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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 149 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.
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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