when supported by institutional facilitation, mentoring, and reflective cultures. Sustained professional development and contextual support are therefore essential to move PjBL beyond procedural adoption toward a more profound, transformative pedagogical practice.
Needs Analysis for Developing Culturally Responsive Narrative Reading Materials for Junior High School EFL Learners Wineka Satya; Rita Inderawati; Sary Silvhiany
VELES Voices of English Language Education Society Vol 9 No 3 (2025): December 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i3.32725

Abstract

This study examines the needs of junior high school students for developing English narrative reading materials that integrate local culture, drawing on perspectives from both learners and teachers. Data were collected through questionnaires and semi-structured interviews and analysed using a combination of quantitative and qualitative approaches. The findings indicate that students perceive English as necessary to support their academic development and future opportunities, yet most demonstrate only basic proficiency. Students reported difficulties understanding narrative texts, particularly with vocabulary, identifying main ideas, and organising events. Narrative text emerged as the most frequently requested genre, and students preferred multiple-choice and short-essay assessments. The study also found a strong need for materials that reflect students’ learning contexts, as they possess limited knowledge of local cultural heritage and currently have no access to English reading materials that incorporate local culture. Both students and teachers emphasised that integrating local cultural content, especially folklore, would not only strengthen language competence but also enhance motivation and cultural awareness. Based on these findings, the development of supplementary narrative reading materials grounded in local culture is recommended to ensure alignment with students’ proficiency levels, address reading comprehension challenges, and foster meaningful, culturally responsive learning experiences.
Flow Experience in Extensive Reading: Indonesian EFL Students’ Perceptions and Enabling Conditions Fenty L. Siregar; Henni
VELES Voices of English Language Education Society Vol 9 No 3 (2025): December 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i3.32881

Abstract

Flow experience (FE) refers to an optimal psychological state characterized by deep involvement, enjoyment, and a sense of control during an activity. Although extensive reading (ER) is widely recognized for supporting language development, less is known about the psychological conditions that sustain learners’ engagement in ER, particularly in Indonesian EFL contexts. This study investigated Indonesian EFL students’ perceptions of FE during a two-semester ER program and examined the internal and external conditions that enabled or hindered flow. Thirty-six undergraduate English Literature students at a private university in West Java participated in the study while completing ER using the XReading platform across two consecutive semesters. A mixed-methods design was employed. Quantitative data were collected at the end of each semester using a 36-item Flow State Scale covering nine dimensions of flow. Qualitative data were then gathered through semi-structured interviews with six purposively selected students representing diverse ER achievement patterns, complemented by document analysis of XReading logs and ER-related written tasks. Results indicated that students generally experienced high levels of flow in both semesters, with higher overall flow reported in the second semester. The largest increase was observed in skill–challenge balance, suggesting that sustained ER participation strengthened learners’ ability to select texts that matched their developing proficiency. Across both semesters, book content emerged as the most influential external condition, while mood and concentration were the most salient internal conditions. Interview findings further highlighted learner autonomy in selecting texts and managing reading routines as central to students’ sense of control and immersion, although competing academic and personal demands could disrupt flow. The findings suggest that two-semester ER programs can foster sustained flow when learners have access to engaging, level-appropriate texts and meaningful autonomy, supported by teacher guidance to help students regulate attention and affect.

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