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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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Part of Speech Mastery of Thai Students of Xavier Learning Community, Thailand Sumit Choemue; Barli Bram
VELES Voices of English Language Education Society Vol 4, No 2 (2020): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles journal.v4i2.2540

Abstract

This paper investigated the Thai students’ mastery of parts of speech in English. It is urgent to conduct this study because it would explore the students’ difficulties in identifying parts of speech when producing grammatical sentences and then assist them in tackling the language challenges. The data consisted of 30 written reflections produced by students belonging to two classes and were collected from all of the 30 students of batch 2018 pursuing their Bachelor of Arts degrees at Xavier Learning Community (XLC) in Chiang Rai, Thailand. This error analysis study examined the (mis)use of the four main parts of speech or syntactic categories, namely adjectives, adverbs, nouns and verbs in written reflections of XLC students. Results showed that in general the students still faced challenges in recognizing and using parts of speech grammatically in writing reflections. The highest number of mistakes involved adjectives, namely 32 times (46.37%), and consecutively followed by nouns, 18 (26.08%), verbs, 15 (21.73%) and adverbs, 4 (5.79%). 
The Analyses of Learning Strategies in English as a Second Language: Theoretical Classification and Measurement Test Asti Gumartifa; Indah Windra Dwie Agustiani
VELES Voices of English Language Education Society Vol 4, No 2 (2020): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles journal.v4i2.2199

Abstract

Learning acquisition concerns the process of the learning situation, where the processes are signs, grammatical constructions, and stimulates cognitive. It is very beneficial for both teachers and learners to support learning in the classroom. Teachers’ and learners’ understanding to the importance of learning strategies must be balance. It means both teachers and learners should know some positive impact of learning strategies used. When learners and teachers have a good awareness of the implementation of learning strategies used in the learning process they will find the enjoyment of learning and teaching in the further. Therefore the teacher must explicitly introduce and ask learners to use learning strategies consciously and continually. The purpose of this research is to mention some overviews of Learning Strategies of Inventory for Language Learning (SILL) version 5.0. Learning strategies classified into direct and indirect strategies, where direct strategies process focus on memory, cognitive, and compensation, then indirect strategies emphasized in metacognitive, affective, and social affective.
Identifying Difficulties Encountered by Indonesian EFL Learners in Oral Presentation Kheryadi Kheryadi; Fitri Hilmiyati
VELES Voices of English Language Education Society Vol 5, No 1 (2021): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles journal.v5i1.2486

Abstract

This research investigated the most dominant issue experienced by EFL oral class presentation in their vocal class performance and identifying the extent of the students' difficulties in delivering material. The method used was the case study approach. In gaining specific data and information, the researchers collected the data by classroom observation and interviews of English students at Universitas Islam Negeri Sultan Maulana Hasanuddin Banten. The result shows that a significantly prominent matter faced by the students in doing a presentation is the explanation aspect and Self-control, getting nervous and unconfident.   
The Compatibility between Philosophy Basis of ‘English in Mind’ Textbook and Curriculum 2013 Ida Megawati; Darmiyati Zuchdy
VELES Voices of English Language Education Society Vol 4, No 2 (2020): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles journal.v4i2.2555

Abstract

A textbook should reflect the curriculum being applied. The compability of the philosophical foundation between curriculum and textbook is needed to achieve educational goals. This study aims to find the philosophical foundation of the English in Mind Students' Book and the compability of the philosophical foundation between the curriculum and the textbook. This study is an inferential content analysis. The object is the English in Mind Students' Book. The procedure is the data making; physical and referential units, sampling; six chapters, data recording, data reduction, and withdrawal of inference.  This study used semantic validity and test-retest reliability. This study used analytic constructs as a reference for the meaning of data to be analyzed using conceptual domain analysis techniques. Based on data analysis, there are six philosophies namely philosophy of perennialism, progressivism, essentialism, existentialism, humanism, and social reconstruction in the English in Mind Students' book while there are six philosophies namely essentialism, humanism, social reconstruction, idealism, progressivism, and perennialism in curriculum 2013. There is a difference in philosophical foundation but this does not reduce the purpose and content of curriculum and textbooks. Both emphasize critical thinking skills, problem solving, communication and collaboration, creative and innovative and character development for students. 
Teacher’s Perception on SQ4R in English Reading Comprehension Learning Using Zoom Application Nurul Lailatul Khusniyah
VELES Voices of English Language Education Society Vol 4, No 2 (2020): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles journal.v4i2.2554

Abstract

Learning strategy has an important role in English reading comprehension learning process. To comprehend the text, reading strategy focuses on students’ critical learning. The aims of the study to get teachers’ perception of SQ4R implementation in English reading comprehension learning through zoom application. The method of study used descriptive qualitative. Process of collecting data used observation and questionnaire. The data is taken from the teacher that taught English Reading Comprehension subject in semester two at English Department UIN Mataram. The data analysis used data reduction, data display, and concluding drawing. The result of finding shows that 80% showed a positive attitude towards the implementation of the SQ4R strategy in the English reading comprehension class. This can be seen also from the increase in students' reading comprehension skills. The study results have implications for the suitability of the SQ4R strategy in the reading class through online learning such as zoom
Educational and Language Philosophy Principle: Content Analysis on “Basic English Handout” Yulia Agustina; Darmiyati Zuchdy
VELES Voices of English Language Education Society Vol 4, No 2 (2020): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles journal.v4i2.2261

Abstract

Educational and language philosophy compact between education and language philosophy. Education philosophy seeks the truth in education section. While, language philosophy is combination between linguistics and philosophy. Hence, language is as a vital medium in philosophyzing. The research was aimed to acertain the educational and language philosophy principle. This research used content analysis inferential. The data resource was ‘Basic English Handout’ for the first semester students of Early Childhood Education Program of Hamzanwadi University.  The data were collected by: data making, data reduction, inference, and analyzing the data. To ascertain valid and reliable data used semantic validation data and test-retest reliability. The researchers used analytical construct with qualitative conceptual domain in analyzing data. The results showed that educational and language philosophy principle on ‘Basic English Handout’ were: existentialism, reconstructionism, and humanism. Existentialism reffered to students’ activities on: committing oneself in learning concrete experience, dynamic, reflection observation, active experimentation, and creating thinking conceptualization. While, reconstructionism created students on: problem solving, focusing on transformation (direct participation), democracy, learning by doing, cooperation in learning and doing the exercises. Last, humanisme instructed students to: think inductively, explore  and   develop self-concept,  develop own experience and trials, actively participating, and dicipline in learning activities.
An Analysis of Deixis on Comment Speech By Indonesian Diplomat in United Nation (PBB) 75th General Assembly Meeting 2020 Minkhatunnakhriyah Minkhatunnakhriyah; Didin Nuruddin Hidayat; Alek Alek
VELES Voices of English Language Education Society Vol 5 No 1 (2021): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles journal.v5i1.3015

Abstract

Deixis is a human language phenomenon in which particular expression referential depends on context use (Williams, 2019). By knowing deixis, a speaker knows alternate reference words depending on the interlocutor, places and time conversation takes place. The study investigates deixis and its context used by diplomats and representatives from Indonesia, Silvany Pasaribu of human rights cases of Vanuatu and Papua. This study's data source was the comment speech of an Indonesian diplomat, consisting of three types of deixis based on Levinson's theory. The video was collected from YouTube. Further, to analyse the data through several processes, the researchers firstly collected all deictic expressions found in transcription, classified the deictic word into each category of deixis. The result of this study shows thirty five deixis from comment speech of Indonesian diplomat.  There were twenty three personal deixis consisting of a first, second, and third person, seven spatial deixis, and five temporal deixis. Person deixis generally be delivered by person grammatical type, which replaces personal pronoun encode like community, appropriate names, and the individual pronoun compound. Spatial or place deixis based on result which expresses by the speaker on their speech were location. Temporal deixis is used to the pointing of time context speech. Further research is suggested to analyze all kinds of deixis, such as social deixis and its context. 
Classification of Derivational and Inflectional Morphemes in song lyric of Ariana Grande’s album Thank U, Next. Euis Meinawati; Tisha Amanda Putri; Danang Dwi Harmoko; Herlin Widasiwi Setianingrum; Sufi Alawiyah
VELES Voices of English Language Education Society Vol 4, No 2 (2020): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles journal.v4i2.2529

Abstract

Morphology is the study of word and sub-discipline of linguistics that study of word, structure and form which has component such as morpheme, base, prefix and suffix. This process can reduce ambiguity during the process of correcting the words in sentences. This study investigated about the classification of derivational and inflectional morphemes in the song lyrics of Ariana Grande’s album Thank U, Next. The method in this research use descriptive qualitative method.Process of collecting data used to identify lyric that has derivational and inflectional morpheme. The result of this research is to indicate that the words recorded in song lyrics can be further analyzed about the process of forming words by words and the meaning of the word in it have different meaning from the literal meaning
Ways of EFL Teachers in Developing Their Pedagogical Competences Vivi Aulia
VELES Voices of English Language Education Society Vol 5 No 1 (2021): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles journal.v5i1.3032

Abstract

Producing EFL teachers who have the capacity in managing classroom always deal with the mastery of pedagogical competence whether in theory and practice. This study aimed at discussing EFL teachers’ views in implementing pedagogy as the way of teaching. This study was called analysis of research articles dealing with pedagogical competence. There were ten research articles as the source of data and it was documentation. The analysis data used content analysis because it attempted to apply cross-analysis to find out the main points among the research articles. The study result shows that in order to make EFL teachers manage the classroom activities, they are required to have a bunch of pedagogy knowledge such as designing material, teaching activities, evaluation, and feedback. Besides that, the mastery and literacy of technology are needed to drive EFL teachers to operate teaching-learning media in the effort to enhance learners towards technology-based learning. Using cultural ways in teaching is the way to close the students with the environment to make them easy in getting the knowledge in theory and practice.
Tracing Technological Pedagogical Content Knowledge (TPACK) on Practical EFL Teachers in Writing Context Siti Ayu Surayya; Maman Asrobi
VELES Voices of English Language Education Society Vol 4, No 2 (2020): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles journal.v4i2.2417

Abstract

With the world demand to provide digital school, this study examines how the integration between technology, pedagogy and content knowledge in writing context as the part of TPACK framework on the practical EFL teachers. The samples of this study are 27 of practical English teachers divided into three level of achiever (low, middle, and high. They were taking the Writing and Assessment courses as the part of their education to achieve the bachelor degree in Universitas Hamzanwadi, a private university in Lombok, Indonesia. This research took about six months of teaching and learning process.  The observation and document results of the practical EFL teachers become the data primer of this study since the researchers act directly as the lecturer in the writing course. This study uses qualitative research as it investigates a process of teaching learning that lasted several months and happened in a particular setting. The result of study showed that the practical teachers’ writing content and pedagogy knowledge were better than their technological knowledge. Furthermore, the high achiever of practical EFL teachers perform a good TPK and TCK rather than they who come from middle and low achiever.

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