Kerangka teori prinsip politeness dan impoliteness dalam kajian cyberpragmatics

 Kerangka teori prinsip politeness dan impoliteness dalam cyberpragmatics mengadaptasi teori klasik pragmatics ke komunikasi digital, di mana fitur platform seperti anonimitas dan multimodalitas memengaruhi interpretasi makna.

​

Kerangka Teori Utama

Cyberpragmatics, yang dikembangkan oleh Francisco Yus, merupakan cabang pragmatics yang mempelajari pembentukan makna dalam komunikasi berbasis internet dengan lensa teori relevansi Sperber & Wilson. Teori politeness Brown & Levinson (1987) menjadi fondasi, di mana politeness melibatkan strategi mitigasi face-threatening acts (FTA) melalui positive politeness (solidaritas) dan negative politeness (otonomi), sementara impoliteness ala Culpeper (1996, 2011) melibatkan serangan langsung atau sarkasme terhadap face lawan bicara. Leech's politeness maxims (tact, generosity, approbation, modesty, agreement, sympathy) juga diadaptasi untuk menganalisis pelanggaran norma kesopanan di media sosial.

Landasan Teori dalam Cyberpragmatics

LOGO RUMAH JURNAL UIN SALATIGA

 

Linguistic Strategies in Print Media Coverage

 This study is anchored in Critical Linguistics (CL) and Critical Discourse Analysis (CDA), particularly drawing on Roger Fowler’s foundational work on language, power, and ideology in media discourse. Fowler et al. (1979) argue that language is not a neutral medium for reporting reality but a socially constructed system that reflects and reinforces power relations. From this perspective, journalistic texts—especially crime reports—are ideological artifacts shaped by institutional constraints, political pressures, and sociocultural hierarchies.

Central to this framework is Fowler’s theory of transitivity, which examines how grammatical choices assign agency, responsibility, and blame (Fowler, 1991). In crime reporting, transitivity patterns determine whether actors are foregrounded as active agents or backgrounded through passive constructions and nominalizations. Such choices are particularly consequential when reporting murders involving prominent personalities, as they influence how perpetrators, victims, and institutions are represented and morally evaluated.

The framework also incorporates the concept of nominalization, a linguistic strategy that transforms actions and processes into abstract nouns, often obscuring agency and mitigating responsibility (Fairclough, 1995). Nominal references to suspects, such as titles or institutional affiliations, function as discursive resources that either legitimize or delegitimize individuals based on their social status. These strategies intersect with power asymmetries, allowing journalists to navigate legal risks, personal safety concerns, and political pressures while still fulfilling their reporting roles.

Additionally, the study is informed by media framing theory, which explains how journalists select, emphasize, and structure information to guide audience interpretation (Entman, 1993). Linguistic framing in headlines and leads plays a crucial role in shaping public perceptions of justice, guilt, and innocence. By integrating Critical Linguistics with framing theory, this framework enables a nuanced analysis of how linguistic choices in crime reporting both reflect and reproduce social inequalities and power relations within the Kenyan sociopolitical context.

Lınguıstıc And Stylıstıc Features of Proverbs About “Mınd”

 This study is grounded in an interdisciplinary theoretical framework that integrates paremiology, cognitive linguistics, semantic theory, and pragmatics to examine proverbs related to the concept of mind. Paremiology views proverbs as fixed folkloric expressions that encode collective wisdom, moral values, and cultural experience in a concise linguistic form (Mieder, 2004). Within this framework, proverbs are not merely ornamental language units but function as cultural texts that reflect shared social cognition and worldview.

From a cognitive linguistic perspective, the concept of “mind” in proverbs is understood as a culturally constructed abstraction that is often conceptualized through metaphor and embodied experience. Lakoff and Johnson’s (1980) Conceptual Metaphor Theory provides a key lens for explaining how abstract mental processes—such as thinking, reasoning, and judgment—are mapped onto concrete domains, allowing speakers to understand cognition through culturally familiar imagery. Proverbs thus act as cognitive models that shape and transmit collective understandings of intelligence, wisdom, and rational behavior.

In addition, semantic and lexical theories are employed to analyze how meaning is constructed through word choice, metaphor, and evaluative language in mind-related proverbs. Semantic analysis helps reveal how mental attributes are positively or negatively evaluated, while lexical analysis identifies key vocabulary associated with intellect, wisdom, or folly (Cruse, 2011). These linguistic choices reflect social norms regarding acceptable and unacceptable cognitive behavior.

Ecopedagogy With a STEM Approach: Development of Inquiry-Based and Game-Based Learning Models in Elementary Schools

Ecopedagogy With a STEM Approach: Development of Inquiry-Based and Game-Based Learning Models in Elementary Schools

Arif Bagas Adi SatriaUniversitas Islam Negeri Salatiga

DOI: https://doi.org/10.18326/iicare.v2i1.872

Keywords: Ecopedagogy; STEM; Design-Based Research; Phenomenology; Inquiry-Based Learning; Game-Based Learning.

Abstract

This research aims to develop and explore the implementation of Integrated Ecopedagogy that combines the Science, Technology, Engineering, and Mathematics (STEM) approach with Inquiry-Based Learning (IBL) and Game-Based Learning (GBL) active learning methods for students at Sekolah Dasar Negeri 1 Pajerukan. This research uses Qualitative Studies with a Design-Based Research (DBR) and Phenomenology approach to gain an in-depth understanding of (1) the student interaction process, (2) teacher perceptions of the module, and (3) changes in student affective attitudes towards environmental issues after the intervention. Data were collected through participatory observation, in-depth interviews (teachers and students), and document analysis (student reflection journals). Preliminary results show that the integration of GBL successfully increased students' intrinsic motivation, while IBL-STEM facilitated critical thinking and real-world problem-solving skills related to sustainability issues. The developed modules proved capable of creating holistic, contextual learning experiences and promoting deep ecoliteracy.

SOURCE/DIRECT LINK URL: https://conferences.uinsalatiga.ac.id/index.php/iicare/article/view/872

2025 Annual International Interdisciplinary Conference and Research Expo (AIICARE)

 

Articles

• Academic Procrastination Reviewed from Online Game Addiction, Self-Control, and Religiosity of Students at the Faculty of Da'wah, State Islamic University Salatiga

  Sri Suparwi, Maryatin Maryatin

  1-23

  •  PDF
• Implementation of Moderate Religious Values in Deep Learning Approaches in Islamic Religious Education Subjects at SMPN 1 Jumo, Temanggung Regency

  Laili Rif'ah Maftuhah

  24-38

  •  PDF
• The The Urgency of Taking a Guilt Free Little Break During Heavy Flow

  Siti Tohirotus Sholikhah, Misbakhatun Nurussani

  39-51

  •  PDF
• Madrasah Management in Internalizing The Values of Religious Moderation Through English Language Teacher Training at MTsN Semarang

  Sri Rokhmiyati

List Jurnal Terindeks SCOPUS Bidang Linguistics, ELT & Culture

List Jurnal Terindeks SCOPUS Bidang Linguistics, ELT & Culture







Yang pernah S3 di Indonesia atau yang sekarang sedang S3 di Indonesia sedikit banyak terkena kewajiban ini. Dorongan yang masif dan terkesan dipaksakan (syarat lulus S3, luaran Publikasi untuk hibah penelitian tahunan untuk dosen, yang mau ke GB) tetapi jumlah jurnal terindeks scopus yang terbatas menjadi bottleneck yang menggelisahkan terutama yang mau habis masa studinya.

Untuk mhs S3 kenapa wajib pulish di Scopus? Kenapa nggak Sinta 2 saja? Apa Sinta 2 itu jelek? (Susah lho terbit di SINTA 2) SANGAT KETAT reviewnya karena pengelola SINTA 2 juga pengin jurnalnya bisa terindeks scopus naik level jadi SINTA 1.

Untuk jurnal kenapa jurnal ilmiah harus di Scopus kan? Kata para suhu dan senior: Belum tentu artikel yang diterbitkan di jurnal terindeks scopus 100% bagus kualitasnya DAN SEBALIKNYA tidak bisa disimpulkan artikel yang diterbitkan di jurnal yang belum terindeks scopus 100% jelek kualitasnya. Quo Vadis?

IMPORTANT NOTES:

List 7 Jurnal Indonesia Terindeks Scopus: Nggak Recommended Bagi Yang Sudah Mau Habis Masa Studinya Karena Masa Dari Submit Sampai Publish Bisa 7 Bulan- 14 Bulan (Initial Review Aja 2,3 sampai 5 Bulan, Belum Proses Peer Review-Nya Sampai Terbit. Bagi Yang Masih Di Semester Awal Dan Pertengahan Di S3 Silakan Submit Untuk Mendapatkan Pengalaman Submission & Review.

1. SIELE, Studies in English Language and Education Q1 di Scimago https://jurnal.usk.ac.id/SiELE/index
2. IJOLE, International Journal of Language Education Q1 di Scimago https://ojs.unm.ac.id/ijole
3. TEFLIN Journal Q2 di scimago https://journal.teflin.org/index.php/journal
4. IJAL upi bandung Indonesian Journal of Applied Linguistics Q2 di scimago https://vm36.upi.edu/index.php/IJAL
5. Jurnal WACANA Q3 di Scimago: https://scholarhub.ui.ac.id/wacana/
6. jurnal ARBITRER; http://arbitrer.fib.unand.ac.id/index.php/arbitrer
7. LLT Journal: A Journal on Language and Language Teaching
https://e-journal.usd.ac.id/index.php/LLT/index

The Values of Discipline in Macbeth

 

A. The Relationship between the Values of Discipline in Macbeth

a. Self-Control

Relevant scene:

• Act 1, Scene 7 – Macbeth’s soliloquy before murdering King Duncan.

Macbeth is fully aware that killing Duncan is morally wrong and politically dangerous; however, he fails to restrain his ambition.

“I have no spur
To prick the sides of my intent, but only
Vaulting ambition…” (Shakespeare, 1606/2015)

Interpretation:
This moment demonstrates that Macbeth possesses moral awareness but lacks self-control when ambition overwhelms rational judgment. His inner conflict reflects a failure of discipline, where desire overrides ethical reasoning. According to Bloom (2010), Shakespeare portrays ambition not as inherently evil, but as destructive when it is unchecked by moral self-regulation.

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b. Moral Discipline

Relevant scene:

• Banquo in Act 1, Scene 3 – Responding to the witches’ prophecies.

Unlike Macbeth, Banquo responds cautiously and critically to the supernatural predictions.

“The instruments of darkness tell us truths,
Win us with honest trifles, to betray’s
In deepest consequence.” (Shakespeare, 1606/2015)

Interpretation:
Banquo exemplifies moral discipline through critical thinking and restraint. He recognizes the deceptive nature of temptation and refuses to act unethically to gain power. This aligns with ethical discipline as defined by Ryan and Deci (2000), where self-regulation is guided by internal moral values rather than external rewards.

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c. Responsibility and Accountability

Relevant scene:

• Macduff in Act 4 and Act 5 – After learning that his family has been murdered.

“Sinful Macduff,
They were all struck for thee!” (Act 4, Scene 3)

Interpretation:
Macduff openly acknowledges his moral responsibility for his family’s death and does not shift blame onto others. His response reflects accountability and a commitment to corrective action. As Greenblatt (2005) notes, Macduff functions as a moral counterweight to Macbeth, demonstrating that ethical responsibility is central to just leadership.

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d. Obedience to Ethical Principles

Blog Dr. Faizal Risdianto: SCORE UTS DAN UAS

Blog Dr. Faizal Risdianto: SCORE UTS DAN UAS:  

The Correlative Study of Teachers’ Teaching Methods on Students’ Emotional Engagement in Learning English

 The Correlative Study of Teachers’ Teaching Methods on Students’ Emotional Engagement in Learning English

Teaching methods play a crucial role in shaping students’ learning experiences, particularly in the context of English as a Foreign Language (EFL). Beyond cognitive achievement, contemporary language education emphasizes the importance of students’ emotional engagement, which includes interest, enjoyment, enthusiasm, and a sense of belonging during the learning process. Emotional engagement is widely recognized as a key predictor of sustained motivation and active participation in language learning (Fredricks, Blumenfeld, & Paris, 2004). Therefore, examining the correlation between teachers’ teaching methods and students’ emotional engagement provides valuable insights into how pedagogical practices influence learners’ affective responses in English classrooms.

Teachers’ teaching methods encompass a wide range of instructional strategies, such as communicative language teaching, task-based learning, cooperative learning, and technology-enhanced instruction. These methods differ in the degree to which they promote interaction, autonomy, and meaningful language use. Research suggests that learner-centered and interactive teaching methods tend to foster positive emotional states by creating supportive and engaging learning environments (Dörnyei & Ryan, 2015). When students perceive teaching methods as relevant, enjoyable, and responsive to their needs, they are more likely to develop positive emotions toward learning English.

Emotional engagement, as a dimension of student engagement, refers to learners’ affective reactions to teachers, peers, learning activities, and the subject matter itself. In EFL contexts, emotional engagement is particularly important because language learning often involves anxiety, fear of making mistakes, and low self-confidence (Pekrun, 2006). Teaching methods that encourage collaboration, provide constructive feedback, and reduce excessive teacher dominance can help alleviate negative emotions and promote enjoyment and interest. Consequently, students who experience positive emotional engagement are more inclined to participate actively and persist in learning English.

Validitas dan reliabilitas dalam penelitian kuantiatif

 Validitas dan reliabilitas adalah dua konsep kunci dalam penelitian kuantitatif yang memastikan kualitas data, dengan validitas menekankan ketepatan pengukuran dan reliabilitas menekankan konsistensi.scribd+1

Definisi Validitas

Validitas mengukur sejauh mana instrumen penelitian benar-benar mengukur konsep yang dimaksud, bukan hal lain. Dalam penelitian kuantitatif, ini diuji melalui jenis seperti validitas isi (cakupan materi), konstruk (kesesuaian teori), dan kriteria (korelasi dengan ukuran lain).jicnusantara+1

Definisi Reliabilitas

Reliabilitas mengukur konsistensi hasil instrumen jika diuji ulang pada waktu, kondisi, atau penguji yang sama. Ini sering dihitung dengan Cronbach's Alpha (misalnya nilai >0.7 menunjukkan reliabilitas baik) atau test-retest.qmc.binus+1

Perbedaan Utama

Aspek	Validitas	Reliabilitas
Fokus Utama	Ketepatan (measures what it should)	Konsistensi (stable over repeats)
Pertanyaan Kunci	Apakah mengukur hal yang benar?	Apakah hasil stabil?
Konsekuensi	Instrumen valid tapi tidak reliabel tetap bermasalah; sebaliknya reliabel tapi tidak valid salah arah	Reliabel tapi tidak valid seperti jam rusak yang selalu menunjuk waktu sama
Pengujian	Korelasi, faktor analisis	Koefisien alpha, split-half

Contoh di ELT

Dalam penelitian ELT kuantitatif tentang efektivitas metode pengajaran vocabulary, kuesioner siswa diuji validitas konstruknya dengan memeriksa apakah item mencerminkan "peningkatan kosakata" (misalnya korelasi dengan tes kosakata standar). Reliabilitasnya diuji dengan Cronbach's Alpha 0.85 pada 100 siswa, menunjukkan konsistensi tinggi jika diulang minggu depan.jicnusantara+1

INTEGRASI SFL DAN KAJIAN PRAGMATICS

 Ilmu Pragmatics dan Systemic Functional Linguistics (SFL) merupakan dua cabang linguistik yang sama-sama menempatkan konteks dan fungsi bahasa sebagai pusat analisis makna. Berbeda dari pendekatan linguistik formal seperti Transformational-Generative Grammar yang menitikberatkan pada struktur internal bahasa dan pembentukan aturan gramatikal, kedua pendekatan ini melihat bahasa sebagai praktik sosial yang digunakan untuk mencapai tujuan tertentu dalam interaksi manusia (Halliday & Hasan, 1989; Levinson, 1983). Dengan demikian, makna tidak dipahami semata-mata sebagai properti linguistik, tetapi sebagai hasil interaksi antara bentuk bahasa, konteks situasi, dan konteks budaya.

Kesamaan utama antara pragmatics dan SFL terletak pada fokus keduanya terhadap makna dalam penggunaan (meaning-in-use). Pragmatics menelaah bagaimana makna ditafsirkan oleh penutur dan pendengar melalui konteks, termasuk implikatur, presuposisi, dan tindak tutur (speech acts) (Yule, 1996; Levinson, 1983). Sementara itu, SFL mengkaji bagaimana makna direalisasikan melalui pilihan-pilihan linguistik dalam sistem bahasa, khususnya melalui tiga metafungsi utama: ideational, interpersonal, dan textual (Halliday & Matthiessen, 2014). Walaupun menggunakan terminologi dan kerangka berbeda, keduanya sepakat bahwa bahasa berfungsi sebagai alat interaksi sosial dan bahwa konteks memainkan peran krusial dalam menentukan makna ujaran.

Namun demikian, terdapat perbedaan mendasar dalam orientasi teoretis dan fokus analisis kedua bidang ini. Pragmatics cenderung berakar pada filsafat bahasa dan psikologi kognitif, dengan perhatian besar pada niat pembicara (speaker’s intention), inferensi pendengar, serta prinsip-prinsip kerja sama seperti Grice’s Cooperative Principle dan maksim-maksim percakapan (Grice, 1975). Analisis pragmatics sering bersifat mikro dan kontekstual, menyoroti bagaimana makna implisit muncul dan bahkan dapat dibatalkan (cancellable). Sebaliknya, SFL berakar kuat pada sosiologi bahasa dan memandang bahasa sebagai social semiotic system, yaitu sistem tanda yang berfungsi dalam struktur sosial tertentu (Halliday, 1978). Fokus SFL lebih makro dan sistemik, mencakup analisis teks, kohesi leksikal dan gramatikal, serta hubungan antara bahasa dan konteks melalui konsep field, tenor, dan mode.

Perbedaan ini tidak menjadikan pragmatics dan SFL sebagai pendekatan yang saling bertentangan, melainkan saling melengkapi. Titik temu keduanya terletak pada upaya memahami bagaimana bahasa digunakan untuk membangun makna dalam konteks sosial. Konsep implikatur dalam pragmatics, misalnya, dapat memperkaya analisis SFL terhadap makna interpersonal dalam teks, sementara kerangka gramatikal dan metafungsional SFL menyediakan landasan struktural yang lebih sistematis bagi analisis pragmatics (Eggins, 2004). Dalam analisis wacana atau teks kompleks—seperti teks akademik, politik, atau pedagogik—pendekatan gabungan pragmatics dan SFL memungkinkan peneliti untuk menjelaskan baik bagaimana makna dikonstruksi secara gramatikal maupun bagaimana makna tersebut ditafsirkan secara inferensial oleh partisipan. Dengan demikian, titik temu utama kedua disiplin ini adalah interpretasi bahasa sebagai praktik sosial yang selalu terikat pada konteks, tujuan komunikasi, dan relasi antarpelaku bahasa.

Beberapa contoh penelitian yang mengintegrasikan pragmatik sebagai mikrolinguistik (fokus pada penggunaan bahasa dalam konteks spesifik) dengan Systemic Functional Linguistics (SFL) sebagai makrolinguistik (fokus pada fungsi bahasa secara keseluruhan dalam konteks sosial) meliputi studi pada pembelajaran bahasa kedua dan analisis wacana.un-pub+1

10 titles of the use of Linguistics in ELT

 Linguistics offers key insights for enhancing English language teaching, particularly through pragmatics-focused applications suitable for JoPR's scope on pragmatics, pragmatics in ELT, sociolinguistics, discourse analysis, semiotics, systemic functional linguistics, and socio-pragmatics. Here are 10 research title suggestions tailored to these areas, drawing from established linguistic principles in ELT.[ejournal.uinsalatiga.ac]​

Pragmatics in ELT

1. Developing Pragmatic Competence: Teaching Speech Acts in EFL Classrooms through Role-Play Simulations.

Pragmatic instruction targets illocutionary force, like requests and apologies, aligning with JoPR's pragmatics in ELT focus.[ejournal.uinsalatiga.ac]​

2. Implicature Recognition in Indonesian EFL Learners: A Study on Gricean Maxims via Contextual Tasks.

This examines conversational implicatures, fitting socio-pragmatics by addressing L1 cultural transfer.[ejournal.uinsalatiga.ac]​

Sociolinguistics Applications

3. Code-Switching Patterns among Bilingual Teachers: Sociolinguistic Strategies for Enhancing Classroom Interaction in ELT.

Sociolinguistics analyzes code choice impacts on rapport, relevant to JoPR's sociolinguistics scope.[ejournal.uinsalatiga.ac]​

4. Dialect Variation and Identity Negotiation: Sociolinguistic Approaches to Teaching Standard English in Multilingual Settings.

It explores dialect prestige in ELT, supporting socio-pragmatics through identity discourse.[ejournal.uinsalatiga.ac]​

Discourse Analysis

5. Cohesion and Coherence in EFL Student Essays: Discourse Analysis of Linking Devices and Their Pedagogical Implications.

Systemic functional linguistics informs cohesion teaching, directly matching JoPR's discourse analysis.[ejournal.uinsalatiga.ac]​

6. Turn-Taking Dynamics in Online EFL Discussions: A Discourse Analytic Study of Participation Equity.

This applies discourse markers to virtual pragmatics, suitable for modern ELT contexts.[ejournal.uinsalatiga.ac]​

Systemic Functional Linguistics

7. Genre-Based Pedagogy: Using SFL to Teach Argumentative Writing in Indonesian Secondary ELT Classrooms.

SFL's metafunctions guide genre awareness, aligning with JoPR's SFL emphasis.[ejournal.uinsalatiga.ac]​

8. Multimodal Discourse in EFL Textbooks: SFL Analysis of Visual-Verbal Integration for Meaning-Making.

It extends SFL to semiotics, evaluating textbook efficacy.[ejournal.uinsalatiga.ac]​

Socio-Pragmatics and Semiotics

9. Politeness Strategies in Teacher Feedback: Socio-Pragmatic Analysis of Face-Threatening Acts in Indonesian ELT.

Brown and Levinson's model informs feedback pragmatics, fitting socio-pragmatics.[ejournal.uinsalatiga.ac]​

10. Semiotic Resources in Digital Storytelling: Enhancing Pragmatic Awareness among EFL Learners.

Semiotics examines multimodal signs for narrative pragmatics, per JoPR's scope.[ejournal.uinsalatiga.ac]​

8 sifat pengelola jurnal yang ideal

 8 sifat pengelola jurnal yang ideal

Tulisan ini merangkum pandangan pribadi saya, ditambah hasil obrolan santai dengan teman-teman di media sosial, tentang delapan sifat pengelola jurnal yang ideal demi keberlanjutan jurnal ilmiah.

1. Ikhlas sebagai relawan

Mengelola jurnal itu identik dengan pekerjaan yang padat, tanggung jawab besar, tapi honor yang relatif kecil—terutama untuk jurnal yang diterbitkan kampus atau universitas. Karena itu, keikhlasan dan semangat berbagi menjadi kunci utama. Jika orientasinya semata-mata uang, besar kemungkinan seseorang tidak akan bertahan lama di dunia jurnal. Tentu ceritanya berbeda dengan publisher besar seperti Elsevier, Taylor & Francis, SAGE, atau Emerald yang berbasis profit dan punya sumber daya besar. Bandingkan dengan jurnal kampus yang dikelola lebih sebagai pengabdian akademik.

2. Fokus dan tekun

Prestasi tidak akan datang tanpa fokus dan ketekunan. Banyak jurnal bagus akhirnya terbengkalai karena pengelolanya studi lanjut ke luar negeri, sibuk jabatan, atau tidak ada regenerasi. Akibatnya, jurnal yang sudah terakreditasi bisa turun peringkat. Seperti kata Prof. Zaki (IJIMS, Scopus indexed), pengelola jurnal tidak perlu banyak—cukup 4–5 orang yang benar-benar fokus dan konsisten, insyaAllah jurnal bisa maju dan berprestasi.

3. Mudah dihubungi dan responsif

Komunikasi adalah nyawa pengelolaan jurnal. Tidak jarang penulis melakukan double submission karena naskah mereka berbulan-bulan tidak direspons di OJS. Bisa jadi bukan niat buruk, tapi kepanikan karena deadline studi S2 atau S3. Jika editor sulit dihubungi dan lambat merespons, penulis akan mencari jurnal lain yang lebih sigap. Intinya, komunikasi yang sehat antara author, editor, dan reviewer itu mutlak.

4. Menjaga dari konflik kepentingan

Di jurnal terakreditasi, apalagi yang sudah Scopus atau WoS, isu conflict of interest sering muncul—entah karena relasi atasan, teman, atau keluarga. Itulah mengapa double blind peer review penting. Bahkan ada “aturan tak tertulis” di DOAJ bahwa editor dan reviewer tidak mendominasi publikasi di jurnalnya sendiri. Prinsipnya tegas: artikel bagus tetap diterbitkan meski dari “lawan”, dan artikel buruk harus ditolak meski dari teman dekat. Satu artikel jelek saja bisa berdampak pada reputasi jurnal.

5. Membangun suasana yang humanis

Jurnal kampus idealnya dikelola dengan pendekatan manusiawi. Respons cepat, komunikasi sopan, dan penghargaan kecil seperti e-sertifikat untuk editor dan reviewer sangat berarti. Jika jurnal sudah menerapkan APC, bukan hal berlebihan jika ada honor sederhana atau merchandise sebagai bentuk apresiasi atas kontribusi mereka.

6. Sabar menghadapi berbagai karakter penulis

Menghadapi penulis dari berbagai negara butuh kesabaran ekstra. Ada yang mundur begitu tahu jurnal belum terakreditasi meski gratis APC. Sebaliknya, ketika jurnal sudah Sinta 2 atau terindeks Scopus, penulis “garis keras” bisa datang bertubi-tubi—bahkan menelepon siang malam, minta fast track tanpa peduli kualitas artikel. Di sinilah kesabaran pengelola diuji 😅.

7. Memiliki jejaring yang luas

Jurnal tidak bisa hidup sendiri. Jejaring sangat penting untuk menarik penulis, editor, dan reviewer, baik dari dalam maupun luar negeri. Konferensi, seminar, dan media sosial adalah sarana efektif untuk promosi call for papers maupun call for editors and reviewers. Semakin luas jaringan, semakin besar peluang jurnal berkembang.

8. Tidak terlalu berorientasi pada uang

Uang itu penting, tapi bukan segalanya. Esensi pengelolaan jurnal adalah membantu orang lain dalam publikasi ilmiah. Dan sering kali, justru kitalah yang paling diuntungkan—baik secara akademik maupun spiritual. Seperti kata para ulama, menolong orang lain sejatinya adalah cara Allah meninggikan derajat dan melipatgandakan pahala kita.

Demikian delapan sifat pengelola jurnal yang ideal. Semoga Allah SWT senantiasa memberi kita taufik dan hidayah untuk mengamalkannya dalam kehidupan akademik sehari-hari. Aamiin.

Alur Cerita (Plot) Macbeth

 

Alur Cerita (Plot) Macbeth

1. Awal: Nubuat yang Menggoda

Cerita dibuka di Skotlandia, ketika Macbeth, seorang jenderal yang gagah berani, dan sahabatnya Banquo bertemu tiga penyihir. Para penyihir meramalkan bahwa:

• Macbeth akan menjadi Thane of Cawdor

• Macbeth akan menjadi Raja Skotlandia

• Keturunan Banquo akan menjadi raja, meski Banquo sendiri tidak

Tak lama kemudian, nubuat pertama terbukti benar. Benih ambisi pun mulai tumbuh di hati Macbeth.

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2. Dorongan Istri dan Pembunuhan Raja

Macbeth menceritakan nubuat itu kepada istrinya, Lady Macbeth, yang sangat ambisius dan haus kekuasaan. Dialah yang mendorong Macbeth untuk membunuh Raja Duncan, raja yang baik dan sah.

Meski ragu dan diliputi rasa bersalah, Macbeth akhirnya membunuh Duncan saat sang raja menginap di istananya. Sejak saat itu, Macbeth naik takhta—tetapi ketenangan hidupnya lenyap.

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3. Kejatuhan Moral dan Kekerasan Berantai

Karena takut kehilangan kekuasaan, Macbeth berubah menjadi tiran:

• Ia menyuruh membunuh Banquo, namun putra Banquo, Fleance, berhasil lolos

• Macbeth mulai sering dihantui halusinasi dan rasa bersalah, termasuk melihat arwah Banquo

• Ia kembali menemui para penyihir dan mendapat nubuat baru yang menyesatkannya

Macbeth kini sepenuhnya bergantung pada kekerasan untuk mempertahankan kekuasaan.

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4. Keruntuhan Lady Macbeth

Sementara itu, Lady Macbeth yang dulu tampak kuat justru runtuh secara mental:

• Ia mengalami gangguan tidur

• Terobsesi mencuci tangannya dari “noda darah” imajiner

• Akhirnya, ia bunuh diri karena rasa bersalah yang tak tertahankan

Ini menunjukkan bahwa kejahatan membawa beban psikologis yang tak bisa dihindari.

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5. Akhir: Kebenaran dan Keadilan

Pasukan pemberontak yang dipimpin Macduff dan Malcolm menyerang Macbeth. Nubuat penyihir ternyata bermakna ganda:

• “Hutan Birnam bergerak” ternyata pasukan yang menyamarkan diri dengan dahan

• Macbeth dibunuh oleh Macduff, yang “tidak dilahirkan secara alami” (lahir melalui operasi caesar)

Macbeth tewas, dan tatanan moral dipulihkan dengan naiknya Malcolm sebagai raja.

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Kejadian-Kejadian Terpenting

16 poin penting kriteria sebuah jurnal bisa terindeks di DOAJ (Directory of Open Access Journals)

 Risdianto, F. (2026, January 23). 16 poin penting kriteria sebuah jurnal bisa terindeks di DOAJ (Directory of Open Access Journals). Zenodo. https://doi.org/10.5281/zenodo.18351992

PegiatJurnal.com: List Jurnal Terindeks SCOPUS Bidang Linguistics, E...

PegiatJurnal.com: List Jurnal Terindeks SCOPUS Bidang Linguistics, E...: Yang pernah S3 di Indonesia atau yang sekarang sedang S3 di Indonesia sedikit banyak terkena kewajiban ini. Dorongan yang masif dan terkesan...

PegiatJurnal.com: Pernyataan Etika Publikasi dan Praktik Terbaik Jurnal

PegiatJurnal.com: Pernyataan Etika Publikasi dan Praktik Terbaik Jurnal: Jurnal ini berkomitmen untuk menjunjung tinggi standar tertinggi etika publikasi dan transparansi sesuai dengan Kode Etik dan Pedoman Prakti...

PegiatJurnal.com: Contoh CTA di J-LALITE JOURNAL

PegiatJurnal.com: Contoh CTA di J-LALITE JOURNAL:   Copyright Transfer Agreement Form The authors submitting a manuscript do so on the understanding that if accepted for publication, copyrig...

Jika alamat web journal berubah perlu lapor ke ISSN BRIN, admin GARUDA & SINTA

 Jika alamat web journal berubah perlu lapor ke ISSN BRIN, admin GARUDA & SINTA

Post by faizal » 24 Nov 2025, 17:23

Yth.Bapak dan Ibu.

Terkait dengan migrasi dari web jurnal yang lama ke web yang baru.ada beberapa hal yang perlu dikerjakan terkait perubahan data di ISSN dan indexing.

1. perlu melaporkan via 2 email ini perubahan data terkait alamat web journal yang baru ke issn@rmpi.brin.go.id dan

Pusat Nasional ISSN Indonesia <issn@brin.go.id

2. agar artikel yang diterbitkan muncul di SINTA harus update data ke GARUDA dengan cara new Suggest ke https://garuda.kemdikbud.go.id/suggest tapi jika sudah terbit 2 edisi misal edisi Juni dan desember 2023. jika hanya 1 edisi misal juni 2023 ditolak oleh admin GARUDA. agak aneh karena jurnal sudah lama terbit dianggap seperti jurnal yang baru saja apply ke GARUDA.

3. untuk indexing seperti DOAJ dan moraref bisa log in dengan email ketika mendaftar dan men-edit sendiri data jurnal dengan link web journal yang baru.

4. yang sudah terindeks scopus dan wos perlu melapor ke email indexing tersebut.

terima kasih.

PegiatJurnal.com: Jika alamat web journal berubah perlu lapor ke ISS...

PegiatJurnal.com: Jika alamat web journal berubah perlu lapor ke ISS...: Jika alamat web journal berubah perlu lapor ke ISSN BRIN, admin GARUDA & SINTA Post by faizal » 24 Nov 2025, 17:23 Yth.Bapak dan Ibu. ...

PARADISE OF REFERENCES

 Do not use ChatGPT to write your research project.

Instead, visit these sites, download completed theses, & learn how it is done:

1. Open Access Theses and Dissertations (OATD) - https://www.oatd.org/

2. EBSCO Open Dissertations - https://lnkd.in/exPVryFD

3. Networked Digital Library of Theses and Dissertations (NDLTD) - https://ndltd.org/

4. DiVA Portal - https://lnkd.in/emNr9vbF

5. EThOS (British Library) - https://lnkd.in/evcBE2xh

6. MIT Theses - https://lnkd.in/e8NNPWef

7. EBSCO Open Dissertations - https://lnkd.in/exPVryFD

8. OhioLINK Electronic Theses and Dissertations Center - https://etd.ohiolink.edu/

9. CaltechTHESIS - https://lnkd.in/ezYK2c3n

10. Harvard DASH - https://dash.harvard.edu/

11. University of Michigan Deep Blue - https://lnkd.in/e3HZXtvG

12. University of Florida Institutional Repository - https://ufdc.ufl.edu/ufir

13. KU ScholarWorks (University of Kansas) - https://lnkd.in/eu-iAamt

14. Adelaide Research & Scholarship - https://lnkd.in/e4niFzGH

15. ANU Open Research (Australian National University) - https://lnkd.in/eDWTHs-E

16. Utrecht University Repository - https://lnkd.in/ebqmpy5a

17. MacSphere (McMaster University) - https://lnkd.in/eMvFeqTZ

18. University of Pretoria Electronic Theses and Dissertations - https://lnkd.in/eTvqYNPG

19. TSpace (University of Toronto) - https://lnkd.in/ejKu4czx

20. University of Helsinki E-thesis - https://lnkd.in/eN_8SKJJ

NEW APC FOR JOPR SINCE MARCH 2026

Since March 2026, Journal of Pragmatics Research (JoPR) , E-ISSN: 2656-8020, is published by Universitas Islam Negeri (UIN) Salatiga, Indonesia.

https://ejournal.uinsalatiga.ac.id/index.php/jopr/index

has applied the following author publication fees.

Fast Track: 1.200.000 (IDR)/ 80 (USD)

This is available for authors who want a quick publication process. With the payment of this fee, the review, editorial decision, and author notification on this manuscript are guaranteed to take place within 6-8 weeks. This payment includes publication fees.

Steps for the fast-track review process:

1. Submit your full manuscript to the journal's website.
2. Initial screening will be conducted to assess the quality of the manuscript.
3. If the manuscript is out of scope or low quality, it will be rejected. However, if the manuscript shows potential for future publication, there will be two options: Fast Track or Regular Track.
4. If you choose Fast Track, after the initial review, you can have 2 to 3 rounds of revisions.

Important Notes:
- Do not make any payment during the initial process.
- Wait for the editor's decision on whether your paper is eligible for the Fast Track or Not.
- If your paper is selected for Fast Track, it will be eligible for publication after several rounds of revision.


The Article Processing Charge (APC) for publishing an original paper in this journal is IDR 1,500,000 for Indonesian authors and USD 100 for foreign authors. If the manuscript is accepted for publication, authors are required to complete and submit the Originality and Ethical Statement with a digital signature and settle the publication fee.

Accepted manuscripts WILL NOT BE PUBLISHED until the publication fee has been fully received.

REGISTER JOURNAL PUBLICATION ETHICS 2026

 

Journal Publication Ethics and Best Practice Statement

This Journal is committed to upholding the highest standards of publication ethics and transparency in accordance with the Committee on Publication Ethics (COPE) Code of Conduct and Best Practice Guidelines (https://publicationethics.org/membership/code-of-conduct). The following policies govern all editorial and publishing activities of the Journal and apply to authors, editors, reviewers, and the publisher.

All policies below are publicly available and are implemented consistently to safeguard the integrity of the scholarly record.

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1. Authorship and Contributorship Policy

The Journal defines authorship based on substantial intellectual contribution to the conception, design, execution, or interpretation of the research. All listed authors must have participated in drafting or critically revising the manuscript, approved the final version for publication, and agreed to be accountable for all aspects of the work. Individuals whose contributions do not meet authorship criteria must be properly acknowledged as contributors.

To prevent unethical practices such as ghost, gift, or guest authorship, the Journal requires a clear statement of author contributions and written confirmation from all authors at the time of submission. Any authorship disputes arising before or after publication will be handled transparently and in line with recognized ethical guidelines. The reference: COPE'S guidance Journal's policies on authorship and contributorship.

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2. Complaints and Appeals Policy

The Journal provides a clear mechanism for submitting complaints or appeals concerning editorial decisions, peer-review processes, or publication ethics. Complaints may be submitted by authors, reviewers, or readers and will be acknowledged promptly and handled in a timely, objective, and confidential manner. Appeals against editorial decisions are evaluated by senior editors or an independent editorial panel when necessary. All decisions are based on academic merit and ethical considerations, ensuring fairness, accountability, and editorial independence. The reference: COPE'S guidance on How the journal will handle complaints and appeals.

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3. Research Misconduct Policy

The Journal takes allegations of research misconduct seriously, including plagiarism, data fabrication or falsification, redundant publication, and citation manipulation. Manuscripts are routinely screened using appropriate detection tools, and concerns may be raised during review or after publication. Suspected misconduct is investigated following established ethical procedures and, where appropriate, COPE guidelines. The Journal may contact authors, institutions, or funders during investigations and will take corrective actions—including corrections or retractions—when misconduct is confirmed. The reference: COPE'S guidance on How the journal will handle allegations of research misconduct.

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4. Conflicts of Interest Policy

All authors, editors, and reviewers are required to disclose any financial or non-financial conflicts of interest that could influence the research, review, or editorial decision-making process. These disclosures promote transparency and allow readers to assess potential sources of bias. Declared conflicts of interest are published alongside articles when relevant. Failure to disclose conflicts may result in editorial action, including correction or retraction, to protect the credibility of the scholarly record. The reference:  COPE'S guidance on Journal's policies on conflicts of interest.

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5. Data Sharing and Reproducibility Policy

The Journal encourages transparency and reproducibility by requiring authors to make research data, methods, and materials available whenever possible. Authors must include a data availability statement explaining how supporting data can be accessed or why access is restricted. Compliance with this policy is assessed during editorial review. By promoting responsible data sharing, the Journal supports open science practices and enables independent verification of research findings.  The reference: COPE'S guidance on Journal's policies of data sharing and reproducibility.

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6. Ethical Oversight Policy

Research published in the Journal must comply with internationally recognized ethical standards, particularly for studies involving human participants, animals, or sensitive data. Authors are required to provide evidence of ethical approval and informed consent where applicable. Any ethical concerns raised after publication are investigated thoroughly. The Journal reserves the right to take corrective actions to ensure accountability and ethical compliance. The reference:  COPE'S guidance on Journal's policy of ethical oversight.

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7. Intellectual Property Policy

The Journal clearly defines copyright and licensing arrangements for published content. Authors retain copyright while granting the Journal the right to publish the work under an open-access license, typically a Creative Commons license, which permits lawful reuse under stated conditions. Cases of intellectual property infringement are handled transparently and may result in corrections or retractions. This policy ensures legal clarity for authors, readers, and third-party users. The reference:  COPE'S guidance on the Journal's policy of intellectual property.

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8. Post-Publication Discussion Policy

The Journal supports scholarly dialogue after publication through letters to the editor, commentaries, or other approved formats. Post-publication discussions allow readers to raise questions, provide critiques, or offer additional perspectives. All submissions for post-publication discussion are moderated to ensure respectful, evidence-based discourse. Authors are allowed to respond, fostering constructive academic exchange. Reference: COPE'S guidance on Journal's options for post-publication discussions.

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9. Corrections and Retractions Policy

The Journal is committed to maintaining the accuracy of the scholarly record. Minor errors that do not affect the validity of the work are corrected through formal notices, such as errata or corrigenda. Articles may be retracted in cases of serious error or ethical violation. All corrections and retractions are clearly labeled, linked to the original article, and explained transparently to readers. Reference: COPE'S guidance on Journal's policies on corrections and retractions.

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Reference: Committee on Publication Ethics (COPE) – Code of Conduct and Best Practice Guidelines https://publicationethics.org/membership/code-of-conduct