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Iin Rachmawati
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INDONESIA
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 Social Sciences Other
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
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 144 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.

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