language studies

Bridging Tradition and Technology: QR Code Integration in Lontara Script Learning Book to Improve Writing and Language Skills

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Yusuf Yusuf1 , Gusnawaty Gusnawaty2* , Risdamayanti Risdamayanti3 , Fathria Azzahra Affandy4 , Nur Alya5
1.2,3,4,5 Department of Regional Languages and Literatures, Hasanuddin University.

Rupkatha Journal, Vol. 16, Issue 2, 2024. https://doi.org/10.21659/rupkatha.v16n2.03
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Abstract

This study examines the creation and assessment of a Lontara Script Learning Book augmented with QR Code technology to boost students’ Lontara script writing abilities and their proficiency in the Makassar language. Nineteen first-grade students from SD Inpres Kera-Kera in Makassar city participated in the study. The research unfolds into three stages: 1) Preparation, which includes initial observations and interviews, literature review, discussions, and research tool preparation; 2) Implementation, involving the introduction of the learning media, pretest, implementation of Lontara Script Learning Book based on QR Code, summarizing and posttest; 3) Evaluation based on observation, pretest and posttest results serves as the data source. The findings revealed a notable average enhancement of 50.37 in the students’ Lontara script writing skills. Moreover, there was an average increase of 44.21 in Makassar language proficiency through picture guessing exercises and a 37.90 improvement via folklore comprehension. These results signify a substantial advancement in both script learning and language abilities. This innovative educational medium has proven to be effective in enriching the writing and language skills of elementary school students.

Keywords: Lontara, Makassar language, QR Code, Education Technology, South Sulawesi.

Conflicts of Interest: The authors declared no conflicts of interest.
Ethical Consideration: Informed consent was obtained from all the participants of the study.
Funding: No funding was received for this research.
Article History:Received: 25 January 2024. Revised: 29 April 2024. Accepted: 02 May 2024. First published: 03 May 2024
Copyright: © 2024 by the author/s.
License: License Aesthetix Media Services, India. Distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Published by: Aesthetix Media Services, India 
Citation:Yusuf, Y. & Gusnawaty, G. & Risdamayanti, R. & Affandy. F. A. & Alya, N. (2024). Bridging Tradition and Technology: QR Code Integration in Lontara Script Learning Book to Improve Writing and Language Skills. Rupkatha Journal 16:2. https://doi.org/10.21659/rupkatha.v16n2.03

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Semantic Model for Fragment of Hindi (Part 1)

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Vivek Tripathi1*  & Dinesh Rathod2  
1Research Scholar, Indian Institute of Technology (BHU) Varanasi. *Corresponding author.
2Research Scholar, Indian Institute of Science,

Rupkatha Journal, Vol. 16, Issue 1, 2024. https://doi.org/10.21659/rupkatha.v16n1.03g
[Article History: Received: 26 November 2023. Revised: 10 February 2024. Accepted: 11 February 2024. Published: 12 February 2024]
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Abstract

This paper proposes a formal model for syntactic and semantic analysis for the Hindi language using context-free grammar. In this paper, we developed a syntactic parser that generates syntactic trees for Hindi sentences based on rules of propositional logic, and gender conventions. The context-free rules we have written follow a top-down approach with a sentence that goes on self-arrangement. A set of experiments were run based on the corpus we have created, and significant results are presented in this paper. In addition to the above, the model characterizes lexical items in terms of individuals and sets for the syntactic distribution for well-formed formulas.

Keywords: Natural Languages Processing. Hindi Language Processing. Parser. Context-Free Grammar. Parse Tree. Context-Free Rules for Hindi. Montague Grammar. Look Ahead LR Parser.

Sustainable Development Goals: Quality Education

Citation: Tripathi, V. & Rathod, D. (2024). Semantic Model for Fragment of Hindi (Part 1). Rupkatha Journal 16:1. https://doi.org/10.21659/rupkatha.v16n1.03g 

Educational Insights into Dyslexia

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D. R. Rahul1 & R. Joseph Ponniah2

1 Research Scholar, National Institute of Technology, Tiruchirappalli.

ORCID: https://orcid.org/0000-0002-4215-1769. Email: rahuldrnitt@gmail.com

2 Professor, National Institute of Technology, Tiruchirappalli. ORCID: https://orcid.org/0000-0002-0618-6788. Email: joseph@nitt.edu

Volume 13, Number 4, 2021 I Full-Text PDF

DOI: 10.21659/rupkatha.v13n4.35

 Abstract

Dyslexia is a specific learning disorder characterized by difficulties in reading, writing, and spelling due to compromised phonological processing skills. Treatment of dyslexia solely with medical support is far-fetched. However, it can be surmounted by the combination of special education interventions and supportive psychosocial care. Suitable approaches coupled with beneficial learning strategies enable dyslexic learners with consummate linguistic achievement. Although dyslexia research offers an increased understanding from a biological standpoint, the knowledge gap on the educational front is unfortunately persistent. To this end, this paper revisits the teaching-learning aspects of dyslexia. Teaching principles and approaches, strategies to support learning, and personalized educational plans are discussed in detail. Acknowledging the difficulty, familiarizing with the approaches, and attaining successful outcomes via essential practices emphasize the inclusiveness of dyslexic learners in the curriculum. We contend that the educational insights into dyslexia will provide informed teaching and learning solutions.

Keywords: Dyslexia; Education; Teaching; Learning; Curriculum

Only ‘Time’ will ‘Tell’: Influence of temporality on the interpretation of narrative discourses

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Debmalya Biswas

PhD Research Scholar, Centre for Linguistics, Jawaharlal Nehru University. ORCID: 0000-0002-1543-6769. Email: debmal33_llh@jnu.ac.in, debmalyabiswas.professional@gmail.com

Volume 13, Number 4, 2021 I Full-Text PDF

DOI: 10.21659/rupkatha.v13n4.34

Abstract

The notion of language has been broadly understood in different ways with respect to existing literatures revolving around form, meaning, sound & context. Although overtly these understandings do try to integrate with the functionality of a complex organic system, they glaringly lack reference to the basis for its realization, i.e., time. Approaches to problematize the understanding of language have overlooked the issue of time. Temporality introduces a distinct fuzziness in qualitative and abstract expressions beyond just the action or the state. It is also evident in the context of names in a diachronic sense. A systematic exploration of this gap can lead us to a time-oriented understanding of the faculty of language.

Keywords: temporality, space, time indexation, interpretation, discourse, language, part-of-speech categories.

Towards an Epistemology of Reading: Defining the Process of Reading in Modern Terms

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Arun D M

Research Scholar, Department of English, Pondicherry University, Puducherry. Assistant Professor, Department of English and Cultural Studies (BGR Campus), CHRIST (Deemed to be University), Bangalore, arundmclt@gmail.com, arun.dm@christuniversity.in, https://orcid.org/0000-0001-6398-3719.

Volume 13, Number 4, 2021 I Full-Text PDF

DOI: 10.21659/rupkatha.v13n4.33

 Abstract

The chaotic space caused by information explosion in present times has made the process and purpose of reading to be always questioned. Technological advancement has made reading appear as a mere mockery at the very outset. But the world still prioritizes knowledge that is acquired through observation, valuation and interpretation. At the time of Big Data, there still persists a sense of agency to define a given information as episteme. The present essay emphasizes on looking at reading as a modern phenomenon by presupposing the epistemological presence at the centre of any rational pursuit. Based on the Kantian precepts on enlightenment, the paper attempts to understand this presence of knowledge by delving into the major disciplines of modern philosophy that help in observing, valuing and interpreting the act of reading in present times. More than laying terms for defining the text within the modern space, the study essentializes reading in a virtually driven algorithmic world.

Keywords: Modernism, Enlightenment, Reading, Epistemology, Phenomenology, Hermeneutics, Ontology.