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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
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A Morphological Process of Derivational Affixes in Popular LINE Webtoon: The Annarasumanara Nisa, Baiatun
REiLA : Journal of Research and Innovation in Language Vol. 2 No. 2 (2020): 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.v2i2.4656

Abstract

This research tries to analyze the morphological process of derivational affixes in a popular LINE Webtoon comic titled Annarasumanara authored by Il Kwon Ha. This research uses a synchronic descriptive approach in which data are collected and explained naturally. The objects of this research are the conversations in Annarasumanara from episode 1 to 10. The results of the research are 53 words that changed word classes, involving 7 derivational prefixes and 47 derivational suffixes. The suffix “-ly” is the most dominantly used in the Webtoon. This study revealed not only the detailed morphological process of affix analysis but also the grammatical categories of words and meanings.
Analysis of EFL Teaching in Pakistan: Method and Strategies in the Postmethod Era Khan, Muhammad Asif Ali
REiLA : Journal of Research and Innovation in Language Vol. 2 No. 3 (2020): 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.v2i3.4802

Abstract

This study investigates the teaching methods and strategies practised in Pakistan to teach English as a foreign language in the Post-method Era. English language pedagogy in Pakistan has taken a new turn since the establishment of higher education commission and applied linguistic departments in many universities in Pakistan. It focuses on classroom teaching analysis to see what teaching methods and strategies that English language educators in private and public institutes apply. The study applied qualitative methods with five English teachers as Foreign Language (EFL) of the public and private sectors' intermediate level. The participating teachers were given nine open-ended survey questions about the nature of language, language teaching methods, classroom strategies and techniques, and their roles as teachers in the classroom. Findings revealed that EFL teachers in both public and private sectors employ multiple teaching methods and techniques in their classroom practice, rather than holding to one particular method. The data also differentiates teaching methods and strategies of the teachers in the both sectors. Interestingly, it appears that EFL teachers in the private sectors seem to aim at communicative teaching approaches. In contrast, teachers in the public sectors are more inclined to use Grammar Translation Methods (GTM).
Vocabulary Size of University of Aden English Language Students Ali Naqeeb, Abdulnaser Mohammed
REiLA : Journal of Research and Innovation in Language Vol. 3 No. 1 (2021): 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.v3i1.4980

Abstract

This research paper tried to evaluate the department of English students' vocabulary size by using Nation Vocabulary size tests (VST). The study used a sample of the third level students at the department of English-Faculty of Education-Aden at the University of Aden in three categories according to their academic achievement in the class (High =80-100, Medium= 70-79.99 and Low =less than 69.99). To measure the vocabulary size, the researcher used on Nation and Beglar (2007) (14000) vocabulary size test. Based on the analysis of students correct answers in the VST, the study found that students' vocabulary size ranges between 1000-8000 words with variant percentages. It was found that (80%) of third level students vocabulary size (high 08-100 and medium 70-79.99) is in the range (1000-3000), (76%) of third level students vocabulary size (high 08-100) is in the range (1000-5000) and (51%) are in the range (1000-8000). The study found that (59%) of third level students (medium 70-79.99) are in the range (1000-5000) and (40%) of them are in the range (1000-8000). The third level students (low, less than 69.99) recorded the lowest size by (50%) in the range (1000-3000), (41%) in the range (1000-5000) and only (21%) are in the range (1000-8000). Considering the total word size of the three categories together, the study found that (70%) are in the range (1000-3000), (59%) range in the range (1000-5000) and (37%) are in the range (1000-8000).
Discourse Markers in Hausa Proverbs: Exploring Intellectual Wise Saying from African Wisdom and Culture Kiyawa, Haruna Alkasim
REiLA : Journal of Research and Innovation in Language Vol. 3 No. 1 (2021): 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.v3i1.5091

Abstract

This paper aims to explore some intellectual wise saying from African wisdom and culture from one of the three major languages in the northern part of Nigeria. The use of discourse markers is one of the linguistics devices embedded in Hausa proverbs. However, Africa as the continent was occupied by different languages and dialectics. Proverbs is an expression of a saying which combines various wisdom and culture of every human beings living on the earth. This paper utilises written document as a method and selected (36) different proverbs and analyses the discourse markers. Moreover, the paper reviewed various studies that looked at proverbs' role as one of a figurative speech and the definitions of discourse markers defined by literary scholars and cultural critics who studied proverbs from different perspectives. The finding of this paper identified (19) out of (36) proverbs also indicated DMs served as interpersonal functions and the relationship between the speakers’ actions and thoughts, while the remaining (17) functions as textual features for making meaning. Finally, the study found that discourse markers enhance some lexical expressions under different levels, including sentence connectivity, language use, and the appearance of discourse markers in the proverbs. The study's significance shows that cultural scholars and English language educators can incorporate/integrate proverbs and highlighted the role of discourse markers to the student, enhancing their linguistics knowledge, communication skills and learning activities.
Community Language Learning (CLL) in Tertiary Level: A Learner Friendly Approach to ELT in Bangladesh Bari, Tazreen Jahan
REiLA : Journal of Research and Innovation in Language Vol. 2 No. 3 (2020): 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.v2i3.5123

Abstract

This paper entitled "CLL in Tertiary Level: A Learner Friendly Approach to ELT in Bangladesh" aims to analyse the problems faced by tertiary level language learners in Bangladesh. This paper shows how Community Language Learning (CLL) can be a learner-friendly approach that creates an environment and process fit for maximum efficiency in target language learning. This paper analyses the quantitative data collected via questionnaire from fifty tertiary level students of Bangladesh from five universities across Bangladesh. This study reveals that tertiary level students face more barriers in classroom participation due to self-consciousness and anxiety. This study further reveals that using the CLL method that treats learners like a whole person allows them to take responsibility for their learning process. It also promotes small study groups consisting of peers and a counsellor-teacher to provide a more efficient learning environment is friendly to the learners. Thus, this study asserts that CLL is the most learner-friendly and efficient approach to ELT in the tertiary level and opens future research possibilities on how this method can be implemented.
Dealing with Mental Health in Online Learning: A Retrospect on ELT Teachers and EFL Learners during COVID-19 Pandemic Ferdous , Asma-Ul-; Shifat, Nazia Forhin
REiLA : Journal of Research and Innovation in Language Vol. 2 No. 3 (2020): 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.v2i3.5217

Abstract

This paper intends to depict the mental health of English Language Teaching (ELT) teachers and English as Foreign Language (EFL) learners at a tertiary level during the COVID-19 pandemic. The educational boards across the globe have been forced to transition to smart classrooms, digital platforms, and effective teacher training programs in online delivery methods. In Bangladesh, the networking system and the management system are being run with care to ensure online classes at tertiary levels. This study showed how ELT teachers and EFL learners experience diverse and innumerable inconveniences due to geographical locations, finance and other systematic online education problems during the pandemic. The study found results which showed what makes them susceptible to anxiety, frustration, depression, which injure their mental health. Getting habituated to new study techniques, cooperating with the lack of laboratories and other required study materials, network connectivity problems, and the harshness of COVID-19 make their living challenging and unneeded mental stress. Quantitative data has been collected through Google questionnaire, and qualitative data has been collected through semi-structured interviews over telephone and online messaging. The results showed that despite continually searching for a way to overcome various troubles, teachers and students get drown into worsening mental health.
Does Instagram as Learning Media Affect Students’ Writing Skill on Recount Text?: An Experimental Research Sallamah, Ismi Baqiatus; As Sabiq, Agus Husein
REiLA : Journal of Research and Innovation in Language Vol. 2 No. 3 (2020): 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.v2i3.5501

Abstract

This research's objectives were to examine whether Instagram as a Learning Media is useful toward students' writing recount text or not and measuring how significant the effect of Instagram on students’ writing recount text before and after treatment. This quasi-experimental research involved 35 students as participants from two different classes. Researchers took 10th graders from a selected private school in Purbalingga as research samples. Two IPS classes were selected, i.e., X IPS 1 was set as an experimental class, and X IPS 2 was set as a control class. The data were collected from the score of pre-test and post-test after the treatment. Researchers then compared the students’ achievement from control and experimental classes and analyzed the data using descriptive analysis and N-gain. The research findings indicated a significant achievement of students' competencies in using Instagram than conventional learning in writing recount text. The average N-gain score from experimental class and control class obtained 0.308 > 0.057. The Mean score of pre-test in experimental and control class obtained 69.875 > 64.818 and the Mean score of post-test in experimental and control class was 79.461 > 67.142. As a result, the experimental class's mean score was higher than the control class means Instagram as a Learning Media is useful in writing recount text.
Interpretation Strategies and Interpretation Performance in Interlingual and Bilingual Subtitling: A Case of Iranian BA Translation Students Modarresi, Ghasem; Jalilzadeh, Kaveh; Zolfaghary , Raheleh
REiLA : Journal of Research and Innovation in Language Vol. 2 No. 3 (2020): 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.v2i3.5589

Abstract

The researchers in Interpreting Studies have underrated the importance of interpretation strategies in interpretation courses at the university level in the Iranian context. As a mixed-method study, the present study mainly aimed at discovering the subtitling strategies used in interlingual subtitling and bilingual subtitling by translation students. The researchers selected 30 homogeneous students majoring in Translation Studies which were divided into two experimental groups. During the treatment phase, the researchers worked with each group's students on subtitling strategies on a comedy film, following Peterson's (2005) strategies. The results of the post-tests confirmed that there was a significant difference for interlingual subtitling since the students’ scores increased significantly from the mean score of 24.53 to the mean score of 27.66 as well as for bilingual subtitling since the students’ scores increased significantly from the mean score of 22.80 to the mean score of 27.13. However, the results revealed no significant difference in students' interpretation scores for interlingual and bilingual subjects. The results of the interviews also supported the effectiveness of audio-visual activities on oral translation. Translation students should pay attention to how they foster their interpreting competence and find the type of subtitling that is more beneficial.
Clausal-Internal Scrambling in Urdu Language: A Derivation by Phases Ali, Asad; Jabbar, Qaisar; Kiani, Humayun
REiLA : Journal of Research and Innovation in Language Vol. 3 No. 1 (2021): 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.v3i1.5968

Abstract

Scrambling in Clausal-Internal is accounted for employing minimalist program as a theoretical framework on Urdu Naturalistic data in this study. For empirical evidence, an Urdu corpus has been accumulated in audio-recording forms from 100 competent Urdu speakers within the natural setting, taking Naturalist Inquiry as methodological purposes. Employing minimalist program on Urdu data, this study vehemently postulates that the dislocation of arguments from base to host position only hinges on the phase heads— Co and vo; hence no other external devices essentially necessitate accounting for scrambling. This study highlighted scrambling in clausal-internal specifically within Indo-Aryan Languages is Universal Phase-Based parsimony, and it is only controlled by the exiting mechanism within the phase theory. Moreover, the only merge and move operations linearize the CP in a phase-based fashion while CP is a higher phase and vP is a lower phase. No additional AGRoP necessitates scrambling, but one phase successively and cyclically converges into a higher phase level, i.e. CP and the derivation matches at LF and PF interfaces satisfying Full Interpretation (FI).
English Language Teachers' Perceptions and Practices on Learner Autonomy in Nepalese Context Bhattarai, Prakash
REiLA : Journal of Research and Innovation in Language Vol. 3 No. 1 (2021): 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.v3i1.6064

Abstract

Learner autonomy is the ability and responsibility of learners to take control of their learning. Motivation, the chance to work independently and/ or collaboratively, access to the internet and library, and challenging tasks promote learner autonomy. This study explores English language teachers' perceptions and practices on learner autonomy and finds the difference in the perceptions and practices by their sex, level, qualification, and type of school they teach. One hundred thirty-three (133) teachers teaching at Tulsipur Sub-metropolitan Dang, Nepal, were selected using the fishbowl technique. Data drawn with the questionnaire's help were analysed via univariate (frequency, percentage, and median) and bivariate (t-test and Cohen's d) analysis. From the analyses, it was found that English language teachers teaching at different levels are aware of the what, why, and how of learner autonomy, and they promote learner autonomy by engaging and encouraging students to be involved in the tasks which promote learner autonomy. Perceptions on learner autonomy do not differ by their sex, level, qualification, and type of school they teach. Likewise, practices on learner autonomy also do not differ by the sex and level of the teachers, but their practices differ by the type of school where they teach and their qualification.

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