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Waruwu, Opirman
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Journal : Research on English Language Education

 1 
AN ANALYSIS OF PROCLITICS AND ENCLITICS IN WEST NIAS LANGUAGE: A MORPHOSYNTACTIC STUDY Waruwu, Opirman
Research on English Language Education Vol 7 No 2 (2025): Research on English Language Education
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/relation.v7i2.4004

Abstract

This study examined the use of proclitics and enclitics in West Nias language from a morphosyntactic perspective. Using a descriptive qualitative approach supported by elicited linguistic data from native speakers, the analysis demonstrated that cliticization in West Nias was not merely a phonological attachment but also played an essential grammatical role in sentence structure. The results of this study indicated that the types of clitics found in West Nias language consist of proclitics, which attach to the beginning of a host word, and enclitics, which attach to the end of a host word. The proclitic forms identified in this language are a-, i-, ta-, ba-, ö-, u-, la-, and mi-o-, while the enclitic forms identified are -gu, -mö, -ma, -mi, -ra, and -nia. In West Nias, proclitics function as pronominal markers that indicate the actor and primarily attach to verbs, as well as to preverbal elements such as modals and certain prepositions. Enclitics attach to nouns to mark possession, and may also occur on verbs, adjectives, and adverbs when these elements function as the predicate. Therefore, proclitics in West Nias are pronominal because their presence corresponds with the subject of the clause.
A SEMANTIC ANALYSIS OF CONNOTATIVE MEANING IN DONALD TRUMP’S SPEECH AT THE BOARD OF PEACE Waruwu, Opirman; Mali, Gabriel Mau
Research on English Language Education Vol 7 No 2 (2025): Research on English Language Education
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/relation.v7i2.4635

Abstract

This study aims to analyze the connotative meanings found in the speech delivered by Donald Trump at the Board of Peace meeting. The objective of this research is to identify and explain words and phrases that contain connotative meanings in the speech. This study uses a qualitative research design because it focuses on interpreting meanings embedded in language rather than numerical data. The data of this research were taken from the transcript of Donald Trump’s speech obtained from a video published on the YouTube channel of Kompas TV entitled “Pidato Trump di Board of Peace: Gaza, Perdamaian, dan Kepemimpinan Global” with the hashtag #boardofpeace. The data were collected using the documentation method by identifying words and phrases that potentially contain connotative meanings. The data were analyzed using the theory of connotative meaning proposed by Geoffrey Leech. The findings of this research show that there are 27 expressions containing connotative meanings in the speech. These expressions are used to emphasize important messages, strengthen persuasive communication, and highlight themes such as leadership, diplomacy, cooperation, and peace. The study concludes that connotative meaning plays an important role in political speeches because it helps convey deeper messages and influence audience perception.
ASSESSING TEACHERS’ READINESS AND CHALLENGES IN IMPLEMENTING MOBILE-ASSISTED LANGUAGE LEARNING (MALL) IN RURAL AREAS Waruwu, Opirman
Research on English Language Education Vol 8 No 1 (2026): Research on English Language Education
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/relation.v8i1.4758

Abstract

This study seeks to investigate the readiness of English teachers and the obstacles they face in adopting Mobile-Assisted Language Learning (MALL) in rural areas of Mandrehe Utara Sub-district, West Nias Regency, North Sumatra. Using a qualitative research design grounded in a phenomenological approach, data were collected through semi-structured in-depth interviews, non-participant classroom observations, and document analysis involving eight English teachers from five different schools. The results indicate that teachers’ readiness falls within low to moderate levels. While attitudinal readiness appears relatively favourable, both knowledge-based and practical readiness remain notably limited. The study further identifies four major challenges: inadequate technological infrastructure, limited digital literacy among teachers, a lack of sufficient institutional support, and pedagogical issues related to classroom management. Based on these findings, the study suggests the need to prioritise the improvement of digital infrastructure, provide context-sensitive professional development, and formulate school policies that clearly encourage the integration of mobile technology into English language instruction in remote rural contexts.
Co-Authors Mali, Gabriel Mau