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[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.]]>
<![CDATA[English for Maritime in Vocational High School Context; a Needs Analysis ]]>
<![CDATA[Arfiyan Ridwan]]>;
<![CDATA[Siti Maria Ulfa]]>
<![CDATA[ SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol 3 No 2 (2018): SELL Journal ]]>
Publisher : <![CDATA[Penerbit STKIP PGRI Bangkalan ]]>
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DOI: 10.31597/sl.v3i2.547
<![CDATA[English for Specific Purposes (ESP) is an English learning that incorporates elements of the learner's specific needs and the context of the work environment. ESP for maritime or shipping is still not developed much in practice, especially in research. In Bangkalan city itself, there is a Shipping Vocational Middle School, but the development of supporting material for Maritime English is not optimal. This study aims to develop specific teaching materials to prepare maritime or sailing Vocational High School students to be able to equip themselves with work communication competencies in English. The R & D model used was the Language Development Program applied by Yalden (1987) comprising identifying the current situation and problems, referring it to the theory, obtaining needs analysis information, focus group discussion, writing manuscript, expert judgment, revision, tryout, and validation. It has been found that the language needs needed by seafarers are mostly in the context of coordination language onboard with the emphasis on speaking and reading, making notional-functional expressions are required to include in the materials. The results of the needs analysis are going to be used to next step, i.e. materials development.]]>
<![CDATA[Students’ Voices on the Implementation of Visual Text Analysis Approach in Critical Reading Class ]]>
<![CDATA[Lailatus Sa’adah]]>;
<![CDATA[Masriatus Sholikhah]]>
<![CDATA[ SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol 3 No 2 (2018): SELL Journal ]]>
Publisher : <![CDATA[Penerbit STKIP PGRI Bangkalan ]]>
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DOI: 10.31597/sl.v3i2.548
<![CDATA[This research was conducted on investigating students’ perception on how the implementation of visual text analysis approach elevate their critical thinking and drawing the strengths and the weaknesses of this approach in critical reading class for EFL college Students. To convince those two research goals, descriptive qualitative approach with document analysis technique was implemented. Series of document obtained from interview and questionnaire. In addition, during the class, the students were given materials dealing with types and functions of logical fallacy (bandwagon, ad hominem, red herring, straw man, genetic fallacy, appeal to believe, and appeal of authority) which implemented in authentic texts (memes, posters, and comic strips) retrieved from social media (Facebook and Instagram). The result showed that the implementation of VTA approach is beneficial and fruitful in escalating students’ critical thinking, further it was also joyful to have such kind of class for they have a better insight of how to interpret a text beyond the textual feature. In addition, the VTA approach combined with content of logical fallacy also contributed a great deal of logical reasoning understanding which deliver to avoiding and minimizing them easily vulnerable from viral hoaxes mainly in the SARA issues.]]>
<![CDATA[The Role of Social Distance between Teachers and Students in English Proficiency at MTsN Model Sumber Bungur Pakong ]]>
<![CDATA[Mohammad Amiruddin]]>
<![CDATA[ SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol 3 No 2 (2018): SELL Journal ]]>
Publisher : <![CDATA[Penerbit STKIP PGRI Bangkalan ]]>
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DOI: 10.31597/sl.v3i2.549
<![CDATA[A teacher undergoes fundamental changes in English language teaching. He/she creates conditions and develops activities in order that students are able to practice the language in a meaningful context. The teacher is also instrumental in creating a positive and helpful learning environment within the class. Students who feel safe and secure are much more willing to practice the target language. Meaningful classroom atmosphere promotes risk-taking and allows the students to experiment. This study aims to investigate the role of social distance between teachers and students in English language proficiency at MTsN Model Sumber Bungur Pakong. The research population comprised all the students at MTsN Model Sumber Bungur Pakong. A sample was established using the proportional stratified random sampling technique. This study is an ex post facto research, using quantitative approach. The data were analyzed by simple regression technique. The result of the study shows that the role of social distance in English proficiency level of students at MTsN Sumber Bungur Pakong is not high, 0.186 (18.6%). Social distance between teachers and students builds the students at MTsN Model Sumber Bungur Pakong inEnglish proficiency level. Students at MTsN Model Sumber Bungur Pakong have greater interaction to their teachers get more English proficiency than those who do not interaction to their teachers.]]>
<![CDATA[Developing Teaching Media for the Students with Special Need ]]>
<![CDATA[Elly Syahadati]]>;
<![CDATA[Dewi Leni Mastuti]]>
<![CDATA[ SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol 3 No 2 (2018): SELL Journal ]]>
Publisher : <![CDATA[Penerbit STKIP PGRI Bangkalan ]]>
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DOI: 10.31597/sl.v3i2.550
<![CDATA[The use of media in teaching-learning process becomes a tool of communication between teachers and students. Learning style is not only centered on the teachers, but it concerns on various aspects. Those aspects are transferred into media. Teachers are not the source in learning, yet the teacher should be able to create a media. This research and development are aimed to describe the development of Bahasa and the suitability of the quality for media in teaching Bahasa. This development followed seven steps including 1) researching and collecting data, 2) planning, 3) initial product development, 4) initial trial, 5) revision, 6) field trial, 7) revision and completion of product. The research instruments were interview and questionnaire. The need analysis indicated that the subject needed real media with an interesting color. Another result showed that the media product for teaching Bahasa can be appropriately used by the children with special needs. Therefore, it can be concluded that media for teaching - learning Bahasa for deaf students in one of special needs school in Pontianak is applicable as a media in schools.]]>
<![CDATA[The Effectiveness of Herringbone Strategy to Increase Student’s Reading Comprehension of Descriptive Texts at Seventh Grade Students of SMAN 4 Bangkalan ]]>
<![CDATA[Moh. Arief Wahyudi]]>
<![CDATA[ SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol 3 No 2 (2018): SELL Journal ]]>
Publisher : <![CDATA[Penerbit STKIP PGRI Bangkalan ]]>
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DOI: 10.31597/sl.v3i2.551
<![CDATA[Reading is one of the skills taught in school or university. Because reading, students will get some information; enrich the knowledge so that it can develop their idea. The aspect of comprehending texts, students do not only understand the meaning, vocabulary and grammar but also shall be more than. The researchers held the previous of observations at Seventh Grades of SMAN 4 Bangkalan. They have had problems to comprehend a text in getting information, content of the text and develop ideas. Because they do not comprehend the meaning of every word in English sentence so they feel boring. The Herringbone strategy is a solution because it is a step in making a designed the drafted of wreath frame to help classify information from text. This strategy can be applied a descriptive text. Whatever using the Herringbone strategy can be effectively to improve on the reading comprehension in descriptive texts. The used method is the quantitative, the test instrument by using Quasi at pre-and post- test and the total number of the population of 80 students in two classes, the samples taken of 40 students because it is a homogenous class. The treatment was done twice times. After the post-test is carried out on the experimental class then retrieved the value of the average (Mean) = 26.77; Median = 26; Mode = 25; and Standard Deviation = 1.746. Based on the calculation value obtained results of 0.5 are included in adequate medium, then it can be inferred that the technique is effective in comprehending Herringbone strategy in descriptive texts. So Ha had stated that the using Herringbone strategy in comprehending a text was effective than without the using of the Herringbone strategy was rejected in Ho.]]>
<![CDATA[The Effectiveness of Using Card Games to Improve Vocabulary Acquisition ]]>
<![CDATA[Sulistiyani]]>
<![CDATA[ SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol 3 No 2 (2018): SELL Journal ]]>
Publisher : <![CDATA[Penerbit STKIP PGRI Bangkalan ]]>
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DOI: 10.31597/sl.v3i2.552
<![CDATA[Teaching vocabulary at elementary school is not easy. In many stages the students’ interest in learning English is usually spontaneous. Teaching vocabulary to elementary schools, the teacher should and can make the students relax and interested, so they will be happy to learn it. If they feel happy, they will arouse their inner motivation. The problems which will be investigated in this study are formulated as follows: (1) What are the features of vocabulary taught to the first grade students of elementary level? (2) Is there any significant difference between the acquisition of vocabulary by the students who are taught using card games and the students taught conventionally? The teachers use games as their teaching aid. The students really appreciate any kind of game activities which provide excitement and fun. It will be easy to understand and practice English. The researcher chooses games as the simple illustrated media to facilitate students’ method of learning, as children learn while playing games. It is easy to be understood and comprehended by students. The subjects of the study who are grouped into two classes, each of the classes contains 30 students who means that the subjects of the study are 60 students. They have the same ability of the knowledge. The writer uses standardized test, It consist of 25 items with the allocated time of 60 minutes for pre-test and post test. The writer involves two classes.The total number of the first grade students are 60, 30 students belong to A class and the other 30 students belong to B class. In this study, A class is choosen for the experimental group, and B class for the control group, the writer use T-test, The test is to find out students achievement in a process without using card games and the second test is used to find out the differences, the writer calculate the correlation among them by using T-test formula. To calculate the data, the researcher uses spss program. The data analysis above is description that t-test is 2.676 and degree of freedom ( df ) = (60-1-1)=58 at standard significant 0,05. So t-table is 2.002 from the data can take conclusion that t-test >. t-table (2.676 > 2.002) . Based on the result, Ho is refused because t-test > t-table means that there is influence or significant differences.]]>
