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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 472 Documents
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The Verbalizers of the Toba Batak Language Marpaung, Magdalena Br.; Indrawati, Ni Luh Ketut Mas; Suparwa, I Nyoman; Malini, Ni Luh Nyoman Seri
Randwick International of Education and Linguistics Science Journal Vol. 7 No. 1 (2026): RIELS Journal, March
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v7i1.1282

Abstract

Verbalizers (VBLZ) are morphemes which create verbs from other word types such as the noun, adjective, and other verb. This study traces, characterizes, and formulated the VBLZ of the Toba Batak Language (TBL). The data was the written and spoken form of the Toba language. The analysis was designed in qualitative descriptive and is ordered according to the focuses of the study of (1) lists of the VBLZ, (2) the way the VBLZ created verbs, and (3) the classification of the VBLZ. There are 3 findings in this study. Firstly, there are 5 VBLZ in the TBL; mar-, maN-, pa-, -on, and -i. The VBLZ created verbs directly and indirectly which determined the VBLZ into the first and second. Furthermore, the VBLZ are classified according to the impacts in creating verbs into primary VBLZ (the affixes of aspects of verb pa-, -on, and -i), and secondary VBLZ of mar- and maN-.
Reconceptualizing Literary Theory Pedagogy: Bridging Abstract Epistemology and Contextual Interpretation Hasanah, Atiq Aqiqotul; Fatsah, Hassanuddin; Malik, Harto S.; Hinta, Ellyana
Randwick International of Education and Linguistics Science Journal Vol. 7 No. 1 (2026): RIELS Journal, March
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v7i1.1283

Abstract

This study investigates the gap between students’ conceptual understanding of literary theory and their ability to apply theoretical frameworks in textual analysis in higher education. The research was conducted among students enrolled in a literary theory course at Universitas Muhammadiyah Gorontalo. It aims to reconceptualize literary theory pedagogy by integrating interpretative practice, collaborative learning, and digital mediation. This study employed a qualitative classroom-based research design through the implementation of a Problem-Based Learning (PBL) model integrated with an e-learning platform. Data were collected through classroom observations, student discussion records, reflective writings, and analysis of students’ interpretative assignments. The findings indicate that conventional lecture-centered approaches tend to present literary theory as abstract and declarative knowledge, which results in fragmented theoretical understanding and limited metatheoretical awareness among students. When learning activities were reorganized around interpretative problems derived from literary texts, students began to engage with theory as an analytical tool rather than as a static conceptual system. Collaborative discussions and peer feedback encouraged dialogic interpretation, while digital learning platforms extended reflective engagement beyond classroom time and enabled students to revise their analytical arguments. The study shows that integrating Problem-Based Learning with e-learning environments fosters a more reflective and contextual learning process, transforming literary theory into a practical framework for critical interpretation in higher education.
Duolingo Mobile Application as a Learning Tool in Improving the High School Students’ English Speaking Skill Jaca, Cristie Ann; Justiniane, Milyn R.; Gabatilla, Grace P.
Randwick International of Education and Linguistics Science Journal Vol. 7 No. 1 (2026): RIELS Journal, March
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v7i1.1157

Abstract

This study investigated the use of the Duolingo Mobile Application in achieving English speaking proficiency among Grade 10 students in a public National High School in Cebu, Philippines. The researchers administered a pre-test and a post-test to compare the speaking proficiency of the two groups of students. A quasi-experimental design was applied in this study, which included two main variables: a dependent variable —Duolingo — and an independent variable —the students' speaking proficiency. This allowed for an investigation of the relationship, if any, between the use of Duolingo and the student's overall English communicative proficiency. Based on the findings of two independent tests, results reveal that students in the experimental group were able to reach a 53.9% improvement after the application of the proposed intervention, they were able to speak with complete confidence, and their speaking fluency exceeded that of the control group participants; they were able to reach only a 10.1% improvement. Overall, there was a significant difference in language proficiency between the two groups: participants in the experimental group improved many aspects of their oral skills, whereas those in the control group faced various challenges, including poorly formed sentences, a limited vocabulary, and a lack of confidence. The researchers concluded that the Duolingo Mobile Application aids in improving the students’ speaking skills. Moreover, this mobile application improves students' speaking abilities and can be recommended as a learning tool in English language instruction for high school students as it has proven its benefits in improving the student's speaking proficiency.
Nexus of Personality Traits and Peace-Loving Behavior: A Statistical Study of Pre-Service Teacher Learning Outcomes Abuan, Maricris I.; Discipulo, Amielyn; Semblante, Hermicila C.; Oclarit, Jocelyn C.
Randwick International of Education and Linguistics Science Journal Vol. 7 No. 1 (2026): RIELS Journal, March
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v7i1.1279

Abstract

In today’s classrooms, teachers must be equipped not only with knowledge but also with the interpersonal traits needed to build respectful, inclusive, and harmonious learning environments. This study investigated how specific personality traits relate to peace-loving behavior among 83 pre-service teachers enrolled in the Bachelor of Elementary Education (BEED) and Bachelor of Secondary Education (BSED) programs. Using a descriptive-correlational design, the study analyzed secondary data from the Manchester Personality Test provided by the guidance office. Statistical tools were used determine the relationships between the traits of agreeableness, extraversion, and resilience, and indicators of peace-loving behavior such as communicativeness, empathy, rule-consciousness, openness to change, and conscientiousness. Results showed that agreeableness had the strongest positive correlation (r = 0.668) with peace-loving behavior, followed by extraversion with a moderate correlation (r = 0.474), and resilience with a weak correlation (r = 0.205). Regression analysis confirmed that all three traits significantly predicted peace-oriented behaviors (p < 0.05). Results also showed how teacher education program activities such as reflecting students experience of peace practices in school can moderate these relationships, potentially enhancing the impact of personality traits on peace-loving behaviors. The study concluded that understanding the link between personality traits and peace-loving behaviors could inform the design of targeted interventions in teacher education programs. Drawing on these insights, TEP instructors could better prepare pre-service teachers to cultivate peaceful classroom environments, ultimately contributing to a more harmonious society.
The Influence of Social Media on Language and Vocabulary Learning: A Case Study at Paktia University Sial, Sayed Rahman; Haqiqat, Habibullah; Waseel, Mohammad Wali
Randwick International of Education and Linguistics Science Journal Vol. 7 No. 1 (2026): RIELS Journal, March
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v7i1.1289

Abstract

Social media is now a common way for people of all ages to communicate. Social media sites like Facebook, YouTube, and Twitter have been used by educational institutions more and more as learning tools to interact with students and spread knowledge, in addition to being used for general communication. Social media's broad use has sparked debate over how useful it is as a teaching and learning tool. This study looks into how social media affects students' learning of English vocabulary in public and private institutions in Malaysia. Additionally, it investigates how social media affects students' motivation to acquire language skills. The study also looks at how these platforms affect language learning results, both positively and negatively. A questionnaire was used to gather data, and SPSS software was used for quantitative analysis. The findings indicate that social media fosters increased interest in language learning among English language learners.
Learning Style Profiles and Adaptive Teaching Needs in EFL Higher Education: A Felder–Silverman-Based Mixed-Methods Study Nurlaila Husain; Moon H. Otoluwa; Rasuna R. Talib; Salam Salam
Randwick International of Education and Linguistics Science Journal Vol. 7 No. 2 (2026): RIELS Journal, June
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v7i2.1293

Abstract

This study investigates the learning style profiles of EFL undergraduate students and the relationship between these profiles and the necessity of adaptive teaching in higher education. The study builds on the understanding that students respond differently to instructional input, while classroom teaching continues to be delivered through a fairly homogenous approach. This study used the Felder–Silverman Learning Style Model as the analytical framework to identify students’ learning style tendencies and to analyse the perceptions of the lecturers and students on the need of adaptive teaching. To gain a broader understanding of the issue, a convergent mix-methods design was employed. Quantitative data were collected from 98 students, using the Index of Learning Styles and an adaptive teaching needs questionnaire. 11 lecturers filled in a similar needs questionnaire. Qualitative data were gathered through structured interviews with selected lecturers and students. The questionnaire data were analyzed using descriptive statistics, whereas the interview data were examined thematically and integrated during the interpretation stage. The findings revealed that active, sensing, visual, and sequential tendencies were the most dominant among the students. However, the presence of reflective, intuitive, verbal, and global learners indicates that instruction should remain flexible and varied rather than being guided by fixed learning-style labels. Both lecturers and students reported strong needs for adaptive teaching, especially in relation to learner profile data, varied instructional strategies, multimodal resources, flexible learning activities, adaptive assessment, remedial support, and enrichment. The study concludes that learning style profiles are most useful as diagnostic information for supporting inclusive, responsive, and adaptable EFL instruction.
Indistinguishable Gender Ideology and the Transcendence of Bissu Gender in Bugis–Makassar Literary Representations Nur Aina Ahmad; Hasanuddin Fatsah; Sitti Rachmi Masie; Salam Salam
Randwick International of Education and Linguistics Science Journal Vol. 7 No. 2 (2026): RIELS Journal, June
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v7i2.1299

Abstract

Indistinguishable gender ideology in literary works refers to a concept in which the roles, attributes, and social positions of female and male characters are no longer confined by traditional binary stereotypes (masculine–feminine) or biological determinism. This concept is closely related to gender transcendence, understood as an ideological meaning rooted in the internal cultural framework of Bugis–Makassar society. This study examines the representation of indistinguishable gender ideology and the transcendence of Bissu gender in modern Indonesian literature set within the socio-cultural context of Bugis–Makassar society in South Sulawesi. It analyzes how gender roles, characteristics, and issues are constructed and represented in selected literary works. Focus of research includes the shifts in gender narratives over time, the stereotypes that are reproduced or deconstructed, and the social implications of these representations. The study employs a qualitative descriptive content analysis method applied to a selection of significant novels, short stories, and poems within the canon of modern Indonesian literature. Data were collected through close reading of literary texts, identification of patterns in the portrayal of male and female characters, and thematic analysis of issues related to identity, power, and gender relations.The findings reveal that Bissu transcend conventional gender categories, integrating both masculine and feminine elements within a single embodied existence, and are regarded as cosmologically “complete” beings. In this context, Bissu do not occupy a position of gender absence; rather, they exist at a different ontological level beyond ordinary gender divisions, functioning as intermediaries between the human and the spiritual realms.
Evaluating and Enhancing a Campus Ministry Program Using Appreciative Inquiry Rhean L. Sanchez
Randwick International of Education and Linguistics Science Journal Vol. 7 No. 1 (2026): RIELS Journal, March
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v7i1.1300

Abstract

This study evaluates the Campus Ministry Program of Mount Carmel College using Appreciative Inquiry as a framework for program evaluation and realignment. Anchored in qualitative action research, the study examined the program’s strengths, core life-giving factors, and areas for improvement based on the perspectives of 56 participants, including students, coordinators, and administrators. The Appreciative Inquiry 4-D Cycle (Discover, Dream, Design, and Destiny) was utilized to identify existing strengths and generate strategies for program enhancement. Findings revealed that the program is generally functional and contributes to students’ spiritual growth and personal development, particularly through operational activities such as retreats, practices, and exposure-based opportunities. However, leadership consistency, structured orientation, and member engagement were identified as areas needing improvement. The core life-giving factors valued by the youth include positive influence and community service, highlighting the program’s role in values formation and social responsibility. The study further identified actionable strategies such as strengthening leadership, improving orientation programs, enhancing youth-centered activities, and expanding community outreach initiatives. Sustainability of the program was found to depend on strong leadership commitment, active participation, continuous evaluation, and institutional support. The study concludes with the development of an enhanced Campus Ministry Program that is more responsive to contemporary youth needs, promoting holistic formation, community engagement, and values-driven leadership. The findings provide a basis for program improvement and offer insights for similar faith-based educational institutions.
The Nexus of Digital Learning Ecosystem, Techno-Pedagogical Self-Efficacy, and Teaching Competence of Selected Public Junior High School English Teachers in Misamis Oriental: A Sequential Explanatory Mixed Methods Study Rodgen D. Palmes; Lydia Josefina R. Curaza
Randwick International of Education and Linguistics Science Journal Vol. 7 No. 2 (2026): RIELS Journal, June
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v7i2.1301

Abstract

This study investigated the relationship among the Digital Learning Ecosystem (DLE), Techno-Pedagogical Self-Efficacy (TPSE), and Teaching Competence (TC) among public junior high school English teachers in selected cities and municipalities of Misamis Oriental. Employing an explanatory sequential mixed-method design, quantitative data were first collected to determine the extent of DLE, the level of TPSE, and the degree of TC, as well as the relationships among these variables. Qualitative data from focus group discussions and in-depth interviews were subsequently gathered to explain and contextualize the quantitative findings. Results revealed that teachers generally experienced a high extent of digital learning ecosystem support, demonstrated high techno-pedagogical self-efficacy, and exhibited outstanding teaching competence. While a significant positive relationship was found between DLE and TPSE, neither DLE nor TPSE significantly predicted teaching competence. Mediation analysis further showed that TPSE did not significantly mediate the relationship between DLE and TC, and the null model emerged as the best-fitting structural model for teaching competence. Qualitative findings indicated that teaching competence is more strongly influenced by teacher agency, pedagogical translation, learner readiness, reflective practice, adaptability, and contextual realities than by digital resources and technological confidence alone. Based on the integrated findings, the study proposed the Contextually Mediated, Agency-Driven Digital ELT Upskilling Framework for Generative Teaching Competence, which conceptualizes teaching competence as a context-sensitive and process-driven outcome shaped by the interaction of digital support, pedagogy, teacher agency, and classroom conditions.
Development and Validation of Contextualized Learning Materials in Grade 5 Pupils’ Math Word Problem- Solving in Selected Schools in North 2 District, Division of Gingoog City Valerie Cleofe D. Pahalla; Isidro M. Biol, Jr
Randwick International of Education and Linguistics Science Journal Vol. 7 No. 2 (2026): RIELS Journal, June
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v7i2.1302

Abstract

This study developed and validated contextualized learning materials to address the least learned mathematical word problem-solving competencies of Grade 5 learners in selected schools in the North 2 District, Division of Gingoog City. Employing a developmental research design guided by the Analysis, Design, Development, and Evaluation (ADDE) model, the study analyzed the consolidated Beginning-of-School-Year Rapid Mathematics Assessment (BoSY RMA) results of 39 Grade 5 learners from San Jose Elementary School and Malibud Central School. Findings revealed that the most difficult competencies involved adding dissimilar fractions including mixed numbers (79.5%), solving multi-step problems involving multiplication of decimals (79.5%), illustrating and describing solid figures and their nets (71.8%), and interpreting data presented in tables and line graphs (48.7%). Based on these identified learning gaps, a contextualized workbook entitled Where Math Meets Life was developed. The workbook integrated community-based situations, real-life applications, guided examples, visual representations, vocabulary support, and progressive learning activities aligned with the Grade 5 Most Essential Learning Competencies (MELCs). The developed materials were evaluated by mathematics and language experts using the Department of Education Learning Resources Management and Development System (LRMDS) evaluation tool. Results indicated very high validity in both content and language, confirming the instructional quality, curriculum alignment, readability, and suitability of the materials for Grade 5 learners. A clustered Learning Action Cell (LAC)-based implementation plan was likewise proposed to facilitate future utilization of the validated workbook.

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