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All Journal Alfaz (Arabic Literatures for Academic Zealots) Ethical Lingua: Journal of Language Teaching and Literature
Arina Haque
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Arts Humanities Languange, Linguistic, Communication & Media

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Variasi Aksen dan Leksem Dialek Arab: (Kajian Sosiodialektologi pada Dialek Libya Timur dan Barat) Wildana Wargadinata; Syifa Rifani; Arina Haque
Alfaz (Arabic Literatures for Academic Zealots) Vol 9 No 2 (2021): December 2021
Publisher : Jurusan Bahasa dan Sastra Arab Fakultas Ushuluddin dan Adab UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/alfaz.Vol9.Iss2.5139

Abstract

The research aims: (1) to describe the differences in accent and lexeme variations in the eastern and western Libyan dialects; and (2) to describe the social factors of Libyan society that cause dialect variations. The method used is descriptive qualitative with data sources from interviews with native Libyan speakers. Direct interviews carried out the data collection technique. The results of this study are: (1) Libyan dialect variations between the Eastern and Western Libyan dialects are divided into accent and lexeme variations. The researcher found three different accent variations of the two dialects. The differences in accent include phonetic differences with accelerations and changes in pronunciation. Meanwhile, in the lexeme, researchers found 20 variations of the lexeme. These variations include onomasiological symptoms in most of the vocabulary and semasiological symptoms in some of the lexemes; (2) The factors causing the emergence of dialect variations are: The influence of geographic location; The social condition of the Libyan people; The tradition of settling down and being close to the family after marriage; The society that divided was considered a disgrace. Meanwhile, two factors influence the similarity between the Libyan dialect and Fushah Arabic, namely: the Libyan dialect Lexem can be derived from the Fushah language; The Libyan dialect axon is a Fushah language experiencing affixes and accelerations in pronunciation.
An Analysis of IRF (Initiation-Response-Feedback) Pattern in Online English Classroom Happy Cruzia Rini; Arina Haque
Ethical Lingua: Journal of Language Teaching and Literature Vol. 12 No. 2 (2025): Volume 12 No 2 October 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.856

Abstract

Classroom is an environment where students and teachers can develop their communication skills. Interactions between the teacher and students in the classroom are a hallmark of communication during the teaching and learning process. Classroom activities rely heavily on interaction between students. It also affects students' academic performance. Therefore, it is essential to understand how a teacher implements classroom interaction. This study was designed to examine the types of IRF (Initiation-Response-Feedback) patterns and the most common type employed in online classroom interactions. In this pattern, there are the teacher's questions, students' responses, and the teacher's feedback. It was a descriptive qualitative study that employed classroom recording to obtain the data. The teaching and learning process involved 30 students and 1 English teacher in the online classroom. The findings revealed that all the types of IRF patterns used by the teachers and learners are procedural questions, convergent questions, divergent questions, display questions, referential questions, Socratic questions, specific response, open-ended or student-initiated, Silence, silence AV, acknowledging a correct answer, indicating an incorrect answer, praising, expanding or modifying students' answer, repeating, summary, and criticizing. This study indicated that teacher and students' initiative and response dominated the IRF pattern in this classroom. The instructor has utilized numerous types of beginning feedback. In contrast, neither work-related nor non-work-related comments were used in the discussion by students. The IRF pattern in this classroom benefited the instructor in keeping the students motivated.
Co-Authors Happy Cruzia Rini Syifa Rifani Wildana Wargadinata