Pub Date : 2021-09-30DOI: 10.15642/NOBEL.2021.12.2.277-291
R. Markandan
This paper attempts to describe and compare the functionalist explanations of the language of Bühler, Jakobson, and Halliday. These three functionalists are not the leading figures to propose the theory of functions of language, but their descriptions of the theoretical framework and the natural selection of language usages have proven to be more credible and therefore accepted by the linguistics community today. Since these functional insights are original conceptions, there have been significant theoretical developments, and there is now a large evidence base to authenticate the contemporary theoretical development. This study, thus, discusses the specific claims of the theoretical framework of the three functionalists, highlights their similarities, and differentiates major characteristics on the queries of how the functionalists explain their observations of functions of language and theory of language explain the multiplicity of language functions. This comparison has revealed that the functionalists initially have perceived the importance of an individual’s language as a social need and the ubiquity of these comparisons. The complexity of social comparisons presents a potentially fruitful explanation. Further, this paper recommends that explanations be considered for studying languages and other semiotic resources.
{"title":"Comparative Study on the Theoretical Development of Functions of Language with Reference to Bühler, Jakobson, and Halliday","authors":"R. Markandan","doi":"10.15642/NOBEL.2021.12.2.277-291","DOIUrl":"https://doi.org/10.15642/NOBEL.2021.12.2.277-291","url":null,"abstract":"This paper attempts to describe and compare the functionalist explanations of the language of Bühler, Jakobson, and Halliday. These three functionalists are not the leading figures to propose the theory of functions of language, but their descriptions of the theoretical framework and the natural selection of language usages have proven to be more credible and therefore accepted by the linguistics community today. Since these functional insights are original conceptions, there have been significant theoretical developments, and there is now a large evidence base to authenticate the contemporary theoretical development. This study, thus, discusses the specific claims of the theoretical framework of the three functionalists, highlights their similarities, and differentiates major characteristics on the queries of how the functionalists explain their observations of functions of language and theory of language explain the multiplicity of language functions. This comparison has revealed that the functionalists initially have perceived the importance of an individual’s language as a social need and the ubiquity of these comparisons. The complexity of social comparisons presents a potentially fruitful explanation. Further, this paper recommends that explanations be considered for studying languages and other semiotic resources.","PeriodicalId":32715,"journal":{"name":"Nobel Journal of Literature and Language Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44080495","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.2021.12.2.260-276
R. W. Ningrum, P. Ningtyas, A. S. Hidayati, Hamamah
Since the IELTS test demands high English proficiency, it has become a challenge for Indonesian learners who are non-native English speakers. IELTS requires a thorough knowledge of English grammar to make the test takers able to gain high scores. The test-takers, who are mostly graduate students from various backgrounds, frequently join IELTS preparation classes. The previous research mainly focused on how teaching grammar is essential for students who want to take IELTS. Yet, the research about developing the syllabus for IELTS preparation classes has not been discussed much in Indonesia, making the information limited. Therefore, developing the syllabus for IELTS-based grammar is critically important since it assists the teacher in fulfilling students’ expectations and increases the student’s understanding of mastering English language skills. The current study aims at developing an IELTS-based syllabus for grammar to equip both students and teachers. The study adopted the developmental research proposed by Borg and Gall (2003). The syllabus was designed based on environment and need analysis obtained through interviews, placement tests, IELTS simulations, and questionnaires. The outcome is a three-part syllabus equipped with various learning activities to motivate and facilitate students to improve their grammar and ability to achieve higher IELTS scores.
{"title":"Developing Syllabus for IELTS Preparation Program","authors":"R. W. Ningrum, P. Ningtyas, A. S. Hidayati, Hamamah","doi":"10.15642/NOBEL.2021.12.2.260-276","DOIUrl":"https://doi.org/10.15642/NOBEL.2021.12.2.260-276","url":null,"abstract":"Since the IELTS test demands high English proficiency, it has become a challenge for Indonesian learners who are non-native English speakers. IELTS requires a thorough knowledge of English grammar to make the test takers able to gain high scores. The test-takers, who are mostly graduate students from various backgrounds, frequently join IELTS preparation classes. The previous research mainly focused on how teaching grammar is essential for students who want to take IELTS. Yet, the research about developing the syllabus for IELTS preparation classes has not been discussed much in Indonesia, making the information limited. Therefore, developing the syllabus for IELTS-based grammar is critically important since it assists the teacher in fulfilling students’ expectations and increases the student’s understanding of mastering English language skills. The current study aims at developing an IELTS-based syllabus for grammar to equip both students and teachers. The study adopted the developmental research proposed by Borg and Gall (2003). The syllabus was designed based on environment and need analysis obtained through interviews, placement tests, IELTS simulations, and questionnaires. The outcome is a three-part syllabus equipped with various learning activities to motivate and facilitate students to improve their grammar and ability to achieve higher IELTS scores.","PeriodicalId":32715,"journal":{"name":"Nobel Journal of Literature and Language Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44955526","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.2021.12.2.228-239
S. Suhandoko, Uul Lyatin, Dian Riesti Ningrum
This paper aims to analyze the impoliteness strategies performed by the main female character (Nadine) and her male interlocutors in the Edge of Seventeen movie. Taking Nadine’s impolite utterances and her male interlocutors as the data, this study found a thought-provoking fact that women who have been stereotyped as “powerless” language users also have the potential to use impoliteness strategies as a way of negotiating and constructing their identity. While both genders could use impoliteness strategies to negotiate and construct their power and identity in interactions, there were differences in the use of the strategies. Women prefer to use positive impoliteness while men use negative impoliteness strategies. The use of positive impoliteness among women is influenced by their empathetic nature to social relations. Any sensitive topic to social relations is considered effective as a face-threatening act. On the other hand, men use negative impoliteness to force their interlocutors to submit to their will, a trait of male dominance. By suppressing the freedom of choice of the interlocutor, the negative face is threatened. From these findings, it can be concluded that impoliteness can be used, by men and women, as a tool to exercise their power and construct their gender identity.
{"title":"Impoliteness and Gender Differences in the Edge of Seventeen Movie","authors":"S. Suhandoko, Uul Lyatin, Dian Riesti Ningrum","doi":"10.15642/NOBEL.2021.12.2.228-239","DOIUrl":"https://doi.org/10.15642/NOBEL.2021.12.2.228-239","url":null,"abstract":"This paper aims to analyze the impoliteness strategies performed by the main female character (Nadine) and her male interlocutors in the Edge of Seventeen movie. Taking Nadine’s impolite utterances and her male interlocutors as the data, this study found a thought-provoking fact that women who have been stereotyped as “powerless” language users also have the potential to use impoliteness strategies as a way of negotiating and constructing their identity. While both genders could use impoliteness strategies to negotiate and construct their power and identity in interactions, there were differences in the use of the strategies. Women prefer to use positive impoliteness while men use negative impoliteness strategies. The use of positive impoliteness among women is influenced by their empathetic nature to social relations. Any sensitive topic to social relations is considered effective as a face-threatening act. On the other hand, men use negative impoliteness to force their interlocutors to submit to their will, a trait of male dominance. By suppressing the freedom of choice of the interlocutor, the negative face is threatened. From these findings, it can be concluded that impoliteness can be used, by men and women, as a tool to exercise their power and construct their gender identity.","PeriodicalId":32715,"journal":{"name":"Nobel Journal of Literature and Language Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44861589","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.2021.12.2.188-198
Mariwan Hasan, S. Mohammed
This research is a comparative study entitled Love of Nature and Women in John Masefield’s “Beauty” and Goran’s “Women and Beauty.” Textual and analytical approaches are used to analyze the poems to highlight the differences and similarities between the two poems. The analysis compares and contrasts both poems by each topic of discussion, including the theme and the rhyme pattern. This paper finds that although both Masefield and Goran come from different cultures and periods, the earlier from the romantic era while the latter is a modern poet, their poems agree in expressing the beauty of nature. However, the poems then state that the beauty of nature is nothing compared to the beauty of their beloved ones. The analysis also explores the different portrayals of nature that the poets depict and the rhyme pattern they prefer. This study then shows that the same issue can always come from works from a very different time and culture.
{"title":"Love of Nature and Women in John Masefield's \"Beauty” and Goran’s “Women and Beauty\"","authors":"Mariwan Hasan, S. Mohammed","doi":"10.15642/NOBEL.2021.12.2.188-198","DOIUrl":"https://doi.org/10.15642/NOBEL.2021.12.2.188-198","url":null,"abstract":"This research is a comparative study entitled Love of Nature and Women in John Masefield’s “Beauty” and Goran’s “Women and Beauty.” Textual and analytical approaches are used to analyze the poems to highlight the differences and similarities between the two poems. The analysis compares and contrasts both poems by each topic of discussion, including the theme and the rhyme pattern. This paper finds that although both Masefield and Goran come from different cultures and periods, the earlier from the romantic era while the latter is a modern poet, their poems agree in expressing the beauty of nature. However, the poems then state that the beauty of nature is nothing compared to the beauty of their beloved ones. The analysis also explores the different portrayals of nature that the poets depict and the rhyme pattern they prefer. This study then shows that the same issue can always come from works from a very different time and culture.","PeriodicalId":32715,"journal":{"name":"Nobel Journal of Literature and Language Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45143763","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.2021.12.2.199-213
Raudlotul Jannah, Khusnul Istiqomah
Every song has lyrics and every lyric undeniably contains one or two messages or ideas that a songwriter wants to express. That being said, songwriters usually use conceptual metaphors to make their songs aesthetically audible and emotionally evoking to the heart of the listeners when they hear the song or when they understand of what was written in the lyrics. Unlike the previous research that merely focused on the types of conceptual metaphors but failed to analyze the image schemas of the metaphors, this research aims at finding and describing how conceptual metaphors as well as the image schemas of the metaphors are used in Kahitna’s song lyrics. The data were analysed on the basis of Conceptual Metaphor Theory from Lakoff and Johnson’s (1980) and Kovecses’s (2010) and also Saeed’s Image Schema (2016). The research shows that there are nine conceptual metaphors found in Kahitna’s song lyrics: “Passion of Love is Sea,” “Love Story is Journey,” “Difficulty in Relationship is Journey,” “Goal of the Lovers is Journey,” “Deepest Heart is Sea,” “Heart is Container,” “Love is Container,” “Love is Concrete Object,” and “Longing is Waves.” In addition, Containment schema, Path Schema, and Force Schema are also found in this research.
{"title":"Conceptual Metaphor in Kahitna’s Song Lyrics","authors":"Raudlotul Jannah, Khusnul Istiqomah","doi":"10.15642/NOBEL.2021.12.2.199-213","DOIUrl":"https://doi.org/10.15642/NOBEL.2021.12.2.199-213","url":null,"abstract":"Every song has lyrics and every lyric undeniably contains one or two messages or ideas that a songwriter wants to express. That being said, songwriters usually use conceptual metaphors to make their songs aesthetically audible and emotionally evoking to the heart of the listeners when they hear the song or when they understand of what was written in the lyrics. Unlike the previous research that merely focused on the types of conceptual metaphors but failed to analyze the image schemas of the metaphors, this research aims at finding and describing how conceptual metaphors as well as the image schemas of the metaphors are used in Kahitna’s song lyrics. The data were analysed on the basis of Conceptual Metaphor Theory from Lakoff and Johnson’s (1980) and Kovecses’s (2010) and also Saeed’s Image Schema (2016). The research shows that there are nine conceptual metaphors found in Kahitna’s song lyrics: “Passion of Love is Sea,” “Love Story is Journey,” “Difficulty in Relationship is Journey,” “Goal of the Lovers is Journey,” “Deepest Heart is Sea,” “Heart is Container,” “Love is Container,” “Love is Concrete Object,” and “Longing is Waves.” In addition, Containment schema, Path Schema, and Force Schema are also found in this research. ","PeriodicalId":32715,"journal":{"name":"Nobel Journal of Literature and Language Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44927888","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.2021.12.2.168-187
Moh Zaimil Alivin
The vast changing of the cultural structure caused by globalization and migration has a complicated identity. A higher number of migrants from numerous parts of the world has arisen lately, especially from Middle Eastern and Muslim countries facing various conflicts. Negotiating identities, thus, becomes inevitable, particularly for migrants. Identity negotiation has been frequently raised as an underlying issue in early 2000s literary works. Such an era becomes a worth researching topic on migration as portrayed in exophonic novels. Exophony refers to writing and producing literary works in a language that is not one’s mother tongue. The article covers the analysis of novels written by exophonic writers: Khaled Hosseini’s The Kite Runner (2003), Elif Shafak’s The Bastard of Istanbul (2006), and Mohsin Hamid’s The Reluctant Fundamentalist (2007). The analysis focuses on identity negotiation experienced by Muslim diaspora characters by employing Homi K. Bhabha’s cultural identity. This study reveals that identity negotiation often occurs in the context of power relations and can occasionally be hegemonizing. This notion is backed by the fact that the complexity of the identity negotiation process occurs not only at the intersection of opposed cultures or civilizations but also at the intersection of politics and power relations.
{"title":"Identity Negotiation in the Age of Global Migration in Exophonic Novels","authors":"Moh Zaimil Alivin","doi":"10.15642/NOBEL.2021.12.2.168-187","DOIUrl":"https://doi.org/10.15642/NOBEL.2021.12.2.168-187","url":null,"abstract":"The vast changing of the cultural structure caused by globalization and migration has a complicated identity. A higher number of migrants from numerous parts of the world has arisen lately, especially from Middle Eastern and Muslim countries facing various conflicts. Negotiating identities, thus, becomes inevitable, particularly for migrants. Identity negotiation has been frequently raised as an underlying issue in early 2000s literary works. Such an era becomes a worth researching topic on migration as portrayed in exophonic novels. Exophony refers to writing and producing literary works in a language that is not one’s mother tongue. The article covers the analysis of novels written by exophonic writers: Khaled Hosseini’s The Kite Runner (2003), Elif Shafak’s The Bastard of Istanbul (2006), and Mohsin Hamid’s The Reluctant Fundamentalist (2007). The analysis focuses on identity negotiation experienced by Muslim diaspora characters by employing Homi K. Bhabha’s cultural identity. This study reveals that identity negotiation often occurs in the context of power relations and can occasionally be hegemonizing. This notion is backed by the fact that the complexity of the identity negotiation process occurs not only at the intersection of opposed cultures or civilizations but also at the intersection of politics and power relations.","PeriodicalId":32715,"journal":{"name":"Nobel Journal of Literature and Language Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41544944","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 : 2021-04-30DOI: 10.15642/NOBEL.2021.12.1.112-135
Ribut Surjowati
his study aimed to describe the politeness strategy used by the students of Language and Science Faculty in Wijaya Kusuma Surabaya University with different regional multicultural backgrounds. The data in this qualitative study were taken from 20 participants, in which 10 participants were non-Javanese, and 10 participants were Javanese. The data were collected, documented, transcribed, reduced, and coded to make the analysis easier. The analysis was done by following these procedures 1) the data were classified based on the students’ place of origin, types of politeness, and the strategies they used and displayed 2) the data were analyzed using Brown’s and Levinson’s theory of politeness strategies. The finding reveals that both groups of students used negative and positive politeness strategies; however, the types of strategies are different. The non-Javanese students used strategies of apologizing and being pessimistic in negative politeness strategy while the Javanese students used strategies of apologizing, hedging, and giving deference. In positive politeness strategies, the non-Javanese students used strategies of avoiding disagreement, promising, exaggerating, and seeking agreement; meanwhile, the Javanese students used avoiding disagreement, exaggerating, and giving for reason strategies.
{"title":"Politeness Strategies used by the Students with Regional Multicultural Background","authors":"Ribut Surjowati","doi":"10.15642/NOBEL.2021.12.1.112-135","DOIUrl":"https://doi.org/10.15642/NOBEL.2021.12.1.112-135","url":null,"abstract":"his study aimed to describe the politeness strategy used by the students of Language and Science Faculty in Wijaya Kusuma Surabaya University with different regional multicultural backgrounds. The data in this qualitative study were taken from 20 participants, in which 10 participants were non-Javanese, and 10 participants were Javanese. The data were collected, documented, transcribed, reduced, and coded to make the analysis easier. The analysis was done by following these procedures 1) the data were classified based on the students’ place of origin, types of politeness, and the strategies they used and displayed 2) the data were analyzed using Brown’s and Levinson’s theory of politeness strategies. The finding reveals that both groups of students used negative and positive politeness strategies; however, the types of strategies are different. The non-Javanese students used strategies of apologizing and being pessimistic in negative politeness strategy while the Javanese students used strategies of apologizing, hedging, and giving deference. In positive politeness strategies, the non-Javanese students used strategies of avoiding disagreement, promising, exaggerating, and seeking agreement; meanwhile, the Javanese students used avoiding disagreement, exaggerating, and giving for reason strategies.","PeriodicalId":32715,"journal":{"name":"Nobel Journal of Literature and Language Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43474344","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 : 2021-04-30DOI: 10.15642/NOBEL.2021.12.1.1-14
Elisabeth Avryanne Suminto, Barli Bram
This paper aimed to explore how teachers implemented effective techniques of teaching phonics and the teachers’ perceptions of the effects of teaching phonics to the elementary school students of Ave Maria Amnatcharoen School in Thailand. The writers employed qualitative research. Five teachers who were teaching phonics in Ave Maria Amnatcharoen School of Thailand were the research participants. The writers used a questionnaire and an interview. Findings showed that most of the teachers perceived the process of implementing effective techniques in teaching phonics positively. The participants regularly employed various techniques in teaching phonics to the students. Furthermore, the participants also had positive perceptions of the effects of implementing effective techniques in teaching phonics. Most teachers agreed that the students had developed their reading skills through learning phonics. However, there were still some students who did not improve in their reading skills through learning phonics.
{"title":"Phonics Instruction and Perceptions of Teachers in Ave Maria Amnatcharoen School in Thailand","authors":"Elisabeth Avryanne Suminto, Barli Bram","doi":"10.15642/NOBEL.2021.12.1.1-14","DOIUrl":"https://doi.org/10.15642/NOBEL.2021.12.1.1-14","url":null,"abstract":"This paper aimed to explore how teachers implemented effective techniques of teaching phonics and the teachers’ perceptions of the effects of teaching phonics to the elementary school students of Ave Maria Amnatcharoen School in Thailand. The writers employed qualitative research. Five teachers who were teaching phonics in Ave Maria Amnatcharoen School of Thailand were the research participants. The writers used a questionnaire and an interview. Findings showed that most of the teachers perceived the process of implementing effective techniques in teaching phonics positively. The participants regularly employed various techniques in teaching phonics to the students. Furthermore, the participants also had positive perceptions of the effects of implementing effective techniques in teaching phonics. Most teachers agreed that the students had developed their reading skills through learning phonics. However, there were still some students who did not improve in their reading skills through learning phonics.","PeriodicalId":32715,"journal":{"name":"Nobel Journal of Literature and Language Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42269715","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 : 2021-04-30DOI: 10.15642/NOBEL.2021.12.1.60-69
Nang Gede Rohmatullah, Riana Permatasari
This study analyzed the portrayal of ethnocentrism and its negative effects in Khaled Hosseini’s The Kite Runner using Bizumic’s ethnocentrism theory. This study used descriptive qualitative methods; the data were collected from the novel in monologues, dialogues, and narratives. Based on the data, ethnocentrism depicted in the novel taking setting in Afghanistan was represented in terms of superiority and in-group preference. The novel depicted that one ethnic, the Pashtun, felt more superior to the Hazara. This superiority made the Pashtun always evaluate other groups based on their standard. They built the in-group preference in which they regard their standard as the best compared to the Hazara. In addition, the negative effects of ethnocentrism were manifested into three points: violence against other groups, ethnic wars, and desire to control the territory. In short, ethnocentrism causes differences in thoughts and opinions between one group and another and further affects their relationship negatively.
{"title":"Ethnocentrism and Its Effects as Depicted in The Kite Runner Novel","authors":"Nang Gede Rohmatullah, Riana Permatasari","doi":"10.15642/NOBEL.2021.12.1.60-69","DOIUrl":"https://doi.org/10.15642/NOBEL.2021.12.1.60-69","url":null,"abstract":"This study analyzed the portrayal of ethnocentrism and its negative effects in Khaled Hosseini’s The Kite Runner using Bizumic’s ethnocentrism theory. This study used descriptive qualitative methods; the data were collected from the novel in monologues, dialogues, and narratives. Based on the data, ethnocentrism depicted in the novel taking setting in Afghanistan was represented in terms of superiority and in-group preference. The novel depicted that one ethnic, the Pashtun, felt more superior to the Hazara. This superiority made the Pashtun always evaluate other groups based on their standard. They built the in-group preference in which they regard their standard as the best compared to the Hazara. In addition, the negative effects of ethnocentrism were manifested into three points: violence against other groups, ethnic wars, and desire to control the territory. In short, ethnocentrism causes differences in thoughts and opinions between one group and another and further affects their relationship negatively.","PeriodicalId":32715,"journal":{"name":"Nobel Journal of Literature and Language Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44714295","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 : 2021-04-30DOI: 10.15642/NOBEL.2021.12.1.70-90
Rolisda Yosintha, S. Yunianti, Boris Ramadhika
This study aimed at investigating the students’ linguistic and non-linguistic constraints in doing the Structure and Written Expression section of the TOEFL. This was a qualitative study in the form of a case study and was carried out in two universities in Magelang, Central Java, Indonesia. The data comprised document analysis on 42 students’ answer sheets on TOEFL and interviews with four students. The data were analyzed using the difficulty index (IF) formula proposed by Brown (2004) and the interactive model developed by Miles and Huberman (1994) for quantitative and qualitative data, respectively. The findings revealed that the students encountered three linguistic constraints in terms of grammatical items as caused by both intralingual and interlingual interference: active-passive verbs, double comparatives, and pronoun-noun agreement. Besides, non-linguistic factors such as unpleasant past learning experiences and limited exposure to the L2 worsened their performance on the test.
{"title":"Structure and Written Expressions of the TOEFL: Linguistic and Non-Linguistic Constraints","authors":"Rolisda Yosintha, S. Yunianti, Boris Ramadhika","doi":"10.15642/NOBEL.2021.12.1.70-90","DOIUrl":"https://doi.org/10.15642/NOBEL.2021.12.1.70-90","url":null,"abstract":"This study aimed at investigating the students’ linguistic and non-linguistic constraints in doing the Structure and Written Expression section of the TOEFL. This was a qualitative study in the form of a case study and was carried out in two universities in Magelang, Central Java, Indonesia. The data comprised document analysis on 42 students’ answer sheets on TOEFL and interviews with four students. The data were analyzed using the difficulty index (IF) formula proposed by Brown (2004) and the interactive model developed by Miles and Huberman (1994) for quantitative and qualitative data, respectively. The findings revealed that the students encountered three linguistic constraints in terms of grammatical items as caused by both intralingual and interlingual interference: active-passive verbs, double comparatives, and pronoun-noun agreement. Besides, non-linguistic factors such as unpleasant past learning experiences and limited exposure to the L2 worsened their performance on the test.","PeriodicalId":32715,"journal":{"name":"Nobel Journal of Literature and Language Teaching","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41306403","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：