Article Per Year (5 Year)
p-Index From 2021 - 2026
0.562
P-Index
This Author published in this journals
All Journal SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Reforma: Jurnal Pendidikan dan Pembelajaran SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal
Chusnu Yuli Setyo
Universitas Islam Lamongan
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Internal and External Factors Influencing Oral Communication Performance Among English Education Majors: A Qualitative Study in Indonesian Higher Education Hariyanto; Chusnu Yuli Setyo; Husen; Ariel Sharon
Reforma: Jurnal Pendidikan dan Pembelajaran Vol. 16 No. 1 (2026): Reforma: Jurnal Pendidikan dan Pembelajaran
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/reforma.v16i1.1280

Abstract

As a critical competency in second-language acquisition, English speaking proficiency is essential for effective communication. While frequently evaluated through oral presentations, many learners encounter significant obstacles that hinder their performance. Consequently, this study aims to identify the internal and external factors influencing the speaking performance of English Education majors within an Indonesian higher education context. Employing a qualitative descriptive approach, data were collected through questionnaires, classroom observations, and document analysis involving 13 second-semester English Education students at Universitas Islam Lamongan. The findings reveal that students' oral communication is hindered by intertwined internal and external variables. Internal factors comprise psychological barriers predominantly fear of errors, embarrassment, and low self-confidence—alongside linguistic challenges, including native language interference, limited vocabulary, and incorrect pronunciation. External factors encompass unsupportive classroom environments and limited English exposure outside formal settings. Participant feedback indicated that addressing these factors through structured pedagogical interventions, such as Vygotskian scaffolding, supportive classroom environments, and constructive feedback, significantly reduces anxiety and enhances overall speaking proficiency.
Exploring Vocabulary Use During English Writing Among First-Year EFL Students: A Qualitative Study Riya Risqi Setyaningrum; Hariyanto; Chusnu Yuli Setyo; Neng Surti
SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol. 11 No. 1 (2026): SELL Journal
Publisher : Penerbit STKIP PGRI Bangkalan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Vocabulary use is essential in English writing because learners must make continuous lexical decisions to express ideas accurately and appropriately. Previous studies have primarily examined vocabulary mastery, lexical diversity, and writing quality as measurable outcomes, providing limited insight into how learners use vocabulary during the writing process. This study explored how first-year EFL students used vocabulary while composing English descriptive texts. A qualitative case study was conducted with 30 first-year English Education students at Universitas Islam Lamongan, Indonesia. Data were collected through descriptive writing tasks, think-aloud protocols, and stimulated recall interviews, and analyzed using Reflexive Thematic Analysis. Following preliminary coding of all writing products, six information-rich cases were purposively selected for in-depth analysis. The findings revealed that vocabulary use was a dynamic and recursive process involving five interconnected stages: lexical retrieval, lexical search, lexical selection, lexical evaluation, and lexical revision. The integration of multiple data sources showed that students continuously negotiated between their lexical knowledge, cultural meanings, communicative intentions, and contextual demands while composing texts. These findings reconceptualize vocabulary as a strategic process rather than merely a linguistic product. The study suggests that vocabulary instruction should emphasize process-oriented lexical strategies, including searching, evaluating, and revising vocabulary, to foster more effective writing development in EFL contexts.
Exploring Vocabulary Use During English Writing Among First-Year EFL Students: A Qualitative Study Riya Risqi Setyaningrum; Hariyanto; Chusnu Yuli Setyo; Neng Surti
SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol. 11 No. 1 (2026): SELL Journal
Publisher : Penerbit STKIP PGRI Bangkalan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Vocabulary use is essential in English writing because learners must make continuous lexical decisions to express ideas accurately and appropriately. Previous studies have primarily examined vocabulary mastery, lexical diversity, and writing quality as measurable outcomes, providing limited insight into how learners use vocabulary during the writing process. This study explored how first-year EFL students used vocabulary while composing English descriptive texts. A qualitative case study was conducted with 30 first-year English Education students at Universitas Islam Lamongan, Indonesia. Data were collected through descriptive writing tasks, think-aloud protocols, and stimulated recall interviews, and analyzed using Reflexive Thematic Analysis. Following preliminary coding of all writing products, six information-rich cases were purposively selected for in-depth analysis. The findings revealed that vocabulary use was a dynamic and recursive process involving five interconnected stages: lexical retrieval, lexical search, lexical selection, lexical evaluation, and lexical revision. The integration of multiple data sources showed that students continuously negotiated between their lexical knowledge, cultural meanings, communicative intentions, and contextual demands while composing texts. These findings reconceptualize vocabulary as a strategic process rather than merely a linguistic product. The study suggests that vocabulary instruction should emphasize process-oriented lexical strategies, including searching, evaluating, and revising vocabulary, to foster more effective writing development in EFL contexts.
Co-Authors Ariel Sharon Hariyanto Husen Neng Surti Riya Risqi Setyaningrum