cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Budianto Hamuddin
Contact Email
budihamuddin@unilak.ac.id
Phone
+6281267229800
Journal Mail Official
reila@unilak.ac.id
Editorial Address
Lembaga Penelitian dan Pengabdian Kepada Masyarakat, Universitas Lancang Kuning, Jl. Yos Sudarso KM.8, Umban Sari, Rumbai, Kota Pekanbaru, Riau
Location
Kota pekanbaru,
Riau
INDONESIA
REiLA: Journal of Research and Innovation in Language
Published by Universitas Lancang Kuning
ISSN : 26850818     EISSN : 26853906     DOI : https://doi.org/10.31849/reila
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences
REiLA Journal of Research and Innovation in Language is a double-blind peer-reviewed international journal published triannual on April, August and December. It is dedicated to promoting scholarly exchange among teachers and researchers in the field of languages. Although articles are written in English, the journal welcomes studies dealing with other than English as well. The scope of REiLA includes the following fields: The subject covers textual and fieldwork studies with various perspectives of Language, research of History, Society, Humanity, and also various perspectives in Education interest.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 140 Documents
 9   10   11   12   13 
Unveiling the Multifaceted Dance of Distractions: Thumbing Through the On-Screen Distractions Throughout Memrise MALL Experience Abidin, Azwar
REiLA : Journal of Research and Innovation in Language Vol. 5 No. 3 (2023): REiLA : Journal of Research and Innovation in Language
Publisher : The Institute of Research and Community Service (LPPM) - Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/reila.v5i3.14297

Abstract

The detrimental impact of screen distractions, including heightened cognitive-emotional engagement and reduced concentration spans, remains to be fully explored. This case study investigates EFL students’ perceptions of screen distractions in mobile-assisted language learning (MALL) and explores their potential implications on learning outcomes. The study employs a descriptive methodology and purposively samples 46 first-year university students who are not majoring in English as participants. During a two-week trial, the participants use the Memrise English learning app to complete Beginner’s levels (A1 and A2). Screen recordings, user account credentials, and interview excerpts are collected from shared Google Drive folders and focus-group sessions. Thematic data analysis is conducted to gain insights into the participants’ perception of screen distractions. Results reveal that social networks and entertainment apps (63.43%) are the primary sources of distraction, followed by web browsing (22.29%), incoming notifications and pop-up messages (11.45%), and incoming calls (2.83%). Participants perceive these distractions as driven by a psychological impulse to avoid missing updates. While the participants demonstrate an impressive aptitude for adapting to and navigating Memrise MALL resources, they lack necessary support to manage distractions, resulting in a failure to meet learning objectives. The study emphasizes the importance of incorporating set times for learning and optimizing screen learning to be distraction-free. Furthermore, it highlights the negative consequences of multitasking and interruptions on students’ MALL performance, underscoring the need for structured use of social media to enhance engagement and academic achievement. Students’ perception of Memrise MALL is generally positive, with reported benefits such as improved recall, concentration, motivation, and engagement. However, distraction management and material connection are essential contributors in successful MALL experience.
Developing an Android Application for Analyzing Indonesian Syntax: A Rule and Probability-Based POS Tagging Approach Herpindo, Herpindo; Ristiyani, Ristiyani; Rizqin Nikmatullah, Miftahula; Ngestrini, Ratih
REiLA : Journal of Research and Innovation in Language Vol. 6 No. 2 (2024): REiLA : Journal of Research and Innovation in Language
Publisher : The Institute of Research and Community Service (LPPM) - Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/reila.v6i2.14975

Abstract

The investigation of the grammatical level of syntax, particularly Indonesian, focuses exclusively on sentence formation and does not include the corpus. This renders Indonesian grammatical corpus data less relevant in corpus-based grammatical investigations. The study offers a detailed overview of the utilization of Android applications based on POS Tagging data. The method in this study was qualitative focusing on the development of an application that utilizes Rule and Probability-based POS Tagging data from Leipzig Indonesian Mix_2013 to determine the categories, functions, and roles of Indonesian syntax with lexical categories including V (copula, existence, and equative) as the predicate potential on function. The application was designed to be compatible with the Android system by Integrating POS tagging into the System Development Life Cycle (SDLC), enabling wider accessibility to a larger user base. The result of this research introduces a program designed as a tool to search syntactic categories in Indonesian. The program uses a sequential search technique, which is a linear search method, to make it easier for users to find specific syntactic functions. By applying syntactic categories and functions using POS Tagging data from the Leipzig Indonesian Mix_2013 corpus, the study achieved significant insights into the roles of Indonesian syntax. POS Tagging based on the generated rules and probabilities achieves an accuracy rate of 92.53% for category tags and functions.
Metacognitive Reading Comprehension Instructional Model on Narrative Text: A Mixed Method for Enhancing Students’ Comprehension Juliana, Juliana; Anggraini, Risa
REiLA : Journal of Research and Innovation in Language Vol. 6 No. 1 (2024): REiLA : Journal of Research and Innovation in Language
Publisher : The Institute of Research and Community Service (LPPM) - Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/reila.v6i1.15846

Abstract

This study highlights the integration of metacognitive strategies in reading comprehension through a novel Three-phases instructional model, focusing on metacognitive strategies (pre-reading, while-reading, post-reading). This innovative model is distinct in its holistic approach to enhancing students' reading comprehension by activating their prior knowledge, engaging them actively in the reading process, and fostering reflective comprehension towards a successful strategic reading journey. Targeting narrative texts, the research was conducted with 70 junior school students from Tanjung Morawa, specifically selected for their lower proficiency in reading comprehension, highlighting the model's focus on addressing the needs of struggling readers. Through a mixed-method approach, employing both tests and questionnaires for data collection, the study demonstrated that the instructional model significantly boosts students' reading comprehension. The mean score improvement from 62.85 (pre-test) to 83.71 (post-test) underscores the model's effectiveness and its potential to significantly enhance students' reading comprehension skills. A survey of 35 students further validated the model's role in elevating their awareness and motivation for reading, with making a prediction which got 28 (80.0%) is the most commonly used, followed by restating ideas with 23 (65.7%) and thinking aloud with 21 (60.0%). These results not only bridge the existing gap in reading instruction but also carry significant implications for educational practices and literacy development. It serves as a testament to the potential of innovative instructional models in enhancing reading comprehension.
Grammatical Gaps in Student Translations: Analyzing English-Indonesian Translation in Academic Projects Veni Roza; Melani, Melyann; Zulfahmi, Muhammad Riko Yohansyah
REiLA : Journal of Research and Innovation in Language Vol. 6 No. 1 (2024): REiLA : Journal of Research and Innovation in Language
Publisher : The Institute of Research and Community Service (LPPM) - Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/reila.v6i1.15851

Abstract

Translating messages across languages while maintaining grammatical equivalence presents significant challenges, often resulting in deviations. These deviations stem from differences in grammatical structures between the source and target languages. This qualitative research study aimed to analyze the translation outputs of students enrolled in an English-Indonesian translation course, with a primary focus on grammatical equivalence indicators. The study encompassed 70 students across two parallel classes, resulting in a total of 70 documents available for analysis. The data were collected from the students' responses to a project involving news texts, specifically a news article from The Jakarta Post. The analysis employed Corder and James' Error Analysis (1998) methodology, encompassing error identification, classification, and specification based on grammatical equivalence indicators. The findings revealed that students frequently made errors in various grammatical aspects, including tense, aspect, number, voice, and person, with the exception of gender. Additionally, the study identified specific challenges related to the misplacement of English modifiers within noun phrases, leading to inaccuracies in their translations. These results underscore the importance of balancing theory and practical application in English language teaching, specifically in the context of translation. Emphasizing grammatical equivalence in both English and Indonesian is essential to enable students to produce accurate and idiomatic translations. This study not only sheds light on the challenges faced by students when translating from English to Indonesian but also offers valuable insights for enhancing translation education.
Tapping into Assessment Literacy: Unfolding Assessment as Learning Strategies and EFL Learners’ Writing Development Hedayati, Navvab; Khoorsand, Mohammad
REiLA : Journal of Research and Innovation in Language Vol. 6 No. 1 (2024): REiLA : Journal of Research and Innovation in Language
Publisher : The Institute of Research and Community Service (LPPM) - Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/reila.v6i1.15894

Abstract

Assessment literacy in EFL education has been a growing area of interest, yet there is a lack of experimental research on assessment strategies for writing skills. This study aims to explore the impact of assessment as learning on writing development for EFL intermediate learners. The research adopts a mixed-methods approach, including quantitative and qualitative phases. Thirty male EFL learners participated in the quantitative phase, while six students took part in the qualitative phase. The experimental group, exposed to assessment as learning strategies, showed significant improvement in writing skills compared to the control group. Semi-structured interviews revealed positive student perceptions, highlighting the strategies as challenging, new, and beneficial for reducing stress and enhancing participation. The results of the study confirmed that the experimental group demonstrated significant improvement in writing skills compared to the control group. Following the inter-rater and agreement reliability, seven common codes emerged from the semi-structured interviews with the students regarding the effectiveness of assessment as learning strategies including: challenging, new, good experience, improvement, good feeling, less stress, and more participation. A further implication of the study for EFL learners and teachers is that the holistic execution of assessment as learning strategies could enhance learners’ collaborative learning of writing skills and teachers’ writing assessment literacy. In the end, the study suggests that implementing assessment as learning strategies can enhance collaborative learning and teachers' assessment literacy in EFL writing education, providing a new perspective on assessment strategies in language learning.
A Pivotal Stride towards Learner Autonomy: Utilising Language Learning Strategies in an ESL University Aboagye, Abigail Konadu; Lomotey, Charlotte Fofo; Debrah-Amofah , Joyce
REiLA : Journal of Research and Innovation in Language Vol. 5 No. 3 (2023): REiLA : Journal of Research and Innovation in Language
Publisher : The Institute of Research and Community Service (LPPM) - Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/reila.v5i3.15895

Abstract

Research has revealed that utilisation of the English language learning strategies (ELLSs) is essential for supporting learner autonomy (LA). Yet, most of these studies focus on English as a foreign language, leaving studies on English as a second language on the fringes of current literature, though the two are distinct. Thus, this paper examined the effect of ELLSs on LA of ESL technical university students, as well as the individual effects of the six categories of ELLSs (memory, cognitive, compensation, metacognitive, affective and social strategies) on LA. A quantitative cross-sectional survey was conducted on 2022/2023 first-year 773 students who were selected through stratified random sampling. Oxford’s Strategy Inventory for Language Learning (SILL) and Karabıyık’s measures of learner autonomy were used to assess ELLSs and LA, respectively. Data were collected via google form. A multiple regression analysis was used to test the proposed research model. The results revealed that ELLSs have a positive impact on LA. While all six categories of ELLs improved LA, affective strategies improved LA the most. Despite the significance of affective strategies in fostering LA in this study, earlier research has largely focused on affective factors such as motivation, for autonomous learning. Thus, this study reveals a novel finding that affective strategies may be the most effective at facilitating autonomous learning in an ESL context, specifically a university setting in Ghana. The study backs up the Constructivism theory's claim that learner autonomy occurs as a result of social interaction, which includes learning strategies. The study confirms that in a Ghanaian ESL context, when the learners utilise ELLSs, they go through the zone of proximal development (ZPD) until optimal performance is achieved (in this context until the learner becomes an autonomous learner). Thus, Ghanaian technical university English teachers should be trained on effective ELLSs use to help students adopt appropriate ELLSs to improve their autonomous learning.
Multimodal Text-Powered Interactive E-Module for Enhancing English Structure Learning Daud, Afrianto; Linda, Roza; Harfal, Zaldi; Nabila, Ovia; Suryani, Ade; Tahirah, Zahra
REiLA : Journal of Research and Innovation in Language Vol. 6 No. 1 (2024): REiLA : Journal of Research and Innovation in Language
Publisher : The Institute of Research and Community Service (LPPM) - Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/reila.v6i1.15988

Abstract

This study aimed to develop an interactive e-module based on multimodal text for the Intermediate English Structure course in supporting digital learning at Universitas Riau, Indonesia. The research followed a systematic Research and Development (R&D) approach and applied the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model, which integrated the initial research techniques with final evaluation methods to ensure the effectiveness of the e-module. This study utilized purposive sampling techniques which involved 42 students and experts in media and materials. The development started with a thorough analysis of students’ needs, obtaining a score of 3.05 which indicated high necessity. The subsequent step involved designing the desired product, which is an interactive e-module containing multimodal texts, that is, various types of texts which include written texts, images, animated videos and interactive quizzes. The e-module consists of six units; each containing sections such as video-based explanation, text-based descriptions, illustrative examples, interactive quizzes, and chapter summaries. Validation of the e-module was carried out by material and media experts, resulting in scores of 3.73 (indicating very valid) and 3.77 (indicating very valid) respectively. Then, when tested to students, the results revealed a 'clarity of language use in the learning material' indicator is 3.57 (indicating very good), while the 'ease of use' indicator stands at 3.60 (indicating very good). Thus, these results suggest that the developed e-module exhibits excellent quality and is well-suited to serve as a digital learning resource for the Intermediate Structure course in the English department at Universitas Riau, Indonesia. Furthermore, this e-module also has the potential to transform how students learn. With combination of different types of content, the researchers have created a tool that can set a new standard for digital learning at Universitas Riau and beyond.
Unlocking Melawi Malay Medicine Mantras: Sound Patterns and Ecological Symbolism of Oral Literature Putra, Ikhza Mahendra; Asfar, Dedy Ari; Syahrani, Agus
REiLA : Journal of Research and Innovation in Language Vol. 5 No. 3 (2023): REiLA : Journal of Research and Innovation in Language
Publisher : The Institute of Research and Community Service (LPPM) - Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/reila.v5i3.16017

Abstract

The Melawi Malay community has a rich tradition of medicine using oral literature in the form of mantras, passed down through generations. These medicine mantras incorporate elements of beautiful sound and reflect the ecological, customary, and cultural values of the Malay people. This research aims to unveil the sound patterns and describe the symbolism of the triadic ecological elements, namely nature, nurture, and culture. To achieve this, purposive sampling was employed to select key informants, with Su Usnah, a traditional healer from Bina Karya, Melawi, being a crucial source. Through interviews and field notes, six relevant data sets were extracted from a pool of 15 available medicine mantras for analysis. Using a qualitative descriptive approach, this research utilized stylistic protocols to categorize the data according to existing sound patterns and employed ecocriticism guidelines to reveal the presence of ecological elements within the Melawi Malay medicine mantras. The primary findings of this research disclose the existence of four sound patterns in these mantras: assonance, alliteration, consonance, and rhyme. The ecocritical perspective reveals that each mantra contains ecological elements, including nature, such as flora and natural elements; nurture, reflecting the relationship between nature and society, and human connections; and culture, as manifested in customary practices. This study deepens our understanding of the sound patterns and ecological elements present in these mantras, with the hope that further research, through exploration of mantras in the Melawi Regency, can contribute to the continuous conservation and promotion of oral literature. Enriching the global understanding of mantras from linguistic, literary, and ecological perspectives is vital in practising traditional medicine in Melawi and other regions in West Kalimantan.
Translating Al-Hikam Aphorisms: Evaluating Unmarked Topical Themes through Theme-Rheme Structure Analysis Anis, Muhammad Yunus; Arifuddin, Arifuddin; Khabibi Muhammad Luthfi; Reza Sukma Nugraha; Afnan Arummi; Eva Farhah; Tri Yanti Nurul Hidayati
REiLA : Journal of Research and Innovation in Language Vol. 6 No. 2 (2024): REiLA : Journal of Research and Innovation in Language
Publisher : The Institute of Research and Community Service (LPPM) - Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/reila.v6i2.16091

Abstract

Aphorisms are unique literary works known for their memorability, concision, and ambiguity. They have an information structure divided into theme (known information) and rheme (new information), with the "unmarked topical theme" playing a crucial role. This study examines the impact of translation techniques on these unmarked topical themes and their influence on translation quality, focusing on an unexplored area in Arabic discourse. The research design is descriptive qualitative. Data were collected from the aphoristic text of Al-Hikam in Arabic (L1) and its translations into Indonesian (L2a) and Javanese (L2b). The research problems addressed are: (1) What translation techniques do translators employ when dealing with the "unmarked topical theme" in Al-Hikam's aphoristic text? Do translators favor the source language or the target language? (2) How can the translation of unmarked topical themes in Al-Hikam's aphorisms be assessed in terms of accuracy, readability, and acceptability?. The study finds that translation techniques, including conventional equivalent, compensation, modulation, and reduction, significantly impact the translation quality of unmarked topical themes. The conventional equivalent technique is particularly effective in maintaining the position of the unmarked topical theme from the source language to the target language. This research contributes to developing an Arabic translation model based on Systemic Functional Linguistics (SFL) analysis. It also provides a comparative analysis of the distinctive discourse topic development elements in Arabic, Indonesian, and Javanese texts, highlighting the implications of various translation techniques on the quality of aphoristic translations.
Theme-Rheme Pattern: Its Contribution to Cohesion and Coherence in The Students’ Research Background Suharsono, Suharsono; Ashadi, Ashadi; Feri, Zefki Okta
REiLA : Journal of Research and Innovation in Language Vol. 6 No. 1 (2024): REiLA : Journal of Research and Innovation in Language
Publisher : The Institute of Research and Community Service (LPPM) - Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/reila.v6i1.16281

Abstract

Cohesion and coherence are pivotal aspects of academic writing. Although the analysis of these elements in academic texts has garnered considerable attention from researchers worldwide, there remains a notable paucity of studies focused on the research backgrounds of student texts, particularly with respect to their educational level. This study sought to explore how the effective utilization of Theme-Rheme structures can enhance the overall clarity and organization of students’ research backgrounds. Employing a qualitative content analysis approach inspired by Krippendorff (2004), this study meticulously scrutinizes fifty samples of academic papers to discern the prevalence and variations of Theme-Rheme patterns and their impact on the logical flow of information. The thematic structure formulated by Halliday & Matthiessen (2004/2014) and the thematic progression framework by Bloor & Bloor (2004) were instrumental in analyzing the data. The findings reveal that students utilize a variety of theme types in their research backgrounds. The unmarked theme is the most prevalent, accounting for 55% in undergraduate theses (UT), 54% in master's theses (MT), and 59% in doctoral dissertations (DD). Following this, the textual theme is utilized at rates of 30% in UT, 34% in MT, and 31% in DD. The marked theme appears less frequently, comprising about 13% in UT, 11% in MT, and 8% in DD, while the interpersonal theme is rarely employed, with an approximate usage of 2% across all educational levels. This study sheds light on the significance of Theme-Rheme structures in academic writing and offers valuable insights for educators and students alike, who are striving to enhance the quality of their academic papers.

Page 11 of 14 | Total Record : 140

 9   10   11   12   13 

Filter by Year

2019 2025


Reset
Filter By Issues
All Issue Vol. 7 No. 2 (2025): REiLA : Journal of Research and Innovation in Language Vol. 7 No. 1 (2025): REiLA : Journal of Research and Innovation in Language Vol. 6 No. 3 (2024): REiLA : Journal of Research and Innovation in Language Vol. 6 No. 2 (2024): REiLA : Journal of Research and Innovation in Language Vol. 6 No. 1 (2024): REiLA : Journal of Research and Innovation in Language Vol. 5 No. 3 (2023): REiLA : Journal of Research and Innovation in Language Vol. 5 No. 2 (2023): REiLA : Journal of Research and Innovation in Language Vol. 5 No. 1 (2023): REiLA : Journal of Research and Innovation in Language Vol. 4 No. 3 (2022): REiLA : Journal of Research and Innovation in Language Vol. 4 No. 2 (2022): REiLA : Journal of Research and Innovation in Language Vol. 4 No. 1 (2022): REiLA : Journal of Research and Innovation in Language Vol. 3 No. 3 (2021): REiLA : Journal of Research and Innovation in Language Vol. 3 No. 2 (2021): REiLA : Journal of Research and Innovation in Language Vol. 3 No. 1 (2021): REiLA : Journal of Research and Innovation in Language Vol. 2 No. 3 (2020): REiLA : Journal of Research and Innovation in Language Vol. 2 No. 2 (2020): REiLA : Journal of Research and Innovation in Language Vol. 2 No. 1 (2020): REiLA : Journal of Research and Innovation in Language Vol. 1 No. 3 (2019): REiLA : Journal of Research and Innovation in Language Vol. 1 No. 2 (2019): REiLA : Journal of Research and Innovation in Language Vol. 1 No. 1 (2019): REiLA : Journal of Research and Innovation in Language More Issue