VELES Voices of English Language Education Society

Journal Information
EISSN : 25797484
Current Publisher: Universitas Hamzanwadi (10.29408)
Total articles ≅ 62

Latest articles in this journal

Novita Kusumaning Tyas, Sekolah Tinggi Elektronika Dan Komputer
VELES Voices of English Language Education Society, Volume 4, pp 11-19; doi:10.29408/veles.v4i1.1797

This study is aimed to find out the types and to explain the function of code switching which are produced in discussion activities in English class. Qualitative approach is used in this study. The result showed that the total number of code switching made by twelve students in discussion activities was 165 utterances. Based on grammatical classification, it was found 77 utterances or 46,67% for inter-sentential, 61 utterances or 36,97% for intra-sentential and 27 utterances or 16,36% for tag-switching. Based on contextual classification, it was found 106 utterances or 64,24% for situational and 59 utterances or 35, 76% for metaphorical. The function of code switching was often used by the students was emphasis the meaning of utterances. It holds 45 utterances or 27,27% from all utterances. Finally, it can be concluded that code switching cannot be avoided because basically they are not students who take English as their major so they lack of English and also code switching happened in order to make understandable meaning among them.
Arif Bulan, Stkip Yapis Dompu, Maman Suryaman, Mardiah Mardiah, Universitas Negeri Yogyakarta
VELES Voices of English Language Education Society, Volume 4, pp 85-93; doi:10.29408/veles.v4i1.2007

This study was motivated by the replacement and implementation of the 2013 curriculum in Indonesia. This study aimed to find out how the process of English language teaching in the 2013 curriculum, what are the teacher's constraints on the English language teaching process, and the efforts by the teachers. This study was a qualitative research. The samples of this study were six teachers from six state high schools in Sleman regency. Data collection in this study used observation, document analysis, and interviews. The data analysis technique used qualitative descriptive techniques. The results of the study indicated that the process of English language teaching using the 2013 curriculum was very good. The process of language teaching had implemented through three steps, starting with the pre-activity, core activity, and post-activity. The process of English teaching was based on process standard in the 2013 curriculum by using a scientific approach as one approach that encourages students to learn actively in developing attitude, knowledge and skill. The obstacles faced by teachers in the process of learning English include less of time, need to adapt to the scientific approach, and lack of 2013 curriculum handbooks. the efforts done by teachers were consultation with the senior teacher and instructor of curriculum 2013, routine discussion in MGMP forum, and searching sources of learning from various sources. In conclusion, the learning process in the 2013 curriculum is carried out based on the standard learning process by using a scientific approach that encourages students to learn actively in developing attitudes, knowledge, and skill.
Kasyfur Rahman, Universitas Islam Negeri Mataram
VELES Voices of English Language Education Society, Volume 4, pp 44-52; doi:10.29408/veles.v4i1.1975

While investigations on metacognitive awareness in reading comprehension have yielded inconsistent results despite similar instruments, there is a need to expand the previous studies particularly into Indonesian tertiary EFL context in order to validate the findings. This paper seeks to quantitatively explore perceived use of metacognitive strategies in reading academic texts through an online questionnaire administered to 66 final year EFL undergraduates in an Indonesian university. Generally, the findings suggest moderate to high use of metacognitive strategies. More specifically, the findings demonstrate a high frequency of problem-solving strategies in comparison with the global and support strategies. Least moderate perceived use of several strategies is likely to be influenced by the students’ limited academic reading experience and limited reading schemata. Therefore, this research confirms the previous research that demonstrates problem-solving strategies as mostly perceived strategies by English nonnative students in their reading. The findings also advocate the need for the teaching of several strategies that demonstrate moderate frequencies yet highly needed for academic reading purposes.
Rifari Baron, Posgraduate Program Of Universitas Indraprasta Pgri Jakarta
VELES Voices of English Language Education Society, Volume 4, pp 53-61; doi:10.29408/veles.v4i1.1994

Grammar has the main role in English language learning. It can be given the impact on English language skill mastery. The purposes of this study were to find deeply comprehending on grammar mastery using academic text. The method of study used one-group experimental design. Process of collecting data used observation and test. The data analysis used t-test paired two samples for means. The result of finding show that academic text gave more information deeply to identify English structure. Students have a significant increase in scores from the pre-test and post-test results. The results of this study also have implications for improving students' reading skills, especially at the level of reading comprehension and vocabulary mastery.
VELES Voices of English Language Education Society; doi:10.29408/veles

Achmad Kholili, Institut Ilmu Keislaman Zainul Hasan Genggong, Feri Ferdiyanto
VELES Voices of English Language Education Society, Volume 4, pp 32-43; doi:10.29408/veles.v4i1.1916

Some methods and approaches have been put into practice by stakeholders, including both teachers and lecturers in the teaching and learning process of English, specifically writing. Nevertheless, writing English is still burdensome for some learners, particularly EFL learners. For this reason, the survey study was conducted to point out the mistakes made by the students in composing an essay. Eleven EFL learners, coming from non-Anglicized linguistic and cultural backgrounds at the Institut Ilmu Keislaman Zainul Hasan Genggong, Probolinggo, East Java, Indonesia were taken out as the sample of this study. The major instruments distributed were writing prompts and a semi-structured interview. Their writing results were scored with the scoring scale adopted from Jacobs (1981), cited in (Weigle, 2002, p. 116). From the five components in writing, consisting of Vocabulary, Content, Language Use related to the ideas in the text, Organization of the text, and Mechanics, the results demonstrate that Language use (Tense, Preposition, Run-ons, and Articles)and Mechanics (Spelling, Punctuation, and Capitalization) are dominant errors committed by the EFL Learners in writing.
Ari Prasetyaningrum, Universitas Hamzanwadi, Zahratul Fikni, Laila Wati
VELES Voices of English Language Education Society, Volume 4, pp 94-103; doi:10.29408/veles.v4i1.1914

This study aimed at knowing students’ dominant problems in speaking and students’ strategies in overcoming their speaking problems. In this study the researcher used qualitative research. The subject of this study was the students’ of the second semester of physics education study program at Hamzanwadi University which consisted of 12 students’. Observation, interview and questionnaire were used for collecting data. The result of this study showed that students’ got the problems in speaking, the students’ dominant problems those were anxiety of speaking, unavailability environment and lack of vocabularies. In solving the students’ problem in speaking, the students’ used some strategies those were role-play, telling-story and games.
S. Arifin, Sekolah Pasca Sarjana Universitas Muhammadiyah Prof. Dr. Hamka, Hamzah Fuadi Ilyas, Maula Sukmawidjaya, Fakultas Industri Universitas Trisakti
VELES Voices of English Language Education Society, Volume 4, pp 104-115; doi:10.29408/veles.v4i1.2020

This research aims to determine the ability of journal entries and assigned writing to foster students’ critical thinking. A total of six components, namely, interpretation, analysis, evaluation, inference, explanation, and self-regulation were used to carry out this study. Data were obtained from a total of twelve (12) students majoring in English Education from one of the universities in Jakarta by using semi-structured interview and text-analysis. Journal entries submitted by the students as a course prerequisite were evaluated and analyzed by two raters. The result showed that many students lack important critical thinking skills required for a successful study, and to acquire good employment after graduating from college. In addition, the use of journal entries and assigned writing has the ability to promote this skill level to varying degrees.
Dedi Aprianto, Universitas Bumigora
VELES Voices of English Language Education Society, Volume 4, pp 20-31; doi:10.29408/veles.v4i1.1750

English with global phenomena in its function as a communication language, (Lingua Franca or ELF), has the consequent emergence of English varieties. The existence of this variety as a result of the diversity of speakers who have mother tongue (L1) differs geographically-demographically also. These varieties occur minimally in the aspects of the lexicon, grammar, and phonology. On the other hand, aspects of local wisdoms (indigenous wisdoms) have the potential to produce linguistic elements. This paper is oriented to the English variety model based on local wisdoms in the development of information technology-assisted learning materials for secondary schools (SMP). A number of potential components of local wisdoms, such as; (1) Customary Ceremonies, (2) Cultural Heritage, (3) Natural Tourisms, (4) Traditional Transportation, (5) Traditional Games, (6) Cultural Infrastructure, (7) Traditional Clothing, (8) Cultural Heritage, ( 9) Museums, (10) Cultural institutions, (11) Arts, (12) Cultural villages, (13) Arts and crafts, (14) Folklore, and (15) Children's puppets, particularly in Lombok island area becoming English learning materials for junior high schools. In the framework of implementing the 2013 curriculum effectively, this elaboration refers to regulations of Permendikbud on Curriculum 2013, Basic Competencies of Curriculum 2013, Review of Curriculum Policy in Language Subjects, Main Thoughts and Recommendations on English Curriculum 2013, and Analysis of Content Standard of English subject for junior high school and senior high school. This is also strengthened by involving relevant institutional elements and the association of teacher council through MGMP (Musyawarah Guru Mata Pelajaran). Then, materials related to information technology must involve experts in the field of Information Technology and Computer Science who have competence in so-called field. This is done by looking at the diversity of local wisdoms through translation from the first language (Indonesian/regional) to the target language (English). In the process of language translation, the theory that is referred to is the theory of Larson (1998), Meaning-Based Translation which is about the features and relations of semantic components as characteristics possessed by all languages, which consist of; Objects (Nouns and Pronouns, Events (Verbs), Attributes (Adjective and Adverb) and Relations (Conjunctions, Prepositions, Articles, Enclitics, etc.). While in relation with jargon and technical terms, this paper refers to Wuster (1979) theory views that the size of the translation of messages between two languages is based on the characteristics and concept of the message from the elements of meaning.
Sapto Dwi Anggoro, Sekolah Tinggi Ilmu Kesehatan Hang Tuah Surabaya
VELES Voices of English Language Education Society, Volume 4, pp 1-10; doi:10.29408/veles.v4i1.1894

Assessing Thai Nursing College Students’ Speaking Ability Through The Perspectives of Their Indonesian Counterparts The need for improving speaking skills is inevitable in some areas of majors. Nursing students are expected to have a good command of English due to the available opportunities to work abroad. The existence of an academic exchange program could be viewed as one of the alternative learning activities that may fit the needs of the learning experience for EFL students. This study was a qualitative research that aimed at finding communication problems encountered by Indonesian nursing students in their interactions with their counterparts during the academic exchange program held in a nursing college in Thailand. The results of the study showed that the communication problems encountered by Indonesian nursing students due to Thai students speaking ability were in terms of mispronunciations, incorrect word choices, and grammatical errors. Subsequently, it was also found that Thai nursing students used several strategies to cope with their speaking problems by asking for assistance, miming, and making repetition. This research eventually suggests a number of recommendations for students to 1). avoid using their first language even though they communicate with their own friends in the group. 2). share as much information as possible to activate their speaking strategies. 3). have self-confidence in all interactions with TNS. 4). avoid unnecessary jokes, mocking TNS due to different cultural values. Subsequently, a number of activities prior to the academic exchange should also be conducted in terms of 1). practices in formulating questions, 2.) introduction to Thai culture, 3). Introduction to Thai spoken English.
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