REiLA : Journal of Research and Innovation in Language

Multimodal Text-Powered Interactive E-Module for Enhancing English Structure Learning

Sun, 11 Feb 2024 00:51:38 +0000

This study aimed to develop an interactive e-module based on multimodal text for the Intermediate English Structure course in supporting digital learning at Universitas Riau, Indonesia. The research followed a systematic Research and Development (R&D) approach and applied the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model, which integrated the initial research techniques with final evaluation methods to ensure the effectiveness of the e-module. This study utilized purposive sampling techniques which involved 42 students and experts in media and materials. The development started with a thorough analysis of students’ needs, obtaining a score of 3.05 which indicated high necessity. The subsequent step involved designing the desired product, which is an interactive e-module containing multimodal texts, that is, various types of texts which include written texts, images, animated videos and interactive quizzes. The e-module consists of six units; each containing sections such as video-based explanation, text-based descriptions, illustrative examples, interactive quizzes, and chapter summaries. Validation of the e-module was carried out by material and media experts, resulting in scores of 3.73 (indicating very valid) and 3.77 (indicating very valid) respectively. Then, when tested to students, the results revealed a 'clarity of language use in the learning material' indicator is 3.57 (indicating very good), while the 'ease of use' indicator stands at 3.60 (indicating very good). Thus, these results suggest that the developed e-module exhibits excellent quality and is well-suited to serve as a digital learning resource for the Intermediate Structure course in the English department at Universitas Riau, Indonesia. Furthermore, this e-module also has the potential to transform how students learn. With combination of different types of content, the researchers have created a tool that can set a new standard for digital learning at Universitas Riau and beyond.

Grammatical Gaps in Student Translations: Analyzing English-Indonesian Translation in Academic Projects

Veni Roza, Melyann Melani, Muhammad Riko Yohansyah Zulfahmi — Thu, 08 Feb 2024 21:32:51 +0000

Translating messages across languages while maintaining grammatical equivalence presents significant challenges, often resulting in deviations. These deviations stem from differences in grammatical structures between the source and target languages. This qualitative research study aimed to analyze the translation outputs of students enrolled in an English-Indonesian translation course, with a primary focus on grammatical equivalence indicators. The study encompassed 70 students across two parallel classes, resulting in a total of 70 documents available for analysis. The data were collected from the students' responses to a project involving news texts, specifically a news article from The Jakarta Post. The analysis employed Corder and James' Error Analysis (1998) methodology, encompassing error identification, classification, and specification based on grammatical equivalence indicators. The findings revealed that students frequently made errors in various grammatical aspects, including tense, aspect, number, voice, and person, with the exception of gender. Additionally, the study identified specific challenges related to the misplacement of English modifiers within noun phrases, leading to inaccuracies in their translations. These results underscore the importance of balancing theory and practical application in English language teaching, specifically in the context of translation. Emphasizing grammatical equivalence in both English and Indonesian is essential to enable students to produce accurate and idiomatic translations. This study not only sheds light on the challenges faced by students when translating from English to Indonesian but also offers valuable insights for enhancing translation education.

Metacognitive Reading Comprehension Instructional Model on Narrative Text: A Mixed Method for Enhancing Students’ Comprehension

Juliana Juliana, Risa Anggraini — Sun, 18 Feb 2024 09:06:34 +0000

This study highlights the integration of metacognitive strategies in reading comprehension through a novel Three-phases instructional model, focusing on metacognitive strategies (pre-reading, while-reading, post-reading). This innovative model is distinct in its holistic approach to enhancing students' reading comprehension by activating their prior knowledge, engaging them actively in the reading process, and fostering reflective comprehension towards a successful strategic reading journey. Targeting narrative texts, the research was conducted with 70 junior school students from Tanjung Morawa, specifically selected for their lower proficiency in reading comprehension, highlighting the model's focus on addressing the needs of struggling readers. Through a mixed-method approach, employing both tests and questionnaires for data collection, the study demonstrated that the instructional model significantly boosts students' reading comprehension. The mean score improvement from 62.85 (pre-test) to 83.71 (post-test) underscores the model's effectiveness and its potential to significantly enhance students' reading comprehension skills. A survey of 35 students further validated the model's role in elevating their awareness and motivation for reading, with making a prediction which got 28 (80.0%) is the most commonly used, followed by restating ideas with 23 (65.7%) and thinking aloud with 21 (60.0%). These results not only bridge the existing gap in reading instruction but also carry significant implications for educational practices and literacy development. It serves as a testament to the potential of innovative instructional models in enhancing reading comprehension.

Beyond Forced Migration: The Narrative Communication in the Resilience of Cipaku's Displaced Communities

Farida Hariyati, Djuara P. Lubis, Rilus A. Kinseng, Sumardjo Sumardjo — Wed, 20 Mar 2024 23:44:18 +0000

This qualitative study explores the resilience of Cipaku's displaced communities through narrative communication, shedding light on the unique sociolinguistic dynamics of development-induced displacement. Anchored in the Communication Theory of Resilience (CTR), it delves into how displaced individuals employ communicative processes. The study focused on interviews with 12 individuals selected using snowball sampling technique from Cipaku Village who have lived through displacement more than 10 years due to forced migration, and supported with field observation to gain documentation in capturing their memories and subsequent positive adaptations. Data was analyzed using the NVivo 12 Plus software, which facilitated the organization, coding, and thematic analysis relevant to the study's objectives. The findings of this research delves into how displaced individuals employ communicative processes; crafting normalcy, affirming identity, maintaining networks, employing alternative logics, and foregrounding positive actions to navigate the upheavals of displacement. It highlights how displaced populations actively reconstruct their social realities, preserve cultural identities, and sustain community cohesion through narrative communication. This study also points to gaps in understanding the erosion of linguistic diversity within displaced communities and recommends further exploration of digital communication's role in sustaining displaced communities' communicative networks.