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.

• 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.

• Reading Interest as a Counterbalance: Interest in reading can help students overcome reading challenges 4.

• 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

How Spatial and Temporal References Construct Cultural Identity and Ecological Awareness: The Case of Little Forest Movie

The reason why "unforgettable" has a double "t"

 The reason why "unforgettable" has a double "t" instead of just one — as in "unforgetable" — comes down to English spelling rules related to suffixes and stress patterns.

Here's a clear breakdown:

1. Base word: forget

   • Ends in a consonant-vowel-consonant (CVC) pattern: g-e-t

   • The stress in "forget" is on the second syllable: for-GET

2. Adding the suffix "-able"

   • When you add a suffix like -able to a monosyllabic word or a word with the stress on the last syllable, and the word ends in a consonant-vowel-consonant (CVC) pattern, English spelling rules often double the final consonant.

   • So: forget + able = unforgettable (double the "t" after "get")

   ✅ correct: unforgettable
   ❌ incorrect: unforgetable

Similar examples:

• regret + able = regrettable

• omit + ed = omitted

• begin + ing = beginning

But:

• open + ed = opened (no double "n", because the stress is not on the last syllable)

Why this matters:

The doubling helps preserve pronunciation and keeps the vowel sound short or correct when the suffix is added.

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...

Student Perception on the Used of Reading Comprehension Apps as the Media to Learn TOEFL Reading

 ABSTRACT 

Pratama, Silvan.2023. Student Perception on the Used of Reading Comprehension  Apps as the Media to Learn TOEFL Reading. Graduating Paper. English  Education Department. Teacher Training and Education Faculty. State  Islamic University Salatiga. Counselor: Dr. Faizal Risdianto, S.S., M.Hum. 

The purpose of the study was to find out what are the Cognitive, Affective and Conative aspect of student perception on the implementation of Reading Comprehension Apps to learn TOEFL Reading and to know what advantage and. The research was descriptive qualitative. The respondents of this research were 20 students of English Education Department of UIN Salatiga. The interview was conducted to collect the data. The data was validated using technical triangulations which are interview and documentation. After conducting the research, it is known that students enjoy learning English using reading comprehension applications. This application also influences increasing students' knowledge in TOEFL Reading and can be used as a medium in learning English, but it is less effective because it is constrained by advertisements that often appear. Students feel after using this application provides benefits in improving reading skills. On the other hand, students also feel disadvantages such as the many advertisements and waste of too much time and data connection. 

Keywords: Students’ Perception, Implementation, Reading Comprehension Apps,  TOEFL Reading

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Syntax & Semantics: Two Sides of Coin

 

Syntax & Semantics, two sides of coin.pdf - Google Drive

The most interesting and debatable topics in English syntax

English syntax is a rich field with many fascinating and hotly debated topics. Here are some of the most interesting and debatable areas in English syntax, along with brief explanations:
1. The Nature of Syntactic Structure
Debate:
Is syntax best represented by phrase structure rules (as in Chomsky’s generative grammar) or by dependency relations (as in dependency grammar)?

Why It’s Interesting:
This debate shapes how we model sentence structure, influences parsing algorithms, and affects linguistic theory.

2. Universal Grammar vs. Usage-Based Models
Debate:

8 Alternatif word processor selain Microsoft Word

 

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German, French, Latin, and Greek influence in English word formation

 The English language has evolved through centuries of contact with German, French, Latin, and Greek, resulting in a lexicon where 60% of words have non-Anglo-Saxon origins234. Below is a detailed analysis of each language's influence, with historical context and examples.

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German Influence

English and German share a common Proto-Germanic ancestry, leading to foundational vocabulary overlaps. Approximately 26% of English words trace back to Germanic roots15.

Key Contributions:

• Core vocabulary: Basic terms like father (Vater), water (Wasser), and house (Haus) derive from shared Germanic roots15.
• Compound words: German's compounding tradition influenced English formations like firefighter (Feuerwehr) and handbook (Handbuch)5.
• Modern loanwords:

• Kindergarten ("children's garden") – education5
• Wanderlust ("desire to wander") – travel1
• Doppelgänger ("double walker") – literature1

Post-19th-century scientific contributions include angst (existential anxiety) and zeitgeist ("spirit of the age")5.

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French Influence

The Norman Conquest (1066) introduced 10,000 French words into English, particularly in governance, law, and cuisine. Today, ~30% of English vocabulary has French origins2.

20 possible ELT research topics on REGISTER JOURNAL

 

*20 possible ELT research topics on REGISTER JOURNAL*

 

REGISTER JOURNAL, 1979-8903 (PRINT) – 2503-040X (ONLINE) is an OPEN ACCESS, ESCI WoS, SINTA 2 Indexed double-blind, peer-reviewed Journal of English for Islamic educational institutions and Muslim communities. Aim and Scope: REGISTER JOURNAL, the Journal of English for Islamic Educational Institutions and Muslim Communities, aims to provide a dedicated platform for disseminating research, best practices, and innovative approaches related to teaching and learning English within Islamic educational contexts. The Journal focuses on enhancing the quality of English education in Islamic schools, colleges, universities, and other educational institutions while also considering Muslim learners' unique cultural, religious, and linguistic needs.

Based on the updated Focus and Scope of the Register Journal (Journal of English for Islamic Educational Institutions and Muslim Communities), here are 20 possible linguistics research topics:

 

Here are 20 potential manuscript titles suitable for submission to the REGISTER JOURNAL, aligned with its focus on English education in Islamic educational institutions and Muslim communities:

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Curriculum Development

1. Designing an Integrated English Curriculum for Islamic Boarding Schools: Balancing Language Skills and Religious Values
2. Curriculum Innovation for English Learning in Madrasahs: A Framework for Faith-Based Education

Teaching Methodologies

3. Task-Based Language Teaching in Islamic Contexts: Challenges and Adaptations
4. Blending Islamic Teachings with Communicative Language Teaching in EFL Classrooms
5. The Role of Project-Based Learning in Enhancing English Proficiency among Muslim Learners

Language Acquisition

6. Second Language Acquisition Among Young Muslim Learners: A Socio-Cultural Perspective
7. Influence of Qur’anic Arabic on English Vocabulary Acquisition in Bilingual Madrasah Students

Assessment and Evaluation

8. Developing Faith-Sensitive English Assessment Tools for Islamic Schools
9. Evaluating Speaking Skills in Islamic Junior High Schools: An Alternative Assessment Approach

Materials Development

10. Designing English Learning Materials with Islamic Content for Primary School Students
11. Culturally Relevant English Textbooks: Integrating Islamic Themes into EFL Materials

Cultural and Religious Considerations

12. Navigating Cultural Sensitivity in English Language Instruction for Muslim Learners
13. Islamic Values in English Classrooms: Teacher Perceptions and Practices in Islamic Higher Education

Educational Policy and Administration

14. Policy Analysis of English Language Education in Indonesian Islamic Schools
15. Implementing Bilingual Education Policy in Pesantren: Impacts and Insights

Innovative Practices and Case Studies

16. Using Islamic Storytelling in English Classes: A Case Study from a Rural Madrasah
17. Mobile-Assisted Language Learning in Pesantren: Opportunities and Limitations

Community and Muslim Parental Involvement

18. Muslim Parental Involvement in English Education: A Case Study from Urban Madrasahs
19. Engaging Parents in English Language Learning: A Collaborative Model for Islamic Schools

Interdisciplinary or Broader Perspectives

20. Bridging Language and Faith: A Critical Review of English Education in Muslim Communities Worldwide

 

IARELTII

 https://sites.google.com/view/iareltii2025/monthly-forum?authuser=0

IARELTII (Indonesian Association on Research in English Language Teaching at Islamic Institutions)  whose main target is research, teaching, and development of Islamic English.

The **Indonesian Association on Research in English Language Teaching at Islamic Institutions (IARELTII)** is a scholarly and professional organization that focuses on advancing research, pedagogy, and curriculum development related to English language teaching within Islamic educational contexts across Indonesia. Its core mission is to promote the integration of **English language education with Islamic values and perspectives**, fostering what is often referred to as **"Islamic English"**—a contextualized approach to English language teaching that aligns with the identity, ethics, and worldview of Islamic institutions.

Simple sentence expansion by Dr. Faizal Risdianto

 

https://drive.google.com/file/d/1i0Rv_Hv73tNTp89vVjjT0_wTgarmoYoq/view?usp=sharing

LEBAY but it is OK, guys and fully understood: the compilation of students' self-dedication in graduating paper

1. For myself, ****************, thank you for being strong until now, still choosing to try, and celebrating yourself. Those who did not give up, no matter how difficult the obstacles of college or the thesis writing process were and who were able to stand tall when hit by existing problems. Thank you, myself. May I remain humble. This is just the beginning of life. Keep it up. You can do it.

2. For myself, ****************, for my dedication and struggle in starting, working on, and completing this thesis.

3. To myself who is very extraordinary, who can survive and fight until now, hopefully always be grateful for the grace that has been given by Allah SWT. Allah SWT give, always be enthusiastic in the process, and never try to give up.

4. To myself for proving that I can do it.

5. Finally, to the girl in the mirror. For all the nights you thought about quitting but kept going anyway. For proving that IMPOSSIBLE was NEVER in your vocabulary. You did this, ******************.

The structure of male and female teachers’ directives in English Foreign Language (EFL) classrooms

 The structure of male and female teachers’ directives in English Foreign Language (EFL) classrooms primarily involves three types of sentence forms: imperative, interrogative, and declarative. These forms are used to give instructions, commands, requests, or suggestions during teaching and learning activities13.

Types and Usage of Directives

• Teachers use directive speech acts mainly in three types:

  • Commands (most frequent) to attract attention, elicit responses, or instruct students

  • Requests to politely ask students to perform actions

  • Suggestions to advise or recommend actions to students2

• Directives can be performed in two ways:

  • Direct directives, which are explicit and straightforward

  • Indirect directives, which are more polite or implicit2

Gender Differences

While the search results do not explicitly compare male and female teachers’ directive structures, research on EFL teacher directives generally highlights that the structure of directives does not significantly differ by gender but rather depends on teaching style and classroom context. Both male and female teachers use imperative, interrogative, and declarative forms to manage classroom interaction and guide students12.

Features of Directive Speech Acts in EFL

• Imperative forms dominate as they are clear and efficient for classroom management and instruction.

• Interrogative forms are often used to check understanding or elicit student responses.

• Declarative forms can be used to provide information or indirect commands.

• Spoken directives often complement written instructions, clarifying and elaborating on task requirements through repetition, paraphrasing, and exemplification, which enhance student comprehension5.

Implementation of Gallery Walk Technique to Improve Integrated Reading-Writing Skills

 Implementation of Gallery Walk Technique to Improve Integrated Reading-Writing Skills

Overview

The Gallery Walk technique is an interactive, student-centered instructional strategy where learners move around the classroom to engage with various texts, images, or prompts displayed at different stations. This approach has been shown to significantly enhance both reading comprehension and writing skills by fostering active learning, collaboration, and critical thinking12456.

How Gallery Walk Integrates Reading and Writing

• Reading Component:
  Students visit stations around the room, each featuring a different text, image, or prompt. They read and analyze the material, often answering questions or summarizing main ideas. This process encourages deeper engagement with the text and the use of metacognitive, cognitive, and socio-affective strategies, which are essential for reading comprehension136.

• Writing Component:
  After reading and discussing the materials at each station, students are tasked with writing activities such as summaries, responses, or creative pieces based on what they have read. They may also collaboratively compose texts, revise drafts, or provide written feedback on peers' work245.

• Collaborative Learning:
  The technique leverages social constructivism, as students interact, discuss, and share ideas in groups, which enhances both their understanding of the reading material and their ability to express ideas in writing16.

Typical Steps in Gallery Walk for Integrated Reading-Writing

Jigsaw Technique in Teaching Vocabulary Mastery on Descriptive Text

 Jigsaw Technique in Teaching Vocabulary Mastery on Descriptive Text

Overview

The Jigsaw technique is a cooperative learning strategy that divides students into groups, with each member responsible for learning and then teaching a segment of the material to their peers. This method has been shown to be effective in enhancing vocabulary mastery, particularly in the context of descriptive texts.

Implementation in Teaching Vocabulary on Descriptive Text

• Group Formation and Task Assignment

  • Students are divided into small groups, and each group is given a different segment or aspect of the descriptive text (e.g., different paragraphs, vocabulary sets, or features of the text).

  • Each member of a group becomes an "expert" on their assigned segment, focusing on understanding the vocabulary and content in depth87.

• Expert Group Discussions

  • Students from different groups who have the same segment meet in "expert groups" to discuss and master the vocabulary and content of their segment.

  • They clarify meanings, pronunciation, and usage of new vocabulary, often using dictionaries or teacher guidance87.

• Teaching Peers

  • Students return to their original groups and teach their segment, including the vocabulary, to the other group members.

  • This peer-teaching reinforces vocabulary retention and comprehension, as students must both understand and explain the words in context87.

• Integration and Synthesis

  • After all segments are shared, the group reconstructs the full descriptive text, now with a deeper understanding of the vocabulary and overall meaning.

  • Activities such as rearranging scrambled sentences or matching vocabulary to pictures can further reinforce learning3.

Effectiveness and Benefits

• Improved Vocabulary Mastery

Implementation of Role-Play Technique in Improving Integrated Listening-Speaking Skills

Implementation of Role-Play Technique in Improving Integrated Listening-Speaking Skills

Overview

Role-play is a dynamic teaching technique where learners act out scenarios, taking on specific roles to simulate real-life communication. This method is widely recognized for its effectiveness in developing both listening and speaking skills in an integrated manner, allowing learners to practice language use in contextually meaningful ways723.

Steps for Effective Implementation

Select Relevant Scenarios
Choose situations that reflect real-life contexts relevant to learners, such as team meetings, customer service interactions, making appointments, or job interviews723. This ensures engagement and practical language use.

Define Roles and Objectives
Clearly outline the roles each participant will play and the objectives of the exercise. Provide situation cards or scripts if needed, especially for less confident learners7.

Prepare Learners
Discuss the scenario, possible dialogues, and appropriate vocabulary. Talk about non-verbal communication-like facial expressions and body language-and how these signal active listening78. Provide opportunities to rehearse or develop scripts beforehand.

Conduct the Role-Play
Divide learners into groups or pairs, distribute role cards, and set a time limit for each role-play session. Encourage participants to stay in character and use open-ended questions to promote dialogue78.

Observation and Feedback
Assign an observer to each group who provides positive criticism and suggestions for improvement after the exercise. Immediate feedback helps learners reflect on their listening and speaking performance738.

Reflection and Discussion
After the role-play, facilitate a group discussion to analyze what worked well, what could be improved, and to reinforce learning points. Encourage learners to share their experiences and insights738.

How Role-Play Integrates Listening and Speaking