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Results in Journal Voices of English Language Education Society: 73

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Laila Wati, Zahratul Fikni
Voices of English Language Education Society, Volume 2; doi:10.29408/veles.v2i1.609

Abstract:
This study was intended to describe how story-telling using puppets developed the speaking ability of the seventh graders of SMP Islam Terampil Nurul Mujahidin NW Pancor Kopong in the academic year 2014-2015. This research was a collaborative classroom action research following Kemmis and McTaggart’s cyclical process of planning, acting, observing, and reflecting. The data were collected by administering observation checklist, questionnaire, self-assessment, field notes, and recorder. The result of the analysis pointed out that storytelling using puppets was very helpful not only in improving the result but also the process of instructional process. This is proven by that all criteria of success set in this research were achieved. Therefore, English teachers are suggested to implement the technique and use the media in their English class particularly in speaking activities.
Paizatul Isni
Voices of English Language Education Society, Volume 2; doi:10.29408/veles.v2i1.608

Abstract:
The purpose of this research was to find out the effectiveness of free writing technique in teaching writing for the tenth graders of SMA NW Wanasaba in the school year 2016-2017. Designed as pre-experimental research by using one group pre-test and post-test, it examined a sample of the tenth grade which consisted of 20 students. Writing test was the instrument used to collect the data. In collecting the data, pre-test and pos-test were given to the sample. The data were analyzed through parametric statistic by using SPSS 17.0 for windows. Since the mean score of the pre-test was lower than the mean score of the post-test; it meant that this technique was effective. After submitting the data to a paired samples t-test, it was found that there was a significant difference in the mean scores between the pre-test and the post-test, t(df=19)=-28.803 at p=0.000; it meant that the null hypothesis was rejected and alternative hypothesis was accepted. Thus, this technique was significantly effective in teaching writing for the tenth graders of SMA NW Wanasaba in the school year 2016-2017. Considering the process and the results of this research, the present researcher suggested that the English teacher use free writing technique in teaching writing.
Laili Hendriani
Voices of English Language Education Society, Volume 2; doi:10.29408/veles.v2i1.607

Abstract:
This study aimed at examining the effectiveness of Three Steps interview in Teaching Speaking Skill for the tenth graders of MA Mu’allimat NW Pancor in the school year 2016-2017. The problems formulated in this study were (1) Is the Three Steps Interview effective in teaching speaking for the tenth graders of MA Mu’allimat NW Pancor in the school year 2016-2017? (2) How is the effectiveness of Three Steps Interview in teaching speaking for the tenth graders of MA Mu’allimat NW Pancor in the school year 2016-2017? This research applied pre-experimental design. The population was the tenth graders of MA Mu’allimat NW Pancor consisted of 7 classes. The present researcher took one class as the sample which consisted of 28 students in X IPA 2 as the experimental class. To collect the data, a pre-test and a post-test were given to the students for the tenth graders. To analyze the data, the present researcher applied SPSS 22 for windows. After submitting the data to paired sample t-test, the present researcher found that there was significant difference in the mean scores between the pre-test and the post test, t (df =27) = 16.5 at p <.01, meaning that the null hypothesis was rejected and the alternative hypothesis was accepted. Three Steps Interview is significantly effective in teaching speaking for the tenth graders of MA Mu’allimat NW Pancor in the school year 2016- 2017. Considering the process and the results of this research, the present researcher suggests that the English teacher should use Three Steps Interview in Teaching Speaking.
Riang Permata Zulfa, Laila Wati, Siti Maysuroh
Voices of English Language Education Society, Volume 2; doi:10.29408/veles.v2i1.603

Abstract:
This research aimed at knowing the lecturers’ mispronunciation of common words used in the English Language Education Program of Hamzanwadi University and to analyze the factors cause them do mispronunciation. The research questions were formulated as: (1) What are the mispronunciation of the lecturers at the English Language Education Program in Hamzanwadi University?, (2) What are the factors of the mispronunciation made by the lecturers at the English Language Education Program in Hamzanwadi University? To achieve the purpose of the research and answer the research problem, the present researcher interview 6 out of 18 lecturers and gave them an oral test. The collected data were submitted to descriptive analysis. The result of the study discovered that all of the participants do mispronunciation in most common words proposed. The finding of the study implies that the factors of this mispronunciation are; (1) mother tongue influence, (2) effect of personality, (3) different accent, (4) word stress position. In short, the all factors that cause mispronunciation refer to the different language between the L1 and the target language.
Supiani Supiani
Voices of English Language Education Society, Volume 2; doi:10.29408/veles.v2i1.605

Abstract:
This study aims to describe students’ substance errors especially the use of punctuation in writing descriptive texts. The present researcher used descriptive qualitative method in this study. It was conducted in English study program at the second semester of Hamzanwadi University. There were twenty students of C class chosen randomly to be participants. The data were collected by asking the participants to write an essay about descriptive text and asking the participants to fill some questionnaires. The participants’ work sheets and the questionnaires were analyzed to find out the common errors in using punctuation. The analysis showed the most dominant error were (1) the students omitted the use of comma that was 37,77%; (2) errors in using comma was 31, 11%; (3) error in using period that was 20%; (4) students omitting period that was 6, 66%; and (5) students omitted the use of apostrophe that was 4, 44%.
Hidayatul Isra', Maman Asrobi
Voices of English Language Education Society, Volume 2; doi:10.29408/veles.v2i1.606

Abstract:
This present study investigated the use of inquiry-based learning strategy in teaching writing skill for the eighth grade students of MTs. NW Dames in the school year 2016-2017. Research methodology that was used in this study was pre-experimental research and the design was a one group pretest and posttest design. The population was eighth grade students consisted of two classes and took one class as the sample. The sampling technique in this study was cluster random sampling. The data collection was done by administering pre and post-test to the eighth grade students of MTs. NW Dames (21 students). Then to analyze the data, the present researcher used a paired samples t-test by using SPSS 22 for windows. Based on the data analysis, the present researcher found that the mean score of pre-test was 59.14 and post-test was 63.62, it could be stated that null hypothesis was rejected and the hypothesis was accepted. Inquiry-based learning strategy was significantly effective in teaching writing skill for the eighth grade students of MTs. NW Dames in the school year 2016-2017. Considering the process and the results of this research, the present researcher suggested that English teacher can use inquiry-based learning strategy to teach students.
Ichwan Purwata
Voices of English Language Education Society, Volume 2; doi:10.29408/veles.v2i1.504

Abstract:
This research is aimed to: (1) identity whether and to what extent talk show video as a directed practice media to improve students’ vocabulary in speaking ability and (2) describe classroom climate when talk show video as a directed practice media was applied in the speaking class. The method used in this research was classroom action research. The research findings showed that talk show video in teaching and learning English could improve the students’ vocabulary in speaking ability and the classroom climate. Video could stimulate and motivate students’ interesting in improving their vocabulary in speaking class. As a result, talk show video is suitable for supporting and developing students’ speaking ability. It has an important role in teaching and learning process.
Muhammad Musa'Id Fua'Di
Voices of English Language Education Society, Volume 1; doi:10.29408/veles.v1i2.435

Abstract:
In this study the researcher investigated the effectiveness of wheel conversation game in teaching students’ speaking skill. The researcher used a pre-experimental design. The researcher used a speaking test in the form of a questioning and answering, it was given to 29 students of MA. Mu’allimat NW Pancor. The researcher calculated the mean score and standard deviation, normality, homogeneity and testing hypothesis. The results of the data analysis indicated that the mean score of pre-test was 30.48 and the post-test was 52.41. In testing hypothesis the researcher used Paired Sample t-test and total score 20.29 at p = 0.00. In normality testing the researcher used Shapiro-Wilk, total score of pre-test was 0.08 and post-test was 0.27. The result of homogeneity testing was 0.74. In this case, present researcher used One-Way Annova to look for the homogeneity testing. So null hypothesis was rejected and alternative hypothesis was accepted. Based on the data above, it can be concluded that wheel conversation game was significantly effective in teaching speaking at an EFL classroom.
Kalsum Maloho
Voices of English Language Education Society, Volume 1; doi:10.29408/veles.v1i2.440

Abstract:
This study - which is classroom action research in nature - was intended to develop concept mapping strategy to improve the writing ability of the eighth grade students. The subjects of this study were twenty students (Class VIII-B) of MTs PKP Manado, North Sulawesi in the academic year 2015-2016. This study was conducted in two cycles through some procedures: planning the action, implementing the action, observing the implementation, and reflecting the action. The data of the study were gathered using portfolio, observation checklist and field notes. The findings of the study indicated that concept mapping was successful in improving the students’ writing ability. The improvement could be seen from the increase of the students’ mean scores and the students’ involvement in writing activities. The mean scores obtained by the students in the two cycles were shown by the results of portfolios. While the students’ involvement in writing activities in the two cycles were shown by the observations checklists and field notes. From the findings, it can be inferred that concept mapping is not only effective in improving the writing ability of the students but also in enhancing their involvement in writing activities, particularly in generating and organizing their ideas.
Ari Prasetyaningrum
Voices of English Language Education Society, Volume 1; doi:10.29408/veles.v1i2.446

Abstract:
This purpose of this research is to find the effectiveness of teaching speaking by using puppet for the junior high school students and how effective the use of puppet in teaching speaking for the junior high school students. The method applied in the present research was pre-experimental with one group pre test and post test design. The population of the test was 28 and all the students were the sample as well. To collect the data, a pre test and post test were administered with oral test as the instrument. The results of pre test and post test were used to determine the mean score and standard deviation score. In analyzing the data, a paired sample t-test was used to analyze whether the alternative was accepted of rejected. To analyze the data, the present researcher applied SPSS 17 for windows. Based on the result of data analysis, the mean score of pre-test was 50.00 and that of post test was 68. 75, meaning that there was a difference in the mean scores between the pre test and post test. In tetsing hypothesis, the present researcher found that t (df=27) = -7.232 at p= 0. 000, meaning hat the alternative hypothesis was accepted. It was concluded that puppet usage was significantly effective in teaching speaking for the junior high school students.
Hajriana Arfah, Ahmad Zam Zam
Voices of English Language Education Society, Volume 1; doi:10.29408/veles.v1i2.441

Abstract:
This study was aimed at describing the contribution of exposure frequency to English (EFE) to speaking and writing English as a foreign language (EFL) learners in bilingual class setting of a state junior high school in East Lombok, which has been implementing bilingual principles (English-Indonesia) of Mathematics and Natural Science. This research is ex-post facto with correlation design. The samples were systematically selected by choosing even number of the student lists, which involved forty-six of ninety-three students of eight grade in academic year 2011/2012. Data were analyzed with regression. The calculation was done at 5% significant level.This research discovered that (1) there is a significant correlation between exposure frequency to English language and speaking performance of the students in bilingual classes by R value of .555 with probability of .00; (2) there is significant correlation between exposure frequency to English and writing performance by R value of .78 with probability of .00; (3) the EFE significantly contribute to writing performance with R Square value of .609 (60.9%); and (4) it also contribute.309 (30.9%) the students’ speaking performance.
Pajriah Asrikandi
Voices of English Language Education Society, Volume 1; doi:10.29408/veles.v1i2.436

Abstract:
This study aimed at examining the effectiveness of PORPE (predict, organize, rehearse, practice, evaluate) strategy in teaching reading comperhension.This research was designed as a pre-experimental research. The sample of this reserach was students of the tenth graders of Language 2 of MA Muallimin NW Pancor. In collecting the data, a pre-test and a post-test were given to students of the tenth graders of MA Muallimin NW Pancor in the school year 2015-2016. Descriptive statistic and paired simple t test were used to analyze the data by using SPSS 17.0 for windows. Based on the result of descriptive statistic, the mean score of post-test (20.59 ) was higher than pre-test (13.19). After submitting the data to a paired samples t-test, the present researcher found that there was a significant difference in the mean scores between the pre-test and the post-test, t(df=26) = 21.18 < p = 0.01, meaning that the alternative hypothesis was accepted. PORPE strategy is significantly effective in teaching reading comprehension of narrative texts for the tenth graders of MA Muallimin NW Pancor in the school year 2015-2016. Considering the process and the results of this research, the present researcher suggests that the English teacher should use PORPE strategy.
Voices of English Language Education Society, Volume 1; doi:10.29408/veles.v1i2.640

Abstract:
This research aims to know the shape of the mix of code, form over the code and the factors behind their occurrence mix code and over the code. This research data is data written. Data collection is done by using the technique of observation, interview techniques or discussion and recorded techniques. The results obtained from these techniques are: (1) mix the code obtained i.e. shape mix code in the form of words and forms of intervention code be phrase, (2) besides over code obtained i.e. form over the code from the language of Arab to the Indonesian language and shapes instead of code Indonesian into Sasak language, (3) factors-factors which aspects influenced the occurrence of interfering factors of habit, i.e. code limitations mastery Indonesian language is good and right, situation, and forgetten factor. As for factors which aspects influenced the occurrence over the code factors mastery language Indonesia, habits, said opponents and speakers. Based on these findings, it can be concluded that the mixed form of code that is in the form of words and phrase. While shape instead of a language code from Arab to the Indonesian language, from Indonesia language into Sasak language. Hence factor of occurrence of mixed code i.e. habit, limitation on mastery of the Indonesian language is good and right, situation, and forgetten factor. And factors the occurrence the occurrence over code that is mastery of Indonesia language, habit, lsaid clouds and speaker.
Raihun Adaniyah
Voices of English Language Education Society, Volume 1; doi:10.29408/veles.v1i2.425

Abstract:
The study aimed at knowing the significant contribution of Quiz-Demonstration-Practice-Revision (QDPR) Learning Model to improve University students’ knowledge of English pronunciation and their ability to pronounce English central vowel /ʌ/ and English back vowel /α:/ at Hamzanwadi University. In this study, the present researcher was used Ex-post Facto design and simple random sampling for collecting the data. While the instrument was used by the present researcher: (1) questionnaire., (2) written test for knowledge of English pronunciation., and (3) oral performance for students’ of Hamzanwadi University in ability to pronounce English central vowel /ʌ/ and English back vowel /α:/ to analyzed the data . Whereas, in this study the present researcher was used IBM SPSS 22 for windows. The result of this study was QDPR Learning Model had significant contribution to students’ ability to pronounce English central vowel /ʌ/ and English back vowel /α: / at Hamzanwadi University. Meanwhile, QDPR Learning Model did not contribute to students’ knowledge of English Pronunciation. Finally, QDPR Learning Model is one of the alternative model to teach English pronunciation.
Voices of English Language Education Society, Volume 1; doi:10.29408/veles.v1i1.639

Abstract:
Writing skills is the ability to use language to communicate wearing good writing language in accordance with linguistic rules. Skills would be achieved if a lot of practice. Therefore, to attain skills that students should be given a lot of the writing exercise. Based on observations made by researchers in the SMP Negeri 1 Selong, apparently the result of the student's writing is still low. The cause, underprivileged students in pouring the idea (idea), lack of students to practice writing. As such, the drama script writing skills in students of class VIII SMP Negeri 1 Selong needs to be improved. Improve the writing skills of students through scientific learning methods. This type of research this is a class action Research (PTK) that done in two cycles, the subject of this research is the class VIII SMP Negeri 1 Selong School Year 2013/2014. In this study, researchers used the technique of observation and test techniques for collecting data, and then to analyze the data already gathered researchers using the technique of descriptive qualitative and descriptive techniques quantitative with the formula Mi-Sdi. Based on the results of the analysis it can be concluded that Scientific learning methods can improve the ability of writing a screenplay on the learning process of students. Increase in the ability of students in writing the script of the play seen from the classical mastery in percentage of the cycle I of 24% experienced an increase in cycle II with mastery in classical 89%.
Muhammad Husnu
Voices of English Language Education Society, Volume 1; doi:10.29408/veles.v1i1.391

Abstract:
This research was aimed at finding out whether: (1) demonstrating technique was more effective than translation technique to teach vocabulary; (2) the students who had high intelligence have better vocabulary than those who had low intelligence; and (3) there was an interaction between teaching techniques and intelligence for teaching vocabulary. Designed as experimental study, it was conducted at the fourth grade of SDN 3 Pancor. The population of the research was the fourth grade students of SDN 3 Pancor in the academic year of 2015-2016. The samples were two classes. A cluster random sampling technique was used to take the samples. Each class was divided into two groups (the students who have high and low intelligence). Then, the techniques used to collect the data were an intelligence test and a multiple choice test. The vocabulary instruments were tried out to get valid and reliable items. The data were analyzed by using multifactor analysis of ANOVA 2x2 and Turkey test. Based on the findings, it can be concluded that in general demonstrating technique was more effective than translation technique to teach vocabulary. For the students who had high or low intelligence, demonstrating technique was more effective than translation technique to teach vocabulary. In accordance with the above result, the English teacher was expected to be able to select the appropriate teaching technique to teach vocabulary for the students who had high or low intelligence.
Ahdian Rosadi
Voices of English Language Education Society, Volume 1; doi:10.29408/veles.v1i1.392

Abstract:
This study aimed at finding out the effectiveness of anagram technique in teaching vocabulary at the seventh grade of MTs. Al-Majidiyah NW Majidi in the school year 2015-2016. This study is a pre-experimental design. The sample was one class consisted of 30 students. The data collection was done by administering pre-test and post-test in the form of objective test. In the data analysis, Paired Sample T-Test was used to prove the hypothesis. Based on the data gained, it was found that the mean score of the pre-test was 18.67 while the mean score of the post-test was 25.30. It meant that there was a significant difference in the mean scores between pre-test and post-test, t(df=29) = 19.282 at p = 0.000 that was lower than 0.05. It means that the alternative hypothesis was accepted which indicates that anagram technique was significantly effective in teaching vocabulary. Additionally, the result of this research shows that anagram is a good vocabulary learning strategy. It encourages greater self-direction for learners. Thus, it is strongly suggested that teachers apply this technique to help improve students’ vocabulary.
Maman Asrobi, Khaerul Amni
Voices of English Language Education Society, Volume 1; doi:10.29408/veles.v1i1.394

Abstract:
The objective of this study was to know the effectiveness of dictogloss in teaching listening comprehension. The design of this research was a pre-experimental research design. To collect the data, a pre-test and a post-test was given to the tenth graders of MA Muallimat NW Pancor (30 students). In order to examine the effectiveness of dictogloss, the collected data were submitted to a paired samples t-test by using SPSS 17 for windows. Based on the result of study, the mean score of pre-test (11.10) was lower than post test (13.57). After submitting the data to a paired samples t-test, the present researcher found that there was a significant difference in the mean scores between the pre-test and the post-test, t(df=29) = 16.49 at p ˂ .01, meaning that the null hypothesis was rejected and alternative hypothesis was accepted. Dictogloss was significantly effective in teaching listening comprehension for the tenth graders of MA Muallimat NW Pancor in the school year 2015-2016. Considering the process and the results of this research, the present researcher suggested that the English teacher use dictogloss as the technique to teach the students.
Ahmad Yusri
Voices of English Language Education Society, Volume 1; doi:10.29408/veles.v1i1.393

Abstract:
The present study deals with the realization of interpersonal meanings in the discourse of Abdul Qodir Jailani (AQJ). The aims of this study were to explain the mood, modality, and appraisal systems which are realized in the discourse of AQJ. It used a descriptive qualitative research in the form of discourse analysis. The results uncover that each domain of those three linguistic evidences had its proportion. First, the realization of Mood systems for the four texts was demanding goods and services especially the spoken texts and giving information. Second, the use of modality system was a high proportion that was found in text 1. However, a slight proportion was found in text 2, text 3, and text 4. Third, the realization of appraisal system showed the speakers and the writers feeling on the event including their appreciation, affect, judgment, and amplification. Deeply, it is suggested to conduct further study to create intelligible language in teaching, to make a critical thinker of students, and to produce the best understanding of social practices of the way people do.
Sri Wahyuni
Voices of English Language Education Society, Volume 1; doi:10.29408/veles.v1i1.389

Abstract:
Most of the EFL learners, especially at senior high schools, frequently consider that writing is the most difficult skill compared to the three other language skills. This difficulty was also faced by the second year students of Madrasah Aliyah Muhammadiyah Malang. The results of their writing performance at the preliminary research indicated that on average they achieved low grades in writing narrative texts. Moreover, the students in this school were not motivated in writing. For this case, the writer applied a strategy “what happen next?” which can improve the skill in writing narrative texts. The strategy was implemented in action research through four steps: planning, implementing, observing, and reflecting. The action research was conducted in two cycles and involves 24 students. The results of the findings showed the improvement of the students’ skill in writing narrative texts and also the improvement of the students’ involvement in the writing activities during the teaching and learning process.
Siti Maysuroh, Lalu Ilham Maryadi
Voices of English Language Education Society, Volume 1; doi:10.29408/veles.v1i1.388

Abstract:
Writing is a very crucial skill in teaching and learning English as a Foreign Language (EFL). However, many students especially in Indonesia regarded this skill as the most complex task to complete, even for university students. Thus, the aim of this study was to describe the process of teaching writing in the classroom as well as to identify the students’ writing problems and to find out the factors which cause them. The study was conducted in the second semester of English language program of Hamzanwadi University in academic year 2016-2017. The participants of this study consisted of 10 students selected using purposesful sampling technique. The research method used was a case study approach. In addition, in order to collect the data in the field, the researcher used some instruments; observation, interview, document and records. In addition, to ensure the trustworhiness of the data, the researcher followed some criteria adapted by Lincoln and Guba (1985), namely credibility (truth), dependability (consistency), transferability (applicability), and confirmability (Neutrality). The findings reveal that the students were taught using process approach in which the students were encouraged to learn writing throught some processes namely pre-writing, drafting, revising, editing, and publishing. The researcher found that the students have various problems in their writing; mostly grammatical problems, word choice problems, and mechanical problems. They might be caused by some factors; lack practice, low motivation, and also time allocation.
Voices of English Language Education Society, Volume 1; doi:10.29408/veles.v1i1.390

Abstract:
This study was aimed at examining the effectiveness of Problem-Based Learning (PBL) in Teaching Reading. This study belongs to a pre experimental research. The population of this study was all the eighth grade students of SMPN 1 Selong which consisted of nine classes with 302 students. However the researcher just took one class as a sample of the study and there were 34 students in this class. To get the data, the researcher used the research instrument namely objective test in the form of multiple choice tests. Furthermore, in analyzing the data, the researcher used SPSS 17.00 for windows. Based on the obtained data, the mean score of pre-test was 6.78 and the mean score of the post-test was 10.34.Iit means that, there was a difference between the mean score in pre-test and post-test. In testing hypothesis, the researcher found that t value (df= 33) = 16.216, p = 0.000. It showed that the value of significant level (p value) was lower than 0.05. Therefore, the alternative hypothesis was accepted. This data showed that problem-based learning was effective in teaching reading for the eighth grade students of SMPN 1 Selong.
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