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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 173 Documents
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The Effect of Culturally Familiar Text on Low-Proficiency Reader’s Reading Comprehension
NOBEL: Journal of Literature and Language Teaching Vol. 14 No. 1 (2023): APRIL
Publisher : Universitas Islam Negeri Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/NOBEL.2023.14.1.115-132

Abstract

The study examines the effect of culturally familiar text on the reading comprehension of low-proficiency readers in Indonesia. There were sixty-two second-year college students involved in the study as participants. The study used reading comprehension tests to gather the data. The results revealed that students with culturally familiar text had outperformed those with culturally unfamiliar text in reading comprehension. It is also found that these low-proficiency readers’ reading comprehension has improved significantly by using culturally familiar text in their reading practices. Interestingly, the students showed good engagement after being taught text that contained familiar culture. Finally, it can be concluded that the research results provide important insights, particularly for EFL educators, researchers, and learners, on the impact of culturally familiar contexts in facilitating reading comprehension achievement for low-proficiency readers in Indonesia.
Affixations in Javanese Transitive Verbs that Change the Constituents from Divalent to Trivalent
NOBEL: Journal of Literature and Language Teaching Vol. 14 No. 2 (2023): OCTOBER
Publisher : Universitas Islam Negeri Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/NOBEL.2023.14.2.180-190

Abstract

This paper aims to describe the affixations in Javanese transitive verbs that affect the valency of a sentence from divalent to trivalent. Other studies have explored the grammaticality of transitive verbs’ valency, but none have investigated the details of Javanese verbs’ morphological structure in relation to the phonemic structure. The data are extracted from Javanese transcription of YouTube videos and certain magazine articles. This paper employs a generative qualitative method equipped with various technical analyses. The analysis includes investigations of several forms of affixation in Javanese transitive verbs that result in a shift regarding a sentence’s valency. The analysis continues by addressing similarities in the verb phonemes that exhibit a certain affixation. The findings show at least three forms of prefix, five forms of vowel modification, and two forms of suffixes that can add a sentence’s argument when applied in a specific composition of phonemes.
The Heroine’s Monomyth: A Study of Buchi Emecheta’s Kehinde
NOBEL: Journal of Literature and Language Teaching Vol. 14 No. 2 (2023): OCTOBER
Publisher : Universitas Islam Negeri Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/NOBEL.2023.14.2.133-148

Abstract

Classical and African myths and legends recognize and acknowledge male heroes. The male’s role as protector and keeper of the traditions and cultures of the society accords him the opportunity to embark on heroic journeys. The female’s role as caretaker of the family and the home makes her more docile. Using a close textual analysis on the content of Emecheta’s Kehinde, from the perspective of the Hero’s Journey (Campbell, 1968), the researchers bring to bear the heroic capabilities of females. The paper asserts that Emecheta fashions the protagonist’s journey in a series of departures that help her obtain the ultimate boon. Kehinde’s journey highlights the idea of racial discrimination, patriarchal and cultural shackles, freedom, identity as well as self-love. The paper concludes that the heroine undergoes a non-lineal and unpredictable journey to attain self-discovery, growth, and development.
Combining CEFR and 4C CLIL Frameworks for Principled Literature in Language Teaching
NOBEL: Journal of Literature and Language Teaching Vol. 15 No. 1 (2024): APRIL (On Progress)
Publisher : Universitas Islam Negeri Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/NOBEL.2024.15.1.1-21

Abstract

An abundance of research and scholarship highlighting why and how literature (i.e., novels, plays, poetry, short stories) can be used effectively in foreign language learning contexts exists. However, these publications tend to prioritize “literary” learning objectives over “language” learning objectives. We aim to support the effective teaching of literature in foreign language learning classrooms by providing a structured and principled approach to developing an integrated literature in language learning course or module that equally prioritizes “content” and “language” learning objectives. By adopting the 4C (Content, Cognition, Culture, and Communication) framework from CLIL, and by adapting CEFR principles, benchmarks, and Can-do statements, we propose a method and framework for developing the beginning-to-end stages in a balanced literature in language learning course design. We outline pedagogically sound steps for creating global learning objectives and activities that engage students of varying motivations and language proficiency levels. The organization of CEFR Can-do statements into the 4C framework is presented. In addition, activities for use in a literature classroom are described, including explanations of the underlying Can-do statements and aspects of the 4C framework they support. The proposed method and framework will aid instructors seeking to utilize literary texts in foreign language learning contexts.
Socialism in Bessie Head’s “The Prisoner Who Wore Glasses”: A Marxist Reading
NOBEL: Journal of Literature and Language Teaching Vol. 15 No. 1 (2024): APRIL (On Progress)
Publisher : Universitas Islam Negeri Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/NOBEL.2024.15.1.22-34

Abstract

Authors frequently highlight solidarity in literary works, particularly in short stories, to increase the readers’ understanding of the unbalanced economic progress experienced by a certain social class. This attempt happens because they try to create an idealistic society for the working class. From this premise, solidarity was born due to the inability of capitalism to undo the oppression of the working class throughout the decades. Adjusting to capitalist society, the working class is often unconsciously or consciously mistreated to be seen as equal to the upper class. Since socialism is perfectly captured in Bessie Head’s “The Prisoner Who Wore Glasses,” this research aims to analyze the solidarity of the Span One group portrayed in the short story by using Mason’s solidarity, Roskin’s social democracy theories, and Uwe’s qualitative descriptive method. The researcher confirms that the Span One group is portrayed as socialists through their solidarity and social democracy in “The Prisoner Who Wore Glasses” short story. These ideas can be seen through Brille and Span One group’s actions and dialogs.
Linguistic Features and English Interference on Bahasa Indonesia Usage among Indonesian TikTok Users
NOBEL: Journal of Literature and Language Teaching Vol. 15 No. 1 (2024): APRIL (On Progress)
Publisher : Universitas Islam Negeri Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/NOBEL.2024.15.1.50-65

Abstract

The development of English in Indonesia has increased rapidly. Many people learn English both through formal and non-formal education. However, this widespread exposure has also resulted in language interference, particularly when engaging on social media. This interference poses a potential shift in the features of Bahasa Indonesia as the national language. To investigate this issue, this study is designed to explore linguistic features affected by language interference and factors contributing to such language interference on TikTok, specifically among Indonesian TikTok users. To employ a qualitative research approach, data were obtained from post and comment sections of Indonesian TikTok users. The data were analyzed using Chaer and Agustina’s (2004) theory, which divided language interference into four types: lexical, syntactical, morphological, and phonological. Based on that theory, this study reveals that four linguistic features experienced language interference on TikTok: lexical (63%), syntactical (10%), morphological (22%), and phonological (5%). This study indicates three factors causing language interference in Indonesian TikTok users: language similarity, language contact, and terms of technological development. This research highlights the linguistic phenomenon of social media discourse in Indonesia.
Sexuality, Subjectivity, and Motherhood in Mengestu’s The Beautiful Things That Heaven Bears (2007)
NOBEL: Journal of Literature and Language Teaching Vol. 15 No. 1 (2024): APRIL (On Progress)
Publisher : Universitas Islam Negeri Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/NOBEL.2024.15.1.66-84

Abstract

This article aims to explore the representation of the female protagonist’s subjectivity and sexuality in Dinaw Mengestu’s novel The Beautiful Things That Heaven Bears (2007). This novel has been analyzed from other critical perspectives. However, a post-structural feminist analysis of this novel can shed light on the female character’s subjectivity and sexuality, as well as our understanding of womanhood in general. The researchers discovered that the female character in the selected novel is modeled as a person who resists the exclusion of women from knowledge and power in a patriarchal society. She represents a new generation of women who struggle against the subjugation of women. Besides, she resists submissiveness to negative experiences in sexuality. In a nutshell, she is made visible through resilience.
Harnessing ICT for English Language Learning in Indonesia: Challenges and Opportunities Nugraha, Aditya P.; Duriat, Fajar; Rusdayanti, Rusdayanti
NOBEL: Journal of Literature and Language Teaching Vol. 15 No. 2 (2024): OCTOBER (On Progress)
Publisher : Universitas Islam Negeri Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/NOBEL.2024.15.2.131-154

Abstract

During the COVID-19 pandemic, online learning became mandatory, leading to the use of various apps, tools, and teaching methods to ensure the learning process continued. This systematic review examines the impact of implementing ICT in English Language Learning, specifically for students in school settings during the pandemic. The review included 87 studies based on exclusion/inclusion criteria. The findings from this literature review revealed that ICT practices in English language teaching resulted in positive outcomes, with 91% of the studies reporting improved language skills. Digital tools, multimedia, and visual aids enhanced student motivation, comprehension, and engagement, although some challenges were encountered. Integrating ICT tools like Zoom, Google Meet, Microsoft Teams, and Google Classroom became essential in education during and post-pandemic. Synchronous and asynchronous learning and communication tools like WhatsApp and Telegram proved effective for English language learning. Visual-based tools and multimedia content, including YouTube and animations, significantly improved language skills and created an engaging learning environment. However, challenges such as digital access inequity, technical competencies, lack of personal connection, pedagogical adaptation, and health-related concerns need to be addressed for effective and inclusive future implementation in English Language Learning.
Using English Movies to Improve Students' Listening Skills
NOBEL: Journal of Literature and Language Teaching Vol. 14 No. 2 (2023): OCTOBER
Publisher : Universitas Islam Negeri Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/NOBEL.2023.14.2.206-225

Abstract

Language learning nowadays depends on the advancement of facilities and technology. Using appropriate learning media is essential to engage students in the learning process. Therefore, using English movies to improve students’ listening is not new. Previous studies about listening and using movies discussed the related impact of both topics. However, there has not been a study that focused on students’ listening difficulties, students’ experience of watching English movies, and the impacts of using English movies on students’ listening skills. This article analyzes those main topics to find the implications of using English movies for language learning improvement. This study utilizes qualitative methods with coding thematic analysis techniques to explain the interview results. The main result of the study is that students find problems during listening activities, but they can overcome those problems with several strategies. Moreover, using English movies for language learning is effective, especially for improving listening. Finally, this study was conducted to give insights about the positive impacts of using English movies for listening activities.
Embedding Automated Writing Evaluation in Providing Formative Feedback Defianty, Maya; Zulfa, Siti; Mulyati, Yatni Fatwa
NOBEL: Journal of Literature and Language Teaching Vol. 15 No. 2 (2024): OCTOBER (On Progress)
Publisher : Universitas Islam Negeri Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/NOBEL.2024.15.2.155-170

Abstract

The pivotal role of feedback in improving students’ writing competence has been undeniable, yet there has not been any agreement about how feedback can improve learning. The advancement of technology has opened opportunities to give feedback facilitated by technology, commonly referred to as Automated Writing Evaluation (AWE). AWE-based applications help produce effective feedback mostly because they are friendly. Several studies have documented that several AWE-based applications can potentially improve students’ writing skills. Nevertheless, effective feedback constitutes more than timely feedback. AWE-based applications cannot attain other factors, such as ongoing and goal-oriented. In other words, an AWE-based application is merely a form of feedback, such as comments and scores. Therefore, improving students’ writing competence cannot rely solely on AWE-based applications. The AWE-based application should be framed in the process of feedback provision that aims to improve learning, known as formative feedback. This paper elaborates on how AWE can be framed in formative feedback. The concept of formative feedback and the writing process will be discussed thoroughly before discussing how AWE tools can be embedded in formative feedback during the writing process.

Page 15 of 18 | Total Record : 173

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