Simon Petrus Kita Ngatu

Types and Classifications of Reduplications in Kelewae Language spoken in Nagekeo District-East Nusa Tenggara and The Implementation in The Classroom

Introduction

Types and classifications of reduplications in kelewae language spoken in nagekeo district-east nusa tenggara and the implementation in the classroom. Discover types of reduplication in Kelewae language (Nagekeo, East Nusa Tenggara) and its classroom application to boost linguistic understanding & cultural awareness.

Abstract

The present article aims to describe the types of reduplication in Kelewae language spoken in Nagekeo District - East Nusa Tenggara and its implementation in the classroom. The study uses a descriptive qualitative method which describes the types of reduplication in Kelewae language in the form of words, phrases or sentences categorised to be concluded as the result of this writing. Therefore, this type of method is taken as an effective way to fulfil the aim of the study. The informants of this research were selected from 5 native speakers of Kelewae language. The instruments in this research are interviews and translation tasks. In this task, some sentences of types of reduplication were given in Bahasa Indonesia to be translated into Kelewae Language. The aim of the interview is to clarify the data that had been translated into Kelewae Language. The research found that using Kelewae language facilitates students to both understand the elements of reduplication and build the students' awareness of their own culture.

Review

This paper proposes an interesting and highly relevant study on reduplication in the Kelewae language, a valuable contribution to the documentation of indigenous languages in East Nusa Tenggara. The dual focus on linguistic description and its pedagogical application in the classroom is particularly commendable, highlighting the practical significance of linguistic research for cultural preservation and educational development. Such studies are crucial for supporting mother-tongue education and fostering cultural identity among students, making the overarching goal of the research both timely and impactful. The topic itself holds significant potential for advancing our understanding of Austronesian morphology and its interface with practical language education. The methodology employed is described as descriptive qualitative, utilizing interviews and translation tasks with five native speakers to collect data on Kelewae reduplication. While this approach is suitable for linguistic description, the very small sample size of five informants raises questions about the comprehensiveness and generalizability of the "types and classifications" of reduplication that can be definitively established. Furthermore, the abstract mentions "the implementation in the classroom" and findings that Kelewae facilitates student understanding and cultural awareness. However, the abstract does not clarify *how* this classroom implementation was observed, studied, or evaluated. The described instruments (interviews and translation tasks) primarily seem to focus on data collection from native speakers for linguistic analysis, rather than on assessing pedagogical interventions or student outcomes in a classroom setting. Despite these methodological ambiguities regarding the classroom component, the stated findings – that using Kelewae facilitates students' understanding of reduplication and builds cultural awareness – are highly compelling and underscore the practical value of the research. The paper's strength lies in its attempt to bridge theoretical linguistics with practical educational application and cultural heritage. However, for the full scope of the title to be realized, the actual study would need to elaborate significantly on the methods used to observe and measure "implementation in the classroom" and the reported facilitative effects. A clearer exposition of how the pedagogical aspect was investigated would strengthen the paper considerably, moving beyond simply describing reduplication to demonstrating its tangible impact in an educational context. Assuming these details are robustly presented in the full manuscript, this study has the potential to be a significant contribution to both linguistics and educational practices.

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