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.
Articles
241 Documents
<![CDATA[An Analysis on Students’ Speaking Anxiety at Tenth Graders of MA Mu’allimat NW Pancor ]]>
<![CDATA[Dwimaulani, Astrid]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 2, No 2 (2018): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles.v2i2.866
<![CDATA[This study is aimed at investigating students’ speaking anxiety at the tenth graders of Religion class of MA Mu’allimat NW Pancor in the academic year 2017-2018. The purposes of the study were: 1) to know what kinds of anxiety the students experience in speaking English; 2) to find the factors of students’ speaking anxiety; 3) to learn on what proper method and technique to decrease students’ speaking anxiety. This research was a descriptive qualitative research. The participants were consisted of 15 students and have been chosen using purposive sampling. Finding reveals that there are three types of students’ anxiety, which are trait anxiety, state anxiety and specific-situation anxiety. For the result of questionnaire, the formula that used was the gained score of respondent divided to total score of five aspects times 100%. The result showed that there were 73.3% agree respond which indicated students faced English speaking anxiety, 17.62% chose neutral, and the rest chose disagree option with 9.05% percentage. Beside questionnaire, the observation and interview result also showed that majority of the students had English speaking anxiety with various factors.]]>
<![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[The Implementation of Quiz-Demonstration-Practice-Revision (QDPR) Learning Model to Improve University Students’ Knowledge of English Pronunciation and Their Ability to Pronounce English Central Vowel /ᴧ/ and English Back Vowel /αː/ ]]>
<![CDATA[Adaniyah, Raihun]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 1, No 2 (2017): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles.v1i2.425
<![CDATA[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.]]>
<![CDATA[“What Happen Next?” Strategy to Improve Students Skill on Writing Narrative Text ]]>
<![CDATA[Wahyuni, Sri]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 1, No 1 (2017): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles.v1i1.389
<![CDATA[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. ]]>
<![CDATA[The Use of Team Word Webbing in Writing Skill for EFL Students ]]>
<![CDATA[Prasetyaningrum, Ari]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 2, No 2 (2018): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles.v2i2.843
<![CDATA[The purposes of this study were examining whether the use of team word webbing iis effective in writing skill for the first semester students of Hamzanwadi University in the academic year 2017-2018 and examining how effective was team word webbing in teaching writing for the first semester students of Hamzanwadi university in the academic year 2017-2018. Pre-experimental design was applied for this research since it had experimental group only without control group. The sample of this study was 70 of 120 students. The data was collected through a pre-test and a post-test which were given to the EFL students.To analyze the data, the author applied SPSS 22 for Windows. After submitting the data to paired samples t-test, it was found that there was a significant difference in the mean scores between the pre-test and post-test, which was t (df=18) = 10.550 at p = .000 which lower than 0.05 as the standard significance level in SPSS at two tails. In short, team word webbing technique was significantly effective in writing skillfor the EFL students. Having considered the process and the result of this study, he author suggestedthat English teachers use team word webbing in teaching writing in language learning because it helps student to express their ideas and can become more creative in teaching learning process especially in writing skill.]]>
<![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[The Use of Problem Based (PBL) Learning in Teaching Reading ]]>
<![CDATA[., Zulkifli]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 1, No 1 (2017): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles.v1i1.390
<![CDATA[ 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. ]]>
<![CDATA[Task Based Instruction in Teaching Speaking Skill in EFL Classroom ]]>
<![CDATA[Safitri, Wahyuni]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 2, No 2 (2018): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles.v2i2.864
<![CDATA[The aim of the study was to examine the effectiveness of task based instruction approach in teaching speaking skills of EFL learners. This research was a pre-experimental. It was conducted at the seventh grade of MTs Darul Aitam Jerowaru in the school year 2017-2018. The sample consisted of 25 students selected by using cluster random sampling technique. The data was collected using a speaking test. In analyzing the data, the researcher using paired sample t-test. The mean score of post-test (57.12) was higher than pre-test (34.56). The result of the paired sample t-test indicated that there was a significant difference in the mean scores between pre-test and post-test, t(df=24)= 49.59 at p< .01. Based on the finding, it can be concluded that task based instruction was significantly effective in teaching speaking skills.]]>
<![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[The Use of Porpe (Predict, Organize, Rehearse, Practice, Evaluate) Strategy in Teaching Reading Comprehension ]]>
<![CDATA[Asrikandi, Pajriah]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 1, No 2 (2017): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles.v1i2.436
<![CDATA[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.]]>
