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Jurnal Kapal Perang vs Jurnal Kapal Dagang: Memahami Model Pengelolaan Jurnal Ilmiah
Jurnal Kapal Perang vs Jurnal Kapal Dagang: Memahami Model Pengelolaan Jurnal Ilmiah
Ada sebuah diskusi menarik di kalangan pengelola jurnal tentang istilah "Kapal Perang vs Kapal Dagang". Istilah ini digunakan untuk menggambarkan dua tipe pendekatan dalam mengelola jurnal.
1. Jurnal Tipe Kapal Perang
Tipe pertama, yang disebut jurnal kapal perang, merupakan metafora untuk jurnal yang dikelola dengan semangat perjuangan tinggi dan idealisme murni. Di lingkungan PTKIN, pengelola seperti ini sering disebut sebagai "Jihadis Jurnal"—mereka yang mengelola jurnal dengan penuh dedikasi, bahkan tanpa memikirkan honor atau imbalan. Mereka bekerja dengan penuh keikhlasan, benar-benar lillahi ta’ala.
Namun, seringkali pengelola jurnal tipe ini justru merasa kurang mendapat perhatian, bahkan cenderung diabaikan, meski di sisi lain mereka tetap dibutuhkan oleh institusi mereka.
Jurnal-jurnal "kapal perang" ini umumnya banyak ditemukan di kampus-kampus, baik negeri maupun swasta. Sebagian besar tidak membebankan biaya publikasi (free APC), meskipun ada juga yang mengenakan biaya terjangkau, mulai dari 30 hingga 300 USD, tergantung pada peringkat SINTA-nya. Semakin tinggi peringkat jurnalnya, umumnya biaya APC juga semakin besar. Misalnya, jurnal SINTA 1 yang sudah terindeks Scopus bisa mematok biaya sekitar 300 USD—masih tergolong murah jika dibandingkan dengan jurnal "kapal dagang" yang akan dijelaskan berikutnya.
2. Jurnal Tipe Kapal Dagang
The relationship between interest in reading and the ability to read comprehension of recount text
There is a clear relationship between interest in reading and the ability to read and comprehend recount texts 46.
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Reading Interest and Reading Comprehension: A student's interest in reading can significantly influence their reading comprehension 4. Students lacking reading interest may struggle to understand texts 4.
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Reading Interest as a Counterbalance: Interest in reading can help students overcome reading challenges 4.
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Strategies to Improve Comprehension: Employing strategies such as the Question-Answer Relationship (QAR) method can help students improve their reading comprehension of recount texts 35. The Experience Text Relationship (ETR) method may also improve reading comprehension of recount texts 27.
The Relationship Between Vocabulary Mastery, Reading Comprehension, and Writing Ability in Recount Texts
Vocabulary mastery, reading comprehension, and writing ability—especially in the context of recount texts—are closely interconnected language skills. Numerous studies have explored these relationships, consistently finding strong correlations among them.
Vocabulary Mastery and Reading Comprehension
Vocabulary mastery is a major factor influencing reading comprehension, particularly in recount texts. Students with a richer vocabulary are better able to understand the main ideas and details of what they read. Research shows a strong positive correlation between vocabulary mastery and reading comprehension in recount texts, with correlation coefficients as high as 0.86, indicating a very strong relationship15.
Knowing at least 90% of the words in a text enables readers to grasp the main ideas and infer the meanings of unfamiliar words, which is essential for effective reading comprehension1.
Students with higher vocabulary mastery consistently achieve better scores in reading comprehension tests on recount texts, confirming that vocabulary knowledge directly supports the ability to understand written material15.
Vocabulary Mastery and Writing Ability (Recount Text)
How Spatial and Temporal References Construct Cultural Identity and Ecological Awareness: The Case of Little Forest Movie
How Spatial and Temporal References Construct Cultural Identity and Ecological Awareness: The Case of Little Forest Movie
Articles in Press
Document Type : Original Article
Authors: Idah Hamidah1 Yusida Lusiana1 Nani Sunarni2 Faizal Risdianto3
1 Universitas Jenderal Soedirman, Indonesia, 2 Universitas Padjadjaran, Indonesia, 3 Universitas Islam Negeri Salatiga, Indonesia
10.22034/ijscl.2025.2059443.4026
Abstract
This research analyses the use of spatial and temporal deixis in the Little Forest movie to explore the interconnection between language, Japanese culture, and ecology. It employed a qualitative approach based on an ecolinguistics analysis framework grounded in the positive discourse analysis (PDA) model and the concept of symbolic competence. The analysis reveals that the use of local place (35.71%) and cultural place names (39.29%) is more dominant than proximal explicit (14.29%), medial (7.14%), and distal (3.57%) deixis. In terms of temporal deixis, specific time (48.28%) and repeated time (24.14%) references reflect a natural cycle-based time construction. These findings suggest that space and time in the movie are not merely narrative backdrops but play a crucial role in constructing cultural identity, fostering ecological awareness, and articulating resistance to global homogenization (Kramsch, 2010; Stibbe, 2020). The movie presents rural life as a deliberate, meaningful choice rooted in tradition and nature. Thus, Little Forest can be seen as offering an alternative, sustainable model of life grounded in local wisdom and ecological values and showing cultural continuity in society.
Keywords: Deixis Ecolinguistics Japan Language and culture Little Forest Movie
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