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Sufi Ikrima Sa'adah
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English Literature Study Program Faculty of Adab and Humanities Universitas Islam Negeri Sunan Ampel Jl. Ir. Dr. Soekarno No. 682 Gunung Anyar Surabaya 60294
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NOBEL : Journal of Literature and Language Teaching
Published by Universitas Islam Negeri Sunan Ampel
ISSN : 20870698     EISSN : 25492470     DOI : https://doi.org/10.15642/NOBEL
Core Subject : Humanities, Education,
Humanities Languange, Linguistic, Communication & Media
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.
Arjuna Subject : Seni dan Humaniora - Sastra dan Teori Sastra
Articles 3 Documents
 1 
Search results for , issue "Vol. 17 No. 1 (2026): APRIL (On Progress)" : 3 Documents clear
Utilizing Technology to Develop Deep Learning Methods in Foreign Language Education: A Bibliometric Analysis Am, St. Asriati; Am, St. Asmayanti; Rahmi, Rahmi
NOBEL: Journal of Literature and Language Teaching Vol. 17 No. 1 (2026): APRIL (On Progress)
Publisher : Universitas Islam Negeri Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/NOBEL.2026.17.1.32-45

Abstract

This study examines how technology has been used to support deep learning in English as a Foreign Language (EFL) and maps research trends in this area through bibliometric analysis. The study used literature data retrieved from Google Scholar through the Publish or Perish database, covering publications from 2019 to 2022. A total of 110 publications were analyzed, including journal articles, books, conference proceedings, and book chapters. The analysis employed descriptive statistics to identify publication trends by year, document types, and citation counts. In addition, bibliometric mapping was conducted using VOSviewer to visualize keyword co-occurrence patterns and thematic clusters in the literature. The results show that technology plays an important role in supporting deep learning in EFL by helping teachers design learning activities and engage students more actively in the learning process. The keyword network also indicates that research in this area is closely related to language learning, teaching approaches, strategies, knowledge, and educational processes. Overall, the findings suggest that technology has strong potential to support the achievement of learning objectives in EFL contexts.
Test-Taker Perceptions of Global and Local English Proficiency Tests: Evidence from Indonesian EFL Higher Education Sony, Ahmad; Anam, Syafiul; Munir, Ahmad
NOBEL: Journal of Literature and Language Teaching Vol. 17 No. 1 (2026): APRIL (On Progress)
Publisher : Universitas Islam Negeri Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/NOBEL.2026.17.1.1-17

Abstract

This study examines test-taker perceptions of global and local English proficiency tests, focusing on suitability, preparation, and engagement. Although previous studies have explored English proficiency testing from policy or outcome-based perspectives, limited research has integrated test suitability with preparation processes and emotional engagement from the learners' viewpoint. Using a basic interpretative qualitative design, data were collected through interviews with test-takers who had experience with both global and local English proficiency tests. This study contributes to language assessment research by offering an integrated learner-centered account of how experiences with global and local English proficiency tests shape test suitability, preparation processes, and emotional engagement. The findings indicate that test-takers perceived suitability as a contextual fit rather than an inherent test quality. Global tests were viewed as appropriate for international academic and professional goals due to their recognition, but were also considered demanding and emotionally challenging. In contrast, local tests were perceived as more suitable for institutional purposes due to their familiarity and alignment with the context. These perceptions shaped preparation strategies and engagement. Overall, the study highlights the central role of test-taker perceptions in shaping test experiences and suggests the need for assessment practices that balance global recognition with local relevance.
EFL Students’ Experiences with the Role of Lyrics in Song-Based Listening Activities Chofifah, Ummi; Zainuddin, Zainuddin; Hariati, Nina Agus
NOBEL: Journal of Literature and Language Teaching Vol. 17 No. 1 (2026): APRIL (On Progress)
Publisher : Universitas Islam Negeri Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/NOBEL.2026.17.1.18-31

Abstract

The purpose of this study is to explore how EFL students perceive the role of lyrics in song-based listening activities. Students’ perceptions of the use of lyrics during listening practice were investigated using a qualitative descriptive research approach. Five university students who had experience listening to English songs with lyrics were intentionally selected as participants. This study concentrated on their authentic listening practices rather than using an intervention-based design. Semi-structured interviews, documentation, and observation were used to gather data. Miles and Huberman’s interactive qualitative analysis model, which incorporates data reduction, data display, and conclusion drafting, was used to examine the data. The results show that during listening exercises, participants described lyrics as visual aids that helped them follow spoken input, identify words, and comprehend song meaning. Additionally, participants reported that listening was more comfortable and engaging when lyrics were present. However, some participants reported difficulty comprehending both audio and lyrics simultaneously, particularly in songs with fast-paced sections or unfamiliar terminology. Overall, students view lyrics as a supportive component of their listening experiences. This study is limited by the small sample size, which may limit the generalizability of the findings. Despite this limitation, the results indicate that incorporating lyrics into song-based listening activities can support students’ comprehension and motivation, particularly in informal learning contexts. Future research is therefore recommended to include larger samples and examine additional variables, such as proficiency levels and song genres, to gain a deeper understanding of the role of lyrics in EFL listening development.

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