Randwick International of Education and Linguistics Science Journal

The Verbalizers of the Toba Batak Language

Tue, 31 Mar 2026 00:00:00 +0000

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

Atiq Aqiqotul Hasanah, Hassanuddin Fatsah, Harto S. Malik, Ellyana Hinta — Tue, 31 Mar 2026 00:00:00 +0000

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.

Nexus of Personality Traits and Peace-Loving Behavior: A Statistical Study of Pre-Service Teacher Learning Outcomes

Maricris I. Abuan, Amielyn Discipulo, Hermicila C. Semblante, Jocelyn C. Oclarit — Tue, 31 Mar 2026 00:00:00 +0000

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.

Duolingo Mobile Application as a Learning Tool in Improving the High School Students’ English Speaking Skill

Cristie Ann Jaca, Milyn R. Justiniane, Grace P. Gabatilla — Tue, 31 Mar 2026 00:00:00 +0000

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.

The Influence of Social Media on Language and Vocabulary Learning: A Case Study at Paktia University

Sayed Rahman Sial, Habibullah Haqiqat, Mohammad Wali Waseel — Tue, 31 Mar 2026 00:00:00 +0000

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.