Biodata of Dr. Faizal Risdianto

 Biodata of Dr. Faizal Risdianto

Assoc. Prof. Faizal Risdianto is a faculty member at the English Education Department, Faculty of Teacher Training and Education, Universitas Islam Negeri Salatiga, Indonesia. He is pursuing a Ph.D at Universitas Negeri Surakarta, Indonesia. His research interests include Functional Linguistics, Literature Study, Pragmatics, Discourse Analysis, and English Language Teaching.

E-mail: faizalrisdianto@uinsalatiga.ac.id

https://www.scopus.com/authid/detail.uri?authorId=57213518975

(Scopus Author ID: 57213518975), Orcid ID: 0000-0002-0422-9166, WoS ID: AAN-5614-2020, English Education Department, Faculty of Teacher Training and Education, Universitas Islam Negeri Salatiga, Salatiga. He is the Secretary General of INAPRA (Indonesian Pragmatics Association)

My name is Faizal Risdianto. An English lecturer at State Islamic University (UIN) Salatiga. My current position is Head of the Publication Center and Journal House (Rumah Jurnal). I have worked as a National Journal Assessor and Associate Editor of DOAJ. I am a member of the Indonesian Journal Volunteer Association (RJI), Sinta University level Verification, Mendeley Advisor, and often a speaker for Journal Accreditation for national and international journals. I took India's short Computer Cabling & Networking and English course in 2013. I have taught in the field of linguistics and language teaching for more than 23 years. My main expertise interest is in the inter-relationship of language, culture, and language teaching. I am the Secretary General of the INAPRA-Indonesian Pragmatics Association, whose main target is research, teaching, and development of Pragmatics and linguistics in general. The results of my research have been published nationally and internationally. My digital ID: SCOPUS ID:57213518975, Researcher/Web of Science ID: AAN-5614-2020.

Template Wording Berita Lelayu Bahasa Jawa dialek Jawa Tengah

 

PAWARTOS LELAYU

Assalaamu’alaikum Wr. Wb

Inna lillahi  Wa Innaa Ilaihi Rooji’uun

Sampun katimbalan sowan dumateng ngarsanipun Allah SWT,

Panjenenganipun : Al Marhum Bapak  SAYNO

Pidalem wonten :  Black Panther Wanganda  RT 02/RW 58 Wonolele Karanganyar

Yuswo : 110 TH

Sedo rikolo :

Dinten : Sabtu Kliwon, Tanggal : 29 November  2045, Wanci : Jam 06.00 WIB

Badhe kasare’aken:

Dinten : Sabtu Kliwon, Tanggal : 29 November  2045, Wanci : 14.00 WIB/ Jam 2 siang

Wonten : Pasarean Black Panther Wanganda Iring Kidul desa Wonolele Karanganyar

Mekaten pawartos meniko, mugi- mugi arwahipun Bapak SAYNO saget katampi wonten ngarsanipun Alloh SWT kanthi khusnul khotimah. Amiien Ya Robbal “aalamiien.

Wassalaamu’alaikum Wr. Wb

  Ahli Waris :

ANAK:

1.  Fulan & Fulanah (Solo).

2.    Fulan & Fulanah  (Wonolele).

3.      PUTU: 25

BUYUT:17

Appraisal Framework in Linguistics BY Olga Kozyrevitch

 

https://www.youtube.com/watch?v=7IpRxcMOz0U&t=40s&ab_channel=OlgaKozyrevitch

The function of infinitive phrase as noun, adjective and adverb

 Infinitive phrases are versatile components in English grammar, consisting of the word "to" followed by a verb and any accompanying modifiers or objects. They can function as **nouns**, **adjectives**, or **adverbs** within sentences. Below are clear examples of each function.

## Infinitive Phrases as Nouns

Infinitive phrases can serve as subjects, direct objects, or subject complements in a sentence.

- **As Subjects**:
  - *To travel the world* is my dream.
    - Here, "to travel the world" is the subject of the sentence.
 
- **As Direct Objects**:
  - She wants *to learn French*.
    - In this case, "to learn French" acts as the direct object of the verb "wants."

- **As Subject Complements**:
  - His goal is *to become a doctor*.
    - The phrase "to become a doctor" completes the linking verb "is," functioning as a subject complement.

## Infinitive Phrases as Adjectives

When used as adjectives, infinitive phrases modify nouns or pronouns.

- **Example 1**:
  - I need a book *to read on vacation*.
    - The phrase "to read on vacation" modifies the noun "book."

- **Example 2**:
  - She has a lot of work *to finish before the deadline*.
    - Here, "to finish before the deadline" describes the noun "work."

## Infinitive Phrases as Adverbs

Infinitive phrases can also function as adverbs, providing information about verbs, adjectives, or other adverbs.

Referensi E-Book Linguistics & ELT di Universitas Sulawesi Barat & UIN Malang

Referensi E-Book di Pendidikan Bahasa Inggris 
Fakultas Keguruan dan Ilmu Pendidikan Universitas Sulawesi Barat
Academic Writing
Computer Assisted Language Learning
Cross Cultural Understanding
Educational Research
English for Specific Purposes
Foreign Language Acquisition
Grammar
IELTS
Integrated Skills
Language Testing
Linguistics
Reading
Teaching Methodology
TEFL
TOEFL
Translation
Vocabulary

BONUS:

ALL REFERENSI KULIAH LINGUISTIK DAN SASTRA INGGRIS DI UIN MALANG

914 REFERENSI PRODI PBI UNIV MUHAMMADIYAH PURWOREJO

Faizal Risdianto and Web of Science

 Faizal Risdianto, serving as the Editor-in-Chief of the REGISTER Journal at UIN Salatiga, plays a pivotal role in the indexing of academic journals in the Web of Science (WoS), particularly in the Emerging Sources Citation Index (ESCI). His work primarily involves leading workshops aimed at educating journal managers and editors about the requirements and strategies necessary for successful indexing in WoS.

Through these workshops, Faizal provides valuable insights on best practices for journal management and governance, facilitating a deeper understanding of the criteria needed to achieve and maintain WoS indexing. His contributions are instrumental in enhancing the visibility and credibility of journals within the academic community, fostering international collaboration and recognition.

By promoting effective indexing strategies, Faizal not only aids in the advancement of individual journals but also strengthens the overall research landscape in Indonesia, ensuring that local research is accessible and impactful on a global scale.

What are the best AI tools for academic writing?

SOURCE: https://master-academia.com/best-ai-tools-academic-writing/#aioseo-6-wordtune

By Leveraging the power of the right AI tool, you can significantly improve the clarity, efficiency, and overall quality of your academic writing. In this guide, we reviewed and ranked 11 popular AI tools for academic writing, along with our top 3 choices, so that you can pick the best one.

Contents

What are the best AI tools for academic writing?

1. Trinka

2. Genei

3. QuillBot

4. Writefull

5. Grammarly

6. Wordtune

7. Paperpal

8. Sourcely

9. Rytr

10. Writesonic

11. TextCortex

Summary and Top Picks

What are the best AI tools for academic writing?

With the rise of AI tools, academic writing is undergoing a remarkable transformation. The emergence of new AI-powered tools has revolutionized the way researchers, scholars, and students approach their writing tasks.

AI sebagai writing assistants

 Tempat mencari infomasi dan ide-ide baru kepenulisan: 

https://chatgpt.com/, 

 https://www.perplexity.ai/

https://www.cognosys.ai/~, 

 SCI-SPACE: https://typeset.io

tempat mencari referensi dari baru sampai lama, siapa author, berapa  sitasinya, tahun berapa dan pdf full text nya.  https://elicit.com/,  https://consensus.app/,  

lebih lengkap lagi dari elicit dan consensus ada visual map nya: interkoneksi paper-papernya  https://www.connectedpapers.com/,  yang sejenis ada lagi: https://researchrabbitapp.com/

https://openknowledgemaps.org/

cek dan koreksi grammar:  www.grammarly.com , parafrase  www.quillbot.com

keywords: transitivity analysis in jakarta post news

 These studies examine transitivity analysis in Indonesian news media, particularly The Jakarta Post, focusing on various topics. Researchers have applied Halliday's Systemic Functional Linguistics theory to analyze news headlines and articles (N. S. Putri et al., 2021; Elisabeth Hutabarat et al., 2020). The most common processes identified in these analyses are material, verbal, and relational (attributive) processes (N. S. Putri et al., 2021; Elisabeth Hutabarat et al., 2020). Transitivity analysis has been used to investigate the portrayal of specific issues, such as COVID-19 (N. S. Putri et al., 2021; Elisabeth Hutabarat et al., 2020), police image (Siska Ria Lenora et al., 2023), and people with HIV/AIDS (Gigit Eklesia & Akhyar Rido, 2020). These studies reveal how language choices in news articles can reflect underlying ideologies and shape public perception of various topics. Comparative analyses between The Jakarta Post and international media outlets have also been conducted to identify differences in reporting styles and focus (Siska Ria Lenora et al., 2023; Gigit Eklesia & Akhyar Rido, 2020).

Grammar in Systemic Functional Grammar/SFL

  SOURCE;  Grammar in EAP

 https://www.uefap.com/grammar/gramfram-intro-sfl.htm

 
The approach taken for this grammatical description and analysis is Systemic Functional Linguistics (SFL). Only Systemic Functional Linguistics would seem to provide a description of how the structure of English relates to the situational variables of the social context (e.g. business, engineering, education) in which the language is functioning. Functional grammar is uniquely able to understand how the grammatical form of language is structured to achieve purposes in a variety of social (e.g. academic, occupational or professional contexts.

The approach taken here is mainly taken from the work of Michael Halliday, in particular the model of language set out in An Introduction to Functional Grammar (Halliday, 1985, 1994; Halliday and Matthiessen, 2004), following on from Malinowski (1923), Firth (1957) and Hymes (1967) (Halliday & Hasan, 1985, pp. 5-9).
Systemic Functional Linguistics has a number of beliefs that make it particularly useful as a basis for developing such a description:
•    Language is functional. That is, language is the way it is because of the meanings it makes. Resources available within the systems of semantics, grammar and vocabulary are utilised in specific ways to make specific meanings.
•    It is a theory of language in context, and suggests that language can only be understood in relation to the context in which it is used. So different purposes for using language and different contexts result in different texts. The construction of language texts in turn impacts on the context. There is thus a two-way relationship between text and context.
•    The process of using language is a semiotic process, a process of making meanings by choosing.
•    The theory focuses on language at the level of the whole text. By text is meant any connected stretch of language that is doing a job within a social context. Thus, the term 'text' is used to refer to stretches of spoken and written language. Text may be as short as one word, e.g. EXIT, or may be as long as a book such as a training manual. This theory differs from most other approaches to language study, which offer systematic analyses of language only up to the level of sentence. It provides little guidance to the LSP learner, who needs to know about structure, organisation and development in connected oral discourse and written texts in context.
The starting point is culture. In the EAP case, the culture is the international academic world; in the EPP case, the culture is the international professional world. All language use takes place within this culture. The context of culture includes:
•    The attitudes, values and shared experiences of the people working in the culture.
•    The culturally evolved ways of behaving.
•    The culturally evolved ways of achieving goals.
Systemic Functional Linguistics
Systemic Functional Linguistics is concerned with understanding how the ways in which language is used for different purposes and in different contexts and how these situations shape its structure.
The key argument is that to understand linguistic meaning we have to appreciate the function of items in a structural context.
The ways in which human beings use language - the meanings that we can make with language - are classified by Halliday (1978, pp. 36-58) into three broad categories or metafunctions (Bloor & Bloor, 2004, pp. 10-11).
1.    Language is used to organise, understand and express our perceptions of the world and of our own consciousness. This function is known as the ideational function. The ideational metafunction is about the natural world in the broadest sense, and is concerned with clauses as representations. The ideational function can be classified into two subfunctions: the experiential and the logical. The experiential function is largely concerned with content or ideas. The logical function is concerned with the relationship between ideas.
2.    Language is used to enable us to participate in communicative acts with other people, to take on roles and to express and understand feelings, attitude and judgements. This function is known as the interpersonal function. The interpersonal metafunction is about the social world, especially the relationship between speaker and hearer, and is concerned with clauses as exchanges.
3.    Language is used to relate what is said (or written) to the real world and to other linguistic events. This involves the use of language to organise the text itself. This is known as the textual function. The textual metafunction is about the verbal world, especially the flow of information in a text, and is concerned with clauses as messages.

 click for more:

https://drive.google.com/file/d/1B_angzOBiKvLLGGYutztusakoY154yPi/view?usp=sharing

Benefits of Learning SFL Transitivity

 Learning about SFL (Systemic Functional Linguistics) transitivity can significantly enhance your understanding of text and context in discourse for several reasons:

1. **Understanding Actions and Processes**: SFL transitivity helps analyze how different processes (material, mental, relational, etc.) are represented in a text. This reveals how participants (actors, goals, etc.) are involved in actions, providing insights into the dynamics of a situation.

2. **Identifying Agency and Responsibility**: By examining who does what in a text, you can uncover power dynamics and agency. This is crucial in understanding how roles are constructed and how responsibility is assigned in discourse.

3. **Contextual Interpretation**: Transitivity allows for a deeper contextual analysis by linking linguistic choices to social and cultural contexts. It shows how language reflects and shapes social relations and meanings.

HATI-HATI DENGAN KEKERASAN HATI DAN KEBAL JIWA: TAFSIR QS AL ANFAAL AYAT 24

Berikut ini adalah apa yang telah saya pahami dari keterangan para Ustadz/Ulama tentang Qur’an surat Al-Anfaal ayat 24

8.24. Hai orang-orang yang beriman, penuhilah seruan Allah dan seruan Rasul apabila Rasul menyeru kamu kepada suatu yang memberi kehidupan kepada kamu , ketahuilah bahwa sesungguhnya Allah membatasi antara manusia dan hatinya dan sesungguhnya kepada-Nyalah kamu akan dikumpulkan.

KETERANGAN:

Hati manusia mudah berbolak balik sebagaimana dalam riwayatkan Imam Bukhari dari Salim, dari Abdullah bahwa ia berkata, “Nabi seringkali bersumpah dengan menggunakan kalimat, ‘Demi Allah yang membolak-balikan hati.’”

Artinya, demikian cepat Allah kuasa membalikkan dan mengubah berbagai perasaan hati, secepat angin yang bertiup kencang. Disebutkan dalam Al-Qur’an,

“Dan ketahuilah bahwa sesungguhnya Allah mendindingi (membuat dinding pembatas) antara manusia dan hati.” (QS. Al-Anfaal: 24)

SIX POINTS OF TABLIGH

SIX POINTS OF TABLIGH

ALLAH SWT puts the success and happiness of human beings in this world and hereafter only in Perfect Deen. The perfect religion of Islam is the religion brought by Rasulullah SAW.  At this time the Muslims have no power and the ability to practice religion perfectly. The Companions or the Sahabah Radliyallahu Anhum had been successfully practicing religion perfectly because they have six noble qualities which cover:

1. The Yaqin towards The kalimah thoyyibah “LAA ILAAHA ILLALLAH MUHAMMADURRASULULLAH” 

CONTOH MUTAKALLIM IN ENGLISH

CONTOH MUTAKALLIM IN ENGLISH

NO	MUTAKALLIM IN ENGLISH	MUTAKALLIM IN INDONESIAN
1	Assalaamu'alaikum.	Assalaamu’alaikum.
2	My name is Muhammad Hakim.	Nama saya Muhammad Hakim.
3	Alhamdulillah, we are Jamaat   from Indonesia at now staying in your Masjid for three days.	Alhamdulillah, kami Jama’ah dari Indonesia sekarang berada di masjid anda selama 3 hari.
4	We were sent by ALLAH SWT for silaturahim.	Kami  dihantar oleh ALLAH SWT untuk bersilaturahmi
5	Because we are Muslim brothers having The Same Kalimah LAA ILAHA ILLALLAH MUHAMMADUR RASULULLAH.	Karena kita saudara muslim yang memiliki Satu Kalimah Yang Sama yaitu LAA ILAHA ILLALLAH MUHAMMADUR RASULULLAH.
6	Rasulullah SAW said that the key of Jannah is the kalimah LAA ILAHA ILLALLAH MUHAMMADUR RASULULLAH.	Rasulullah SAW bersabda, “Anak kunci surga adalah kalimat LAA ILAHA ILLALLAH MUHAMMADUR RASULULLAH.
7	By this Kalimah we believe that Allah Can Do Everything, Makhluq Cannot Do Anything.	Dengan kalimat ini kita yakin bahwa Allah Kuasa, Makhluq Tak Kuasa.
8	Living in this world is SHORT AND TEMPORARY and living in akherat is ETERNAL.	Hidup di dunia ini SINGKAT DAN SEMENTARA dan hidup di akherat KEKAL ABADI.
9	The success of human being is TO PRACTICE PERFECT DEEN.	Kesuksesan manusia terletak pada Pengamalan Agama Yang Sempurna.
10	Rasululah SAW was The Last Prophet and No Prophet will come afterwards.	RAsululah SAW adalah Nabi Terakhir dan Tidak Akan Dikirim Lagi Nabi setelah itu.
11	Then, the Work and Responsibility of  Dakwah is given to Us The Ummah of Rasulullah SAW.	Maka kerja dan Tanggung Jawab Da’wah Kenabian ini telah diwariskan kepada Kita Semua Ummat Rasulullah SAW.
12	So Insha-Allah after maghrib there will be a Bayan or a Talk of IMAN and AMAL SOLEH	Maka Insya Allah selepas maghrib nanti akan ada Pembicaraan IMAN dan AMAL SHALEH
13	So we invite you to come to masjid with us.	maka kami mengajak Bapak untuk ikut bersama kami.
14	Niat InsyaAllah? At Now?	Niat InsyaAllah? Sekarang ya?

 

Trouble Shooting Mendeley-cara atasi Mendeley susah di-install di Ms.Word

 Trouble Shooting Mendeley

Sering terjadi Reference manager tools seperti Mendeley sulit di install di Ms Word karena  versi Mendeley-nya sudah paling mutakhir sementara Ms Word-nya versi lama seperti windows 2003 atau 2006.  Solusinya bisa diupgrade lagi Ms-Word-nya ke versi yang mutakhir dan bisa jadi kendala install Mendeley di Ms-Word itu  terjadi karena windowsnya bajakan. :D  d^^b  atau bisa juga menurunkan versi aplikasi Mendeley nya ke versi old Mendeley.

Berikut Tutorial versi PPT dan bisa diunduh gratis di https://zenodo.org/record/3910341#.YUZk_ezivIU 

2024 Ina-PrA Congress and 1st Ina-PrA International Conference

 

2024 Ina-PrA Congress and 1st Ina-PrA International Conference

THEME: Pragmatics and Language Use: Locally elaborated, globally connected.

This exciting event will explore various subtopics, including micro-pragmatics, macro-pragmatics, intercultural-pragmatics, cyber-pragmatics, socio-pragmatics, ethno-pragmatics, and other topics related to Pragmatics.

By fostering dialogues among scholars from various disciplines, we aim to reveal the intricate relationships between language use and cultural contexts, highlighting the relevance of pragmatic theories in an increasingly interconnected world. Please join us, as we attempt to inspire innovative research at this landmark gathering!

 Opening Speech and Wishes:

Prof. Dr. Ir. Edi Noersasongko, M.Kom.

Rector of Universitas Dian Nuswantoro, Indonesia

KEYNOTE SPEAKERS:

Prof. Jef Verschueren, University of Antwerp Belgium (under confirmation)

Prof. Michael Haugh, University of Queensland,  Australia.

Prof. Dr. Drs. Jumanto, M.Pd., Universitas Dian Nuswantoro, Indonesia

Prof. Dr. R. Kunjana Rahardi, M.Hum., Universitas Sanata Dharma, Indonesia

Prof. Dr. I Dewa Putu Wijana, M.A., Universitas Gadjah Mada, Indonesia

Deadline for Call of Papers

1. Deadline for Abstract Submission: 1 November 2024

2. Notification of Acceptance: 10 November 2024

3. Deadline for Presentation Recording: 28 November 2024

4. Deadline for Full Paper for Publication: 14  December 2024

The Congress & Conference are held Online via TVKU Zoom & YouTube Channel on 4-5 December 2024

PUBLICATION

The output of this congress & Conference is in the form of ISSN E-Proceedings and selected papers that will be published in SCOPUS  and or  SINTA 1-4 journals

IMPORTANT LINKS

Conference Website: https://conference.inapra.org/index.php/conference/index

Conference Article Template:https://s.id/Ina-PrAConferenceTemplate

Presenter's Registration Form:https://forms.gle/sY6k6ACRKHmLYNfQ7

 

DA VS CDA, analisis wacana vs AWK

 Discourse analysis and critical discourse analysis (CDA) are related but distinct methodologies in the study of language and communication. Here are the key differences:

UNDERSTANDING CDA IN SHORT/IN SUMMARY:https://docs.google.com/presentation/d/1h82FkR-DSoQ6Y_4w5ihmLqBgFe-_5YKB/edit#slide=id.p1

*1. Focus*

   - *Discourse Analysis*: This broader category encompasses various methods focused primarily on analyzing linguistic phenomena across different types of communication. It explores how language is structured and used in various contexts without necessarily focusing on power dynamics or ideological implications[1][2].

   - *Critical Discourse Analysis (CDA)*: Specifically designed to examine how language functions within political, social, and cultural contexts to shape ideologies, power structures, and social relations. CDA seeks to unveil the underlying power dynamics and ideological constructs that influence these discourses[1][2].

Ina-PrA President & Vice President

Prof. Dr. Drs. JUMANTO, M.Pd. 

Ina-PrA President

Hanafi, S.S., M.App. Ling., Ph.D.

Ina-PrA Vice President

 

10 poin penting mengenai penggunaan AI, terutama bagi mahasiswa

 Berdasarkan dokumen *Panduan Penggunaan Generative AI pada Pembelajaran di Perguruan Tinggi*, berikut adalah 10 poin penting mengenai penggunaan AI, terutama bagi mahasiswa:

1. **Etika dalam Penggunaan**: AI seperti GenAI (Generative AI) harus digunakan secara etis, terutama dalam lingkungan pendidikan tinggi. Hal ini mencakup penghormatan terhadap hak asasi manusia, privasi, dan transparansi【source】.

2. **Integritas Akademik**: Penggunaan AI tidak boleh mengurangi integritas akademik. Mahasiswa harus tetap menghasilkan karya orisinal dan menggunakan AI sebagai alat bantu, bukan sebagai pengganti【【source】.

3. **Pembelajaran Personal**: AI dapat membantu dalam personalisasi pembelajaran sesuai dengan kebutuhan dan kecepatan belajar mahasiswa. Teknologi ini memungkinkan konten yang lebih relevan dan disesuaikan【【source】.

4. **Peluang Inovasi**: GenAI membuka peluang besar dalam inovasi pembelajaran, misalnya dengan mempermudah akses ke sumber pembelajaran, membantu memahami materi yang sulit, atau menghasilkan konten seperti teks, gambar, atau video【【source】.

5. **Risiko Plagiarisme**: Penggunaan AI dapat memunculkan masalah plagiarisme jika mahasiswa menggunakannya untuk menghasilkan teks atau karya tanpa melalui proses belajar yang seharusnya【10†source】.

6. **Kewajiban Menghindari Ketergantungan**: Mahasiswa perlu menggunakan AI dengan bijak agar tidak bergantung pada teknologi tersebut. Penggunaan AI harus didukung dengan keterampilan berpikir kritis【【source】.

7. **Keadilan Akses**: Tidak semua mahasiswa mungkin memiliki akses yang sama ke teknologi AI. Hal ini perlu diperhatikan dalam penggunaan AI agar tidak menimbulkan ketidakadilan dalam pembelajaran【【source】.

8. **Potensi Bias dan Diskriminasi**: AI yang dikembangkan berdasarkan data yang bias dapat menghasilkan output yang bias pula. Hal ini penting untuk dihindari agar tidak terjadi diskriminasi, misalnya dalam hal gender atau ras【【source】.

9. **Lisensi dan Biaya**: Sebagian besar aplikasi AI memiliki model lisensi, termasuk versi gratis dan berbayar. Beberapa menawarkan harga khusus untuk sektor pendidikan, sehingga penting untuk mempertimbangkan aksesibilitas bagi mahasiswa【【source】..

10. **Pengawasan Penggunaan**: Penggunaan AI di perguruan tinggi harus diawasi untuk mencegah penyalahgunaan dan memastikan pemanfaatan teknologi yang bertanggung jawab, baik oleh mahasiswa maupun dosen【【source】.. 

Mahasiswa diizinkan menggunakan AI, tetapi dengan panduan yang jelas untuk menjaga integritas akademik dan menghindari penyalahgunaan.

Salami Slicing in journal publication: ethical or unethical?

 

Salami slicing, in the context of academic integrity, refers to the practice of dividing a single research study into multiple smaller publications. This is typically done to increase the number of publications and citations, which can boost a researcher's profile. However, it can mislead the academic community by presenting fragmented results, complicating the understanding of the research as a whole. When findings that belong to a single study are split across several papers, it risks distorting the scientific literature and creates challenges for reproducibility.

This practice is largely considered unethical because it prioritizes quantity over quality. By focusing on boosting publication numbers, salami slicing can degrade the overall integrity of research and reduce the impact of each individual paper. It can lead to lower-quality publications, often in less reputable journals, which diminishes the researcher’s credibility and hampers the contribution to their field. Although certain situations might justify publishing distinct aspects of a broad study separately, it is essential that each publication addresses a unique hypothesis or methodology to maintain academic rigor.

In some cases, salami slicing is permissible if the segments of the research have substantial individual contributions to different aspects of knowledge. For example, publishing the same patient data from varying disciplinary perspectives or translating professional guidelines for different readerships can be justified. However, authors must be transparent about the overlap and ensure that editors are fully informed. The key distinction is whether the divided research adds distinct value to the literature, with clarity and transparency maintained throughout the publication process.