NOBEL : Journal of Literature and Language Teaching
NOBEL: Journal of Literature and Language Teaching publishes articles on literature, language, and language teaching from various perspectives, covering both literary and fieldwork studies. The journal puts emphasis on aspects related to language studies, with special reference to culture, literature, linguistics, and language teaching. This journal always places English language and literature in the central focus of academic inquiry and invites any comprehensive observation with various dimensions in the country. The journal, serving as a forum for the study of literature, language, and language teaching, supports studies of particular themes and interdisciplinary studies in relation to the subjects. It has become a medium of exchange of ideas and research findings from various traditions of learning that have interacted in a scholarly manner.
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<![CDATA[Facilitating Student Voice through Sandwich Principle of Teaching (SPoT): Research-Led Teaching in English Language Teaching (ELT) ]]>
<![CDATA[ NOBEL: Journal of Literature and Language Teaching Vol. 13 No. 1 (2022): APRIL ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sunan Ampel Surabaya ]]>
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DOI: 10.15642/NOBEL.2022.13.1.1-17
<![CDATA[This study explores the implementation of the Sandwich Principle of Teaching (SPoT) in facilitating the students to voice their thoughts properly while learning about research in English Language Teaching (ELT). This case study is guided by the theory of research-led teaching from Walkington and SPoT from Wahl. The study employed 30 students of higher education as research participants. In 14 weeks, the teacher alternately used traditional and collaborative learning. The students were involved in various learning experiences; formulating lesson goals, reading journal articles, selecting the article, identifying the gap, and choosing and defining research topics. The findings revealed that the integration of SPoT into research-led teaching provides guidance for the teacher to teach research and space to voice their thought under the language learning research program. The findings show a positive attitude on students’ experiences in each stage of the learning research program through SPoT. Based on the findings, it is concluded that the integration of SPoT into research-led teaching could provide the students a space to voice their thought in the language learning research program. They got better learning experiences as they could engage actively in the class and voice their thoughts as well.]]>
<![CDATA[A Cultural Content Analysis of the EFL Textbook for Primary Education in Indonesia ]]>
<![CDATA[ NOBEL: Journal of Literature and Language Teaching Vol. 13 No. 1 (2022): APRIL ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sunan Ampel Surabaya ]]>
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DOI: 10.15642/NOBEL.2022.13.1.67-82
<![CDATA[This study attempts to investigate the cultural contents of two EFL textbooks entitled English for Elementary School Students Grade 6 and Grow with English Book 6. This research is qualitative descriptive research, particularly content analysis. This study uses the categorization of cultural aspects by Cortazzi and Jin (1999), including source culture, target culture, and International culture. Adaskou’s et al. (1990) categorization of cultural dimensions covering sociological sense, aesthetic sense, semantic sense, and pragmatic sense is also employed. The findings show that the two English textbooks present the cultural aspects and dimensions differently. English for Elementary School Students Grade 6 textbook carries out more source culture than target culture and international culture. In comparison, Grow with English Grade 6 textbook carries out more target culture than source and global cultures. The findings also reveal that the sociological sense is the most prominent sense occurring in the two textbooks compared to the aesthetic, semantic, and pragmatic senses. Therefore, from the results, it can be inferred that the proportion of the cultural content in the two textbooks is imbalanced.]]>
<![CDATA[The Speed-Reading Technique to Boost English as Foreign Language Learners’ Text Comprehension ]]>
<![CDATA[ NOBEL: Journal of Literature and Language Teaching Vol. 13 No. 1 (2022): APRIL ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sunan Ampel Surabaya ]]>
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DOI: 10.15642/NOBEL.2022.13.1.138-152
<![CDATA[Nowadays, many English as Foreign Language (EFL) learners still have problems comprehending the texts they are reading. This article aims at reviewing the speed-reading technique as one of the techniques to boost EFL learners’ text comprehension. A qualitative descriptive research design was applied for the present study. The data were obtained through a documentation study and used state-of-the-art sources in the related studies. Furthermore, the literature review was used to elucidate the findings from the previous studies and related to the present review. The data were analyzed qualitatively by describing how the speed-reading technique can boost learners’ text comprehension. It initiates with information about a brief of speed reading, the development, and trends of speed reading, then describes the speed-reading purposes and movement. The speed-reading techniques to be acquired by the EFL learners are described thoroughly. Besides, the benefits and several implications of speed reading for the Indonesian EFL learners in the classroom practice are highlighted. Finally, this article provides some conclusions and recommendations on what teachers, students, and government can do to boost EFL learners’ text comprehension.]]>
<![CDATA[The Intergenerational Conflict in Lisa See’s Shanghai Girls: Second Generation Experiences ]]>
<![CDATA[ NOBEL: Journal of Literature and Language Teaching Vol. 13 No. 1 (2022): APRIL ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sunan Ampel Surabaya ]]>
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DOI: 10.15642/NOBEL.2022.13.1.50-66
<![CDATA[This study explores the intergeneration conflict and acculturation strategies of the second-generation Chinese American in Lisa See’s Shanghai Girls. The novel depicts Pearl and May’s experiences moving to America due to the Sino-Japanese war in China and facing the cultural conflict of choosing the Chinese or American culture. Therefore, the study uses the sociological approach by employing Hofstede’s cultural dimension and Sam and Berry’s acculturation model to examine the sociocultural experiences of Pearl and May. The result is that the conflict between the first and second generations is based on power distance, masculinity and femininity; individualism and collectivism; and the short and long term. As the result of the conflict, Pearl integrates two cultures on the dimension of power distance and short and long term, while May assimilates more into American culture. Those different strategies also imply the different reception experienced by Pearl and May while socializing within both the Chinese and American cultures.]]>
<![CDATA[Pluralism in the Time of Postcolonialism: Cultural Diversity of Malay-Indonesian Archipelago in Upin-Ipin and Adit-Sopo-Jarwo ]]>
<![CDATA[ NOBEL: Journal of Literature and Language Teaching Vol. 13 No. 1 (2022): APRIL ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sunan Ampel Surabaya ]]>
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DOI: 10.15642/NOBEL.2022.13.1.18-34
<![CDATA[This paper aims to compare two animated series and critically look at the story elements which represent the plurality of the society. Recent studies commonly pointed out that Upin-Ipin (UI) and Adit-Sopo-Jarwo (ASJ) describe the genuine culture of the Malay-Indonesian archipelago, which is multiculturalism. Most scholars see cultural diversity in these animations as a fact. However, the study on reading a plurality of cultures as a value rather than a fact is rarely conducted. This study aims to analyze the works of two countries, Malaysia’s Les’ Copaque and Indonesia’s MD Animation, to demonstrate the inadequate category of cultural diversity as a ‘fact.’ Parekh’s theory of multiculturalism makes way to map and understand the plurality of society the series represent. At the same time, the cultural diversity presented in the series must be understood as a postcolonial pluralism landscape. By understanding the multicultural situation as postcolonial pluralism, this study concluded that first, multiculturalism in UI and ASJ performs cultural traces that derive from the country’s history, including colonialism. Second, multiculturalism in UI and ASJ is thick with ethnoreligious pluralism problem as a form of cultural penetration by European colonial, which is still apparent.]]>
<![CDATA[Investigating the Implementation of an Online Literacy Coaching Program for Junior High School English Teacher ]]>
<![CDATA[ NOBEL: Journal of Literature and Language Teaching Vol. 13 No. 1 (2022): APRIL ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sunan Ampel Surabaya ]]>
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DOI: 10.15642/NOBEL.2022.13.1.117-137
<![CDATA[Literacy coaching is an in-depth style of literacy enrichment and professional development activity that links observation, feedback, and reflection to the practice. This study adopted a case study to investigate the implementation, process, and benefits of an online literacy coaching program for 32 junior high school English teachers across Indonesia. Observation protocol recorded sessions, and participants were the data sources of this study. As observed thus analyzed through content analysis, it was found that the implementation of online literacy coaching has fulfilled the core activities of literacy coaching cycles as it adopts a collaborative, reflective, and project-based approach. In further, the process of literacy coaching has improved the participants' literacy teaching as their performance in Cycle 2 was getting better than in Cycle 1. Moreover, the interview and questionnaire results showed that the implementation of Online Literacy Coaching improved the participants' literacy skills and pedagogy. Based on the findings, this study proposed recommendations to properly emphasize the time duration of each session, intensively establish digital literacy even further, and intentionally involve students’ feedback as valuable and beneficial input for teachers’ professional development and the process of online literacy coaching.]]>
<![CDATA[Critical Pedagogy through Genre-Based Pedagogy for Developing Students' Writing Skills: Strategies and Challenges ]]>
<![CDATA[ NOBEL: Journal of Literature and Language Teaching Vol. 13 No. 1 (2022): APRIL ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sunan Ampel Surabaya ]]>
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DOI: 10.15642/NOBEL.2022.13.1.98-116
<![CDATA[This current study discusses critical pedagogy, a concept that supports the paradigm of education for cultural transformation. This concept has been considered an essential approach for developing students' critical thinking and awareness of social issues. Despite its popularity, the implementation of critical pedagogy in classes remains unclear. This paper suggests that critical pedagogy can be concurrent with genre-based pedagogy (GBP), the dominant approach to teaching writing in Indonesia's English language classes. This study argues that language teachers can use GBP to introduce critical pedagogy. This research used descriptive qualitative method, allowing researchers to collect the data from classroom observation in vignettes. The data were taken from four classes where the participant teacher trained students to write argumentative texts. It captured the teaching and learning process in the Context Building and Text Modelling phases. The researchers interpreted and analyzed the data based on the themes identified from the critical pedagogy and GBP literature. It is found that the principles of critical pedagogy such as historicity, problem-posing, emancipation, and dialogic are evident in this study. This study has implications for EFL teachers in Indonesia, especially when they must adapt to "Merdeka Belajar," which promotes critical thinking.]]>
<![CDATA[Improving Students’ Writing Skills through Writing Workshop: An Action Research ]]>
<![CDATA[ NOBEL: Journal of Literature and Language Teaching Vol. 13 No. 1 (2022): APRIL ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sunan Ampel Surabaya ]]>
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DOI: 10.15642/NOBEL.2022.13.1.35-49
<![CDATA[The present study aims at finding out how writing workshop improves the students’ writing, particularly their grammatical and mechanical writing skills. The approach, which consisted of three stages starting from mini-lesson, writing, and sharing, was implemented on 28 students who took the Writing II Course. An observation checklist, test, field notes, and questionnaire were administered to collect the data in this collaborative action research. The findings of the study revealed that the implementation of the writing workshop was successful in reaching the objective after the revision and the modification were made to conduct cycle two. After reshuffling the format of the workshop to be mini-lesson, sharing, and independent writing, improvements were seen in students’ writing. Furthermore, most of the students stated that working in a group allows them to learn more about using proper grammar and punctuation in writing. Related to the limitations of the study, recommendations for implementing a writing workshop for future research are discussed.]]>
<![CDATA[Representative Acts in Dalia Mogahed's Speech "What it's Like to Be a Muslim in America" ]]>
<![CDATA[ NOBEL: Journal of Literature and Language Teaching Vol. 13 No. 1 (2022): APRIL ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sunan Ampel Surabaya ]]>
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DOI: 10.15642/NOBEL.2022.13.1.83-97
<![CDATA[This present study aims to investigate various kinds of representative acts performed in Dalia Mogahed's speech entitled "What It's like to be a Muslim in America?" and to analyze the Islamic values that may be contained in the speech. As a qualitative research, the data of the current study were collected by searching and watching speech videos on Youtube and downloading the videos and the speech transcripts. In investigating the representative acts of Dalia Mogahed, this study applied Searle's (1976) theory of representative speech acts in analyzing the data in the forms of utterances produced by Dalia that were collected from Dalia's speeches. The data that have been obtained were then classified, analyzed, interpreted, and described. The results show that Dalia's 111 utterances were identified as representative acts, consisting of 54 utterances of stating, 32 utterances of describing, 10 utterances of asserting, 9 utterances of informing, 3 utterances of reporting and 3 utterances of predicting. The representative acts in Dalia's speech are reported to contain some Islamic messages.]]>
