VELES Voices of English Language Education Society

Journal Information
EISSN : 25797484
Current Publisher: Universitas Hamzanwadi (10.29408)
Total articles ≅ 50
Filter:

Latest articles in this journal

Moh Mansur, Dian Fadhilawati
VELES Voices of English Language Education Society, Volume 3, pp 164-173; doi:10.29408/veles.v3i2.1591

Abstract:This research was a classroom action research which intended to improve the senior high school students’ vocabulary achievement by applying Kahoot as learning media in the teaching and learning process. The research was conducted to 40 students from grade X of Islamic Senior High School (Madrasah) in Kota Blitar. The procedure in this research followed some steps based on Kemmis and Taggart model namely; 1) Planning, 2) Acting, 3) Observing and 4) Reflecting. The data collection of this research were taken from tests and questionnaire. The research showed that the use of Kahoot as media in teaching and learning vocabulary particularly in “introducing oneself” could improve the students' vocabulary achievement. The pre-test showed that the students' score was 59.23). That score was under the minimum criterion mastery set by the school (75.00). After 1st cycle, there was an improvement on the students' score became 71.23 but it was still under minimum criteria. Therefore, it needed the 2nd cycle in which the score improved into 84.58. The improvement on the students’ achievement was supported by the students’ positive attitude toward the use of Kahoot in teaching and learning.
Moh. Yamin, Slamet Setiawan
VELES Voices of English Language Education Society, Volume 3, pp 154-163; doi:10.29408/veles.v3i2.1572

Abstract:This study was conducted to find out the importance of enhancing literacy for enriching the academic writing capacity. The expected study is that it has significance in teaching writing to produce new awareness through literacy and also aims to influence the paradigm in writing use for social practices. The descriptive qualitative method is applied. The data are taken from four research articles on literacy dealing with academic writing. Findings and results from each research article are the data for this study. Every finding and result of research article becomes the data source to discuss. The findings show that literacy contributes towards the success in academic writing. The good academic writing does not only deal with how the one writes, but also detects whether one’s writing is the social reflection or not or respond to the social issues or not.
Erizar Erizar
VELES Voices of English Language Education Society, Volume 3, pp 75-81; doi:10.29408/veles.v3i2.1482

Abstract:This study aims to explore motivation to learn English when facing difficulties and fatigue among ESL students of University of Arkansas based on the level of their study ,gender, age, living status (living alone and living with others). To collect the data, graduate and undergraduate degree holders were asked to take the survey voluntarily. The result of research indicates that there is no significant different between undergraduate holder (mean = 3.54; std.dev = 0.48) and graduate degree holders (mean = 3.64; std.dev = 0.52 , based on independent t-test, t= -1.270, p-value >0.05) However, when comparing the motivation based on the gender, the data signify the difference between male(mean = 3.65; std.dev = 0.51) and female .undergraduate degree holders(mean= 3.46; std.dev = 0.45), in which male undergraduate degree holders are more motivated than females. Also, there is a significant different motivation between adult learners based on their living situation. The data shown that adult learners who live with others (mean= 3.63;std.dev= 0.47) have higher motivation than those who live alone (mean = 3.42; std.dev= 0.56) based on independent t-test ( t= -2.222, p-value 0.05).
Dwi Jayanti, Nida Husna, Didin Nuruddin Hidayat
VELES Voices of English Language Education Society, Volume 3, pp 127-135; doi:10.29408/veles.v3i2.1551

Abstract:The aim of this study is to analyze the validity and reliability of the English National Final Examination for Junior High School academic year 2017-2018. Validity and reliability are two kinds of characteristic to prove whether a test is good or not. This study takes only one sample of test packages from many test packages, because it is considered the test are similar in the content and differ only in the position of test number. This study was taken in one of the private schools in South Jakarta and involved two English subject teachers as validators/ validity analyst. This study was analyzed by using a descriptive method. Content validity was analyzed by comparing the test material in the syllabus to the test item, while the construct validity was analyzed by comparing the graduation standard to the test item. Furthermore, the reliability was analyzed by using Kuder-Richardson Formula (KR20-KR21). The findings of this study show that, the English National Final Examination for Junior High School academic year 2017-2018 fulfilled the criteria of validity and reliability. The content validity shows 92% valid, the construct validity shows 92 % valid, and the reliability shows coefficient 0,784, which means reliable. To conclude, the English National Final Examination for Junior High School academic year 2017-2018 has fulfilled the criteria as a good test.
Harpiansi Harpiansi, Nyayu Yayu Suryani
VELES Voices of English Language Education Society, Volume 3, pp 145-153; doi:10.29408/veles.v3i2.1559

Abstract:The 4th industrial revolution effects many areas in today’s global era, including higher institution. Internet is the main instrument in this revloution. The limitation of time room availibility of the students will accor if the schools appliy face to face only in leaarning process. Blended learning is the alternative solution to overcome the case of inavility time and palce to learn. In addition to developing distance universities should also equip students with English reading skill. This study is aimed at describing the effect of blended learning on English academic reading by using experimental method with pretest-posttest control design. The sample of this research is 32 students of AMIK Bina Sriwijaya. The data were collected through English reading comprehension test in the form of multiple choice and were analyzed by using Independent Sample T test. Based on the Independent Sample T test output table in the Equal variances assumed section, it is found that Sig values. (2 tailed) of 0.001<0.05.It can be concluded that there is a significant difference between the average learning outcomes of respondents in the experimental group and respondents in the control group. In other word, there is significant effect of blended learning on students reading skill achievement.
Sijono Sijono, Thomas Joni Verawanto Aristo
VELES Voices of English Language Education Society, Volume 3, pp 118-126; doi:10.29408/veles.v3i2.1560

Abstract:The problems of this research were the students tended to use the Indonesian language structure when translating. Besides, they wrote a false word order in their sentences and also misuse the tenses for the existing sentences. This research aimed to identify and describe the students’ errors in the form of interlingual errors and intralingual errors. The qualitative research design was used to analyze the data. There were 70 samples of students’ writing tasks which were taken from three state senior high schools and three private senior high schools in Sintang city. The finding showed the aspects that more influenced the learners made errors when transferring the first language to the target language were identified as two major aspects. The errors caused by the students’ first language are interlingual. While the errors caused by the structure of the target language are called intralingual errors. To identify the interlingual errors the researchers used two subcategories. They were the use of the L1 structure and the omission of BE form. The most error in interlingual errors was caused by the L1 structure. Meanwhile, the researchers used four subcategories to identify intralingual errors. They are overgeneralization, ignorance of rule restriction, incomplete application of rules and false concepts hypothesized. The most error in intralingual errors happened because of the learner’s limited knowledge of the target language. Based on these findings, Teachers can solve the problems by providing explicit and implicit corrective feedback, introducing the grammar system of both Indonesian and English when teaching grammar.
Baiq Rismarini Nursaly
VELES Voices of English Language Education Society, Volume 3, pp 82-91; doi:10.29408/veles.v3i2.1535

Abstract:This research aims to describe forms and types of adjective of Sasak dialect Meno-Mene that is spoken in Lingkungan Karang Bagu, Karang Taliwang Subdistrict, Mataram City, West Nusa Tenggara Province. Word reduplication in a language is included in structural study of morphology. According to Verhaar (1988:52) in his book Pengantar Linguistik, morphology is a part of linguistics that studies grammatical arrangement of parts of word. Data in this research comes from utterances spoken by Sasak speakers in Lingkungan Karang Bagu. Data collection was done by using observation and interview technique. The collected data were analyzed using intralingual identity method. Result of analysis shows that the morphological process of adjective reduplication of Sasak dialect Meno-Mene in Karang Bagu was divided into 4 based on: basic word form, reduplication form, reduplication function, and reduplication meaning.
Jati Landhung History, Barli Bram
VELES Voices of English Language Education Society, Volume 3, pp 92-100; doi:10.29408/veles.v3i2.1534

Abstract:Pronunciation has been one of the compulsory courses for the first year English education students of Sanata Dharma University, Yogyakarta. Considering the importance of pronunciation skills for the English students, the researchers conducted research to investigate capability of the first year English Education students in pronouncing academic words listed in the Academic Word List. This study aimed to examine whether, firstly, the first year English Education students of Sanata Dharma University pronounced the selected academic words correctly and secondly, to discover the percentage of the correct pronunciation of the students in pronouncing the academic words. Data, consisting of pronunciations of 10 selected academic words, were collected through audio recordings. To solve the first question, the researchers conducted a one-shot design study, namely dealing with the pronunciation performance of the students at a particular time. To resolve the second question, the researchers calculated the percentage of the students’ correct pronunciations. Results showed that as a whole the students mispronounced the selected academic words and the percentage of correct pronunciation reached 35 per cent.
Raden Roro Vivikusuma Ardhany, Baiq Suprapti Handini
VELES Voices of English Language Education Society, Volume 3, pp 68-74; doi:10.29408/veles.v3i2.1307

Abstract:The aim of this study were: to describe the level of learning problem and the teacher’s strategies applied in teaching and learning process. The population is 3rd semester of ust yogyakarta and the sample is about 26 students. The data analysis technique was quantitative including mean score, standard deviaton and product moment. The main results of this study were: the students learning problem in listening could becategorized as low with the mean score 77.56. the students achievement could be categorized as “moderate” with the mean score 42.05. concerning the correlation between the two variables it was revealed that there was a significant and positive correlation between the student’s learning problem and their achievement
Helmi Abdul Latif
VELES Voices of English Language Education Society, Volume 3, pp 136-144; doi:10.29408/veles.v3i2.1568

Abstract:This study aims to analyze the needs of students in learning English for special purposes (ESP) with the theme of Islamic boarding schools. The researcher used questionnaire and interview to obtain data. The results show that there are differences in the English learning needs of students in Islamic boarding schools and students who are not in Islamic boarding schools. The subjects in pesantren can be used as English learning material for special purposes such as fiqh, history, ahlaq, da'wah, etc. In addition, learning English at Islamic boarding school-based institutions makes students get used to practice using English for daily activities.