REiLA : Journal of Research and Innovation in Language

Journal Information
ISSN / EISSN : 2685-0818 / 2685-3906
Published by: LPPM Universitas Lancang Kuning (10.31849)
Total articles ≅ 80
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Latest articles in this journal

, Mantasiah Rivai, Muhammad Anwar
REiLA : Journal of Research and Innovation in Language, Volume 4, pp 243-251; https://doi.org/10.31849/reila.v4i2.9216

Abstract:
The hoax has been widely discussed in many studies employing various approaches, and one of the hoaxes massively spread recently is news about COVID-19. This qualitative study aims at investigating the essence of hoax news related to COVID-19 in the Indonesian context using a content analysis approach. The main source of data was 50 hoax news collected from turnbackhoax.com, which is one of the credible anti-hoax news sources in Indonesia. The present study collected the news from 1st January 2022 until 30th March 2020. They were then analysed and interpreted qualitatively. The research findings revealed that hoax news circulated during this pandemic era mostly had the purpose of sparking public panic, especially panic buying and panic moving. To trigger such a condition, writers of hoax news frequently used symbols such as time markers (time signals) and quantifiers and involved famous figures. This implies that hoaxes are not only spread during political events or other important occasions but also when most humans in the world experience mass trauma, which in this case is due to the COVID-19 pandemic.
Khulaifiyah Khulaifiyah, ,
REiLA : Journal of Research and Innovation in Language, Volume 4, pp 232-242; https://doi.org/10.31849/reila.v4i2.9306

Abstract:
Learner autonomy has recently been recognised as an essential component of changes in higher education. The word 'LA' can be misunderstood because it may be viewed differently in various settings. Hence, this study explores whether the students at higher levels of education in Indonesia have better perceptions and efforts to enhance their autonomous learning. Questionnaires and interviews were asked with EFL students in collecting the data. The study sample consisted of 95 students randomly selected from FTTE Islamic University of Riau. This study applied a mix-method, and descriptive statistical testing was employed to analyse the data and determine the research questions. NVivo 12 explored how the students perceived the autonomous learning process. The result showed that the EFL learners mostly perceive autonomous learning as independent learning under one’s target, involving personal learning styles and strategies with the teacher's assistance. A significance value (p) was obtained at the time of initiation, monitoring, and evaluation of the data, respectively 0.286; 0.533; 0.744. So, all the p-value was >0.05. It requires no significant effort in initiating, monitoring, and evaluating among different levels. In addition, there was no significant difference between the efforts of the initiating, monitoring, and evaluating activity performed among EFL learners either in the second, fourth, or sixth level. This point is that EFL learners are not independent in selecting when and how to initiate, monitor, and evaluate autonomous learning. So, this fact shows us that the higher semester level did not guarantee better effort toward autonomous learning activities.
Gusnawaty Gusnawaty, Lukman Lukman, Andi Nurwati
REiLA : Journal of Research and Innovation in Language, Volume 4, pp 219-231; https://doi.org/10.31849/reila.v4i2.9870

Abstract:
With a more globalized society, the use of politeness language, especially among youths, has been considered in jeopardy. However, the understanding of whether or not the youths are still acknowledging and exercising politeness in their language use is still tiny. This matter is due to a lack of study investigating the politeness language among youths. This study aims to find the politeness formula and speech patterns for three different situational contexts: asking for help, asking for information, and rebuking in the Bugis language. This study uses a mixed quantitative-qualitative method and random sampling to gather 20 youths aged 11 to 21 as participants. The instrument used for the experiment is the Discourse Completion Test to collect the utterances. Data utterances were coded and then analyzed using a concordance and cluster-N-Gram features in the AntConc 3.5.8 application to find the sentence pattern variations with the Bugis word tabék. Interpretation of the data uses the theories of Brown & Levinson (1987), Leech (2014), Watts (2003), and Darwis (1995). The analysis revealed (1) the tabék politeness formula as a polite sign at the beginning of their speech in all situational contexts and to clarify their intentions. (2) There are several sentence patterns used by the Bugis youths for each situational context; six patterns in asking for help, five patterns in asking for information, and eight patterns in rebuking. This finding shows that Bugis youths still understand the philosophy of politeness in their socio-cultural interactions, namely sipakatau (mutual humanizing), sipakaraja (mutual respect), and sipakalebbi (mutual glorification) through various politeness strategies.
Herlinawati Herlinawati, Uzlifatul Masruroh Isnawati, Ratih Saltri Yudar, Syahdan Syahdan, Syaifullah Syaifullah
REiLA : Journal of Research and Innovation in Language, Volume 4, pp 209-218; https://doi.org/10.31849/reila.v4i2.9833

Abstract:
Collaborative works among pairs, groups or one pair with another pair are favoured to accomplish, particularly in writing tasks. Students cannot undertake collaborative revision face-to-face during classroom instruction in EFL writing during the pandemic. Therefore, online collaborative revision has become a practical solution, especially in the context of EFL writing classes. This study aims to apprehend students' experience in online collaborative writing revision in the L2 writing context, focusing on language rules. This study employed qualitative research with a narrative inquiry as a research design. A proportionate interview with probability sampling is used as the main instrument to collect data from the EFL students at the Department of Teacher Training and Education, Universitas Lancang Kuning. Five students from the seventh semester who had taken an argumentative writing class were chosen as the participant. The findings reveals, through experiencing online collaborative writing revision, students were knowledgeable and well-improved in revising their writings, particularly on language rules. The analysis showed the students managed to share multiple perspectives on how they are experiencing the online collaborative writing revision. In conclusion, online collaborative writing revision helps students with their writing revision through the feedback they obtain during the activities in the class and makes them have an exceeding writing performance. The expected contribution from this research is to gain an exceeding description of students' needs in implementing online collaborative writing revision.
Martina Girsang, Elita Modesta Sembiring, Veracy Silalahi, Srisofian Sianturi, Linda Linda
REiLA : Journal of Research and Innovation in Language, Volume 4, pp 197-208; https://doi.org/10.31849/reila.v4i2.9598

Abstract:
The practice of legitimizing men’s dominance is known as hegemonic masculinity, and it is a concept that has often been explored through numerous adult novels, but rarely in children’s literature. To address this research gap, this study conducted a text analysis on the types of hegemonic masculinity depictions in Mark Twain’s “Adventures of Tom Sawyer”, as one of the most read novels by young readers who attend schools with an international curriculum. The researchers used the descriptive qualitative method hand in hand with Connell and Messerschmidt’s theory of hegemonic masculinity. The result showed 3 types of hegemonic masculinity displayed in the novel include toxic masculinity, bad boy archetype, and dominant-submissive roles. These types can influence young to imitate bad role model, engage in bullying, and develop an unhealthy habit of hiding their feelings. Young readers may begin to see mischievous, manipulating, and aggressive behaviour as a common thing to do or even should be done to establish their place in society. Tom Sawyer is mandatory reading in the curriculum and is a classic that is unlikely to be taken off of the syllabus, so this study recommends teachers to make students become aware of the underlying ideas and values implicated in the novels. This study presented the implication for schools which assigned the reading of “Tom Sawyer” to address the reality of hegemonic masculinity in the novel to reduce the possible effect of its themes.
Kamsinah Kamsinah, Yuliyanah Sain, Nurazizah Aliah, Nurasia Natsir
REiLA : Journal of Research and Innovation in Language, Volume 4, pp 158-169; https://doi.org/10.31849/reila.v4i2.9909

Abstract:
Researching the speech acts performed between Arabic and English speakers is one of the popular trends in pragmatic research. However, the majority of previous studies have only obtained data from native Arabic and English speakers, or Arabic natives who are learning English as a foreign language. This study intends to fill the research gap of comparing the speech acts of giving praise and responding to praise made by students who are studying both English and Arabic as their foreign languages. This descriptive study used two instruments, namely a discourse completion task questionnaire consisting of twelve scenarios and an interview, involving 70 English learners and 70 Arabic learners from UIN Alauddin Makassar which is the only university in Indonesia that offers the unique Foreign Language Intensification Development (PIBA) program. Results have determined that the dominant praise strategies of Arabic learners are awe and congratulating, while English learners tend to use surprise and congratulating strategies. Both language learners dominantly use the strategies of giving appreciation and reassigning praises as their praise response strategies. This study concluded that Arabic foreign language learners tend to have a small repertoire of praise and praise response strategies, while English foreign language learners’ arsenal of strategies is much more diverse.
Anwar Wafi Hayat
REiLA : Journal of Research and Innovation in Language, Volume 4, pp 132-157; https://doi.org/10.31849/reila.v4i2.6632

Abstract:
This article studies the grammatical case of the Pashto language, with its focus on the oblique plural case of words terminating in different types of the letter ی /Yey/, where such cases of words are formed by replacing its various types with either و /waaw/, or یو /yow/. A summative approach to qualitative content analysis was used to analyse the data. The current grammatical rules of such words were studied in-depth but did not include rules where the oblique plurals thereof end in یانو /yaanow/. The study aimed to explore the problems of related grammatical rules and the trend of making such plurals where, except for the long Yey ې, the writers tend to replace most types of the letter Yey with یو /yow/. The paper also investigates what type of the letter Yey ی must be replaced with و and what type with یو, and whether replacing every type thereof with و or replacing all with یو will create ambiguity concerning the meaning of words used in their oblique plural cases. The study found that replacing all or most types of this letter with و or replacing all or most types thereof with یو results in ambiguity leading to the wrong meaning of words. In addition, findings hereof showed that only the feminine Yey ۍ should be replaced with یو. A fresh approach to making the oblique plural cases of such words has been introduced, and new rules are proposed, thereby facilitating writers in figuring out the correct oblique plural case of words. This study is the first attempt at unearthing the problems associated with the oblique plurals, as prior to this, no such study has been done in regard thereto.
Karolis Anaktototy
REiLA : Journal of Research and Innovation in Language, Volume 4, pp 184-196; https://doi.org/10.31849/reila.v4i2.9476

Abstract:
Compared to the cognitive strategies to solve students’ problems in English listening, studies on metacognitive strategies seem to be underexplored in Eastern Indonesian context. In order to contribute to this research gap, this study conducted an investigation on university students' awareness of metacognitive strategies. This mixed-method study used quantitative data from a questionnaire adopted from the Metacognitive Awareness Listening Questionnaire (MALQ). 178 English Education students (19-21 years old) at Pattimura University completed the questionnaire, and eight students were randomly selected to be interviewed to obtain qualitative data regarding their individual metacognitive strategies for planning, monitoring and evaluating their listening activities. The findings reveal more than 60% of the participants agree that they have a plan for their listening activities, can maintain focus during the activities, and evaluate how they performed. Qualitative data supported that the students do have a plan and monitor their learning process, as they can provide specific strategies of how they plan (e.g., taking notes, making sure that the room is suitable for listening tasks) and monitor (e.g., paying attention to keywords, using context to decipher audio’s meaning if they encounter unfamiliar words) their learning process. However, the students seem to be unable to explain or define precisely what metacognitive strategy is, indicating their lack of learning the self-reflection process. These results demonstrated a need for more explicit instruction of metacognitive strategies to improve the students’ learning process, which will be especially beneficial for the university's uniquely high-stakes course of Professional Listening.
Murniati Br. Barus,
REiLA : Journal of Research and Innovation in Language, Volume 4, pp 170-183; https://doi.org/10.31849/reila.v4i2.9751

Abstract:
Situational and social contexts influence language to change. Various online discourses during the current pandemic have given rise to new COVID-19 vocabulary in Indonesian and Japanese. Therefore, this study will examine and compare Indonesian and Japanese new vocabulary during the COVID-19 pandemic. This study used a morphosemantic theory in descriptive qualitative research. The data is a collection of new COVID-19 vocabulary from March 2020 to December 2021 from Indonesian and Japanese online newspapers. Listening and recording are used to collect data, and interactive model analysis is used to analyse it. Data collection found 24 new Indonesian words and 30 Japanese words. The two languages' vocabularies have 21 similar meanings. One Japanese word has no Indonesian equivalent. New Indonesian vocabularies form from adopted acronyms and loanwords. In Japanese, vocabulary comes from loanwords, native words, kango, and combinations. The new words regarding the COVID-19 outbreak are owned by both Indonesian and Japanese, but their comparison is not necessarily the same even though the context is the same. Both countries define or handle COVID-19 differently. Forming words from both languages affects the form of new vocabulary. According to the findings of this study, a global situation such as a pandemic affects various developments in vocabulary formation in Indonesian and Japanese. This study helps foreign language learners and researchers, especially Japanese, understand new newspaper vocabulary. It fills gaps left by previous research, which focused on single-language data and context. An analysis of COVID-19 vocabulary words in Indonesian and Japanese.
April Jane G. Sales
REiLA : Journal of Research and Innovation in Language, Volume 4, pp 41-53; https://doi.org/10.31849/reila.v4i1.7559

Abstract:
This descriptive-qualitative study investigates the English-borrowed words in the Cebuano Visayan vocabularies uttered by the select Generation Z in the Southern part of Cebu in the Philippines. The validated self-made matrix from 15 live recorded role-plays of the 80 participants involved in this study. It was analysed in 3 phases; Phase one for Code-mixing in words, Phase two for Code-Switching in utterances, and phase three for monograph construction out from the data-gathering procedure of the study. This study is anchored on the phylogenetic change proposed by Hockett (2008) and the Borrowing Transfer Theory by Odlin (1989). These theories magnify that modification of one or both languages may occur whenever two languages come into contact. The phylogenetic change focuses on language switching and mixing in a specific speaking community. The study's findings showed that most Cebuano Visayan affixes occur in words under verbs. The affixes of the Cebuano Visayan language under adjectives do not significantly influence the meaning of the word but function as an auxiliary in the English word mixed in it. The majority of the content words are in complex grammatical form. Among the three types of code-switching, intrasentential codeswitching is mainly applied. Therefore, it is concluded that Cebuano Visayan uses linguistic borrowing from English through code-mixing in words and code-mixing in utterances. Because these phenomena augment genuine knowledge acquisition, it is recommended that Language Teachers allow the students to use more than one code in oral classroom participation through code-mixing and code-switching.
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