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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 Comparative Study on the Use of First-Person Pronouns in Ten International Diplomatic Speeches Pokhrel, Surendra
REiLA : Journal of Research and Innovation in Language Vol. 4 No. 3 (2022): 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.v4i3.11100

Abstract

This paper explores how world leaders use first-person pronouns in diplomatic speeches as a case study on how stance is communicated in high-stakes situations. The dataset comprises ten speeches to security and the economy given by heads of state/governments to their counterparts at international conferences/summits. The data were analysed from a quantitative/corpus-linguistic perspective using AntConc (Anthony, 2021) to summarise general patterns of personal pronoun use and then from a qualitative/discourse-analytical perspective, identifying specifically related examples for more detailed interpretation in context. The contextual features considered for the critical discourse analysis were gender, ideology, and the political systems of the speaker’s country. The results showed that most lead favoured the plural first-person pronoun “we” over the singular “I”. This was especially marked for the Middle Eastern leaders in the sample. The plural form was used for two main functions: (i) audience-inclusivity, referring to the audience of delegates/attendees, and (ii) audience-exclusivity, referring to the nation represented by the speaker. The distribution of these functions in the individual speeches varied greatly, ranging from extreme inclusive use (85%; Temer [Brazil]) to extreme exclusive use (65%; Putin [Russia]); this was largely predictable based on the speaker’s role at the event (e.g., facilitator vs dissenter from a consensus view) and the level of perceived national power. “I” was found to be used mostly at the beginning of the speeches to extend gratitude to the organisers. However, it was often deployed to increase the speaker’s self-dedication throughout an address. Similarly, whereas deployed throughout the speeches to establish a sense of communal rapport between the audience and the speaker. The evidence does not suggest any major differences in the usage of first-person pronouns based on gender, as shown by similarities in the speeches of German Chancellor Merkel and Bangladeshi Prime Minister Hasina.
Exploring Oral Presentation Performance: Level of Mastery and Common Problems of EFL Students from Selected University Sahan, Anselmus; Abi, Benyamin Kau; Wisrance , Maria W.; Seran, Yanuarius
REiLA : Journal of Research and Innovation in Language Vol. 4 No. 3 (2022): 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.v4i3.9212

Abstract

This study aims to explore the EFL students’ performance in oral presentation by categorize their level of mastery, and to reveal if there are any common problems during the performance. This descriptive quantitative study purposively invited 24 students as the samples from the third semester of English Study Program at Timor University. The data were based on students’ performance on 10 selected texts which recorded to measure their oral presentation after an internal workshop. The analysis and the scoring were based on Harris’ (1969) five components in scoring speaking and with Brown’s (2004) six oral proficiency scoring categories. However, this study focusing only on the pronunciation and fluency categories to be in line with the scoring rubric of competence in the 2021 Academic Regulation of Timor University. The results showed that the students have mastered the oral presentation because their average score is 82 based their right answer is 144/150. This average scores then analysed using the Academic Regulation of Timor University (2021) showing the majority of the students is categorized excellent (19 out of 26 students). Nevertheless, two major problems in common this study manage to reveals were mispronounced/wrong pronunciation (13%) and lack of fluency (5%). The result implies that these two common problems should be put in attention during the process of learning oral performance i.e., English presentation in public. Further studies are suggested to investigate the impact of practice in improving students’ oral presentations through specific workshop.
Language Selection to Attract Customers’ Attention: Verbal Branding and Representation of Specific Ethnicity Junaidi, Junaidi
REiLA : Journal of Research and Innovation in Language Vol. 4 No. 3 (2022): 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.v4i3.9260

Abstract

Words can motivate individuals to take action. In culinary sector, distinct ethnic verbal branding is one of the techniques to identify a restaurant brand. Specific phrases or words are selected to establish a powerful brand. This study aims to analyze the language selection for verbal branding and ethnicity representation in restaurants that use ethnic brands in Pekanbaru, one of the metropolis cities with the largest economic activities in Sumatera Island. Six restaurants were selected for their popular atmosphere, service, and cuisines authenticity specific to ethnic brand. This qualitative research was conducted from the perspective of cultural studies using an ethnolinguistic approach to collect data from three-month observations and interviews with the owners of purposively-selected restaurant to help understand the phenomenon. The results indicated that, lexically, the names of the restaurants contained ethnic words directly associated with certain ethnicities and are chosen to create a memorable brand. The analysis of associative meaning reveals that the restaurant brand represents an ethnicity with its uniqueness to produce strong branding which attracts customers. The combined lexical and associative meaning shows that restaurant branding represents not only the restaurant owners’ place of origin or ethnicity but also the authentic menus that define their culinary business. Research implications suggest the effectiveness of incorporating local words and ethnic representation in the restaurants’ names to bring in economic benefits and international branding.
Exploring Trends and Gaps in Teaching Linguistics Research among Undergraduate EFL Students: A Bibliometric Analysis Al Hakim, Rohima Nur Aziza
REiLA : Journal of Research and Innovation in Language Vol. 4 No. 3 (2022): 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.v4i3.9512

Abstract

The importance of linguistics is not just for EFL teachers to assist in mastering the concept of teaching. However, the understanding of linguistics should be started with the introductory for EFL Students as a fundamental course to help them build their understanding regarding what they are studying including the trends and gaps of the study in that context. This study aims to analyse trends and gaps in studies regarding teaching linguistics as a subject taught to EFL Students at the university level. This qualitative research applied bibliometrics analysis by collecting relevant studies taken from Publish or Perish and manage to collect 599 articles related to teaching linguistics from Google Scholar, Scopus, and Web of Science databases ranging from 2018-2022; by applying exclusion and inclusion criteria, 367 articles were selected to be analysed using VOSviewer. The result showed the terms for the classroom, technology, foreign language, type, attitude, and literature are the most frequent and mostly discussed by the researchers. While in terms of solution, exploration, contribution, learning process, perception, difficulty, and text seems still gaining less attention compare the others. Therefore, these spots can be seen as research topic opportunity for future researchers to finding the niche. These result implies and also highlights that there are still many interesting topic to be explored regarding the scope of linguistics in language learning.
Adapting to a Hard Situation: BIPA Teachers' Successful Strategies for Teaching Local Culture During the COVID-19 Pandemic Laksono, Prayitno Tri; Ismiatun, Febti
REiLA : Journal of Research and Innovation in Language Vol. 5 No. 1 (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.v5i1.11199

Abstract

Teaching culture is now highly challanging for teachers of Bahasa Indonesia bagi Penutur Asing (henceforth: BIPA) or Indonesian Language for Foreign Speakers since it is conducted online during pandemic. Several strategies had been offered by numerous researchers and educators to be applied in BIPA teaching yet the results remained unsatisfactory. Thus, this study aimed to explore the strategy used in teaching local culture by BIPA teachers during online learning. Using descriptive qualitative design, researchers recruited thirty-three BIPA teachers who have experience teaching local culture for one year. They came from Indonesia, Malaysia, Switzerland, and Philipphines.Triangulation data were applied by distributing the questionnaires, conducting online classroom observation, and doing in-depth interviews. After all data were gathered, researchers followed the Miles and Huberman flow model for analysis. The results showed that BIPA teachers had limited time and interaction in the hard situation during the pandemic, therefore, teaching local culture by using online platform as one of the solutions since the students cannot interact directly with Indonesian speakers was worth to conduct. To support teaching local culture, BIPA teachers implemented three strategies, including watching cultural video shows, simplifying reading, and providing foreign students with more role-playing activities to engage with local cultures material. These strategies adequately assisted them in understanding the concept of Indonesian local culture and supported their communication ability with Indonesian speakers.
The Impact of English Morphological Awareness on Vocabulary Enrichment: A Causal-Affect Relationship Research Wardana, I Ketut
REiLA : Journal of Research and Innovation in Language Vol. 5 No. 1 (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.v5i1.11200

Abstract

Limited vocabulary is one of the most common difficulties faced by EFL learners in Indonesia. Ignorance of English morphological awareness prevents students from expanding lexical words. However, research on morphological consciousness is relatively rare. Therefore, this study aims to examine the impact of morphological awareness on EFL learners’ vocabulary. The study used a causal-effect relationship research design. The population consisted exclusively of students of the English and Management Studies program at Universitas Mahasaraswati Denpasar (N=1360). However, in this study, only 10% of the population (N = 136) was sampled using a systematic random sampling technique. There were two types of instruments: Instrument A was ten successful two-layer multiple-choice morphology tests and Instrument B was vocabulary completion tests. The data were then analyzed using statistical mediation regression and a series of independent-sample t-tests. The results indicated that the participants' perception of the derivation morphology was rated as "poor", which impacted their "poor" achievement. Morphological awareness significantly affected participants' vocabulary, with sig 0.000 < alpha (0.05) and tob (21.601) > tcv (1.667). Furthermore, morphological awareness did not differ by gender (t = 1.221, p = 0.224 > 0.05), but by study duration (t = 4.729, p = 0.000 < 0.05) and academic courses (t = 5.306, with sig 0.000 < 0.05). The results underline that explicit morphological instruction has a positive effect on EFL learners in predicting and promoting vocabulary. Therefore, through linguistic pedagogy, knowledge of English word formation rules has a much stronger and more positive effect on language competence and performance in EFL class than a purely non-linguistic approach.
The Culture Gap: An Analysis of Source, Target, and Global Culture Representation in Indonesian English Teaching Textbooks Jismulatif, Jismulatif; Putri, Syadza Adila
REiLA : Journal of Research and Innovation in Language Vol. 5 No. 1 (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.v5i1.11211

Abstract

Most Indonesian educators are insufficient to address the importance of educating students about other cultures. This problem emerges as a result of foreign language teachers' lack of understanding of how to incorporate culture into language acquisition, particularly in English. This research aims to investigate culture's representation and examine the culture introduced in Indonesian textbooks for senior high school students who learn English as a foreign language. Employing a qualitative descriptive approach with an intercultural perspective, the study systematically analyzes the cultural content and themes present in three Electronic English teaching textbooks: Bahasa Inggris X, Bahasa Inggris IX, and Bahasa Inggris XI revised edition (2017) by Kemdikbud RI. The analysis of the textbooks' contents is conducted using the framework developed by Cortazzi and Jin (1999), specifically focusing on Source Culture, Target Culture, and International Culture. These textbooks were selected as they are widely used in Indonesian senior high schools and are published by the Indonesian Ministry of Education and Culture. The findings of the study reveal that the dominance of source culture content is significant, while the representation of target culture and international culture is considerably low. Furthermore, among the 19 cultural motifs categorized as Big Culture and Little Culture, the prevalence of Little Culture themes is most notable. The findings of this research shed light on the existing disparity and call for a more comprehensive approach to cultural education in English language learning. By acknowledging the imbalance and addressing the representation of different cultures, educators can better equip students with intercultural competence and foster a deeper understanding of diverse cultural perspectives.
Enhancing EFL Vietnamese Students’ Communicative Competence through Selected Speaking Strategies Huu Chanh, Nguyen
REiLA : Journal of Research and Innovation in Language Vol. 5 No. 1 (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.v5i1.12276

Abstract

In Vietnamese tertiary education, there is a growing focus on enhancing students' speaking skills through the use of speaking strategies. This study aims to investigate the effectiveness of different types of speaking strategies when employed in authentic settings. A mixed-methods research approach was employed, using a questionnaire and interview to collect data from 90 pre-intermediate undergraduate students at a local university. Random sampling was utilized with the support of SPSS version 20. Ten strategies were carefully designed to meet the requirements of tasks in the pre-, while-, and post-speaking phases, based on previous studies. The results showed that the use of these speaking strategies had a positive impact on EFL students' communicative competence, as evidenced by their scores and feedback. Moreover, teachers were found to be able to vary their speaking strategies according to the specific types of activities, with a particular strategy being implemented in a given class meeting. This research represents one of the first empirical studies investigating the roles of speaking strategies in improving students' communication skills and achieving learning autonomy in the Vietnamese tertiary education context. Furthermore, it is hoped that the findings will make significant contributions to the curriculum development of programs and to Target No.4: Quality Education, as defined by the United Nations, both in Vietnam and globally. Overall, this study highlights the importance of effective speaking strategies in EFL education and provides valuable insights for educators seeking to enhance their students' communicative competence.
A Critical Discourse Analysis of a Female Vice-Presidential Candidate’s Acceptance Speech Asafo-Adjei, Ramos; Bukari, Francis; Klu, Ernest Kwasi
REiLA : Journal of Research and Innovation in Language Vol. 5 No. 1 (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.v5i1.12331

Abstract

This instrumental qualitative case study examined the acceptance speech of Professor Naana Jane Opoku-Agyemang, the first female vice presidential candidate of a major political party in Ghana. The study aimed to identify the discourse elements and cohesive devices used in the speech and to evaluate how she conveyed her political ideology and gender identity. Specifically, the research question was: which discourse elements and cohesive devices were employed, and how were political ideology and gender identity manifested in the speech? The data consisted of an eight-page speech delivered on July 28, 2020, in Accra, containing 3,972 words. Fairclough's (2015) Three-Dimensional textual analysis model was used for data analysis, which includes description, presentation and interpretation, and explanation of social reasons. Results showed that Professor Opoku-Agyemang used discourse elements and cohesive devices such as 'however,' 'also,' and 'second' to highlight her academic and political expertise and present herself as a qualified vice presidential candidate. She aimed to inspire women and encourage them to aspire to any position, including becoming the president of Ghana. The study's findings contribute to existing literature and can inform future research on female political representation, exposing the approaches of a marginalized group and their use of speeches to gain recognition within Ghana’s political space and beyond.
Indonesian EFL Pre-service Teachers' Experiences: Revealing English Instructional Challenges during Teaching Practice Abdillah, Muhammad Ghozali; Fithriani, Rahmah
REiLA : Journal of Research and Innovation in Language Vol. 5 No. 1 (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.v5i1.13228

Abstract

EFL pre-service teachers who desire to become qualified must practice teaching in school settings to apply classroom-learned skills. Consequently, adequate preparation at the numerous schools and their readiness where they would teach is essential. This qualitative research investigates the challenges Indonesian EFL pre-service teachers encounter in English instruction during teaching practice. This study utilized a phenomenological case study approach, as it offers significant benefits in comprehending the intricate dynamics involved in becoming an English teacher. To ensure impartiality and fairness in the research, a purposive sampling technique was employed to select 10 out of 40 pre-service teachers as critical informants who could provide valuable insights into the subject matter and facilitate the identification of information-rich cases. The collection of data was conducted through the utilization of semi-structured interviews, teaching diaries, and teaching videos. The findings indicate that EFL pre-service teachers encounter challenges in effectively communicating instructions, which can be attributed to various factors such as insufficient resources, limited access to media, inadequate preparation, disruptive behavior of learners, and insufficient proficiency in English and pedagogical knowledge. Nevertheless, this study has identified three significant challenges: inadequacy of teaching resources, the absence of respect, and insufficient content knowledge. The findings suggest that school administrators, policymakers, and other stakeholders must develop productive, systematic, and structured induction experiences for novice teachers, particularly those still in the process of completing their teacher training, to address the challenges they encounter.

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