SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal
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, poetry, prose, and drama 7. Digital communication in English language teaching 8. Cultural studies
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<![CDATA[The Effectiveness of Quick on the Draw Technique in Teaching Reading Recount Text ]]>
<![CDATA[Lailin Nadhifah]]>;
<![CDATA[Ima Chusnul Chotimah]]>
<![CDATA[ SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol 3 No 1 (2018): SELL journal ]]>
Publisher : <![CDATA[Penerbit STKIP PGRI Bangkalan ]]>
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DOI: 10.31597/sl.v3i1.534
<![CDATA[Reading is crucial learning activity which mostly makes students bored. To build interactive activity, Quick on the Draw (QOTD) is useful technique that group working is the prior aspect should be done by the students. So that, the researcher interested to investigate whether the students taught by using QOTD have better achievement in reading recount text than the students taught by conventional technique in SMP Negeri 2 Megaluh. This research used quasi experimental design especially nonequivalent control group design which experimental and control group are included. By giving the same pre-test and post-test and different teaching learning process, the research data was collected. The data was analyzed by using ANCOVA SPSS 16.0. By calculating the post-test for both control and experimental group, it was gained F value 6.009. It was meant 6.009 >4.03, the F value is greater than F critical value. And the significance value was 0.018 which is lower than the significance level, 0.018 < 0.05. It could be concluded that Quick on the Draw is effective in teaching reading recount text at the eight students of SMP Negeri 2 Megaluh and the Hypothesis Alternative (Ha) was accepted.]]>
<![CDATA[The Use of Story Book: Moral Stories Media to Teach Reading Comprehension ]]>
<![CDATA[Desi Puspitasari]]>;
<![CDATA[Lailatus Sa’adah]]>
<![CDATA[ SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol 3 No 1 (2018): SELL journal ]]>
Publisher : <![CDATA[Penerbit STKIP PGRI Bangkalan ]]>
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DOI: 10.31597/sl.v3i1.535
<![CDATA[This research used M- Learning (Story book: Moral stories) as media to teach reading comprehension. This research is aimed to know whether story book: moral stories media has significant effect on students’ reading comprehension at SMP N 1 Mojoagung. In applying the media, it was elaborated with make a match model in both classes. Using Quasi experimental non equivalent (pretest- posttest control group design), this research involved 50 students which were in class 8A (control class) and class 8B (experiment class) both involved 25 students each class. The instrument used multiple choice tests. The result of post test used Independent sample T-test by using SPSS 16.0. The result showed the mean of control class was 69.40 and experimental group mean showed 90.40. It concluded that the mean score of experimental class got higher than control class. The result of Independent sample T – test in sig. (2- tailed) value showed 0.000 which is less than α value = 0.05, it means that students who are taught by using story book: moral stories media has statistically significant different score than those who are taught by printed media in reading comprehension.]]>
<![CDATA[Cross Cultural Communication: How Traveling Influences People’s Perspective in Seeing the World ]]>
<![CDATA[Iin Rachmawati]]>
<![CDATA[ SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol 3 No 1 (2018): SELL journal ]]>
Publisher : <![CDATA[Penerbit STKIP PGRI Bangkalan ]]>
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DOI: 10.31597/sl.v3i1.536
<![CDATA[Nowadays, traveling has been transformed drastically into a-must-do activity to ensure that they can keep update on what’s trending now. Today there are a whole bunch of advertisements which attract people to go traveling the world. And this phenomenon is strengthen with the abundance amount of online traveling applications like Traveloka, PegiPegi, Tiket.com, Agoda, Airy, AirBnb, and many more lists which make traveling become much more practice and pretty easier. Based on those facts, this research aims to explore more about how big the influence of the advertisements and online traveling applications will affect people to go traveling as well as to examine about about the ways traveling influences people’s perspective in seeing the world. This research used ethnomethodology as the research design since it discusses much about the traveling phenomenon in relation with people’s perspective and response in seeing the world outside. The data were gathered through online questionnaire in the Facebook group of ‘Backpacker Dunia’ which consist of twenty submitted questionnaires. Personal data analysis (through questionnaire and interviews) was performed to test whether the influence of advertisements and online traveling applications will affect people to go traveling and whether traveling influences people’s perspective in seeing the world or not. The data analysis were conducted by using qualitative descriptive method. The results revealed that in the end they realized that traveling is always the best way to learn about everything, including about the culture and the ways people seeing the world. In short, there will always be the symbol (relationship between words), the referent (something or the thing it describes), and the meaning (the thought which is related to the word and the thing).]]>
<![CDATA[The Implementation of Remedial Teaching in Assisting Second Language Learner ]]>
<![CDATA[Maulana Yusuf Aditya]]>
<![CDATA[ SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol 3 No 1 (2018): SELL journal ]]>
Publisher : <![CDATA[Penerbit STKIP PGRI Bangkalan ]]>
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DOI: 10.31597/sl.v3i1.537
<![CDATA[Many students get a low achievement in their learning. One of the suggested ways in overcoming the students’ problems is remedial teaching. Contrary to the procedure, remedial teaching was mostly done perfunctorily. This study was generally aimed to find out how teachers apply the remedial teaching in class. Specifically, this study was aimed to find out how teachers identifying students who need to be given remedial teaching, how teachers find the students difficulties in their learning process and how teachers devise strategies to overcome the students’ problems. In this study the researcher gathered data on the implementation of remedial teaching in senior high school. The focus of the study was the implementation of remedial teaching on English lesson on the students of SMAN 3 Bangkalan only. A qualitative research design was proposed to obtain answers to research questions of this study. The study that the researcher chose was case study. The subject of this research was English teachers of the Tenth Grade Students of SMAN 3 Bangkalan. To collect data the researcher did observation, interview and documents gathering. The research finding was the implementation of remedial teaching in SMAN 3 Bangkalan was quite good, but it was not too much well done. English teachers of SMAN 3 Bangkalan did the remedial teaching by analyzing the students’ score, analyzing the students’ disabilities and curing the students’ disabilities. But the enrichment program had not conducted yet. They did the all steps of the remedial teaching but there were several that they ignored. It was done unmaximally. And there was lack of teachers’ role. Nevertheless, the implementation of remedial teaching in SMAN 3 Bangkalan was not done too much perfunctorily. It could be said that it was had only a few methodological flaws]]>
<![CDATA[Developing Multimedia Kids Play Learning Materials for Students with Special Needs ]]>
<![CDATA[Ageung Darajat]]>;
<![CDATA[Muhammad Iqbal Ripo Putra]]>;
<![CDATA[Sulaiman]]>
<![CDATA[ SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol 3 No 1 (2018): SELL journal ]]>
Publisher : <![CDATA[Penerbit STKIP PGRI Bangkalan ]]>
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DOI: 10.31597/sl.v3i1.538
<![CDATA[This study involved an English teacher from one of special schools in Pontianak. It is investigated the materials are the source for teachers to teach and for students to learn. Two areas of investigation were set up in this study and were aimed to explore: 1) Describing the English teaching learning process for autistic learners at CAHAYA BANGSA Pontianak; 2) Developing the materials for encouraging the students to be more involved and concentrated. This final project used the research and development (R&D) to develop the materials. The materials were validated by two experts to come to the final product. This research conducted at CAHAYA BANGSA PONTIANAK involving the students of seventh grade with special needs (in this case is autism). The data were collected from classroom and checklist observations, questionnaire and interview with teacher. Those data collection resulted that teacher and students actually confronted the same problem which was the absence of a set of suitable materials for English lesson. The integration of the materials then led to materials development for encouraging the students’ involvement and concentration. The researchers assumed there were some considerations the teacher should pay attention in using the materials, those are: 1) the teachers should give the instruction clearly to the students; 2) the teachers should be more creative in developing materials for the students; 3) the teacher should enhance her knowledge of materials development for students with special needs; 4) Every student has different characteristics, therefore the materials should be applied in the basis of students’ capacity and ability]]>
<![CDATA[English Pronunciation Errors by the Seventh Grade Madurese Students ]]>
<![CDATA[Nurul Istiana]]>
<![CDATA[ SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol 3 No 1 (2018): SELL journal ]]>
Publisher : <![CDATA[Penerbit STKIP PGRI Bangkalan ]]>
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DOI: 10.31597/sl.v3i1.539
<![CDATA[English pronunciation is still a crucial problem among many students of the seventh grade in Junior High School Kamal, Madura. They mostly mispronounce words. The problem is, the students do not realize that they make some pronunciation errors when speaking or reading aloud in English. This usually happens because not all teachers pay much attention to their students’ pronunciation. They just teach the vocabulary found in the text or utterances from the materials and give the examples of how to read them but do not follow up the students’ pronunciation. Being curious with the frequent mispronunciations produced by the seventh grade students, the researcher investigated the problem in her class. The qualitative study employed a single – case study design. To collect the data, a set of pronunciation test were administered. The test consisted three parts: words, phrases and sentences. The findings show that the students produced errors on vowels, consonants and diphthongs]]>
<![CDATA[Enriching Vocabulary by Using Alphabet Game at Group Discussion in Teaching ENGLISH for the Tenth Grade of SMKN 1 Labang ]]>
<![CDATA[Ardiyansah]]>
<![CDATA[ SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol 3 No 1 (2018): SELL journal ]]>
Publisher : <![CDATA[Penerbit STKIP PGRI Bangkalan ]]>
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DOI: 10.31597/sl.v3i1.540
<![CDATA[Vocabulary is the most important component in language acquisition. Vocabulary is one of the fundamental factors that make it possible for a person to speak the language. This study are different form in pronunciation and spelling, the low level of students in memorizing the words their boredom in learning, the lack of media and vocabulary. Most of the students have good responses for the teaching and learning process. They liked and felt enthusiastic in following this lesson. The students agree when the teacher conducted the lesson using alphabet game to enrich vocabulary. Beside the students also felt that their English is becoming better than before especially in analyzing kinds of noun]]>
<![CDATA[Workshop-Based Learning Versus Project-Based Learning: Which One is the Best for the English Writing Ability ]]>
<![CDATA[Mustain Mustain]]>
<![CDATA[ SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol 3 No 1 (2018): SELL journal ]]>
Publisher : <![CDATA[Penerbit STKIP PGRI Bangkalan ]]>
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DOI: 10.31597/sl.v3i1.541
<![CDATA[This research focuses on the investigation between workshop-based learning versus project based learning: which one is the best for the English writing ability through true-experimental in the randomize-pretest-posttes control group design. The population of this study were 160 participants or students of the English Department in certain Bangkalan university and they were randomly 60 students selected to be a sample of this research through simple random sampling. The proses of sampling, in this case, the researcher is to ensure that each and every member of the population has an equal chance of being selected through lottere method. Then researcher randomized the sample each 30 students to assign the two groups, experimental group and control group.The instrument of this research were in the form of test. The subjective test were individually distributed to students where they wrote paragraph at least 150 words by the time allocation 90 minutes. The topic is indiviually choosen by the participants based on their own ideas. Since the Independent T-test was done to administrate in the data collection through SPSS 22 as data processing media in the level of significance of 5%. Based on the collected above, this research shown due to the t-value was higher than t-table (5.816 > 1.701); It meant that, the differences of the writing ability between the use of Workshop-Based Learning and Project-based learning were significant. It is concluded the students are taught by workshop-based learning have better writing ability than the students who taught by project-based learning. It meant that there is the effect of workshop-based learning on the students’ writing English ability in Bangkalan. With regard to the results of research, the researcher suggest that the research should be reconducted in the future studies by other researchers comprehensively in terms of sampling, treatment, time and others.]]>
