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Francis O. Olaniyi
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Randwick International of Education and Linguistics
Published by Randwick International Research and Analysis Institute
ISSN : 27232441     EISSN : 27232433     DOI : https://doi.org/10.47175/rielsj.v1i1.23
Core Subject : Education, Art,
Arts Education Languange, Linguistic, Communication & Media Other
RIELS Journal publishes research papers in the fields such as: - Education (all levels, stages and processes of education (e.g. formal, informal, non-formal, early childhood, lifelong, schooling, adult education, vocational education and training, higher education), research in language teaching, and curriculum and Instruction Design) - Linguistic (sociolinguistic, pragmatic, semantic, phonetic, phonology, applied linguistic, second language acquistionand) - Art (analysis novel, poetry, and drama) - Other related areas
Arjuna Subject : Umum - Umum
Articles 30 Documents
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Search results for , issue "Vol. 4 No. 2 (2023): RIELS Journal, June" : 30 Documents clear
Enriching High School English Lessons with Global Citizenship Education Using Phenomenon-based Learning Rebecca Rosario Bercasio; Rutesa A Adornado
Randwick International of Education and Linguistics Science Journal Vol. 4 No. 2 (2023): RIELS Journal, June
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v4i2.651

Abstract

This study aimed to develop and validate the Grade 7 English lessons with GCED using phenomenon-based learning (PhenoBL). The local and global phenomena were used in the GCED integration in the lessons. Conducted in a public school in the Philippines during the school year 2019-2020 using the descriptive method and documentary analysis, this study specifically developed a curriculum guide for mainstreaming GCED in Grade 7 English, developed sample phenomenon-based GCED-enriched Grade 7 English lessons, and assessed and analyzed these sample lessons. Data gathering strategies included focus group discussion, a workshop on developing the lessons, collaborative critiquing of the lessons, assessing the lessons by validators, and analysis of the final lessons. A validated researcher-made rubric was used to assess the lessons in terms of appropriateness of GCED integration, relevance to the curriculum, flexibility of GCED integration, and significance of the theme, both the GCED integrated and the phenomenon or phenomena focused in the lesson. Findings indicate that the proposed curriculum guide for the mainstreaming of GCED in Grade 7 English lessons using a phenomenon-based learning approach is highly acceptable while the proposed phenomenon-based GCED-enriched Grade 7 lessons are very good instructional resources for teaching about and for global citizenship. The validators’ feedback improved the phenomenon-based GCED-enriched Grade 7 English lessons. Critical themes and local and global phenomena covered in the lessons are helpful in emphasizing GCED. Recommendations to disseminate and utilize the validated phenomenon-based GCED-enriched lessons and conduct a study to determine the effectiveness of the lessons are forwarded.
Using Local and Global Phenomena in Teaching Global Citizenship Education in English at the Elementary Level Rebecca Rosario Bercasio
Randwick International of Education and Linguistics Science Journal Vol. 4 No. 2 (2023): RIELS Journal, June
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v4i2.665

Abstract

This study aimed to enrich Grade 6 English lessons with GCED using local and global issues in the GCED integration in the lessons. Conducted in a public school in the Philippines during the school year 2019-2020, the study used the descriptive method and triangulation method and data sources triangulation. The specific objectives of the study are: (1) Identify phenomena suggested for GCED-enriched Grade 6 English lessons; (2) Develop GCED-enriched lessons in Grade 6 English using a phenomenon-based learning approach; (3) Identify the teaching strategies used in the GCED integration; and (4) Identify the teacher's insights based on his experiences in implementing the lessons. Methods for data collection were documentary analysis of the phenomenon-based GCED-enriched Grade 6 lessons, focus group discussion, workshop, in-depth individual interviews (IDI), analysis of teacher’s reflection notes, and class observations. The suggested phenomena consisted of local and global issues focusing on environmental and climate change, gender and development, identity and diversity, government and politics, and peace and conflict. The grade 6 English lessons can be easily integrated with GCED using local and global phenomena. Varied strategies that are aligned with phenomenon-based learning and active learning can be used for teaching English enriched with GCED. The teacher's insights on the teaching of GCED in Grade 6 English lessons using local and global phenomena can serve as a useful and practical guide in the design and implementation of GCED-enriched lessons. Implementing a whole-school approach to embracing GCED and action options to promote GCED in instructional practices are recommended.
Teaching Indonesian Language for Foreign Speakers in the State University of Surabaya: Strategies and Challenges Heny Subandiyah; Haris Supratno; Resdianto Permata; Abdul Rosyid; Etik Minarti; Fithriyah Inda Nur Abida
Randwick International of Education and Linguistics Science Journal Vol. 4 No. 2 (2023): RIELS Journal, June
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v4i2.667

Abstract

This paper aims to discuss the challenges and strategies of teaching Indonesian language to foreign speakers in State University of Surabaya. This study emphasizes on the strategies that can be used to improve the effectiveness of Indonesian language teaching for foreign speakers, given the various challenges that arise during the teaching-learning process. The study was conducted using qualitative method and in-depth interviews as the data collection tool. The respondents in this study were 10 Indonesian language teachers for foreign speakers from various countries in Asia and Europe. The research results show that the first problem is related to the complex grammar of the Indonesian language, which is difficult for foreign speakers to grasp, and the need to adapt teaching methods to suit the learning style and needs of foreign students. The strategies to overcome these problems include simplifying the teaching of grammar through the use of practical examples, employing active learning through games and role-playing, and having student-centered teaching methods that are tailored to the needs and preferences of foreign students.
Northern Catandunganon Men and Women Speakers in Focus: Investigating Angry Registers Richard Sambajon Agbayani; Jimmylen Zuǹiga Tonio
Randwick International of Education and Linguistics Science Journal Vol. 4 No. 2 (2023): RIELS Journal, June
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v4i2.681

Abstract

Angry Registers (ARs) are evident in situations where they are used, such as when someone is angry. This study endeavored to examine the characteristics and functions of angry registers in the discourse of 90 participants (45 men and 45 women) from four municipalities of Northern Catanduanes region in Bicol, Philippines. The data collection was ensured through the use of observation sheets and follow-up interviews. The investigation is grounded on the perspectives of Speech Register Theory, and is quantitative-qualitative in nature. Findings revealed that there are 26 angry registers used; 14 from male and 19 from female speakers. These ARs are classified as nouns, verbs, and adjectives. Noun ARs are related to body parts, person, animals, and inanimate objects. Verb ARs prompt an action or movement or imply a threat. Adjectival ARs are all words that negatively describe a person usually associated to female attributes. Participants also are not merely user of one AR in their utterance as instances of two ARs combined are applied. Further, results specified that the primary functions of speaking ARs across genders are the desire to release the feelings of anger and frustrations, to emphasize emotional reactions to others and to express intense emotion without offending others. Generally, women are more likely than men in using these angry registers in discourse.
Stakeholders in Assessment and Evaluation: An Analysis of Evaluation in Afghanistan and Its Effects Ehsanullah Pamir; Asadullah Waheedi; Khaled Ahmad Habib
Randwick International of Education and Linguistics Science Journal Vol. 4 No. 2 (2023): RIELS Journal, June
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v4i2.688

Abstract

At first, I want to say something about stakeholders. Stakeholders indicate one type of system or organization in which all members or participants are seen having an interest in its success. Or, stakeholder denotes on a people who work for the success of the education system in schools or other educational places. They are students, teachers, employees, principals, parents, friends, education authorities, policymakers, community leaders, and members, politicians, government test service providers, researchers/Media/Religion, organizations teacher training institutions, local business leaders and school board members. When it is selecting an assessment and evaluation, it is important to consider the needs of all the stakeholders involved. Stakeholders, or persons involved with or invested in the assessment and evaluation process, include students and test-takers, administrators, parents, teachers, instructors, and many others. The Stakeholders map shows a web of potential stakeholders. It may not be possible to meet the needs of all stakeholders in assessment and evaluation. However, it is important to plan with these groups in mind and to find an assessment and evaluation that fit best. I want to review some stakeholders in assessment and evaluation, the impact of effect and I have to analyze the evaluation systems which are followed in Afghanistan. In this study, I have mostly analyzed many evaluation methods that are popular in Afghanistan and are currently being used.
English Language Proficiency of Science and Mathematics Teachers: A Basis for English Enhancement Program Hernando L. Bernal Jr.; Araceli Mligalig
Randwick International of Education and Linguistics Science Journal Vol. 4 No. 2 (2023): RIELS Journal, June
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v4i2.692

Abstract

The study was an attempt to assess the English language proficiency of Mathematics and Science teachers. The respondents of the study were 38 Mathematics teachers and 34 Science teachers from a Higher Education Institution. The data were gathered using self-constructed test as the research instrument. Its validity and reliability using index of discrimination and Spearman Brown Prophecy Formula, respectively. As the study employed the quantitative non-experimental design, analysis and interpretation were made using frequency, percent, mean standard deviation, Pearson product-moment coefficient of correlation r. analysis of variance and t-test. Nearly 2 out 5 Mathematics and Science Teachers were master’s degree holders and almost the same number were baccalaureate degree holders. Both groups of teachers were found to have average level of English language proficiency in reading and writing skills, but below average level in grammar, specifically subject-verb agreement, preposition, and vocabulary. In all these skills, the Mathematics and Science teachers have the same level of proficiency. Among the three skills, those of reading and writing were significantly higher than grammar.Teachers with higher educational attainment, longer teaching experience and have passed licensure examination were those with higher level of English language proficiency in general, and in trichotomized component of reading skills, writing skills, and grammar. As an output of the study, an English enhancement program, focused on grammar was developed which can be accessed on-line.
Some Strategies to Teach General English Vocabulary to Intermediate Students. A Case Study at Binh Thuan College Nguyen Thi Dung
Randwick International of Education and Linguistics Science Journal Vol. 4 No. 2 (2023): RIELS Journal, June
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v4i2.693

Abstract

This study aims to consider the distribution of multiple intelligences among students in order to apply some strategies to teach general English vocabulary to intermediate students of Binh Thuan College (BTC), Vietnam in academic year 2022-2023. The research participants were 35 students of BTC. Based on the data collected, there were 3 strong intelligences including Bodily-Kinesthetic Intelligence, Musical Intelligence, and Visual-Spatial Intelligence. Consequently, to teach vocabulary topics in 8 units of student’s books like jobs, sports, free-time activities, places in a city, common adjectives, things in a house, food and drink, appearance, clothes and colors, vacation activities, vacation items, daily activities, personality adjectives, hobbies and interests, the researcher used realia as well as mime, action, and gesture with support of the games and songs as strategies to teach vocabulary through classroom activities concerned about music, physical movement, and visuals.
Exploring the Experiences in Developing Character Education through E-Learning During the COVID-19 Pandemic Edy Herianto; A. Hari Witono; Muhamad Mustari; Lalu Sumardi
Randwick International of Education and Linguistics Science Journal Vol. 4 No. 2 (2023): RIELS Journal, June
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v4i2.694

Abstract

The limited implementation of direct learning has forced lecturers and students to seek alternative learning solutions. E-learning has proven to be a suitable solution for optimal learning in this new era of education. Therefore, this qualitative phenomenology study aimed to explore the experiences of e-learning during the COVID-19 pandemic by analyzing two lecturers and 190 PK course students. Appropriate techniques and instruments were used to obtain data, and triangulation was performed to ensure its reliability. Furthermore, data analysis involved reduction, presentation, and conclusion. The results showed that (1) e-learning was implemented through various platforms such as WhatsApp Group for communication, Google Classroom for assignments and exams, and Zoom Meeting for virtual classes, (2) good learning outcomes were achieved through the use of various platforms and students’ involvement, and (3) the biggest challenge faced was the availability of electricity and internet access. The novelty of e-learning lies in its integration of different platforms with student-centered and self-directed activities.
The Influence of the Arabic Language on the Dari Persian Language Abdul Khaliq Musaddiq
Randwick International of Education and Linguistics Science Journal Vol. 4 No. 2 (2023): RIELS Journal, June
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v4i2.695

Abstract

Despite the fact that the Arabic and Persian languages ​​are derived from two different origins, they have had a very close interaction throughout the historical periods due to the continuous communication between the two Iranian and Arab peoples, and in this way, the influence of the two languages ​​has created works. Has left from each one to the other, which may not be seen in any other two languages. Unlike civilizations such as Egyptian civilization, which forgot its previous language in front of Arabic and Islamic civilization, Iranian civilization and Persian language, while accepting the Arabic language, did not give up at once and established a two-way interaction with it from the very beginning. These two languages ​​have borrowed many words from each other. In Persian, most jurisprudential, religious and legal terms are taken from Arabic. But the Arabic language, in its turn, has borrowed some words from Persian in an intact form and a lot of words in a confused form (in the form of Arabic forms). This article aims to examine the influence of Arabic language on Persian and to point out some of its aspects. Nevertheless, in most researches and studies, the most recognition or exaggeration has been on the side of the influence of Arabic language on Persian, and this article examines the real limits of this two-way influence.
Investigating the Impact of Dari-Persian Language in Asia of Saghir (Turkey) Habibdad Habib
Randwick International of Education and Linguistics Science Journal Vol. 4 No. 2 (2023): RIELS Journal, June
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v4i2.696

Abstract

Given the greatness of ancient works in Dari-Persian, the viewer is very likely to imagine that all these works were written in the same region where Dari-Persian is predominant today. For this reason, the current research attempts a great attention to the historical territory of the Dari Persian language and should be recognized and relied on, which is more famous among other nations, but the place where it was produced was the place where the Dari Persian language has been closed and abandoned due to some reasons. Such a place that witnessed this event and where the known works belong is Asia Saghir (now Turkey). Centuries before today, Turkey was one of the major platforms for the rise of the Dari-Persian language. Dozens of books on philosophy, literature, medicine and poetry have been published, which can be found in the world`s prestigious libraries, even in some ancient buildings of Turkey. The method used in this study was qualitative approach with library techniques. Its basic sources are the books that are mostly written in connection with the study of Dari Persian language in Asia of Saghir.

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