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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 462 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.

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