REiLA : Journal of Research and Innovation in Language
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 is in the field of language research focusing on national language, foreign language or ethnic language as well as innovation of language teaching and learning particularly in developing and emerging countries.
The Institute of Research and Community Service (LPPM) - Universitas Lancang Kuning
Gender Narrative and Political Movement in Iran After the Death of Mahsa Amini: An International Newspaper Perspective
The death of Mahsa Amini, a 22-year-old woman from the Kurdistan region of Iran, sparked widespread protests and condemnation both domestically and internationally. These protests escalated into mass demonstrations across various regions of Iran and the global community. This article examines the role of international media and newspapers in shaping discourses that heightened global awareness of the ongoing human rights violations in Iran. The study employs gender theory and political movement theory as analytical instruments. The research methodology utilized is discourse analysis, with data obtained from news reports published on the official websites of international newspapers. The findings reveal that Mahsa Amini’s death triggered both support and opposition regarding the dress code regulations stipulated by the Iranian government. The discourse constructed by international media further raised public awareness of human rights issues, particularly the discrimination against women, which reinforced the significance of the human rights violations surrounding Mahsa Amini’s case. This tragedy underscores the necessity of reducing discrimination against women in the future, ensuring the achievement of the National Women’s Policy 2030, and advancing the effective enforcement of human rights.
Copyright (c) 2025 Lalu Rana Rajaba Sakti https://creativecommons.org/licenses/by-sa/4.0
Digital Orality and Islamic Preaching: Ethnosociopragmatics as a Lens for Humor in Religious Discourse
Humor has become a pervasive yet insufficiently theorized feature of Indonesian digital da’wah. Existing studies tend to describe rhetorical techniques or audience reception, but rarely examine humorous utterances as culturally embedded pragmatic acts within platform-mediated preaching. This study addresses that gap by investigating how humor in Indonesian YouTube sermons encodes social, cultural, and religious values using an ethnosociopragmatic framework grounded in Mey’s pragmatics as social practice and sociopragmatic theories of appropriateness. The corpus comprises 10 sermons (approximately 600 minutes) delivered by five prominent ulama, selected through explicit criteria: minimum 20-minute duration, over 50,000 views, verified channels, and identifiable humorous segments. From these videos, 109 humorous utterances were segmented as the unit of analysis based on syntactic completion, prosodic closure, topic shift, and audience laughter cues. Data were transcribed verbatim and coded inductively using a structured codebook mapping value domains and oral forms; double-coding yielded 87% inter-coder agreement, and findings were triangulated with repeated viewing and 15 semi-structured audience interviews. Results show three dominant value domains: social solidarity and soft critique (38%), cultural identity through oral forms such as pepatah, pantun, parikan, and guyon pesantren (34%), and reinforcement of religious virtues including sabr, adab, humility, and moderation (28%). These findings demonstrate that humor functions as a value-bearing speech act that digitally recontextualizes sastra lisan while sustaining moral authority. The study contributes theoretically by extending ethnosociopragmatics to digital religious discourse and implies that culturally calibrated humor enhances ethical engagement in contemporary platform preaching.
Copyright (c) 2026 Siti Rumilah, Ramadhina Ulfa Nuristama, Wahju Kusumajanti , Raudlotul Jannah https://creativecommons.org/licenses/by-sa/4.0
Digital Literacy Meets Language Pedagogy: Podcast-Driven Innovation for Developing Speaking and Listening Proficiency
In an era where digital literacy redefines communication, the ability to integrate technology into English language teaching has become a cornerstone of effective pedagogy. Yet, despite increasing exposure to digital tools, many Indonesian vocational students still exhibit low proficiency in speaking and listening, reflecting a persistent gap between classroom practices and communicative competence required in real-world contexts. This study addresses that gap by investigating the effectiveness of Interactive Podcast Analysis, a digital literacy-based teaching innovation, in improving both receptive and productive English skills. Employing a Classroom Action Research (CAR) design, the study involved 29 eleventh-grade students at SMK Negeri 1 Maros over two cycles of instructional intervention. Quantitative data from pre-tests and post-tests measured gains in speaking and listening proficiency, while qualitative data from observations, interviews, and field notes captured students’ engagement and perceptions. Findings revealed steady improvement in both skills, with mean speaking scores increasing from 62.68 to 80.86 and listening scores from 60.31 to 75.58, alongside heightened confidence, motivation, and classroom participation. Overall, the results confirm that Interactive Podcast Analysis effectively connects digital literacy practices with communicative language learning, supports learner autonomy, and enhances oral proficiency in vocational contexts. The study contributes to digital pedagogy discourse by illustrating how structured podcast based learning fosters authentic language use and supports learners’ readiness for technology mediated communication.
Copyright (c) 2025 Widiastuti Widiastuti, Andi Batary Citta https://creativecommons.org/licenses/by-sa/4.0
Bridging Language and Technology: Innovating English for Specific Purposes through an Automotive Engineering E-Module
The rapid expansion of the global automotive industry requires vocational graduates who are proficient not only in technical skills but also in English, the lingua franca of technology and professional communication. However, many Indonesian vocational students face persistent challenges in mastering discipline-specific English due to the scarcity of contextualized learning materials. To address this gap, the present study employed a Research and Development (R&D) methodology to systematically design, develop, and validate a tailored English for Specific Purposes (ESP) e-module for automotive engineering students at Banjarmasin State Polytechnic. The R&D process consisted of four stages: needs analysis through curriculum review and student questionnaires, design and development of the e-module integrating authentic automotive contexts and multimedia features, pilot implementation with students, and evaluation through expert validation and learner feedback. Expert assessments confirmed the module’s high validity, with scores of 4.7 for linguistic aspects and 4.4 for technical content, while student evaluations emphasized strong relevance (83.3% agreement), accuracy (84.6% agreement), and usability, though language clarity required refinement to accommodate varied proficiency levels. These findings demonstrate that the developed e-module effectively bridges technical and linguistic competencies, enhances learners’ engagement with authentic materials, and strengthens their communicative readiness for professional practice. The study contributes to ESP pedagogy by offering an empirically validated model for integrating technical content with task-based language learning, and its broader implication lies in advancing vocational education to better align with global industry standards in an increasingly digitalized era.
Copyright (c) 2025 Rahma Pitria Ningsih, Elsa Rosalina, Siti Kustini, Nasrullah Nasrullah, Vebrianti Umar https://creativecommons.org/licenses/by-sa/4.0
Visual Commodification and Islamic Identity in Selected Indonesian Cosmetic Ads: A Critical Discourse Analysis
Religious identity has become a marketable visual language in Indonesian beauty advertising, where piety, purity, and modern femininity are packaged as lifestyle cues. Yet scholarship on halal cosmetics has largely emphasized consumer attitudes and purchase intention, giving less attention to how Islamic identity is produced, normalized, and commodified through multimodal advertising design. Addressing this gap, the study examines selected Indonesian cosmetic advertisements, with a purposive focus on Wardah’s halal beauty campaign, including the Perfect Bright Moisturizer advertisement featuring Ayana Jihye Moon. Using Fairclough’s three-dimensional Critical Discourse Analysis (CDA), supported by a semiotic reading of salient visual signs, the analysis links textual choices, production and circulation practices, and wider socio-cultural conditions shaping meaning. Findings show that Islamic identity is commodified through a recurrent configuration of hijab centered imagery, prominent halal certification, and purity and safety framings that position the product as both religiously compliant and scientifically credible. Brightness and cleanliness motifs, staged gaze and posture, and positive evaluative wording further construct an aspirational Muslim femininity that is confident, modest, and future oriented. Ideologically, the discourse functions integratively by aligning Islamic ethics with contemporary self-care narratives, presenting halal as an empowering marker of responsible consumption, and framing modest beauty as compatible with professionalism, mobility, and modern lifestyles. The study specifies the discursive and semiotic mechanisms that recontextualize Islam into commercial value, with implications for multimodal CDA, critical media literacy, and ethical advertising in Muslim majority markets.
Copyright (c) 2025 Ardiya Ardiya https://creativecommons.org/licenses/by-sa/4.0
Psychological Dimensions of Character Behavior in Goethe’s Faust for Language and Literature Teaching
Drama has long served as a powerful medium for representing human psychological struggle, and Goethe’s Faust remains one of the most compelling explorations of desire, conflict, and moral ambiguity in world literature. Despite its global significance, limited research has examined the psychological dimensions of its characters through a literary psychology framework, particularly in the context of literature teaching. This study addresses this gap by analyzing the behavior of key characters in Faust using a qualitative descriptive method supported by content analysis. Data were collected from the the play along with relevant theoretical sources, and were analyzed through reduction, categorization, and interpretation following literary psychological principles. The results reveal that Faust, Margaretha, Mephistopheles, and other characters embody complex psychological processes that reflect universal human conditions such as ambition, guilt, temptation, emotional vulnerability, and regression. Their conflicts illustrate the dynamic interaction between internal drives and external pressures, offering rich insight into the psychological realism represented in dramatic literature. The novelty of this study lies in its integration of psychological character analysis with pedagogical implications, particularly through the application of the Leslie Stratta approach for drama instruction. The study contributes to a deeper understanding of how psychological interpretation can enrich literature teaching by promoting empathy, moral reflection, and critical awareness. In a broader context, these findings highlight the relevance of literary psychology for character education and for strengthening students’ abilities to interpret human behavior through literary texts.
Copyright (c) 2025 Prilimercy Engelien Kojongian, Soflies Marry Bingku, Agustine Clara Mamentu , Nursalim Nursalim, Yapi Henri Wongkar https://creativecommons.org/licenses/by-sa/4.0
Beyond LOL and OMG: Slang, Acronyms, and Confidence in Selected EFL Learners’ Social Media Communication
English development in the digital age increasingly unfolds within the dynamic, multimodal spaces of social media rather than exclusively in formal classrooms. Yet, empirical evidence detailing how specific digital linguistic features influence adolescent learners in non-Western EFL contexts remains limited. Addressing this gap, this study investigates how Indonesian senior high school students adopt and integrate informal English expressions such as slang, acronyms, abbreviations, and hashtags from social media into their communicative practices. Using a mixed-methods descriptive design, data were collected from 66 students through a structured questionnaire, open-ended items, and semi-structured interviews. The findings reveal four key patterns: (1) frequent and habitual use of English across digital platforms; (2) significantly increased confidence supported by low-pressure, asynchronous interaction; (3) systematic and purposeful adoption of informal linguistic features for expressiveness and social alignment; and (4) cross-contextual migration of digital expressions into offline communication accompanied by register awareness. These results indicate that social media operates as a parallel linguistic ecosystem that fosters communicative agency, pragmatic flexibility, and identity construction rather than linguistic deterioration. The study’s originality lies in its empirical focus on concrete digital linguistic forms within a secondary school EFL context in Indonesia, a setting underrepresented in prior scholarship. By reframing informal digital language as an adaptive communicative resource, this research contributes to discussions on informal digital learning of English and offers pedagogical implications for integrating students’ digital repertoires into context-sensitive English language teaching in the broader global EFL landscape.
Copyright (c) 2026 Mohammad Rizal Ramadhani, Ana Maghfiroh , Elok Putri Nimasari, Khozaeni Bin Rahmad https://creativecommons.org/licenses/by-sa/4.0
Language for the Market: Designing Scenario Based Web Learning for Français des Affaires Workplace Discourse
Professional credibility in francophone workplaces is shaped by innovative language use in context, not by memorizing isolated expressions. However, many Français des Affaires materials remain linear and text centred, offering limited opportunities to practise interactional moves, pragmatic positioning, and register control with feedback that mirrors real consequences. This study therefore introduces an innovation in applied linguistics informed digital pedagogy by developing “L’Entreprise”, a web based Global Simulation platform that combines branching decision pathways with intrinsic feedback so learners experience how discourse choices affect professional outcomes. The needs analysis confirmed strong workplace alignment (mean relevance 4.55 out of 5) alongside high perceived difficulty (mean 4.18), and identified the main barriers as limited business vocabulary (91%), complex sentence processing (64%), speaking difficulty (55%), and business text comprehension (45%). Using an educational research and development approach guided by ADDIE, the website was iteratively prototyped, validated by experts, and field tested with Business French students (n = 12) using questionnaires and a scenario aligned post-test. Results show promising learning outcomes (post-test mean 78.83, range 68 to 86) and high mastery (91.6%, 11 of 12 meeting the minimum standard), alongside strong perceived quality (overall mean 4.53 out of 5; scenario relevance 4.7; content 4.5; ease of use 4.4). The study’s contribution is an innovation oriented, replicable design model for feedback rich, pragmatics driven FOS learning, with broader implications for scalable employability focused language curricula and digitally mediated workplace discourse training
Copyright (c) 2025 Hilarius Vito Aurelio, Tri Indri Hardini, Yadi Mulyadi https://creativecommons.org/licenses/by-sa/4.0
Nearpod-based Instructional Design for Teaching Materials in The Production Écrite Débutante Course
Writing in beginner French classes is a cognitively demanding act of real time decision making where learners must coordinate meaning, vocabulary retrieval, and morphosyntactic accuracy, and agreement driven forms such as possessive adjectives often remain unstable during contextual composing. Although digital platforms are increasingly used in language pedagogy, a persistent gap remains between explaining grammar rules and enabling learners to proceduralize those rules under writing pressure, especially when classroom time limits opportunities for immediate correction and repeated micro practice. This study addressed that gap by developing Nearpod based instructional materials for the Production Écrite Débutante course, designed as a structured practice ecology that sequences brief contextual writing tasks with guided decision scaffolds and rapid feedback focused on possessive adjectives. Using an ADDIE guided development design, the study conducted a needs analysis with 30 students and integrated qualitative inputs that emphasised the need for interactive learning, fast corrective feedback, and repeated practice to reduce confusion during writing, with 86.7 percent explicitly requesting interactive media and high perceived difficulty in possessive adjective selection (M = 4.43), alongside strong demand for immediate corrective feedback (M = 4.63). Expert review confirmed high feasibility, including content accuracy, clarity, usability, and assessment fit, with an overall feasibility mean of 4.58, supported by qualitative judgments that the materials were practical and instructionally aligned. A classroom tryout with 20 students showed improved writing scores from M = 68.2 to M = 82.9 and increased possessive adjective accuracy from 61.0 percent to 84.0 percent, accompanied by fewer errors. The study contributes validated materials and an evidence linked development pathway, offering scalable implications for feedback rich CEFR aligned beginner French writing instruction.
Copyright (c) 2026 Rabiah Adawi, Nurilam Harianja https://creativecommons.org/licenses/by-sa/4.0
Crafting Voices, Shaping Thought: Integrating Scaffolding Strategies to Foster Critical Literacy in Selected Young EFL Writers
In response to the growing need for critical literacy in adolescent English as a Foreign Language (EFL) education, this study investigates how scaffolding techniques support junior high school students in navigating complex social texts and expressing critical perspectives through writing. While the concept of critical literacy is well-established, its classroom application in Indonesian EFL contexts remains limited, particularly with younger learners and genre-based instruction.This single case study employed a qualitative approach, incorporating classroom observations and three rounds of semi-structured interviews to examine how an experienced EFL teacher in a South Jakarta junior high school implemented scaffolding strategies during a biography writing project on Vincent van Gogh. The research was guided by Lewison et al.’s four dimensions of critical literacy, alongside established models of instructional scaffolding. The analysis identified four key scaffolding types: procedural scaffolding supported students in organizing content and mastering genre conventions; motivational scaffolding sustained engagement and encouraged creative risk-taking; conceptual scaffolding introduced abstract themes such as justice and identity; and metacognitive scaffolding facilitated students’ reflection on texts and their own perspectives. Among these, metacognitive scaffolding emerged as the most impactful, enabling students to examine diverse viewpoints and connect personal insights with broader sociopolitical issues. These findings underscore the importance of responsive, differentiated instruction in fostering critical engagement among adolescent EFL learners. The study contributes a pedagogically grounded model that integrates language development with reflective inquiry, offering practical implications for educators and curriculum designers aiming to cultivate social awareness and ethical reasoning in language classrooms.
Copyright (c) 2025 REiLA : Journal of Research and Innovation in Language https://creativecommons.org/licenses/by-sa/4.0
Sensual Symbols and Social Confusion: Revealing the Expression of Love in 'Qoddukal Mayyās' Lyrics through Riffaterre’s Semiotic Lens
The increasing popularity of Arabic songs across Indonesian digital platforms has led to frequent misinterpretations, particularly when secular compositions are assumed to be religious expressions such as shalawat. This study responds to that cultural misconception by examining the lyrics of “Qoddukal Mayyās” by Mulla Uthman Al-Musili, a song often mistakenly regarded as devotional. Adopting a qualitative descriptive approach based on library research, the analysis is framed through Michael Riffaterre’s semiotic theory. The methodology involves a systematic progression through heuristic reading to identify literal meanings, hermeneutic reading to interpret symbolic and contextual layers, and the identification of matrices, models, and variants to uncover the internal structure of poetic meaning. The analysis reveals that the song articulates a deeply emotional and profane form of love, marked by symbolic imagery and figurative language. Expressions such as “your supple body,” “O my moon,” and “my heart is on fire” reflect themes of sensual longing and romantic idealization without any reference to spiritual devotion or religious content. These findings confirm that the lyrics align with the Arabic ghazal tradition, emphasizing aesthetic admiration and personal emotion rather than worship or prophetic reverence. The study contributes to the clarification of cultural misreadings in the Indonesian context and highlights the necessity for greater Arabic literary literacy. Its implications are particularly relevant for educational settings where semiotic analysis can help students and the wider public distinguish between artistic expression and religious discourse within the broader landscape of Arabic popular culture.
Copyright (c) 2025 Dhiaul Haq Aslama, Haeruddin Haeruddin, Haeriyyah Haeriyyah, Ilham Ramadhan https://creativecommons.org/licenses/by-sa/4.0
Curriculum Reform Meets Classroom Realities: Selected Indonesian Teachers’ Perspectives on the Merdeka Curriculum
The introduction of the Merdeka Curriculum marks a transformative shift in Indonesia’s English Language Teaching (ELT) landscape by promoting flexibility, student-centered learning, and project-based approaches. However, the success of such curriculum reform relies heavily on how teachers, as frontline implementers, perceive, adapt, and navigate its complexities in diverse classroom realities. Addressing a critical gap in existing research that predominantly focuses on policy-level analysis, this qualitative case study investigates the lived experiences, perceptions, and coping strategies of Indonesian ELT educators amidst the early stages of Merdeka Curriculum implementation. Drawing on Fullan’s theory of educational change, data were gathered through semi-structured interviews, classroom observations, and document analysis involving 20 English teachers, 30 students, and 10 administrators across rural, suburban, and urban settings. Thematic analysis revealed that while the curriculum fosters innovation and autonomy, teachers face significant constraints including insufficient training, technological inequity, and excessive administrative demands. Despite these challenges, educators expressed strong support for student-centered instruction, multimedia integration, and skill development emphasizing communication and critical thinking. This study contributes uniquely by offering context-specific insights into teacher agency within systemic constraints, advocating for equitable resource allocation, professional development, and collaborative policy feedback mechanisms. By amplifying teacher voices, this research not only informs national curriculum design but also engages in broader global conversations on curriculum autonomy, pedagogical reform, and the essential role of teachers in enacting meaningful educational transformation.
Speaking with Care, Thinking with Depth: How Modality Shapes Critical Thinking and Engagement in EFL Learners’ Classroom Interaction
Speaking with care and thinking with depth are essential competencies in English as a Foreign Language (EFL) classrooms, yet many learners struggle to balance politeness with assertiveness when contributing to discussions. While modality has been studied as a grammatical feature, its function as a pragmatic tool for shaping critical thinking and sustaining engagement remains underexplored. This qualitative descriptive study investigated how modality is employed by fourth-semester EFL learners at Universitas Muhammadiyah Bulukumba to manage stance, encourage respectful dialogue, and support deeper reasoning in classroom interaction. Data were collected over six weeks through classroom observations and audio recordings of discussion sessions, stimulated recall interviews with seven students, and semi-structured interviews with two lecturers. Thematic analysis revealed that modality served both interpersonal and cognitive purposes: hedging expressions such as maybe and I think reduced the perceived risk of error, encouraged openness to multiple perspectives, and fostered group harmony, while stronger forms such as must and should enhanced clarity and argumentative strength. However, excessive hedging sometimes weakened reasoning and reduced precision. Lecturers emphasized that explicit, context-based instruction, supported by sentence starters and role-play activities, increased learners’ confidence and participation, even among hesitant speakers. These findings position modality as a vital communicative strategy for cultivating critical thinking and inclusive engagement, suggesting that EFL pedagogy should integrate targeted modality training to prepare learners for effective, courteous, and intellectually rich communication in academic and professional settings.
Copyright (c) 2025 Nur Ina Syam , Andi Yurni Ulfa, Fahmi Room, Riskayadi Riskayadi, Muliaty Ibrahim https://creativecommons.org/licenses/by-sa/4.0
Language on the Move: Bilingualism and Local Identity in South Sulawesi Truck Expressions
This study addresses a notable gap in linguistic landscape research by focusing on the language variations displayed on trucks in South Sulawesi, a mobile medium of public text that has received limited scholarly attention. The research data was obtained through observation and documentation of trucks in several areas in South Sulawesi. It was found that there are 21 data which consists of Indonesian, local languages, and foreign languages. The collected data then qualitatively analyzed using content analysis techniques. The data obtained from observation and interviews were processed and thematically analyzed to explore patterns of language and cultural usage on trucks in South Sulawesi. The findings reveal that language choices align closely with socio-economic environments, where Indonesian is predominantly used in urban areas, local languages are more common in rural settings, and bilingual expressions often appear in suburban zones. These inscriptions are not only functional but also serve as markers of identity, cultural pride, and modern sensibilities, especially among younger drivers influenced by global media and popular culture. This research contributes to the broader discourse on linguistic landscapes by introducing the concept of vehicular language as a dynamic site of cultural negotiation. The insights gained have implications for sociolinguistic studies, cultural identity research, and creative industries seeking to understand how language, space, and mobility interact within Indonesia’s complex linguistic ecosystem.
Copyright (c) 2025 REiLA: Journal of Research and Innovation in Language
How Language Competence and Anxiety Shape EFL Participation: Speaking Up or Staying Silent?
This research investigated students' participation patterns and the factors affecting them in non-skill lessons in EFL (English as a Foreign Language) lessons with discussion as the primary method. Understanding engagement in these lessons is crucial for enhancing classroom interaction and achieving learning objectives. A descriptive qualitative approach was employed, involving 34 fifth-semester students from an English Language Education program. Data were collected through twelve non-participation observations (examining participants' behaviour in different sessions based on Liu's theory) and a Guttmann scale questionnaire adapted from Hamouda assessing factors affecting participation. The observations revealed four participation patterns: marginal interaction (38.2%), silence observation (35.3%), conditional participation (18.7%), and full integration (11.8%). While the questionnaire identified language competence and psychological factors as two key factors influencing participation. The findings showed that students in full integration and conditional participation categories (30.5%) engaged more when having confidence in their vocabulary. In comparison, students in marginal interaction and silence observation categories (73.5%) were more hesitant due to concerns with grammar and a fear of making mistakes. Psychologically, full integration students were concerned with adverse outcomes, whereas those in marginal and silent categories struggled with shyness, low confidence, and uncertainty. This study contributes by exploring how linguistic and psychological factors shape participation, specifically in non-skill lessons in EFL. The findings suggest that teachers should foster supportive, low-pressure environments to encourage student engagement in addition to improving language competence. Curriculum designers can focus on activities that promote vocabulary development and confidence-building exercises to enhance participation in such lessons.
Cultural Identity and Trust-Building in Baduy Market Transactions: Linguistic Strategies for Cultural Preservation
In the face of globalization and modernization, indigenous communities like the Baduy have managed to preserve their cultural identity through a unique blend of tradition and economic activity, particularly in their market transactions. Despite the rich cultural and linguistic dynamics that characterize these spaces, scholarly attention to the communicative mechanisms underpinning indigenous market transactions remains limited, particularly in Southeast Asia. This study addresses this gap by examining the Baduy traditional marketplace in Indonesia to reveal how language operates simultaneously as a transactional tool and as a cultural resource. Adopting a qualitative linguistic ethnography framework, the research analyzed eleven authentic transaction texts collected through naturalistic observation and transcription. Guided by Speech Act Theory, the analysis explored the forms and functions of locutionary, illocutionary, and perlocutionary acts as well as non-verbal and paralinguistic features that mediate pricing signals, quality assessments, and relational rapport. The findings show that communicative patterns in the Baduy market are culturally embedded performances where verbal acts, gestures, tone, humor, and politeness markers such as hop not only facilitate negotiation but also sustain trust, reciprocity, and cultural continuity. This study advances Speech Act Theory by demonstrating how economic exchange in indigenous settings is deeply intertwined with ethical and symbolic traditions. Its insights hold implications for heritage preservation, culturally responsive economic policies, and future research on the role of language in sustaining inclusive local markets in rapidly modernizing societies.
Copyright (c) 2025 Budiana Budiana https://creativecommons.org/licenses/by-sa/4.0
Signs, Symbols, and Identity: A Semiotic Reinterpretation of Javanese Womanhood in “Losmen Bu Broto”
While traditional depictions of Javanese women in media have often reinforced stereotypes of submissiveness, gentleness, and familial devotion, such portrayals are increasingly being redefined in contemporary Indonesian cinema. This study investigates how Javanese women are represented in the film Losmen Bu Broto, a modern adaptation of the classic TVRI series, through a qualitative descriptive method using John Fiske’s semiotic framework of television codes. The analysis examines three key levels of meaning: reality, representation, and ideology, focusing on narrative structure, character behavior, costuming, and cinematographic techniques. The findings reveal a spectrum of female identities within the film, ranging from the traditional and compliant Pur to the modern, expressive Sri, and the authoritative, business-minded Madam Broto. Although the film retains strong cultural symbols such as the kebaya and konde, these are interwoven with contemporary expressions of autonomy, emotional complexity, and leadership. These layered representations challenge the singular image of the Javanese woman as passive and instead present her as multidimensional and evolving. The study contributes to the growing discourse on gender representation in Southeast Asian media, offering a nuanced understanding of how cultural identities are both preserved and contested through film. In a broader context, this research highlights the role of visual media in shaping public consciousness and advancing more inclusive and dynamic narratives of womanhood within Indonesian society.
Copyright (c) 2025 REiLA : Journal of Research and Innovation in Language
The Patterns of Ablaut Reduplication in Toba Batak: A Construction-Based Approach
The study addresses a critical gap in morphological research by investigating the understudied patterns of ablaut reduplication in Toba Batak (TB), an endangered Austronesian language, through a construction-based approach. While ablaut reduplication has been widely examined in Indo-European languages like English and German, its manifestations in TB remain largely unexplored, despite the language’s cultural significance and vulnerability. This study fills this gap by employing a modified version of Halle’s (1973) generative morphology model, tailored to TB’s unique linguistic features, to analyze data collected from 12 native speakers in Samosir Regency. The findings reveal three distinct categories of ablaut reduplication in TB: verbal (VAR), nominal (NAR), and adjectival (AAR), each exhibiting specific vowel patterns. For instance, monosyllabic words typically alternate between [u]/[e] and [a]/[u], while disyllabic words follow a [u-a] to [a-I]/[a-u] sequence. Notably, the study demonstrates that TB’s ablaut reduplication is unproductive, lacking grammatical meaning and affixation, with lexical meaning derived solely from vowel alternations. The modified Hallean model, incorporating orthographic and phonological rules, proves effective in capturing these nuances, offering a novel framework for analyzing non-Indo-European languages. By documenting these patterns, the study not only enriches the understanding of TB’s morphological system but also contributes to broader linguistic typology and the preservation of endangered languages. The implications extend to applied fields such as language education and cultural revitalization, underscoring the urgency of safeguarding regional languages like TB amidst globalization. This research thus bridges theoretical linguistics and practical conservation efforts, advocating for further studies on underrepresented languages.
Navigating Public on the Rails: Politeness Strategies and Speech Acts in Indonesian Train Announcements
This study explores a crucial gap in the pragmatics of public communication by examining speech acts and politeness strategies in Indonesian train announcements. Using a qualitative descriptive approach rooted in pragmatics, data were collected through recordings and note-taking of both manual and automated announcements from long-distance (KAJJ) and commuter (KRL) trains. The analysis followed a four-stage framework: domain analysis identified operational contexts, taxonomic analysis categorized speech acts and politeness strategies, componential analysis examined patterns and variations, and cultural theme analysis connected linguistic features to broader cultural norms. Key findings revealed that KAJJ announcements prioritize directive speech acts framed by negative politeness and bald-on-record strategies to ensure clarity and passenger compliance. Conversely, KRL announcements blend assertive, expressive, and directive acts supported by positive politeness to foster inclusivity and encourage cooperation. Both services employ boosters to emphasize urgency, while the absence of hedges ensures directness. These findings underline how operational priorities shape linguistic choices, aligning communication strategies with passenger needs and cultural expectations. The study not only advances methodological rigor in analyzing public announcements but also provides practical recommendations for designing effective, culturally sensitive communication systems. These insights contribute to enhancing public transportation services and have broader implications for improving communication frameworks in high-stakes contexts worldwide.
Contrastive Semantics in Cross-Linguistic Analysis: A Comprehensive Review and Synthesis of Five Crucial Models
This study addresses the pressing need for a unified analytical framework in cross-linguistic semantics by integrating five pivotal models: Natural Semantic Metalanguage (NSM), Conceptual Metaphor Theory (CMT), Frame Semantics (FS), Semantic Field Theory (SFT), and Cognitive Grammar (CG) to examine meaning construction in English and Vietnamese. Although substantial theoretical progress has been made in semantic studies, existing research often remains fragmented, with limited integration across models and minimal application to typologically distinct languages. Employing a mixed-methods design, this study analyzed ten short stories using Wordsmith 8.0 and NVivo 14, capturing both quantitative patterns and qualitative nuances in linguistic structure. The findings reveal not only shared semantic primitives and embodied metaphors but also significant cultural variations in conceptual frameworks, including collectivist and individualist tendencies reflected in frame activation and metaphor usage. These insights contribute to the development of an integrated semantic framework that supports more nuanced cross-linguistic comparisons and highlights the dynamic interplay among cognition, language, and culture. Beyond its theoretical significance, the proposed framework holds practical value for language education, translation practices, and computational linguistics by enabling culturally informed semantic analysis. Ultimately, this research reconceptualizes contrastive semantics as an interdisciplinary and culturally grounded field, offering essential tools for enhancing semantic.
Exploring Lecturers’ Perceptions of Developing Web 2.0 Extensive Listening Materials using the ICE Framework
Extensive listening has long been acknowledged as an essential skill in second language acquisition, yet its implementation in higher education often suffers from limited frameworks that fail to integrate technology, cultural relevance, and learner autonomy. While prior research has highlighted the potential of Web 2.0 technologies in fostering collaboration and authentic engagement, few studies have investigated how lecturers perceive the integration of structured listening frameworks into this digital landscape. This study addresses this gap by examining lecturers’ perceptions of developing Web 2.0-based extensive listening materials through the Interesting, Comprehensible, and Enjoyable (ICE) Framework. Using a descriptive qualitative design supported by quantitative insights, data were collected from 42 English lecturers across nine universities in five Indonesian provinces through online questionnaires and semi-structured interviews. The findings indicate that lecturers regarded the ICE framework as engaging, pedagogically relevant, and highly supportive of listening instruction. The “Interesting” dimension was affirmed through authentic and culturally embedded materials, notably Berau folklore; the “Comprehensible” component was reflected in accessible vocabulary and structured content; and the “Enjoyable” element enhanced learner autonomy, motivation, and reduced listening difficulties. These results suggest that the ICE Framework not only advances the design of Web 2.0 listening materials but also promotes a more student-centered and culturally responsive pedagogy. By positioning listening instruction at the intersection of technology, pedagogy, and cultural relevance, this study provides a valuable contribution for researchers seeking theoretical refinement and practitioners aiming for practical innovation in English language teaching.
Copyright (c) 2025 Surti Milarisa , Muhammad Bayu, Djupiansyah Ganie, Tiarasari Mawi, Merlin Djamal https://creativecommons.org/licenses/by-sa/4.0
Sacred Flames in Text: Semiotic Interpretation of the Sacrificial Fire Symbolism in Rāmāyaṇa Djawa-Kuna
The Rāmāyaṇa has long been recognized as one of the most influential epics that bridges literature, spirituality, and cultural philosophy across Asia, yet studies on its Old Javanese version have tended to focus primarily on textual form, metrical beauty, or general philosophical themes while neglecting the symbolic evolution of elemental motifs. This study addresses that gap by applying Roland Barthes’s semiotic theory in conjunction with Hindu religious perspectives to interpret the evolving role of sacrificial fire across four key episodes. A literary-religious analysis was conducted using Poerbatjaraka’s authoritative edition as the primary source, complemented with secondary studies on Hindu ritual fire traditions. The results show that fire undergoes a sequential transformation: it first manifests as emotional turmoil reflecting grief and instability, then becomes a solemn witness to alliances and loyalty, later functions as a purifier and defiant judge against deceit, and finally culminates as the sacred medium of self-sacrifice and the cosmic union of Atman and Brahman symbolized in Ardhanareswara. These findings demonstrate that fire in the Rāmāyaṇa Djawa-Kuna is not a static emblem but a dynamic symbolic agent that shapes psychological states, validates social bonds, and mediates transcendental union. By mapping these shifting connotations, the study contributes to literary scholarship by offering a richer semiotic reading of Old Javanese texts and to religious studies by elucidating fire’s role as both ritual and metaphysical force. Ultimately, this research underscores how ancient symbolic structures continue to inform cultural identity, spiritual practice, and the human search for meaning in contemporary times.
Copyright (c) 2025 Turita Indah Setyani , Iik Idayanti Idayanti , Sunengko Sunengko, Wahyuni Sakka https://creativecommons.org/licenses/by-sa/4.0
Language in Cinema: A Pragmatic Study of Violation Contexts in Disney’s Animated Film Zootopia
Language in animated films serves not only as a medium for storytelling but also as a reflection of pragmatic norms that govern social interaction. Although politeness strategies have been widely studied in natural discourse, there remains a notable gap in understanding how violations of these norms are embedded within cinematic dialogues, especially in films intended for all age groups. This study investigates the violation of politeness maxims proposed by Geoffrey Leech, including the Tact, Generosity, Approbation, Modesty, Agreement, and Sympathy maxims, as portrayed in the interactions involving Judy Hopps, the main character in Disney's Zootopia. Utilizing a qualitative descriptive method, the research analyzes selected utterances from the movie transcript and audiovisual scenes, focusing on the types of maxims violated and the emotional responses elicited. The results indicate that all six maxims are violated by supporting characters, with the Approbation Maxim emerging as the most frequently violated, comprising 44.4 percent of cases. These violations often lead to emotional consequences for the main character such as frustration, disappointment, and a sense of exclusion. This study contributes to the field of pragmatics by highlighting how impoliteness is constructed and perceived in fictional dialogues, providing new insights into language use in media contexts. Furthermore, it emphasizes the potential of animated films as valuable resources for teaching pragmatic awareness and promoting respectful communication. By critically examining how politeness is portrayed and breached, the study calls attention to the broader implications of media discourse in shaping audience perceptions of social interaction and linguistic behavior.
Copyright (c) 2025 Fivy A. Andries, Darryl Grant Walalangi, Jennie Posumah, Santje Iroth, Arie Tulus, Fergina Lengkoan https://creativecommons.org/licenses/by-sa/4.0
Discursive Violence and Gendered Language: Textual Representations of Women’s Oppression in Tempurung by Oka Rusmini
Violence against women remains a deeply rooted issue in Indonesian society, manifesting not only in physical and psychological forms but also through linguistic practices that reproduce gendered subordination. This study examines the representation of women’s oppression in Oka Rusmini’s acclaimed novel Tempurung, a work that poignantly depicts the intersection of gender, caste, and cultural expectations in Balinese society. Positioned within literary sociology and guided by Alan Swingewood’s concept of literature as a selective reflection of social reality, the research applies a qualitative textual analysis to explore how physical, psychological, and discursive violence are constructed and normalized in the narrative. Textual excerpts from the 2017 edition of the novel were coded and thematically categorized to identify patterns of verbal humiliation, silencing, emotional manipulation, and metaphorical entrapment, which were then interpreted alongside national reports on gender-based violence. The findings reveal that oppression in the text operates through intertwined structures of physical harm, emotional degradation, and linguistic domination, with silence emerging both as a mechanism of control and as a subtle form of resistance. By bridging literary representation with documented real-world data on violence against women, this study demonstrates how fiction can illuminate social realities and challenge patriarchal ideologies. The study contributes to gender-based literary criticism by foregrounding language as a site of power, and offers broader implications for critical literacy, cultural awareness, and advocacy for gender justice within Indonesian literary and social contexts.
Copyright (c) 2025 Muslimat Muslimat, Haryeni Tamin https://creativecommons.org/licenses/by-sa/4.0
Fostering Linguistic Excellence Through Sastranesia: Developing Digital Platform to Enhance Writing Skills and Creativity
The integration of digital platforms in education remains underexplored in enhancing creative writing skills in literature programs. This study tried to develop and examines the needs of the press media website, Sastranesia Pers, to accommodate writing creativity of Indonesian Literature students at Medan State University. Using a Research and Development (R&D) approach and the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), the study involved 100 students enrolled in journalism language courses. The methodology included expert validation of the platform design and content, as well as student feedback through questionnaires and interviews. The findings reveal that the Sastranesia Pers website significantly improved students’ creative writing skills by offering a dynamic, interactive platform for hands-on learning. Students developed proficiency in news writing, editing, and journalistic ethics, bridging theoretical concepts with practical application. Additionally, the website fostered collaborative learning through the formation of a vibrant student press community, which encouraged peer feedback and sustained engagement. Participants reported enhanced confidence in expressing their ideas creatively, while the platform’s accessible design ensured ease of use and high engagement. Furthermore, the integration of digital tools demonstrated an effective approach to addressing challenges in traditional teaching methods, offering real-time feedback and fostering critical thinking. These findings underscore the transformative role of web-based media in language and writing education, with broader implications for integrating digital platforms to support creative and innovative learning.
Politeness Strategies in Selected Academic Settings: Insights from Lecturer-Student Interactions in Eastern Indonesia
The study addresses a critical gap in understanding how politeness strategies are navigated within the hierarchical and culturally nuanced academic interactions of Indonesian higher education. By focusing on lecturer-student dynamics at Universitas Muhammadiyah Makassar, the research explores the types and functions of politeness strategies, providing insights into how cultural and social hierarchies shape communication behaviors. Using a qualitative descriptive approach, seven lecturers and their students were observed across multiple classroom sessions. Data collection involved video recordings and field notes, analyzed through Discourse Analysis (DA). The findings reveal that lecturers predominantly employ positive politeness strategies, such as humor, informal greetings, and in-group markers, fostering a collaborative and approachable atmosphere. Conversely, students exhibit negative politeness strategies, like formal address terms and hedging, reflecting respect for authority and a preference for maintaining hierarchical boundaries. These contrasting strategies underscore a complex interplay of reducing and respecting social distance, influenced by high-context cultural norms. The implications extend beyond academia, emphasizing the need for culturally sensitive communication practices in hierarchical institutions to foster inclusivity and mutual understanding. By bridging theoretical frameworks with real-world classroom dynamics, this study enriches the discourse on politeness and its critical role in educational settings, particularly in Eastern Indonesia contexts where power and cultural norms intersect profoundly.
Beyond English and Bahasa: Exploring the Pedagogical Functions of Code-Switching in Multilingual EFL Contexts
Code-switching, the alternation between two or more languages, is a prevalent yet underexplored phenomenon in multilingual EFL classrooms in Indonesia. This study investigates the functional roles of code-switching employed by English teachers at SMAN 1 Rambah, emphasizing its pedagogical and managerial contributions. Addressing gaps in prior research, which primarily focus on English and Bahasa Indonesia, this study uniquely incorporates the role of local languages such as Mandailing and Malay. Employing a qualitative case study design, data were collected through classroom observations, video recordings, and semi-structured interviews with two experienced English teachers. The analysis revealed five key functions of code-switching: explaining complex concepts, translating vocabulary, repeating for reinforcement, checking comprehension, and managing classroom interactions. These functions significantly enhance students' understanding, engagement, and overall learning experiences. However, excessive reliance on code-switching may impede immersive English language practice, presenting a pedagogical challenge. The findings underscore the importance of balancing code-switching with English immersion to optimize learning outcomes. This study extends the theoretical discourse on multilingual pedagogy by highlighting the strategic integration of local languages into EFL teaching. Implications include fostering a more inclusive and culturally responsive language education framework, which accommodates linguistic diversity while promoting English proficiency. These insights contribute to the global discourse on multilingual education, particularly in settings where linguistic and cultural diversity intersects with educational objectives.
Understanding How Ideas are Linked in Compare and Contrast Essays: A Discourse Marker (DM) Study
Discourse markers (DMs) are important when linking the first sentence and another sentence. The previous study showed that DMs can be varied in argumentative text of The Jakarta Post. However, some undergraduate students still face difficulties in using DMs, especially in academic writing, in the context of comparing and contrasting the essays, different from argumentative text. Therefore, this study aims to shed light on the various DMs employed by undergraduate students to establish logical transitions and also to find out the frequency of the DMs used within the context of compare and contrast essays. This study used qualitative methods to collect the data. The subjects of this study were 29 students majoring in English Literature from one of the state universities in Malang, East Java. To collect the data, the instruments used were the students' writing and AntConc 3.5.7 as the corpus analysis. The results were subsequently presented as percentages, offering valuable insights into the differences in DMs usage. The results showed that the students can demonstrate their ability to construct the compare and contrast paragraphs using the DMs properly. The findings contribute to the understanding of DMs usage in academic writing and provide practical implications for educators and learners seeking to improve their writing skills.
Copyright (c) 2024 REiLA : Journal of Research and Innovation in Language
Beyond Transactions: Exploring Employee-Customer Interaction in Retail Persuasion Scene
This study investigates the role of persuasive communication in shaping customer behavior within retail environments, focusing on in-store interactions between customers and retail employees. Using a qualitative approach, we employed discourse analysis to examine the verbal and non-verbal communication strategies that influence customer decision-making and purchasing behavior. Data were collected from several retail locations across Indonesia, involving in-depth observations and recordings of employee-customer exchanges. The study highlights key persuasive techniques, including the use of urgency, social proof, and personalized recommendations, all of which were found to significantly affect customer engagement, perceived value, and purchase intent. Specifically, the findings reveal that communication strategies that align with customer interests and build a sense of urgency were most effective in encouraging immediate purchases. Moreover, the study identifies contextual factors, such as cultural nuances and the role of trust in the Indonesian retail context, that mediate the effectiveness of these persuasive techniques. These findings contribute to the broader understanding of how persuasion operates in retail settings, particularly in non-Western cultures. The research also has practical implications, suggesting that retail managers can enhance customer engagement and boost sales by training employees in specific communication strategies that foster trust and urgency. This study provides valuable insights into how persuasive communication can be optimized to influence consumer behavior and improve retail outcomes.
Enhancing ESP Vocabulary Proficiency through Five Elements of Online Cooperative Learning for Nursing Students
The widespread adoption of online learning has significantly transformed the dynamics of cooperative learning. One of the main challenges in distance cooperative learning is determining whether Online Cooperative Learning (OCL) can successfully elicit the fundamental elements of cooperative learning and, in turn, improve student learning outcomes. This study aims to examine whether the five essential elements of cooperative learning-positive interdependence, individual accountability, social skills, group processing, and face-to-face interaction-can emerge in a virtual environment and contribute to improving nursing students' proficiency in ESP (English for Specific Purposes) vocabulary. Using a quasi-experimental one-group design, this quantitative research involved 30 nursing students from a university in West Java, Indonesia, selected through convenience sampling. Paired t-test analysis was conducted to assess the impact of OCL. The comparison of pre-test and post-test values indicated that the five cooperative elements were effectively elicited, leading to enhanced student proficiency. The t-test yielded a t-value of 4.781, which surpassed the critical t-table value of 1.697, confirming a statistically significant improvement. These findings suggest that the OCL model successfully fosters the fundamental elements of cooperative learning and enhances nursing students’ ESP vocabulary proficiency. Consequently, this model presents a promising approach for improving ESP vocabulary skills in nursing education.