Pub Date : 2022-04-30DOI: 10.15642/nobel.2022.13.1.83-97
Faiqotul Fakhriyah, Zuliati Rohmah, M. Kurjum
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.
{"title":"Representative Acts in Dalia Mogahed's Speech \"What it's Like to Be a Muslim in America\"","authors":"Faiqotul Fakhriyah, Zuliati Rohmah, M. Kurjum","doi":"10.15642/nobel.2022.13.1.83-97","DOIUrl":"https://doi.org/10.15642/nobel.2022.13.1.83-97","url":null,"abstract":"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.","PeriodicalId":32715,"journal":{"name":"Nobel Journal of Literature and Language Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46328646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-30DOI: 10.15642/nobel.2022.13.1.117-137
Siti Hanna Sumedi, Ilza Mayuni, S. Sulistyaningrum
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.
{"title":"Investigating the Implementation of an Online Literacy Coaching Program for Junior High School English Teacher","authors":"Siti Hanna Sumedi, Ilza Mayuni, S. Sulistyaningrum","doi":"10.15642/nobel.2022.13.1.117-137","DOIUrl":"https://doi.org/10.15642/nobel.2022.13.1.117-137","url":null,"abstract":"\u0000Literacy 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.\u0000","PeriodicalId":32715,"journal":{"name":"Nobel Journal of Literature and Language Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41339211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-30DOI: 10.15642/nobel.2022.13.1.35-49
Diah Royani Meisani
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.
{"title":"Improving Students’ Writing Skills through Writing Workshop: An Action Research","authors":"Diah Royani Meisani","doi":"10.15642/nobel.2022.13.1.35-49","DOIUrl":"https://doi.org/10.15642/nobel.2022.13.1.35-49","url":null,"abstract":"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.","PeriodicalId":32715,"journal":{"name":"Nobel Journal of Literature and Language Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43207563","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"title":"Critical Pedagogy through Genre-Based Pedagogy for Developing Students' Writing Skills: Strategies and Challenges","authors":"Uswatun Qoyyimah, Yosi Agustiawan, Thanh-Thao Thi Phan, Maisarah Maisarah, Achmad Fanani","doi":"10.15642/nobel.2022.13.1.98-116","DOIUrl":"https://doi.org/10.15642/nobel.2022.13.1.98-116","url":null,"abstract":"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.","PeriodicalId":32715,"journal":{"name":"Nobel Journal of Literature and Language Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48233817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-30DOI: 10.15642/nobel.2022.13.1.50-66
M. Novianti
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.
{"title":"The Intergenerational Conflict in Lisa See’s Shanghai Girls: Second Generation Experiences","authors":"M. Novianti","doi":"10.15642/nobel.2022.13.1.50-66","DOIUrl":"https://doi.org/10.15642/nobel.2022.13.1.50-66","url":null,"abstract":"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.","PeriodicalId":32715,"journal":{"name":"Nobel Journal of Literature and Language Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43439122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-30DOI: 10.15642/nobel.2022.13.1.18-34
M. Atikurrahman, Jiphie Gilia Indriyani, Shabrina An Adzhani
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.
{"title":"Pluralism in the Time of Postcolonialism: Cultural Diversity of Malay-Indonesian Archipelago in Upin-Ipin and Adit-Sopo-Jarwo","authors":"M. Atikurrahman, Jiphie Gilia Indriyani, Shabrina An Adzhani","doi":"10.15642/nobel.2022.13.1.18-34","DOIUrl":"https://doi.org/10.15642/nobel.2022.13.1.18-34","url":null,"abstract":"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.","PeriodicalId":32715,"journal":{"name":"Nobel Journal of Literature and Language Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42185369","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-30DOI: 10.15642/nobel.2022.13.1.1-17
Alviaderi Novianti, M. Mulyani
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.
{"title":"Facilitating Student Voice through Sandwich Principle of Teaching (SPoT): Research-Led Teaching in English Language Teaching (ELT)","authors":"Alviaderi Novianti, M. Mulyani","doi":"10.15642/nobel.2022.13.1.1-17","DOIUrl":"https://doi.org/10.15642/nobel.2022.13.1.1-17","url":null,"abstract":"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.","PeriodicalId":32715,"journal":{"name":"Nobel Journal of Literature and Language Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42719220","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-30DOI: 10.15642/NOBEL.2021.12.2.158-167
M. Montle
The main thrust of this study was to explore the genesis of the African identity-crisis from the (pre) colonial times to the post-colonial age. The colonialists revolutionized the cultural backdrop of Africa and imposed European values upon African natives. This affected the social, economic, and political identities in Africa. Today, the imagination of identity-crisis in the African continent is appalling. Notwithstanding her potential to grow socio-economically and politically due to the dispensation of emancipation, Africa is still at the periphery of identity-crisis. This qualitative paper argued that the jeopardy of African culture bred identity crisis in the contemporary states of Africa that hinders the continent from progressing. The hegemony of Europeans threatened to bring African culture to a dead end. This is exemplified by Soyinka’s Death and the King’s Horseman, which mirrors the propagation of Western ideologies that Africans ultimately became infatuated with to a degree of perceiving their own culture as unsophisticated. This is developed through the wilful relinquishment of African cultural practices because of European intervention.
{"title":"Genesis African-Identity-Crisis through Wole Soyinka’s Death and King’s Horseman","authors":"M. Montle","doi":"10.15642/NOBEL.2021.12.2.158-167","DOIUrl":"https://doi.org/10.15642/NOBEL.2021.12.2.158-167","url":null,"abstract":"The main thrust of this study was to explore the genesis of the African identity-crisis from the (pre) colonial times to the post-colonial age. The colonialists revolutionized the cultural backdrop of Africa and imposed European values upon African natives. This affected the social, economic, and political identities in Africa. Today, the imagination of identity-crisis in the African continent is appalling. Notwithstanding her potential to grow socio-economically and politically due to the dispensation of emancipation, Africa is still at the periphery of identity-crisis. This qualitative paper argued that the jeopardy of African culture bred identity crisis in the contemporary states of Africa that hinders the continent from progressing. The hegemony of Europeans threatened to bring African culture to a dead end. This is exemplified by Soyinka’s Death and the King’s Horseman, which mirrors the propagation of Western ideologies that Africans ultimately became infatuated with to a degree of perceiving their own culture as unsophisticated. This is developed through the wilful relinquishment of African cultural practices because of European intervention.","PeriodicalId":32715,"journal":{"name":"Nobel Journal of Literature and Language Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41489627","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-30DOI: 10.15642/NOBEL.2021.12.2.214-227
S. U. Hasanah
This study mainly investigates the representation of Muslim women in online news. This article analyzes the data using Corpus Linguistics combined with Critical Discourse analysis (CL-CDA) supported by the topic modeling method. The data used are the news articles with approximately 50 thousand-word tokens. The selected news is news published in 2013-2021. The news was chosen because it can represent the social view of Muslim women since the news has the power to influence people’s perspectives. The results show that the direction of media representation towards Muslim women is gradually leading to a better direction. Factors that bring a negative image to Muslim women are generally due to the “black fashion,” which is associated with “terrorism.” However, modernization makes today’s Muslim women more critical. They have the freedom to express their opinion, take important positions, and support feminism and gender equality movements. The use of the niqab is generally prohibited in European countries because it is considered an extremist. But, The COVID-19 pandemic has also changed the image of the niqab to be more accepted in society. Niqab users are now seen as “face covering experts,” which attracts a lot of people.
{"title":"Representation of Muslim Women in Online News: Study of Critical Discourse Analysis","authors":"S. U. Hasanah","doi":"10.15642/NOBEL.2021.12.2.214-227","DOIUrl":"https://doi.org/10.15642/NOBEL.2021.12.2.214-227","url":null,"abstract":"This study mainly investigates the representation of Muslim women in online news. This article analyzes the data using Corpus Linguistics combined with Critical Discourse analysis (CL-CDA) supported by the topic modeling method. The data used are the news articles with approximately 50 thousand-word tokens. The selected news is news published in 2013-2021. The news was chosen because it can represent the social view of Muslim women since the news has the power to influence people’s perspectives. The results show that the direction of media representation towards Muslim women is gradually leading to a better direction. Factors that bring a negative image to Muslim women are generally due to the “black fashion,” which is associated with “terrorism.” However, modernization makes today’s Muslim women more critical. They have the freedom to express their opinion, take important positions, and support feminism and gender equality movements. The use of the niqab is generally prohibited in European countries because it is considered an extremist. But, The COVID-19 pandemic has also changed the image of the niqab to be more accepted in society. Niqab users are now seen as “face covering experts,” which attracts a lot of people.","PeriodicalId":32715,"journal":{"name":"Nobel Journal of Literature and Language Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45395338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-30DOI: 10.15642/NOBEL.2021.12.2.243-259
Lifia Alex Sandra, L. Kurniawati
his study aimed to investigate the implementation of Differentiated Instructions (DI) for Autism Spectrum Disorder (ASD) students in an EFL class and investigate the teachers’ views on the use of DI in an EFL class. This study employed a qualitative method and used an observation and interview checklist as the research instruments. Conducted in a private inclusive elementary school in Yogyakarta, Indonesia, this study involved three classes, i.e., grade 2, grade 3, and grade 6, and two English teachers who have experience teaching ASD students in an inclusive classroom setting. The observation and interview showed that DI was implemented in two ways, i.e., the English teachers designed different assessments for ASD students, and 2) the English teachers provided extra assistance for ASD students. The findings indicated that DI helped ASD students accomplish all in-class English assignments, and it helped ASD students follow the language of instructions in the English class. At the end of the article, implications and contributions for both in- and pre-service English teachers who teach ASD students in an inclusive class are offered.
{"title":"Differentiated Instruction for ASD Students in an EFL Class","authors":"Lifia Alex Sandra, L. Kurniawati","doi":"10.15642/NOBEL.2021.12.2.243-259","DOIUrl":"https://doi.org/10.15642/NOBEL.2021.12.2.243-259","url":null,"abstract":"his study aimed to investigate the implementation of Differentiated Instructions (DI) for Autism Spectrum Disorder (ASD) students in an EFL class and investigate the teachers’ views on the use of DI in an EFL class. This study employed a qualitative method and used an observation and interview checklist as the research instruments. Conducted in a private inclusive elementary school in Yogyakarta, Indonesia, this study involved three classes, i.e., grade 2, grade 3, and grade 6, and two English teachers who have experience teaching ASD students in an inclusive classroom setting. The observation and interview showed that DI was implemented in two ways, i.e., the English teachers designed different assessments for ASD students, and 2) the English teachers provided extra assistance for ASD students. The findings indicated that DI helped ASD students accomplish all in-class English assignments, and it helped ASD students follow the language of instructions in the English class. At the end of the article, implications and contributions for both in- and pre-service English teachers who teach ASD students in an inclusive class are offered.","PeriodicalId":32715,"journal":{"name":"Nobel Journal of Literature and Language Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42164501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：