VELES Voices of English Language Education Society

Journal Information
EISSN : 2579-7484
Current Publisher: Universitas Hamzanwadi (10.29408)
Total articles ≅ 73
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Fatma Rahayu Nita, Oikurema Purwati
VELES Voices of English Language Education Society, Volume 5, pp 27-35; doi:10.29408/veles.v5i1.3036

Abstract:
Both philosophy and curriculum are a crucial part of education. Philosophy becomes a very important foundation of the curriculum since it affects the objectives of learning and content, as well as the structure of the curriculum (Ornstein & Hunkins, 2018). Thus, philosophy is included in the three aspects of curriculum development. It also aims to determine the process of teaching and learning. Therefore, this study attempts to reveal the philosophical foundation employed in the textbook and its relation to curriculum 2013. This study was based on the inferential content analysis, so the object was an English textbook under the title ‘Forward an English Course for Vocational School Students Grade X’. It applied linguistics and communication construct analysis to make an inference. Then, it recorded and categorized the data. The inferences were examined through attribution analysis. The results found there were ten points related to the content and the structure of the textbooks. It also revealed the philosophical foundations employed in the textbook, for instance, essentialism, perennialism, humanism, existentialism, social reconstruction, and progressivism. These philosophical foundations are in line with the philosophical foundations implied in curriculum 2013. Finally, both English textbooks for vocational students and curriculum 2013 more concerned with the student’s character and skills. The skills that should be developed to engage with this 21st century such as critical thinking, problem-solving, communication, collaboration, creativity, and innovation.
Kheryadi Kheryadi, Fitri Hilmiyati
VELES Voices of English Language Education Society, Volume 5, pp 36-45; doi:10.29408/veles.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.
Minkhatunnakhriyah Minkhatunnakhriyah, , Alek Alek
VELES Voices of English Language Education Society, Volume 5, pp 46-53; doi:10.29408/veles.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.
Euis Meinawati, Maylinda Vina Violita, Octa Pratama Putra, Herlin Widasiwi Setianingrum, Sufi Alawiyah, Chodidjah Chodidjah
VELES Voices of English Language Education Society, Volume 5, pp 54-65; doi:10.29408/veles.v5i1.3060

Abstract:
The purpose of the study was to get deeply information abbreviation usage in Twitter application. The abbreviation has used to make shorter time in delivering the message but the receiver can understand the message. The method used descriptive qualitative. The data is taken from www.twitter.com as an online application. The source of data was the Twitter application that has made by university students, high school students and employee. The study found that 4 types of abbreviation have used in twitter communication, namely clipping, blending, acronym, and initialism. The abbreviation usage helps the people to make simple conversation like as non-formal communication.
Arif Nugroho, Iain Surakarta, Mariam Haghegh
VELES Voices of English Language Education Society, Volume 5, pp 66-80; doi:10.29408/veles.v5i1.3258

Abstract:
A number of research studies have been conducted to examine the practices and challenges of online English language teaching in the age of Covid-19 pandemic. However, research on the teachers’ insights and suggestions to overcome the challenges of the emergency remote teaching still remains unexplored. The present study shed some light on EFL teachers’ teaching activities, challenges, and insights of the emergency remote teaching amidst the global pandemic. The data were obtained from 27 Indonesian EFL teachers (17 female and 10 male) by means of self-written reflection and semi-structured interview. The results revealed that the emergency remote teaching activities were conducted by administering online forum and discussion, integrating social media, and designing interactive exercises. Notwithstanding the facts, the teachers encountered some challenges such as unfamiliarity with digital platforms, inability to provide quick feedbacks, and lack of students’ motivation and engagement during the remote teaching. In responding to the challenges, this study further depicted that joining professional development programs, creating representative lesson plan, and designing interactive online classroom activities could became alternative solution. These results contribute to the realm of English language teaching as fruitful insights and as a ‘wake-up call’ for educational stakeholders in order to enhance the efficacy of online teaching and learning, particularly during the global pandemic.
Vivi Aulia
VELES Voices of English Language Education Society, Volume 5, pp 1-9; doi:10.29408/veles.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.
Ahmad Ridho Rojabi
VELES Voices of English Language Education Society, Volume 5, pp 10-26; doi:10.29408/veles.v5i1.3219

Abstract:
Online learning that is integrated into face-to-face learning called blended learning is believed to be more useful than online learning or face-to-face learning. Schoology is one of the online learning platforms exploited in blended learning that can help teachers to manage classroom information. Schoology allows students and teachers to share information and provides access to content or administrative features of specific courses. This study aims to investigate students' perceptions of blended learning via Schoology in reading class. This is a descriptive study, the participants of this study consisted of 28- second-semester students at the English Language Study Program, Faculty of Tarbiyah, and teacher training IAIN Jember, East Java Indonesia. The Data were collected through questionnaires and interviews. The findings of this study revealed that there were positive perceptions of blended learning via Schoology in the reading comprehension class as well as the positive learners’ attitude. Furthermore, the students agreed that Schoology in blended learning in the reading comprehension class is useful, helpful, and effective. Moreover, from the results of the interviews, there were positive aspects of blended learning via Schoology in reading comprehension which gave more benefits to engage and motivate students’ learning activities, students’ performances, learners’ autonomy, as well as students’ learning outcomes.
Euis Meinawati, Universitas Bina Sarana Informatika Jakarta, Tisha Amanda Putri, Danang Dwi Harmoko, Herlin Widasiwi Setianingrum, Sufi Alawiyah
VELES Voices of English Language Education Society, Volume 4, pp 199-212; doi:10.29408/veles.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. This study used 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.
Yulia Agustina, Universitas Negeri Yogyakarta, Darmiyati Zuchdy
VELES Voices of English Language Education Society, Volume 4, pp 130-141; doi:10.29408/veles.v4i2.2261

Abstract:
Educational and language philosophy is the combination of education philosophy and language philosophy. Education philosophy seeks the truth in the education section. On the other hand, language philosophy is a combination of linguistics and philosophy. Hence, language is a vital medium in philosophizing. The research was aimed to ascertain 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 the 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, semantic validation data and test-retest reliability were used. The researchers used an analytical construct with a 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 refers to students’ activities on committing themselves in learning concrete experiences, 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, humanism instructed students to think inductively, explore and develop self-concept, develop their own experience and trials, actively participating, and discipline in learning activities.
Ida Megawati, Universitas Sarjanawiyata Tamansiswa, Darmiyati Zuchdy, Universitas Negeri Yogyakarta
VELES Voices of English Language Education Society, Volume 4, pp 163-176; doi:10.29408/veles.v4i2.2555

Abstract:
A textbook should reflect a curriculum being applied. The compability of the philosophical foundation between the curriculum and textbook is needed to achieve the 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 and in the curriculum 2013. It means that there is no difference in philosophical foundation between the curriculum 2013 and textbooks. Both of them also emphasize on critical thinking skills, problem solving, communication and collaboration, creative and innovative and character development for students.
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