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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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Assure as a Learning Model: Empirical Study on Intensive Course Lecturer in English Department Siti Maria Ulfa
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.v2i1.513

Abstract

This research investigates the implementation of ASSURE learning model in Intensive Course and also investigates the responses of the students. ASSURE learning model. It consists of several steps like analyzing the learners, stating the standards and objectives of the study, choosing and utilizing media, requiring learners' participation and the last is revising and evaluating. The whole data is analyzed by ASSURE learning model is applied. The result of this research was found that the Assure learning model is done effectively through the use of sequence of teaching and learning process. The implementation of this learning model has contributed a very good athmosphere in Intensice Course classroom. By analyzing students firstly, and then choosing the right media and finally doing some evaluation, the teaching and learning process was quite interesting and students felt different or various ways in learning new course. As a conclusion, the steps which are stated in the learning model is done gradually and appropiately with what the objectives and the sequence of process. And it is also hoped that through this research, the Intensive Course in first semester in English Department actually has the orientation of creating effective teaching and learning process
The Effectiveness of Using Team Pair Solo Strategy in Teaching Writing Descriptive Text for the Second Grade Students in SMPN 2 Peterongan Santi Purwanti; Ima Chusnul Chotimah
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.v2i1.514

Abstract

The purpose of conducting this research was to investigate the effectiveness of using Team Pair Solo Strategy in teaching writing descriptive text for the second-grade students in SMPN 2 Peterongan. Team Pair Solo Strategy is kind of cooperative learning strategy where the students do a task in group, in pair, and individually. The subjects of this research were 8-A and 8-B which consist of 32 students. Pre-test and post-test were given to both of experimental and control class. For the treatments, the students of experimental class were taught by using Team Pair Solo Strategy. In contrast, the students of control class were taught by Conventional Strategy. Post-test was given after giving the treatments. The result showed that F value was 4.955 than F table was 3.99. It was clearly shown that F value was higher than the F table (4.955>3.99). It means that Ha was accepted. Based on the proven hypotheses, the researcher can conclude that the using of Team Pair Solo Strategy in teaching writing descriptive text for the second-grade students in SMPN 2 Peterongan was proven effective.
Short Stories as an Alternative Medium to Teach Reading Lailatul Komariyah; Mariyatul Kiptiyah
SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol. 11 No. 2 (2026): SELL Journal
Publisher : Penerbit STKIP PGRI Bangkalan

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Abstract

This study aims to investigate a teacher's instructional strategies in reading instruction using short stories and to analyze the multi-dimensional reading difficulties encountered by ninth-grade students in a rural EFL context. Utilizing a qualitative case study design integrated with phenomenological perspectives and educational ethnography, data were gathered from an English teacher and 25 ninth-grade students at MTs Sayyid Ali Geger Bangkalan. Data collection was executed through triangulation involving non-participant classroom observations, semi-structured interviews, and documentation of reading assessment worksheets, which were subsequently processed using the interactive qualitative analysis model of Miles, Huberman, and Saldana. The findings reveal that the teacher operationalized short stories through a systematic process-oriented framework spanning pre-reading, while-reading, and post-reading stages. The strategic shift from a text-only approach to an illustrated, tool-supported methodology successfully lowered the students' affective filters and enhanced predictive understanding. Concurrently, the analysis of student challenges identified three core dimensions of reading difficulties: psychological and affective barriers (manifested as public speaking phobia and intense performance anxiety), linguistic and lexical hurdles (characterized by an extreme vocabulary deficit, past tense verb confusion, and rigid polysemous interpretation), and phonological friction (stemming from rigid first-language orthographic transfer). The study concludes that while short stories serve as a potent alternative medium to stimulate textual interest, their efficacy remains strictly dependent on targeted scaffolding, visual materials, and systematic structural reinforcement to foster independent, sustainable literacy development among struggling foreign language learners.
The Influence of Literacy Tree Media on Reading Skills in Jaddih 3 Elementary School Students Raihan Firdaus Hariyanto; Tera Athena
SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol. 11 No. 2 (2026): SELL Journal
Publisher : Penerbit STKIP PGRI Bangkalan

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Abstract

Reading is a fundamental skill for young English as a Foreign Language (EFL) learners, yet fifth-grade students at UPTD SDN Jaddih 03 still face difficulty comprehending English texts because of limited vocabulary and ineffective reading strategies. Previous studies have shown that the Literacy Tree, a tree-shaped visual medium that displays vocabulary, sentences, or short texts on its leaves, can make reading more engaging, but its specific effect on the reading skill of Indonesian elementary school students in a rural context has rarely been examined. This study aimed to determine and explain the influence of Literacy Tree media on the reading skill of Jaddih 3 Elementary School students. A quantitative experimental design with a one-group pretest-posttest model was employed. The sample consisted of 24 fifth-grade students chosen through simple random sampling from a population of 237 students. Data were gathered through a 20-item multiple-choice reading test, analyzed using validity testing, reliability testing (Cronbach's Alpha = 0.959), a normality test, and a paired sample t-test with IBM SPSS 21.0. All 20 items were valid, the data were normally distributed (Sig. = 0.817 > 0.05), and the mean score rose from 52.08 in the pretest to 81.46 in the posttest with a significance value of 0.000 (< 0.05). These results indicate that Literacy Tree media has a significant effect on students' reading skill and also increases their enthusiasm during learning. Teachers are therefore encouraged to use interactive, visual media such as the Literacy Tree to support reading instruction in elementary classrooms.
Indonesian EFL Students' Barriers in Writing Undergraduate Thesis: A Descriptive Phenomenology Study Nadhifatul Khoirunnisa'; Nuskhan Abid
SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol. 11 No. 2 (2026): SELL Journal
Publisher : Penerbit STKIP PGRI Bangkalan

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Abstract

The purpose of this study is to examine how Indonesian EFL students employ international literature when writing their theses. This study involved several EFL students who had experience accessing international journals and writing theses. A phenomenological-descriptive method was used. Data were collected through semi-structured interviews, and Colaizzi’s phenomenological analysis was applied. The findings indicate that participants faced three main challenges: technical barriers in finding suitabel references, barriers in technical academic writing, and psychological barriers in the thesis writing progress. technical barriers in finding suitabel references included paywalls that limited access to international journals, and academic writing technical barriers, such as dificulty in discussion or conten sections, limited academic vocabulary, difficulty understanding academic English, and the complexity of sentence structures in scientific articles. Additionally, demotivation barriers in the thesis writing progress included stress, stuck, down, frustration, loss of motivation, lack of self-confidence, and mental fatigue. Nevertheless, EFL students demonstrated resilience and adaptive strategies by improving their English language skills, expanding their academic literacy, utilizing AI-based translation technology and seeking social support from friends, family, and their teachers or faculty. This study found that thesis writing for EFL students is not only an academic process but also an emotional and psychological experience.
EFL Students’ Perceptions of the Teacher's LOTS and HOTS Questions in Teaching Reading Procedure Text through Deep Learning Approach Dewi Mutya Cahyani; Christina Innocenti Tumiar Panggabean
SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol. 11 No. 2 (2026): SELL Journal
Publisher : Penerbit STKIP PGRI Bangkalan

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Abstract

Higher Order Thinking Skills (HOTS) and Lower Order Thinking Skills (LOTS) questions play a central role in shaping how English as a Foreign Language (EFL) students engage with reading texts, yet Indonesian classrooms and textbooks are still dominated by LOTS questions that emphasize recall rather than critical thinking. This study examined eleventh-grade students' perceptions of the LOTS and HOTS questions implemented within the Deep Learning approach in teaching reading of procedural texts. A descriptive qualitative design was employed, involving twenty-three students at SMAN 4 Tuban. Data on students' perceptions were collected through a Likert-scale questionnaire and semi-structured in-depth interviews with seven selected students. The collected data were analyzed by calculating the questionnaire percentages to identify perception trends, followed by data reduction, data display, and conclusion drawing of the interview transcripts to corroborate the quantitative findings. The findings reveal a highly positive student perception, categorized into three aspects: first, students showed high interest and motivation in learning procedural text through questioning; second, the gradual integration of LOTS and HOTS questions significantly helped students comprehend the text and relate it to real-life contexts; third, despite the positive responses, students perceived HOTS questions as a considerable cognitive challenge, requiring teacher scaffolding to alleviate anxiety when formulating independent opinions. The study concludes that students perceive the integration of LOTS and HOTS questions within the Deep Learning framework as an effective and engaging method to enhance reading comprehension and critical thinking, acknowledging the challenges inherent in higher-order cognitive demands.
The Implementation of Differentiated Instruction by Certified Teacher Leaders Across Educational Tiers: A Qualitative Case Study Ana Christanti; Ryan Purnomo
SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol. 11 No. 2 (2026): SELL Journal
Publisher : Penerbit STKIP PGRI Bangkalan

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Abstract

This qualitative case study investigates how certified teacher leaders (Guru Penggerak) execute Differentiated Instruction (DI) across distinct educational tiers, from kindergarten to senior high school, in Sidoarjo, East Java. Utilizing classroom observations and post-observation interviews with four educators across public and private institutions, this research evaluates teacher perceptions and the practical application of content, process, and product differentiation. The empirical findings reveal a persistent disconnect between pedagogical awareness and actual classroom execution. Although participants expressed positive attitudes toward DI as a catalyst for student engagement, their ability to apply content differentiation varied substantially across developmental stages. Early childhood educators experienced structural barriers in adapting learning content due to young learners' dependence on direct teacher instruction. In contrast, primary and secondary teachers implemented process and product differentiation more fluently by tapping into students' growing capacity for self-directed learning, though outcomes remained tied to teacher creativity. These insights highlight the need for level-specific professional development to refine differentiation practices within evolving competency-based curricula.

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