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
Articles
134 Documents
<![CDATA[The Effectiveness of the Power of Two Strategy on the Student’s Reading Ability ]]>
<![CDATA[Sulaiman]]>;
<![CDATA[Muhammad Iqbal Ripo Putra]]>
<![CDATA[ SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol 2 No 1 (2017): SELL Journal ]]>
Publisher : <![CDATA[Penerbit STKIP PGRI Bangkalan ]]>
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DOI: 10.31597/sl.v2i1.507
<![CDATA[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]]>
<![CDATA[Using the Total Physical Response to Improve Students’ Vocabulary Mastery ]]>
<![CDATA[Yuyun Bahtiar]]>
<![CDATA[ SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol 2 No 1 (2017): SELL Journal ]]>
Publisher : <![CDATA[Penerbit STKIP PGRI Bangkalan ]]>
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DOI: 10.31597/sl.v2i1.508
<![CDATA[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.]]>
<![CDATA[Presupposition Triggers in “The Big Bang Theory Season Nine” Situational Comedy ]]>
<![CDATA[Nazar Azkhaf]]>;
<![CDATA[Masriatus Sholikhah]]>
<![CDATA[ SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol 2 No 1 (2017): SELL Journal ]]>
Publisher : <![CDATA[Penerbit STKIP PGRI Bangkalan ]]>
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DOI: 10.31597/sl.v2i1.509
<![CDATA[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]]>
<![CDATA[Comprehensible Input Production of Second Language Learner Through Informal Form-Focused Instruction ]]>
<![CDATA[Putu Ngurah Rusmawan]]>
<![CDATA[ SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol 2 No 1 (2017): SELL Journal ]]>
Publisher : <![CDATA[Penerbit STKIP PGRI Bangkalan ]]>
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DOI: 10.31597/sl.v2i1.510
<![CDATA[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]]>
<![CDATA[An Error Analysis on Students’ Composition of Descriptive Text at the Tenth Graders of Sman 3 Bangkalan, Madura ]]>
<![CDATA[Maulana Yusuf Aditya]]>
<![CDATA[ SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol 2 No 1 (2017): SELL Journal ]]>
Publisher : <![CDATA[Penerbit STKIP PGRI Bangkalan ]]>
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DOI: 10.31597/sl.v2i1.511
<![CDATA[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]]>
<![CDATA[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 ]]>
<![CDATA[Moh. Arief Wahyudi]]>
<![CDATA[ SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol 2 No 1 (2017): SELL Journal ]]>
Publisher : <![CDATA[Penerbit STKIP PGRI Bangkalan ]]>
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DOI: 10.31597/sl.v2i1.512
<![CDATA[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]]>
<![CDATA[Assure as a Learning Model: Empirical Study on Intensive Course Lecturer in English Department ]]>
<![CDATA[Siti Maria Ulfa]]>
<![CDATA[ SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol 2 No 1 (2017): SELL Journal ]]>
Publisher : <![CDATA[Penerbit STKIP PGRI Bangkalan ]]>
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DOI: 10.31597/sl.v2i1.513
<![CDATA[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]]>
<![CDATA[The Effectiveness of Using Team Pair Solo Strategy in Teaching Writing Descriptive Text for the Second Grade Students in SMPN 2 Peterongan ]]>
<![CDATA[Santi Purwanti]]>;
<![CDATA[Ima Chusnul Chotimah]]>
<![CDATA[ SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol 2 No 1 (2017): SELL Journal ]]>
Publisher : <![CDATA[Penerbit STKIP PGRI Bangkalan ]]>
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DOI: 10.31597/sl.v2i1.514
<![CDATA[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.]]>
<![CDATA[Coded and uncoded annotations on students’ writing ]]>
<![CDATA[Rika Riwayatiningsih]]>
<![CDATA[ SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol 2 No 2 (2017): SELL Journal ]]>
Publisher : <![CDATA[Penerbit STKIP PGRI Bangkalan ]]>
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DOI: 10.31597/sl.v2i2.515
<![CDATA[The way on giving corrective feedback whether in coded or uncoded annotations has become a controversy issue among the researcher. Dealing with acquiring language learner errors is an indispensable aspect of classroom pedagogy. The present research primarily focused to examine the role of coded and uncoded annotations in enhancing students writing accuracy of intermediate learners. The quantitative study is used to measure the accuracy of using language mechanics in students’ compositions. Forty male and female of third semester undergraduate students from writing classes in university level participated in the study to determine which kind of corrective feedback affects writing accuracy more. Group one received coded annotations as a written feedback and group two as a control group received uncoded annotations on their writings. The result of the study demonstrated that coded annotations affected students’ performance more.]]>
<![CDATA[An Analysis of Factors Influencing Student’s Problem in Pronouncing Long and Short Vowels ]]>
<![CDATA[Sulaiman]]>;
<![CDATA[Muhammad Iqbal Ripo Putra]]>
<![CDATA[ SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol 2 No 2 (2017): SELL Journal ]]>
Publisher : <![CDATA[Penerbit STKIP PGRI Bangkalan ]]>
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DOI: 10.31597/sl.v2i2.516
<![CDATA[The purpose of this research was to find out the students’ ability in pronouncing long and short English vowels and to find out what is the factor causing the problems in pronouncing short and long English vowels. This research was done through descriptive research, the sample was chosen by purposive sampling. There were 6 classes as population and chosen 5 students in each class as a sample to represent all students in every class.The tool of data collecting of this research was minimal pair test as a measurement test and interview. Based on the research finding, it was found that only 2 students that got score with the category “good” (60) and “excellent” (80) from the total of 30 students with the mean score 40,89 that categorized into "fair". Mispronounced in short vowels were 247 and mispronounced in long vowels were 283. From the result of Interview, it was found that the student had problems in pronouncing the vowel in English that were caused by several factors, including learning and social aspect. Based on the result, it can be concluded that students had the pronunciation ability categorized into "fair"and also some problems in terms of the pronunciation of long and short vowels influenced by problems during the learning process and social aspects.]]>
