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SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal
Published by STKIP PGRI Bangkalan
ISSN : 25286595     EISSN : 25808400     DOI : -
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences
SELL journal seek multidisciplinary contribution from the lecturers, researchers, students, and also all the practitioners in the field of English language teaching, linguistics, and literature. There are several sub-themes (but not limited to): 1. The development of technology in language teaching 2. Translation and pedagogy 3. Sociolinguistics and psycholinguistics 4. Semantics, syntax, phonology, and morphology 5. Applied linguistics 6. English literature, prose and drama 7. Digital communication in English language teaching
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 157 Documents
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Duolingo as Pre-Speaking Practice: Enhancing Speaking Performance and Reducing Social Anxiety Among EFL Students Assyifatil Assyifa; Siti Maria Ulfa
SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol. 11 No. 1 (2026): SELL Journal
Publisher : Penerbit STKIP PGRI Bangkalan

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Abstract

Speaking performance continues to be a major challenge for many EFL students, particularly when they are required to communicate in English during classroom activities. Difficulties in pronunciation, limited vocabulary, low confidence, and fear of negative evaluation often prevent students from participating actively in speaking tasks. Although numerous studies have reported the benefits of Duolingo for language learning, its role as a pre-speaking practice that helps students prepare both linguistically and psychologically before classroom speaking activities has received relatively little attention. Therefore, this study aimed to explore how Duolingo was used as a pre-speaking practice and how it supported students' speaking performance and social anxiety in an EFL classroom. A qualitative descriptive design was employed involving tenth-grade students at SMA Negeri 1 Arosbaya. Data were gathered through classroom observations and semi-structured interviews, and were analyzed using the interactive model of Miles, Huberman, and Saldaña together with thematic analysis. The findings indicated that students became more fluent, confident, and able to use appropriate vocabulary after practicing with Duolingo. They also felt more prepared to speak, participated more actively in classroom activities, and experienced less anxiety when expressing their ideas in English. These findings suggest that Duolingo can be used as an effective pre-speaking practice to support both students' speaking performance and emotional readiness in EFL classrooms.
Analyzing Elementary School Students’ Geometry Comprehension Based on Van Hiel’s Theory Chairil Faif
SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol. 11 No. 1 (2026): SELL Journal
Publisher : Penerbit STKIP PGRI Bangkalan

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Abstract

Teaching geometry in elementary school sets out to build and develop students’ logical thinking skills. Comprehension of geometry topics is expected to develop the students’ skills to solve everyday problems. However, this learning objective has not been met as expected. In Indonesia, there are many elementary school students who still do not understand the basic concepts of geometry, such as shapes and planes. Based on this problem, the researcher conducted a study to examine students’ comprehension of geometric concepts. This study is of an experimental kind and involves two classes: an experimental class and a control class. To solve the problem of learning geometric topics, the researcher utilizes Van Hiel’s theory. Geometry learning in the first class is delivered using a learning approach based on the Van-Hielé theory (experimental group), while learning in the second class is delivered with the conventional approach (control group). This study comprised 150 students, drawn from primary five, representing two classifications of medium and low performance from the selected schools found in Banjarmasin. Before conducting the study, the researcher designed a learning scenario and research procedure to ensure the study went as expected. This study concludes that students’ comprehension of geometric concepts after Van-Hielé’s Theory-Based Geometry Learning belongs to the medium category, which is better than the students’ comprehension of geometric concepts after conventional learning, which is in the low category. Conclusively, Van Hiel’s geometry learning theory is found to be effective in teaching and learning mathematics.
An Analysis of Activity Preferences and Motivation for Outdoor Recreation Vanessa Gaffar; Yeni Yuniawati; Oce Ridwanudin
SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol. 11 No. 1 (2026): SELL Journal
Publisher : Penerbit STKIP PGRI Bangkalan

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Abstract

Hiking is one of the popular sport tourism activities in Indonesia, especially in West Java Province. It’s not only favored by professionals but also amateurs who are eager to spend their leisure time outdoors. These participants do the activity based on various motivations and preferences. Activity preferences are activities chosen by sport tourism participants and can be used as a basis for conducting market segmentation. This study aimed to investigate dominant factors of participants’ outdoor recreation motivation and its influence on outdoor activity preferences. Quantitative research was used in this study. Data were collected from 411 respondents who hiked Ciremai Mountain and Papandayan Mountain in West Java Province. Data were analysed using Confirmatory Factor Analysis (CFA) and Structural Equation Model (SEM). Results showed that achievement, learning and sociality, independent and personal development, and relaxation formed outdoor activity motivation. The most dominant factor was learning and sociality, while the least dominant was relaxation. Motivation was also proven to have a significant influence on activity preference. Most of the hikers were willing to explore and learn new things when they hiked, which can be an opportunity for the management to socialize sustainable behaviour aspects around the area.
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

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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.
The Effectiveness of the Power of Two Strategy on the Student’s Reading Ability Sulaiman; Muhammad Iqbal Ripo Putra
SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol. 2 No. 1 (2017): SELL Journal
Publisher : Penerbit STKIP PGRI Bangkalan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31597/sl.v2i1.507

Abstract

This pre experimental study was carried out at the English Education Department of IKIP-PGRI Pontianak. The population was the third semester students and the sample consisted of one class. The sampling technique used was cluster random sampling.. The technique of data collection in this research apply menstrument technique. The instruments used to collect the data was reading test. The tool of data collection apply in this research was pre-test and pos-test. The finding was the power of two strategy was effective to the student’s reading ability, it show that in the effec size the power of two strategy categorize strong effect to the student’s reading ability. Based on the result of the research, it is recommended that the teachers and the students should use the power of two strategy as one of alternative strategy in teaching reading
Using the Total Physical Response to Improve Students’ Vocabulary Mastery Yuyun Bahtiar
SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol. 2 No. 1 (2017): SELL Journal
Publisher : Penerbit STKIP PGRI Bangkalan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31597/sl.v2i1.508

Abstract

Vocabulary is important aspect of language that uses in communication. In Indonesia, English has been taught since in elementary school even just as local content subject. The background of the research is the low score of student’s vocabulary among fourth grade students of MI DARUL ULUM Widang – Tuban. The result of fourth grade students average score was 40.2. Total Physical Response with work book (LKS) and real object as media can improve fourth grade students’ vocabulary significantly. At the first cycle, the result of student average score was 54.1. Thus, the researcher changes the scenario of learning that used for the second cycle in order to the students easy to memorize the vocabulary taught, make all students active and enjoy learning activity. Average score after implementing the second cycle was significance improve become 100% and it means that the target was achieved. By using this method, the research found the advantages of the use of TPR such as the learning process becomes more enjoyable, the students find it easier to memorize the vocabulary taught, all students were active involved in teaching learning process, and both students and teacher enjoy teaching learning process.
Presupposition Triggers in “The Big Bang Theory Season Nine” Situational Comedy Nazar Azkhaf; Masriatus Sholikhah
SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol. 2 No. 1 (2017): SELL Journal
Publisher : Penerbit STKIP PGRI Bangkalan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31597/sl.v2i1.509

Abstract

This present research is conducted to analyze the types of presupposition triggers performed and to understand the presupposition of the utterances in The Big Bang Theory Season Nine situational comedy. Answering the formulated research question in this research, the researchers used Levinson’s theory (1983) of presupposition triggers. Conducted with the qualitative approach, this present research is designed with the document analysis for the data was analyzed in the form of utterances uttered by the characters as source of data. The subject of this research is a situational comedy entitled The Big Bang Theory Season Nine episode one until five. The result of the research showed the character mostly uttered 11 types of Presupposition from 13 types (Levinson 1983), they are; counterfactual conditionals, temporal clauses, iteratives, change of state verbs, questions, definite descriptions, factive verbs, implicative verbs, comparison and contrasts, verbs of judging, and non-restrictive relative clauses
Comprehensible Input Production of Second Language Learner Through Informal Form-Focused Instruction Putu Ngurah Rusmawan
SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol. 2 No. 1 (2017): SELL Journal
Publisher : Penerbit STKIP PGRI Bangkalan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31597/sl.v2i1.510

Abstract

This research aims to describe basic concept of Form-Focused Instruction (FFI) and try to explain further that the use of FFI in producing comprehensible input for second language learner. The interactional process can be obtained from SLL (second language learner) while doing the assignment in narrative reading text. The teacher let them discus the assignment about narrative text reading. The students are going to contribute knowledge, discuss, and give the correction each other. This study uses descriptive qualitative in nature because in this research describes and shows several type of FFI which is used by the students. The researcher tries to use an audio recorder to obtain voices of students’ interaction. To be more specific, the audio recorder tool refers to cell phone recorder. The researcher will analyze the conversation then interpret based on FFI theory The FFI will not be treated by the teacher but the advance students will give the corrective feedback because in discussion the teacher just plays role as facilitator and the teacher may not interrupt and intervene to the students’ discussion. In this research, the students can interact well. Their interaction produces negotiate meaning, recast, and feedback that construct comprehensible input. In this study, the researcher classifies the students’ interaction pattern SLL interaction based on those three components of interaction. The students to interact, share, learn, and contribute knowledge each other. Therefore, it produces comprehensible input from the interaction
An Error Analysis on Students’ Composition of Descriptive Text at the Tenth Graders of Sman 3 Bangkalan, Madura Maulana Yusuf Aditya
SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol. 2 No. 1 (2017): SELL Journal
Publisher : Penerbit STKIP PGRI Bangkalan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31597/sl.v2i1.511

Abstract

As one of language skill, writing should be mastered by students. But in fact, a number of them especially pre university students still feel difficulty in it. So, in the sequence of efforts to minimize the errors, this study offers one of valuable ways called error analysis. The present study deals primarily with the result of students’ composition by the tenth graders of SMAN 3 Bangkalan, focused on the use of simple present tense in descriptive text and ungrammaticality found in it. The aim of this research are to find out the types of errors and the causes of errors. This research used descriptive qualitative method and data collection technique was documentation. Documentation data had shown that they made diverse errors in their composition. The research instrument was students’ worksheet then the researcher analyzed the students’ errors. Content analysis is a technique to analyze the data. The result of this research was found that the greatest number of errors was overgeneralization (OG). The students apllied a structure that they had already experienced in another new situation. Most of the students made errors caused by intralingual transfer. It means that the first language has influenced them in making composition. Looking at these results, students are not expected to be hopeless in learning English. They must study harder than before by asking their teachers some concepts. Meanwhile, the teachers should apply an appropriate and effective method of errors correction. For the readers, they can learn from the students of this research in order to they do not make the same errors
The Implementation of Student Team Achievement Division (STAD) Technique in Teaching Vocabulary of Descriptive Text to The Seventh Grade Students of SMP Negeri 1 Kamal Moh. Arief Wahyudi
SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol. 2 No. 1 (2017): SELL Journal
Publisher : Penerbit STKIP PGRI Bangkalan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31597/sl.v2i1.512

Abstract

Vocabulary is the main language element which has to be learned since it is the first thing which is introduced in learning English. In learning vocabulary of descriptive text, the teacher has to make an enjoyable learning so that the students will not feel bored on the lesson. One way in making an enjoyable learning is by implementing cooperative learning because the students can interact with their friends in doing their jobs. Here, the type of cooperative learning which is used in this study is Student Team Achievement Division (STAD). The subject of the study was the students of 7A. The research used some instruments in collecting the data such as; observation checklist which was used to get the data about the implementation of STAD technique in teaching descriptive text and questionnaire was used to know the students’ responses toward the implementation of STAD technique. After doing some observations and analyzing the data, the writer found some findings. The first finding is about the implementation of STAD technique. The implementation of STAD technique was not in line with the theory of STAD technique. The teacher did not implement five major components of STAD technique. She just implemented three major components; class presentation, teams, quizzes. The second finding is about the students’ responses toward the implementation of STAD technique. Almost all of students liked the technique which was used by the teacher since they could improve their sense of unity, responsibility, and self-confidence by helping each other in their group. They could also solve their task or job easily when they worked in a group. In conclusion, STAD technique has not been succeeded implemented in teaching descriptive text to the Seventh Graders of SMP Negeri 1 Kamal, since the teacher did not understand the STAD technique in depth

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