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VELES Voices of English Language Education Society

veles
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Published by Universitas Hamzanwadi

ISSN : - EISSN : 25797484 DOI : -

Core Subject : Education,

Languange, Linguistic, Communication & Media

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.

Arjuna Subject : -

Articles 298 Documents

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Mix Code and instead code in the process of learning in Class VII MTS NW Mengkuru Years Lessons 2014/2015 Mohzana, Mohzana
VELES Voices of English Language Education Society Vol 1, No 2 (2017): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

This research aims to know the shape of the mix of code, form over the code and the factors behind their occurrence mix code and over the code. This research data is data written. Data collection is done by using the technique of observation, interview techniques or discussion and recorded techniques. The results obtained from these techniques are: (1) mix the code obtained i.e. shape mix code in the form of words and forms of intervention code be phrase, (2) besides over code obtained i.e. form over the code from the language of Arab to the Indonesian language and shapes instead of code Indonesian into Sasak language, (3) factors-factors which aspects influenced the occurrence of interfering factors of habit, i.e. code limitations mastery Indonesian language is good and right, situation, and forgetten factor. As for factors which aspects influenced the occurrence over the code factors mastery language Indonesia, habits, said opponents and speakers. Based on these findings, it can be concluded that the mixed form of code that is in the form of words and phrase. While shape instead of a language code from Arab to the Indonesian language, from Indonesia language into Sasak language. Hence factor of occurrence of mixed code i.e. habit, limitation on mastery of the Indonesian language is good and right, situation, and forgetten factor. And factors the occurrence the occurrence over code that is mastery of Indonesia language, habit, lsaid clouds and speaker.

The Use of Puppets in Teaching Speaking for Junior High School Students Prasetyaningrum, Ari
VELES Voices of English Language Education Society Vol 1, No 2 (2017): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

This purpose of this research is to find the effectiveness of teaching speaking by using puppet for the junior high school students and how effective the use of puppet in teaching speaking for the junior high school students. The method applied in the present research was pre-experimental with one group pre test and post test design. The population of the test was 28 and all the students were the sample as well. To collect the data, a pre test and post test were administered with oral test as the instrument. The results of pre test and post test were used to determine the mean score and standard deviation score. In analyzing the data, a paired sample t-test was used to analyze whether the alternative was accepted of rejected. To analyze the data, the present researcher applied SPSS 17 for windows. Based on the result of data analysis, the mean score of pre-test was 50.00 and that of post test was 68. 75, meaning that there was a difference in the mean scores between the pre test and post test. In tetsing hypothesis, the present researcher found that t (df=27) = -7.232 at p= 0. 000, meaning hat the alternative hypothesis was accepted. It was concluded that puppet usage was significantly effective in teaching speaking for the junior high school students.

The Effectiveness of Anagram Technique in Teaching Vocabulary Rosadi, Ahdian
VELES Voices of English Language Education Society Vol 1, No 1 (2017): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

This study aimed at finding out the effectiveness of anagram technique in teaching vocabulary at the seventh grade of MTs. Al-Majidiyah NW Majidi in the school year 2015-2016. This study is a pre-experimental design. The sample was one class consisted of 30 students. The data collection was done by administering pre-test and post-test in the form of objective test. In the data analysis, Paired Sample T-Test was used to prove the hypothesis. Based on the data gained, it was found that the mean score of the pre-test was 18.67 while the mean score of the post-test was 25.30. It meant that there was a significant difference in the mean scores between pre-test and post-test, t(df=29) = 19.282 at p = 0.000 that was lower than 0.05. It means that the alternative hypothesis was accepted which indicates that anagram technique was significantly effective in teaching vocabulary. Additionally, the result of this research shows that anagram is a good vocabulary learning strategy. It encourages greater self-direction for learners. Thus, it is strongly suggested that teachers apply this technique to help improve students’ vocabulary.

The Effectiveness Of Content Based Instruction In Teaching Speaking Skill For Efl Learners Adawiyah, Rabi'atul
VELES Voices of English Language Education Society Vol 2, No 2 (2018): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

This study aimed at examining the effectiveness of content based instruction method in teaching speaking skills of EFL learners. This research was a pre-experimental research with pre-test and post-test design. It was conducted at the eleventh grade of MA Darul Aitam Jerowaru in the school year 2017-2018. The sample consisted of 27 students selected by cluster random sampling. The data was collected using a speaking test. In addition to diescriptive statistics the collected data were submited to a paired sample t-test. The mean score of post-test (53.62) was higher than that of pre-test (33.48). 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=26) = 77.53 at p < .01. Based on the finding, it can be concluded that content based instruction was an effective method to teach speaking.

Three Steps Interview in Teaching Speaking Skill for EFL Learners Hendriani, Laili
VELES Voices of English Language Education Society Vol 2, No 1 (2018): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

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.

Using Concept Mapping to Improve the Writing Ability of the Eight Graders Maloho, Kalsum
VELES Voices of English Language Education Society Vol 1, No 2 (2017): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

This study - which is classroom action research in nature - was intended to develop concept mapping strategy to improve the writing ability of the eighth grade students. The subjects of this study were twenty students (Class VIII-B) of MTs PKP Manado, North Sulawesi in the academic year 2015-2016. This study was conducted in two cycles through some procedures: planning the action, implementing the action, observing the implementation, and reflecting the action. The data of the study were gathered using portfolio, observation checklist and field notes. The findings of the study indicated that concept mapping was successful in improving the students’ writing ability. The improvement could be seen from the increase of the students’ mean scores and the students’ involvement in writing activities. The mean scores obtained by the students in the two cycles were shown by the results of portfolios. While the students’ involvement in writing activities in the two cycles were shown by the observations checklists and field notes. From the findings, it can be inferred that concept mapping is not only effective in improving the writing ability of the students but also in enhancing their involvement in writing activities, particularly in generating and organizing their ideas.

Students’ English Writing Process and Problems: A Case Study at Hamzanwadi University Maysuroh, Siti; Maryadi, Lalu Ilham; ., Supiani
VELES Voices of English Language Education Society Vol 1, No 1 (2017): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Writing is a very crucial skill in teaching and learning English as a Foreign Language (EFL). However, many students especially in Indonesia regarded this skill as the most complex task to complete, even for university students. Thus, the aim of this study was to describe the process of teaching writing in the classroom as well as to identify the students’ writing problems and to find out the factors which cause them. The study was conducted in the second semester of English language program of Hamzanwadi University in academic year 2016-2017. The participants of this study consisted of 10 students selected using purposesful sampling technique. The research method used was a case study approach. In addition, in order to collect the data in the field, the researcher used some instruments; observation, interview, document and records. In addition, to ensure the trustworhiness of the data, the researcher followed some criteria adapted by Lincoln and Guba (1985), namely credibility (truth), dependability (consistency), transferability (applicability), and confirmability (Neutrality). The findings reveal that the students were taught using process approach in which the students were encouraged to learn writing throught some processes namely pre-writing, drafting, revising, editing, and publishing. The researcher found that the students have various problems in their writing; mostly grammatical problems, word choice problems, and mechanical problems. They might be caused by some factors; lack practice, low motivation, and also time allocation.

A Critical Analysis of a Chapter From an EFL Textbook : a TBLT Perspective Suherman, Andri
VELES Voices of English Language Education Society Vol 2, No 2 (2018): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

This research article aimed to analyze tasks employed in an Indonesian EFL textbook from the perspective of TBLT approach. The analysis involved chapter eight in the EFL textbook of grade ten. Meanwhile, the six features of a task proposed by Ellis (2003) were used to analyze the tasks. The findings revealed two points; (1) none of the fifteen tasks in the chapter employed the six crucial features of a task, (2) all the fifteen tasks in the chapter were potential to change to be more task-like. The implication of this study was to provide insight to EFL material developers to be more aware of the task features, and to offer suggestions to EFL education practitioners in redesigning existed tasks to be more task-like.

Developing Students’ Vocabulary in English Speaking Ability By Using Talk-Show Video as Directed Practice Media Purwata, Ichwan
VELES Voices of English Language Education Society Vol 2, No 1 (2018): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

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.

Demonstrating Technique to Teach Vocabulary Viewed From Student Intelligence Husnu, Muhammad
VELES Voices of English Language Education Society Vol 1, No 1 (2017): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

This research was aimed at finding out whether: (1) demonstrating technique was more effective than translation technique to teach vocabulary; (2) the students who had high intelligence have better vocabulary than those who had low intelligence; and (3) there was an interaction between teaching techniques and intelligence for teaching vocabulary. Designed as experimental study, it was conducted at the fourth grade of SDN 3 Pancor. The population of the research was the fourth grade students of SDN 3 Pancor in the academic year of 2015-2016. The samples were two classes. A cluster random sampling technique was used to take the samples. Each class was divided into two groups (the students who have high and low intelligence). Then, the techniques used to collect the data were an intelligence test and a multiple choice test. The vocabulary instruments were tried out to get valid and reliable items. The data were analyzed by using multifactor analysis of ANOVA 2x2 and Turkey test. Based on the findings, it can be concluded that in general demonstrating technique was more effective than translation technique to teach vocabulary. For the students who had high or low intelligence, demonstrating technique was more effective than translation technique to teach vocabulary. In accordance with the above result, the English teacher was expected to be able to select the appropriate teaching technique to teach vocabulary for the students who had high or low intelligence.

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