Blog Dr. Faizal Risdianto: Dosen Indonesia: Multiverse of Madness

Blog Dr. Faizal Risdianto: Dosen Indonesia: Multiverse of Madness:  

List 20 jurnal SINTA 3 bidang English Language Teaching (ELT)

Berikut adalah 20 jurnal SINTA 3 yang relevan dengan bidang English Language Teaching (ELT), English Education, Applied Linguistics, dan English Language Studies. Daftar ini disusun berdasarkan data SINTA serta situs resmi jurnal. Karena peringkat SINTA dapat berubah pada periode reakreditasi, disarankan melakukan verifikasi kembali melalui SINTA sebelum submit artikel. (SINTA)

ELT Forum: Journal of English Language Teaching
https://journal.unnes.ac.id/sju/elt


The Journal of English Literacy Education (JELE)
https://jele.ejournal.unsri.ac.id/index.php/jele


ETERNAL: English Teaching Journal
https://journal2.upgris.ac.id/index.php/eternal


Journal of English Language Teaching and Linguistics (JELTL)
https://jeltl.org/index.php/jeltl


ELT-Lectura: Studies and Perspectives in English Language Teaching
https://journal.unilak.ac.id/index.php/ELTLectura


RIAL: Research and Innovation in Applied Linguistics
https://jurnal.poliupg.ac.id/index.php/RIAL-EJ


Lexicon
https://jurnal.ugm.ac.id/lexicon


METATHESIS: Journal of English Language, Literature, and Teaching
https://jurnal.untidar.ac.id/index.php/metathesis


ENGLISH FRANCA: Academic Journal of English Language and Education
https://ejournal.iaincurup.ac.id/index.php/english


Journal of English Educational Study (JEES)
https://journal.ikippgriptk.ac.id/index.php/jees


Journal of English Language Studies (JELS)
https://jurnal.untirta.ac.id/index.php/JELS


Tell: Teaching of English Language and Literature Journal
https://journal.um-surabaya.ac.id/Tell


JELLT (Journal of English Language and Language Teaching)
https://jurnal.ustjogja.ac.id/index.php/JELLT


PREMISE: Journal of English Education and Applied Linguistics
https://ojs.fkip.ummetro.ac.id/index.php/english


ELT Echo: The Journal of English Language Teaching in Foreign Language Context
https://syekhnurjati.ac.id/jurnal/index.php/eltecho


ELTIN Journal: Journal of English Language Teaching in Indonesia
https://ejournal.stkipsiliwangi.ac.id/index.php/eltin


JET (Journal of English Teaching)
https://jurnal.unipasby.ac.id/index.php/jet


FOSTER: Journal of English Language Teaching
https://ejournal.iainpalopo.ac.id/index.php/Foster


Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning
https://e-journal.usd.ac.id/index.php/JETR


Journal of English Teaching and Applied Linguistics (JETAL)
https://jurnal.uhn.ac.id/index.php/jetal

Catatan:

Daftar di atas berfokus pada jurnal yang mempublikasikan penelitian English Language Teaching (ELT), English Education, Applied Linguistics, TESOL/EFL, dan Language Teaching.

SINTA 3 ELT & LINGUISTICS FAST TRACK REVIEW JOURNAL

SINTA 3 WOS ELT FAST TRACK REVIEW JOURNAL




REGISTER JOURNAL, 1979-8903 (PRINT) - 2503-040X (ONLINE), seeks to provide a dedicated platform for the dissemination of research, best practices, and contemporary innovative methodologies related to teaching and learning English within Islamic educational contexts, preserving the religious and cultural identity. This includes early childhood education, elementary and secondary schools, and higher education institutions.


FAST TRACK REVIEW: 1.500.000 (IDR)/ 95 (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 7-8 weeks. This payment DOES NOT include 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, you can have 2 to 3 rounds of revisions after the initial review.

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 Review.
- If your paper is selected for Fast Track review, it will be eligible for publication after several rounds of revision.

ARTICLE PUBLICATION FEE: 2.000.000.00 (IDR) (for Indonesian author) &$ 150 (for foreign author). If this paper is accepted for publication, you will be asked to fill out a Declaration Form with your signature, in addition to paying for a Publication Fee to cover publications costs.

The total payment for fast track & APC will be: 245 USD or IDR 3.500.000,-

Cohesion and Coherence in Discourse Analysis: A Comprehensive Examination

 

(99+) Cohesion in English Halliday and Hasan

[PDF] Cohesion in English - Halliday & Hasan (1976) - Free Download - 11MB

# Cohesion and Coherence in Discourse Analysis: A Comprehensive Examination

## Introduction to Cohesion and Coherence

In the fields of discourse analysis and text linguistics, the concepts of **cohesion** and **coherence** represent fundamental pillars that explain how sequences of sentences transform into meaningful texts rather than remaining disconnected statements. 

These concepts, though frequently used interchangeably in casual discourse, possess distinct characteristics that linguists and researchers have carefully delineated over decades of scholarly investigation. Understanding the nuanced relationship between cohesion and coherence is essential for anyone seeking to comprehend how language functions at the discourse level, whether for academic purposes, professional writing, or pedagogical applications in language teaching.

The distinction between cohesion and coherence lies at the heart of text linguistics, with cohesion referring to the explicit linguistic connections between sentences, while coherence addresses the logical and meaningful relationships among ideas within a text (Halliday & Hasan, 1976). This fundamental difference has profound implications for how texts are constructed, interpreted, and evaluated across various contexts. As Widdowson (2007) observes, cohesion operates at the surface level of text, dealing with grammar and vocabulary, whereas coherence functions at a deeper level, concerning meaning and the organization of ideas. The surface-level features of cohesion can be readily identified through language forms, making them accessible to linguistic analysis, while coherence depends significantly on readers' interpretation and background knowledge, rendering it more subjective and context-dependent.

Halliday and Hasan (1976) established a foundational framework by explaining that **a text is not merely a collection of sentences but a semantic unit**. This perspective revolutionized the study of discourse by shifting attention from isolated sentences to the interconnected nature of textual meaning. According to their theory, a text becomes unified because its parts are connected through cohesive relations, which create what they term "texture" - the quality that distinguishes a text from a random sequence of sentences. This conceptualization has influenced subsequent research and continues to serve as a cornerstone for understanding how texts achieve unity and meaning (de Beaugrande & Dressler, 1981; Tanskanen, 2006).

## Halliday and Hasan's Theory of Cohesion

Blog Dr. Faizal Risdianto: 4 types of Trianggulation in Qualitative Research

Blog Dr. Faizal Risdianto: 4 types of Trianggulation in Qualitative Research: Data triangulation refers to using a validation test process from qualitative data (Interviews, Observations, FGDs). Triangulation refers to...

🌿 AKIBAT DULU BARU ASBAB

 🌿 AKIBAT DULU BARU ASBAB

Jalan Orang Bertaqwa vs Jalan Orang Biasa

1. Jalan Asbāb (Sebab)

Jalan asbāb adalah jalan umum yang ditempuh semua orang, baik Muslim maupun non-Muslim. Contohnya:

Jika ingin mendapatkan uang → harus bekerja.

Jika ingin sehat → harus berobat.

Jika ingin kaya → harus hidup hemat.

Jika ingin berkuasa → harus mencari pengaruh.

Inilah jalan yang dipahami oleh kebanyakan orang, termasuk sebagian umat Islam. Pola pikir ini membuat kita sering beranggapan:

“Kalau tidak kerja, mana mungkin dapat uang?”

“Kalau tidak minum obat, bagaimana bisa sembuh?”

“Kalau tidak punya harta dan kekuasaan, bagaimana umat Islam bisa memimpin?”

“Kalau tidak punya biaya, bagaimana bisa berangkat umroh, haji, atau khuruj?”

Padahal sering kita dengar kalimat penuh keyakinan: “Allah se hota hai, makhluq kuch bhi nahin hota” (Semua terjadi karena Allah, makhluk tidak punya kuasa apa pun). Kita lemah, miskin, tetapi Allah Maha Kuat, Maha Kaya, dan Maha Kuasa.

Allah SWT bisa saja memberi rezeki tanpa sebab:

Allah menurunkan awan, manna, dan salwa kepada Bani Israil di Lembah Tih selama 40 tahun (QS. Al-Baqarah: 57).

Maryam AS mendapatkan buah-buahan segar langsung di mihrab (QS. Āli ‘Imrān: 37).

Kaum Hawariyyun meminta hidangan dari langit, lalu Allah kabulkan (QS. Al-Mā’idah: 112–115).

2. Jalan Akibat (Keyakinan Orang Bertaqwa)

Nabi Muhammad ﷺ dan para sahabat mengajarkan keyakinan yang lurus: semua akibat datang dari Allah, bukan semata-mata dari sebab.

Contoh:

Ketika hujan turun pertama kali, Nabi ﷺ meneguk air hujan dan bersabda:

“Air ini baru saja Allah ciptakan.” (HR. Muslim, no. 898)

Banyak kisah sahabat yang ditolong Allah karena keyakinan murni:

Sahabat Anas RA berdoa dua rakaat, lalu Allah turunkan hujan khusus untuk sawahnya.

Sahabat Miqdād bin al-Aswad sedang buang hajat, tiba-tiba seekor tikus keluar dari lubang, bolak-balik tujuh kali membawa dinar emas. Nabi ﷺ bersabda:

“Itu adalah rezeki khusus dari Allah.” (HR. Ahmad, al-Ṭabarānī – dinilai hasan oleh sebagian ulama)

Ada ibu yang masuk Islam lalu anaknya meninggal. Ia khawatir menjadi fitnah. Maka Allah hidupkan kembali bayinya dengan izin-Nya.

3. Dalil Al-Qur’an dan Hadits

QS. Yūnus: 10

“Doa mereka di dalamnya ialah: ‘Mahasuci Engkau, ya Allah.’ Salam penghormatan mereka ialah: ‘Salām.’ Dan penutup doa mereka ialah: ‘Segala puji bagi Allah, Tuhan seluruh alam.’”

QS. Al-A‘rāf: 128

“…Sungguh, bumi ini milik Allah; diwariskan-Nya kepada siapa yang Dia kehendaki dari hamba-hamba-Nya. Dan kesudahan (al-‘āqibah) yang baik hanyalah bagi orang-orang yang bertakwa.”

QS. Ibrahim: 7

“Jika kamu bersyukur, pasti Aku akan menambah (nikmat) kepadamu; tetapi jika kamu kufur, sesungguhnya azab-Ku sangat pedih.”

Hadits:

“Dzikir terbaik adalah ‘Lā ilāha illallāh’. Doa terbaik adalah ‘Alhamdulillāh’.” (HR. Tirmidzi, no. 3383 – shahih)

4. Makna Alhamdulillah: Akibat, Bukan Sekadar Sebab

Sering kali kita mengucapkan Alhamdulillah hanya setelah mendapat nikmat. Padahal, seharusnya sejak awal kita menyadari nikmat yang sudah ada.

Contoh: ketika sakit gigi, kita tetap bisa mengucapkan Alhamdulillah karena: mata, telinga, jantung, paru-paru, ginjal masih sehat. Sakit gigi hanyalah sedikit ujian di tengah banyaknya nikmat.

Karena itu, Alhamdulillah adalah bentuk syukur atas akibat, bukan sekadar menunggu sebab. Allah berfirman:

“Wal-‘āqibatu lil-muttaqīn” (Dan kesudahan yang baik hanyalah bagi orang-orang yang bertakwa) – QS. Al-A‘rāf: 128.

5. Fokus pada Allah, Bukan pada Asbāb

Jika hanya fokus pada sebab, hidup terasa berat.

Tukang bata: untuk bekal 10 juta, ia harus membuat 10 ribu bata.

Tukang jahit: untuk bekal 10 juta, ia harus menjahit 100 celana panjang.

Itu melelahkan jika hanya menghitung sebab. Tetapi bila yakin pada Allah, hati menjadi ringan. Asbāb hanyalah jalan kecil, sedangkan Allah adalah Rabbul-Asbāb (Penguasa segala sebab).

6. Penutup

Mari kita perbanyak Alhamdulillah, bersihkan keyakinan hanya kepada Allah, dan yakin bahwa akibat yang baik pasti Allah berikan bagi orang yang bertakwa.

Semoga Allah SWT meneguhkan iman kita, memberi rezeki dari arah yang tak disangka-sangka (QS. At-Ṭalāq: 2–3), dan mengangkat kita menuju derajat iman yang diridhai-Nya. Āmīn.

PegiatJurnal.com: Link SIAKAD atau LINK AKADEMIK DOSEN UIN Salatiga

PegiatJurnal.com: Link SIAKAD atau LINK AKADEMIK DOSEN UIN Salatiga: Link SIAKAD atau LINK AKADEMIK DOSEN UIN Salatiga https://siakad.uinsalatiga.ac.id/dosen/ at January 04, 2024 Email This BlogThis! Share ...

 

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Blog Dr. Faizal Risdianto: Politeness and Impoliteness Strategies in Lecturer...

Blog Dr. Faizal Risdianto: Politeness and Impoliteness Strategies in Lecturer...: Faizal Risdianto, Universitas Islam Negeri Salatiga Machfudz Machfudz, Universitas Islam Negeri Salatiga Eka Margianti Sagimin, Universitas ...

Creswell’s Data Analysis Spiral

 Creswell’s Data Analysis Spiral can be described in five iterative steps as follows:

1. Managing and organizing the data: Arrange the raw lesson plans and interview transcripts into a clear system so they are easy to locate, compare, and analyze. This usually includes transcription, file labeling, and sorting by source or participant.[komunikasilingkungan]

2. Reading and memoing: Read the data repeatedly to get an overall sense of meaning, then write reflective memos about initial impressions, questions, or emerging ideas. These memos help bridge the raw data and later coding.[komunikasilingkungan]

3. Describing, classifying, and interpreting codes: Move from open codes to broader conceptual categories by grouping similar codes, describing patterns, and interpreting how they relate to one another. At this stage, the analysis becomes more abstract and thematic.[komunikasilingkungan]

4. Developing and assessing interpretations: Form deeper interpretations about what the participants know, believe, or understand, and check whether those interpretations are consistent with the full dataset. This step connects categories to the larger meaning of the study.[komunikasilingkungan]

5. Representing and visualizing the findings: Present the finalized analysis in contextual narratives supported by quotes, tables, diagrams, or other visuals so the findings are clear and meaningful to readers.[komunikasilingkungan]

In short, the spiral is iterative, meaning the researcher can move back and forth between steps until the interpretation feels well grounded in the data.[komunikasilingkungan]

Dinamika Relasional Kelas EFL

 Pembelajaran Bahasa Inggris sebagai Bahasa Asing (English as a Foreign Language atau EFL) pada hakikatnya merupakan proses yang tidak hanya berorientasi pada penguasaan kompetensi linguistik, tetapi juga melibatkan dinamika sosial dan psikologis yang kompleks. Ruang kelas menjadi arena interaksi tempat guru dan siswa secara terus-menerus membangun, menafsirkan, dan menegosiasikan makna melalui komunikasi. Dalam perspektif pemerolehan bahasa kedua, keberhasilan belajar tidak dapat dipisahkan dari kualitas hubungan interpersonal yang berkembang selama proses pembelajaran. Saville-Troike dan Barto (2017) menegaskan bahwa bahasa dipelajari melalui interaksi sosial sehingga setiap percakapan di kelas bukan sekadar media penyampaian informasi, melainkan juga sarana pembentukan identitas sosial, rasa percaya diri, dan keanggotaan dalam komunitas belajar. Oleh karena itu, kualitas hubungan antara guru dan siswa menjadi salah satu faktor penentu efektivitas pembelajaran bahasa.

Fenomena tersebut dapat dipahami melalui Teori Rapport Management yang dikemukakan oleh Spencer-Oatey (2008). Teori ini menjelaskan bahwa keberhasilan komunikasi sangat dipengaruhi oleh kemampuan partisipan dalam mengelola hubungan interpersonal melalui tiga komponen utama, yaitu face sensitivities (sensitivitas terhadap citra diri), sociality rights and obligations (hak dan kewajiban sosial), serta interactional goals (tujuan interaksi). Dalam konteks kelas EFL, guru tidak hanya bertanggung jawab menyampaikan materi, tetapi juga menjaga keseimbangan hubungan sosial dengan menghormati harga diri siswa, memenuhi harapan mereka untuk diperlakukan secara adil, dan menciptakan suasana yang mendukung tercapainya tujuan pembelajaran. Ketika ketiga aspek tersebut dikelola secara efektif, interaksi kelas menjadi lebih harmonis sehingga siswa merasa nyaman untuk berpartisipasi aktif dalam kegiatan berbicara maupun diskusi.

Selain itu, dinamika hubungan guru dan siswa juga dapat dijelaskan melalui konsep Relational Work yang dikembangkan oleh Locher dan Watts (2005, 2008). Berbeda dengan teori kesopanan tradisional yang cenderung memandang kesantunan sebagai seperangkat strategi tetap, teori Relational Work menekankan bahwa setiap tindakan komunikasi merupakan proses negosiasi hubungan yang terus berlangsung. Kesantunan, ketidaksantunan, maupun perilaku yang dianggap netral ditentukan oleh penilaian partisipan berdasarkan norma sosial yang berlaku dalam komunitas tertentu. Dalam kelas EFL, misalnya, cara guru memberikan koreksi terhadap kesalahan siswa dapat dipersepsikan sebagai bentuk dukungan apabila disampaikan secara empatik, tetapi dapat pula dianggap mengancam apabila dilakukan secara keras atau mempermalukan siswa di depan teman-temannya. Dengan demikian, keberhasilan komunikasi pedagogis bergantung pada kemampuan guru menyesuaikan strategi tutur dengan ekspektasi relasional yang berkembang di dalam kelas.

Daftar link video Pelajaran Dasar Islam & Kisah Islami berbahasa Arab untuk anak-anak

  

Assalamu Alaikum warahmatuLLAH

Berikut ini adalah daftar link URL Youtube video berbahasa Arab yang sangat bermanfaat untuk pembelajaran ilmu-lmu dasar ke-Islam-an sekaligus belajar Bahasa Arab.

Seorang lelaki ahli surga

Link URL: https://www.youtube.com/watch?v=3qlfMqTf120

Kisah Ilmuwan Muslim : Ibnu Sina (Bagian Pertama)

LINK URL: https://www.youtube.com/watch?v=ePBc8bznyPc

قصة سيدنا موسى عليه السلام للأطفال | قناة عالم حسان - Hassan's World

Link URL: https://www.youtube.com/watch?v=zci8etgyad8

صص الإنسان في القرآن | الحلقة 1 | أصحاب الأخدود - ج 1 | Human Stories from Qur'an

Link URL: https://www.youtube.com/watch?v=fyHqHof8-xU

قصة سيدنا نوح للاطفال كاملة | قصص الانبياء للاطفال | كرتون إسلامي للأطفال | قصص قبل النوم

Link URL: https://www.youtube.com/watch?v=PBnqOqjmSEU

صص الحيوان في القرآن | الحلقة 18 | نملة سليمان - ج 1 | Animal Stories from Qur'an

Link URL: https://www.youtube.com/watch?v=ikuY5Gqd4IU

1. Learn with Zakaria (تعلم مع زكريا) ⭐⭐⭐⭐⭐

Sangat direkomendasikan untuk pembelajaran bahasa Arab anak.

Belajar membaca kata-kata Arab (teks muncul di layar)

2. Kisah Nabi Sulaiman (قصة سيدنا سليمان للأطفال)

🔗 https://www.youtube.com/results?search_query=قصة+سيدنا+سليمان+للأطفال+بالعربية

3. Kisah-kisah Al-Qur'an untuk anak-anak

🔗 https://www.youtube.com/results?search_query=قصص+القرآن+للأطفال+بالعربية

 

4. Kisah para nabi untuk anak-anak

🔗 https://www.youtube.com/results?search_query=قصص+الأنبياء+للأطفال

 

5. Learn with Zakaria – Playlist Islami

🔗 https://www.youtube.com/@LearnWithZakaria

 

Kanal ini berisi ratusan video edukasi bahasa Arab, doa, kisah nabi, dan hafalan Al-Qur'an untuk anak-anak.

6. Youcef Kids

🔗 https://www.youtube.com/results?search_query=Youcef+Kids+قصص+الأنبياء

 

 

Blog Dr. Faizal Risdianto: Politeness and Impoliteness Strategies in Lecturer...

Blog Dr. Faizal Risdianto: Politeness and Impoliteness Strategies in Lecturer...: Faizal Risdianto, Universitas Islam Negeri Salatiga Machfudz Machfudz, Universitas Islam Negeri Salatiga Eka Margianti Sagimin, Universitas ...

PegiatJurnal.com: Link SIAKAD atau LINK AKADEMIK DOSEN UIN Salatiga

PegiatJurnal.com: Link SIAKAD atau LINK AKADEMIK DOSEN UIN Salatiga: Link SIAKAD atau LINK AKADEMIK DOSEN UIN Salatiga https://siakad.uinsalatiga.ac.id/dosen/ at January 04, 2024 Email This BlogThis! Share ...

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Blog Dr. Faizal Risdianto: Politeness and Impoliteness Strategies in Lecturer...

Blog Dr. Faizal Risdianto: Politeness and Impoliteness Strategies in Lecturer...: Faizal Risdianto, Universitas Islam Negeri Salatiga Machfudz Machfudz, Universitas Islam Negeri Salatiga Eka Margianti Sagimin, Universitas ...

Stabilized interlanguage patterns and fossilization risks in Indonesian EFL academic writing: A qualitative error analysis

Stabilized interlanguage patterns and fossilization risks in Indonesian EFL academic writing: A qualitative error analysis | Pedagogy : Journal of English Language Teaching

Keywords: academic writing, error analysis, EFL learners, fossilization risks, stabilized interlanguage

Abstract

Stabilized interlanguage remains a persistent concern in second language acquisition, particularly in the academic writing of English as a Foreign Language (EFL) learners who have received years of formal instruction. Although interlanguage stabilization has been widely discussed in SLA scholarship, less attention has been given to how it appears in the academic writing of advanced Indonesian EFL learners. This study addresses this gap by examining recurrent lexico-syntactic, grammatical, and discourse-level errors that may indicate stabilized interlanguage patterns and fossilization risks. Using a qualitative descriptive design, the study involved seven undergraduate EFL learners from an Indonesian university who were selected purposively based on their experience in academic essay writing. Data were collected through controlled argumentative writing tasks and analyzed using error analysis supported by thematic coding. The findings show recurring problems in article use, prepositional choice, cohesion devices, nominalization, verb form, collocation, and academic register. These patterns suggest that some learners were able to communicate their intended meanings, yet still relied on non-target-like forms that had become familiar in their writing. The study also indicates that such patterns may be shaped by first-language transfer, limited noticing, insufficient corrective feedback, and repeated use of communicatively acceptable expressions. The findings highlight the need for discourse-level feedback, genre-based instruction, and targeted pedagogical support that helps learners notice, revise, and move beyond stabilized patterns. This study contributes to SLA and EFL writing research by situating fossilization risks within Indonesian higher education academic writing in university contexts.

Pak Fay New Blog: https://litapdimas.kemenag.go.id/index.php/

Pak Fay New Blog: https://litapdimas.kemenag.go.id/index.php/:   Litapdimas | Kementerian Agama RI https://litapdimas.kemenag.go.id/index.php/

Blog Dr. Faizal Risdianto: Politeness and Impoliteness Strategies in Lecturer...

Blog Dr. Faizal Risdianto: Politeness and Impoliteness Strategies in Lecturer...: Faizal Risdianto, Universitas Islam Negeri Salatiga Machfudz Machfudz, Universitas Islam Negeri Salatiga Eka Margianti Sagimin, Universitas ...

PegiatJurnal.com: Link SIAKAD atau LINK AKADEMIK DOSEN UIN Salatiga

PegiatJurnal.com: Link SIAKAD atau LINK AKADEMIK DOSEN UIN Salatiga: Link SIAKAD atau LINK AKADEMIK DOSEN UIN Salatiga https://siakad.uinsalatiga.ac.id/dosen/ at January 04, 2024 Email This BlogThis! Share ...