VELES Voices of English Language Education Society
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.
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<![CDATA[Free Writing Technique in Teaching Writing Skill in EFL Classroom ]]>
<![CDATA[Isni, Paizatul]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 2, No 1 (2018): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles.v2i1.608
<![CDATA[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. ]]>
<![CDATA[An Analysis on the Lecturers’ Mispronunciation of Common Words Used at the English Language Program ]]>
<![CDATA[Zulfa, Riang Permata]]>;
<![CDATA[Wati, Laila]]>;
<![CDATA[Maysuroh, Siti]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 2, No 1 (2018): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles.v2i1.603
<![CDATA[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.]]>
<![CDATA[Improving EFL Learners’ Speaking Ability through Storytelling Using Puppets ]]>
<![CDATA[Wati, Laila]]>;
<![CDATA[Fikni, Zahratul]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 2, No 1 (2018): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles.v2i1.609
<![CDATA[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.]]>
<![CDATA[An Analysis on Students’ Substance Error in Writing Descriptive Texts ]]>
<![CDATA[Supiani, Supiani]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 2, No 1 (2018): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles.v2i1.605
<![CDATA[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%.]]>
<![CDATA[The Use of Inquiry-Based Learning Strategy in Teaching Writing Skill for the Eighth Grade Students Junior High School ]]>
<![CDATA[Isra', Hidayatul]]>;
<![CDATA[Asrobi, Maman]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 2, No 1 (2018): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles.v2i1.606
<![CDATA[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. ]]>
<![CDATA[Three Steps Interview in Teaching Speaking Skill for EFL Learners ]]>
<![CDATA[Hendriani, Laili]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 2, No 1 (2018): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles.v2i1.607
<![CDATA[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.]]>
<![CDATA[Developing Students’ Vocabulary in English Speaking Ability By Using Talk-Show Video as Directed Practice Media ]]>
<![CDATA[Purwata, Ichwan]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 2, No 1 (2018): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles.v2i1.504
<![CDATA[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.]]>
