Di Balik Setitik Cahaya

Suatu malam di kota kecil yang jauh dari hiruk pikuk, Rafi, seorang mahasiswa filsafat, menatap langit dari atap kosnya. Ia baru saja selesai membaca buku tebal berjudul “The God Delusion.” Buku itu membuatnya berpikir keras: mungkinkah semua yang ia yakini selama ini hanya ilusi?

“Jika alam semesta ini berjalan otomatis tanpa campur tangan siapa pun, lalu mengapa aku merasa ada makna di balik segalanya?” gumamnya lirih.

Keesokan harinya, Rafi menemui Pak Arman, dosennya yang dikenal bijak dan berwawasan luas.

“Pak,” katanya, “saya sedang berpikir… mungkin Tuhan itu hanya konsep yang dibuat manusia karena ketakutan terhadap kematian.”

Pak Arman menatapnya dengan senyum tenang.

“Pertanyaan yang bagus, Rafi. Tapi katakan padaku, apakah ketakutan melahirkan keteraturan?”

Rafi terdiam. “Maksud Bapak?”

“Lihatlah tubuhmu,” lanjut Pak Arman. “Jantungmu berdetak tanpa kamu perintah. Udara masuk dan keluar dengan ritme yang sempurna. Alam memiliki hukum yang konsisten—matematika, gravitasi, simetri—semuanya berbicara tentang akal dan maksud, bukan kebetulan. Jika semua hanya hasil acak, mengapa hasilnya begitu teratur?”

Rafi mencoba membantah, “Tapi, bukankah semua itu bisa dijelaskan oleh sains?”

Pak Arman tersenyum lagi.

“Betul. Tapi sains menjelaskan bagaimana, bukan mengapa. Sains bisa menjelaskan bagaimana bunga mekar, tapi tidak bisa menjelaskan mengapa keindahan itu menyentuh hatimu. Di titik itu, akal bertemu makna. Dan makna selalu menuntun pada asalnya.”

Beberapa minggu kemudian, Rafi mengikuti program pengabdian di desa terpencil. Di sana, ia bertemu Ibu Siti, seorang wanita tua yang setiap pagi memberi makan anak-anak yatim dengan senyum ikhlas, meski hidupnya serba kekurangan.

Rafi bertanya, “Ibu, kenapa Ibu masih berbuat baik padahal hidup Ibu sendiri sulit?”

Ibu Siti menjawab pelan, “Nak, karena aku yakin Allah tidak melihat hasil, tapi niat. Hidup ini singkat, tapi kebaikan itu kekal.”

Malam itu, di bawah cahaya lampu minyak yang redup, Rafi kembali menatap langit.

Ia teringat ucapan dosennya: “Agnostisisme sering lahir bukan karena kurang bukti, tapi karena hati belum bersih dari kabut keraguan.”

Rafi akhirnya menulis di jurnalnya:

“Ateisme menganggap alam tanpa makna, agnostik ragu karena takut salah. Tapi keduanya berhenti mencari setelah menemukan tanda-tanda. Padahal kebenaran sejati bukan dihindari, tapi didekati dengan rendah hati.”

Dan untuk pertama kalinya setelah lama, Rafi menunduk… bukan karena kebingungan, tetapi karena kesadaran.

Cerita: Cangkir Kopi dan Alam Semesta

🌌 Cerita: Cangkir Kopi dan Alam Semesta

Suatu sore, di sebuah taman universitas, dua sahabat lama bertemu: Arif, seorang dosen filsafat yang beriman, dan Dian, seorang ilmuwan yang mengaku ateis.

Mereka duduk di bawah pohon rindang sambil menikmati kopi panas. Angin berhembus pelan, dan dedaunan jatuh satu per satu ke tanah.


Dian: “Arif, aku sering berpikir, alam semesta ini berjalan dengan hukum-hukumnya sendiri. Tak perlu Tuhan untuk menjelaskannya.”
Arif: “Benar, hukum-hukum alam memang menakjubkan. Tapi bukankah yang membuat hukum itu lebih menakjubkan lagi?”

Dian tersenyum, meneguk kopinya. “Mungkin saja hukum itu muncul begitu saja, seperti kebetulan kosmik.”

Arif lalu menunjuk ke cangkir kopi di tangan Dian.


Arif: “Kopimu itu, apakah muncul sendiri di tanganmu?”
Dian: “Tentu tidak. Aku memesannya dari barista.”
Arif: “Lalu, barista itu membuatnya dengan bahan yang disiapkan petani kopi, bukan?”
Dian: “Ya, benar.”
Arif: “Jadi, sesuatu yang sederhana seperti secangkir kopi pun membutuhkan rantai sebab-akibat yang panjang dan penuh kesadaran manusia. Sekarang, pikirkan alam semesta — jauh lebih kompleks, jauh lebih indah. Apakah masuk akal bila sesuatu yang sesempurna itu muncul tanpa kesadaran yang lebih tinggi?”

Dian terdiam. Ia menatap permukaan kopi yang berputar pelan tertiup angin.


Dian: “Tapi Arif, aku percaya pada bukti ilmiah, bukan pada hal yang tak terlihat.”
Arif: “Dan bukti ilmiah justru menuntun kita pada keteraturan dan keseimbangan. Kalau keteraturan adalah bukti adanya sistem, bukankah sistem menandakan adanya perancang?”

Setelah lama hening, Arif menambahkan pelan:

Arif: “Ketika seseorang menolak keberadaan Tuhan, ia bukan sedang menolak bukti, tapi menolak makna. Ia ingin alam semesta berjalan tanpa harus bertanggung jawab kepada siapa pun.”

Dian menatap langit sore yang mulai berwarna jingga. Ia tidak menjawab, tapi di dalam hatinya ada pertanyaan baru — bukan tentang Tuhan yang harus dibuktikan, melainkan tentang makna keberadaannya sendiri di tengah jagat raya yang begitu tertata.

Cerita: Eksperimen yang Tak Selesai tapi muncul Insight Baru

⚛️ Cerita: Eksperimen yang Tak Selesai

Di sebuah laboratorium riset fisika kuantum di Tokyo, Dr. Adrian Rahman, seorang ilmuwan muda ateis, tengah memeriksa hasil eksperimen tentang fluktuasi partikel dalam ruang hampa. Ia percaya bahwa alam semesta muncul dari “ketiadaan” — bahwa semuanya adalah hasil kebetulan kuantum.

Suatu malam, Profesor Hana, dosen tamu dari Oxford sekaligus seorang teolog-fisikawan, datang mengunjungi labnya.

Hana: “Masih mengejar teori asal mula semesta dari ketiadaan, Adrian?”
Adrian: “Ya. Jika kita bisa membuktikan bahwa partikel bisa muncul dari vakum kuantum, maka kita tak perlu Tuhan untuk menjelaskan penciptaan.”

Profesor Hana tersenyum tipis dan menatap layar monitor yang menampilkan data eksperimen.


Hana: “Menarik. Tapi izinkan aku bertanya — siapa yang merancang sistem eksperimental ini?”
Adrian: “Saya. Bersama tim saya.”
Hana: “Dan siapa yang menulis algoritma pemroses datanya?”
Adrian: “Saya juga.”
Hana: “Lalu kenapa kamu yakin bahwa sistem yang jauh lebih kompleks — seluruh semesta ini — tidak memerlukan perancang?”

Adrian terdiam. Ia mencoba menjawab dengan nada rasional.


Adrian: “Karena hukum-hukum fisika sudah cukup menjelaskan keteraturan itu.”
Hana: “Tapi hukum-hukum itu berasal dari mana? Kamu menggunakan konstanta, energi, dan probabilitas. Namun apa yang menegakkan hukum itu agar konsisten dan tidak runtuh? Hukum tidak bisa menegakkan dirinya sendiri — sama seperti program yang tidak bisa menulis dirinya tanpa penulis.”

Hening sejenak. Di layar, muncul pola interferensi partikel yang membentuk struktur simetris — begitu indah, nyaris artistik.


Hana: “Lihatlah pola itu, Adrian. Ia menunjukkan bahwa di tingkat paling dasar dari realitas, ada harmoni. Dalam fisika kuantum, keteraturan dan ketidakpastian saling melengkapi — seperti catatan dalam simfoni.
Tapi simfoni tanpa komponis hanyalah kebisingan acak.
Bukankah lebih rasional mengakui ada Kecerdasan yang menata ketidakpastian itu?”

Adrian menatap layar lama sekali. Untuk pertama kalinya, ia merasakan sesuatu yang tidak bisa dijelaskan dengan persamaan matematis — rasa takjub yang disertai kesadaran bahwa mungkin, di balik seluruh mekanika alam semesta, ada “Sang Pemrogram” yang tak terlihat.

Definition of Ecolinguistics

 1. Definition of Ecolinguistics

Ecolinguistics is an interdisciplinary field that explores the relationship between language, ecology, and society. It studies how language shapes, reflects, and influences human interactions with the natural environment. Originating in the 1990s from the ecological turn in linguistics, ecolinguistics seeks to understand how discourses either support or undermine ecological sustainability.

According to Arran Stibbe (2015, 2021), ecolinguistics examines the stories we live by—the deep narratives, metaphors, and ideologies embedded in language that affect how people perceive and act toward the environment. It is both analytical (describing linguistic patterns) and ethical (evaluating whether these patterns contribute to ecological wellbeing).


2. Focus and Scope of Ecolinguistics

Ecolinguistics integrates linguistic analysis with ecological and cultural awareness. Its focus and scope can be described through several dimensions:

Focus AreaDescription
Ecological Discourse AnalysisInvestigates how texts construct relationships between humans, other species, and the environment.
Critical EcolinguisticsEvaluates whether language promotes ecological harmony or ecological destruction, often guided by Stibbe’s (2021) framework.
Cultural Ecology of LanguageExplores how linguistic expressions embody ecological wisdom and cultural values (e.g., in indigenous or local traditions).
Deictic and Semiotic PerspectivesExamines spatial, temporal, and personal deixis in representing ecological relationships.
Language and IdentityStudies how ecological identity and belonging are linguistically constructed (drawing on Kramsch’s view of language as symbolic of culture).

Thus, the scope of ecolinguistics extends from media discourse, policy texts, and advertisements to works of art and literature, which function as powerful reflections of ecological ideology.


3. Examples of Ecolinguistic Analysis in Works of Art

a. Poetry

  • Example: William Wordsworth’s “Lines Written in Early Spring”

    • Analysis: Through transitivity and appraisal analysis, the poem’s language reveals harmony between human and nature but also laments human alienation. The ecolinguistic reading exposes the contrast between anthropocentric and ecocentric worldviews.

b. Short Stories

  • Example: Ken Liu’s “The Paper Menagerie”

    • Analysis: The story’s use of metaphor and symbolism shows the loss of connection between human culture and natural materials (paper animals as living ecology). Ecolinguistics uncovers how modernity and linguistic assimilation destroy ecological empathy and identity.

c. Novels

  • Example: George Orwell’s Animal Farm (Ecolinguistic Deixis Analysis)

    • Analysis: Spatial deixis like “in the farmhouse” and “on the farm” represent ideological control and ecological disconnection. Temporal deixis such as “from that day onwards” marks the manipulation of natural cycles. Language thus constructs ecological alienation and loss of communal harmony.

d. Drama

  • Example: Henrik Ibsen’s An Enemy of the People

    • Analysis: Through dialogue and conflict, ecolinguistic analysis reveals how discourse of economic progress suppresses environmental truth. The play becomes a critique of industrial discourse that prioritizes profit over ecological health.


4. Theoretical Contributions of Ecolinguistics

AspectTheoretical Contribution
Critical FrameworkProvides a normative dimension to linguistics—evaluating language ethically in relation to environmental sustainability.
Integration of DisciplinesBridges linguistics, ecology, philosophy, and cultural studies, enriching both environmental humanities and language studies.
New Analytical ToolsIntroduces frameworks like Stibbe’s Story Types (destructive vs. beneficial stories) and Ecosophy (a guiding ecological philosophy).
Reconceptualizing LanguageRedefines language as an ecological system—a living part of the environment, not merely a social construct.
Empowerment for ChangeEncourages eco-awareness and activism through critical reading and writing, making literature a site for ecological transformation.

5. Summary

In short, ecolinguistics studies how language constructs ecological relationships, offering a critical perspective on how texts shape environmental understanding. Applied to art and literature, it helps uncover underlying ecological ideologies—whether they promote care, alienation, or destruction of the natural world—while contributing theoretically to the ethical and ecological expansion of linguistic inquiry.

UIN Salatiga Showcases 196 Research Projects at AIICARE 2025: Bridging Science, Society, and Culture

Salatiga, November 3, 2025 — The Centre for Research and Community Service (LP2M) of UIN Salatiga successfully hosted the 2025 Annual International Interdisciplinary Conference and Research Expo (AIICARE), featuring 196 research projects conducted in 2023. The event highlighted the university’s commitment to ensuring that academic research contributes directly to community development and real-world sustainability efforts.

The two-day conference, held at Laras Asri Hotel, Salatiga, carried the theme “Approaches to Sustainability: Bridging Science, Society, and Culture.” It brought together scholars and experts from around the world, including keynote speakers Prof. Zakiyuddin (UIN Salatiga), Prof. Nasr Muhammad Arif (Cairo University, Egypt), Sheikh Abdul Karim Harelimana (Ambassador of Rwanda), Prof. Maila Dinia Rahiem (UIN Jakarta), and Prof. Jumanto (Udinus Semarang).

Opening the event, Salatiga Mayor Dr. Robby Hermawan, Sp.OG. emphasized that academic collaboration strengthens Salatiga’s reputation as a tolerant and innovative city open to research and global partnerships.

The conference proceedings will be peer-reviewed, open access, and published by Taylor & Francis, with proposed Scopus indexing. AIICARE 2025 reaffirms UIN Salatiga’s vision of uniting knowledge for social impact and sustainable global development.

Daftar Jurnal Sinta 2 Bidang ELT dan Linguistik & APC

 Berikut adalah daftar jurnal terindeks Sinta 2 di bidang English Language Teaching (ELT) dan linguistik beserta informasi biaya publikasi (APC)-nya:

Daftar Jurnal Sinta 2 Bidang ELT dan Linguistik

  • Indonesian Journal of English Education (IJEE) – UIN Syarif Hidayatullah

  • Register Journal – UIN Salatiga

  • Englisia: Journal of Language, Education, and Humanities – UIN Ar-Raniry

  • ELT Echo: The Journal of English Language Teaching in Foreign Language Context – IAIN Syekh Nurjati Cirebon

  • Ranah: Jurnal Kajian Bahasa

  • Jurnal Pendidikan Indonesia

Biaya Publikasi (APC)

  • Kisaran biaya publikasi untuk jurnal Sinta 2 secara umum adalah antara Rp 1.000.000 sampai Rp 3.000.000 per artikel.

List of 25 Journals (Free or Low APC in Language & Linguistics Fields)

 


List of Journals (Free or Low APC in Language & Linguistics Fields)

  1. CALL-EJ (Computer-Assisted Language Learning Electronic Journal) – Q1
    🌐 http://callej.org/
    Free APC

  2. CLCWeb: Comparative Literature and Culture – Q2
    🌐 https://docs.lib.purdue.edu/clcweb/
    Free APC

  3. Journal of Language and Education (JLE) – Q2
    🌐 https://jle.hse.ru/index
    Free APC

  4. Journal of Ethnic Foods – Q1
    🌐 https://journalofethnicfoods.biomedcentral.com/
    Free APC

  5. Journal of Ethnology and Folkloristics – Q2
    🌐 https://sciendo.com/journal/JEF
    Free APC

  6. Research Result: Theoretical and Applied Linguistics
    🌐 http://rrlinguistics.ru/en/
    Free APC

  7. Jordan Journal of Modern Languages and Literatures
    🌐 https://journals.yu.edu.jo/jjmll/ScopeandDescription.html
    Free APC, review ≈ 3 months

  8. World of Media: Journal of Russian Media and Journalism Studies
    🌐 http://worldofmedia.ru/
    Free APC, review ≈ 3 months

  9. Kasetsart Journal of Social Sciences
    🌐 https://kjss.kasetsart.org/aimsAndScope.aspx
    Submission fee: 100 USD (APC free after acceptance), review ≈ 3 months, publication ≈ 1–1.5 years

  10. SKASE Journal of Translation and Interpretation
    🌐 http://www.skase.sk/SKASE.html
    Free APC

  11. Topics in Linguistics – Q2
    🌐 https://sciendo.com/journal/TOPLING
    Free APC

Pelajaran Mahal kegagalan Indonesia lolos ke Piala Dunia 2026: Pola kerja yang tidak fokus & tidak berkesinambungan?

 


Timnas Indonesia kini belum memiliki staf kepelatihan baru setelah pemutusan kontrak Patrick Kluivert dan asistennya asal Belanda, usai kegagalan lolos ke Piala Dunia 2026. Keputusan itu mengakhiri masa kerja Kluivert yang baru berjalan sembilan bulan sejak menggantikan Shin Tae-yong, yang sebelumnya juga diberhentikan secara kontroversial di tengah perjalanan kualifikasi.

Media Vietnam, Znews.vn, menyoroti kondisi ini sebagai pola berulang di sepak bola Indonesia, di mana setiap kali gagal, semuanya dimulai lagi dari nol — memecat pelatih, membatalkan rencana lama, dan membangun yang baru. Akibatnya, tak ada pelatih yang punya waktu cukup untuk menanam filosofi dan membina pemain muda.

"Ketika Patrick Kluivert pergi, ia tidak hanya membawa rencana taktiknya, tetapi juga staf pelatih, rencana latihan, dan sistem pengembangan yang telah ia bangun.". "Setiap perubahan membuat Indonesia harus menunggu beberapa tahun lagi dan akhirnya terjebak di garis start," tambahnya.

Znews menambahkan bahwa kisah Timnas Indonesia seharusnya menjadi peringatan bagi negara-negara lain di Asia. "Kini, Indonesia kembali ke titik awal, mencari pelatih baru, menyusun rencana baru, dan kembali menjanjikan." 

"Kisah mereka seharusnya menjadi peringatan bagi seluruh Asia, sepak bola bukanlah tempat untuk berspekulasi, melainkan tempat untuk kesabaran, kepercayaan, dan nilai-nilai abadi.". "Anda dapat membeli bahan-bahan terbaik, menyewa koki terbaik, tetapi jika setiap kegagalan berarti mengganti orang yang memegang panci, satu-satunya hal yang akan Anda dapatkan adalah kekacauan," tulis Znews.

Menurut Znews, perkembangan sepak bola membutuhkan kesinambungan antara tim nasional dan pembinaan usia muda. Namun, hubungan itu terus terputus di Indonesia karena keputusan jangka pendek dari federasi.

Dr. Faizal's recent publication and collaboration of writing on Scopus indexed journals


Breaking through the Ivory Tower of High-Indexed Journals: Insights from EFL Academics in Private Universities, East Java, Indonesia | ةيزيلجنلإا ةغللا ييميداكأ تاروشنم نم ىؤر :ةسرهفلا ةيلاع تلاجملل جاعلا جرب قارتخا ةيبنجأ ةغلك
, , , ... ,
Dirasat Human and Social SciencesOpen source preview, 2026, 53(3), 8603

How Spatial and Temporal References Construct Cultural Identity and Ecological Awareness: The Case of Little Forest Movie
, , ,
International Journal of Society Culture and LanguageOpen source preview, 2025, 13(2), pp. 157–168

Appraisal and Ideology Realization in Indonesia State Capital Relocation News Texts
, , ,
International Journal of Society Culture and LanguageOpen source preview, 2024, 12(2), pp. 74–88

1Citations


Unlocking Potential: A Closer Look at Research Engagement and Productivity Among EFL Academics in East Java, Indonesia
, , , ... ,
Arab World English JournalOpen source preview, 2024, 15(3), pp. 255–269

Women’s language features: Identifying language and gender in a talk show from a sociolinguistics the perspective
, , , ... ,
Research Journal in Advanced HumanitiesOpen source preview, 2023, 4(4), pp. 33–44

“The Sum of All Fears” from Novel to Film: Shifting the Discourse of Terrorism
, , , ... ,
World Journal of English LanguageOpen source preview, 2023, 13(7), pp. 186–193

Sociolinguistic analysis of language and gender identity in talk shows
, , , ... ,
Research Journal in Advanced HumanitiesOpen source preview, 2023, 4(1), pp. 33–43

Intercultural Linguistic Borders, Stereotypes and Representations in Americanah by Chimamanda Adichie Ngozie Adichie: A Sociolinguistics perspective
, , , ... ,
Isvs E JournalOpen source preview, 2023, 10(11), pp. 421–436

Video as Educational Multimedia to Teach English Speaking
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Journal of Physics Conference SeriesOpen source preview, 2019, 1339(1), 012118



6 Main Ways of Paraphrasing

 

🔹 Main Ways of Paraphrasing

1. Using Synonyms (Lexical Paraphrasing)

Replace words or phrases with their synonyms without changing the meaning.

  • Original: Global warming is caused by excessive carbon emissions.

  • Paraphrase: Global warming results from an overabundance of carbon emissions.

Good: Maintains meaning and changes wording appropriately.
Bad: Global warming is caused by too much carbon — (too informal and less academic).


2. Changing the Sentence Structure (Syntactic Paraphrasing)

Alter the grammatical form of the sentence while keeping its meaning.

  • Original: Scientists have discovered that pollution affects marine life.

  • Paraphrase: It has been found by scientists that marine life is affected by pollution.

Good: Same meaning, passive voice used correctly.
Bad: Pollution is discovered by scientists to affect marine life — (awkward and unclear).

7 ways to paraphrase sentences and paragraphs effectively

7 ways to paraphrase sentences and paragraphs effectively

There are several ways to paraphrase sentences and paragraphs effectively. Common methods include:
  1. Using synonyms to replace words while maintaining meaning.
  2. Changing sentence structure or word order.
  3. Switching between active and passive voice.
  4. Breaking long sentences into shorter ones or combining short sentences.
  5. Replacing idiomatic expressions or phrasal verbs with simpler or alternative phrases.
  6. Changing parts of speech (e.g., converting a noun into a verb).
  7. Using a different tone or level of formality.

Examples of Good Paraphrasing:
Original: "Technology is changing the way we communicate."

Good Paraphrase: "The way people communicate is being transformed by technology."
Explanation: Sentence structure is flipped, passive voice is used, but the meaning is preserved.

Original: "
Regular exercise helps improve mental health."

Good Paraphrase: "Staying active
can boost your mood and support mental well-being."
Explanation: Synonyms replace keywords, and the sentence is made more conversational without changing the meaning.
Examples of Bad Paraphrasing:

Simply changing a few words but keeping the original sentence structure too close, for example:
Original: "Global warming is caused by excessive carbon emissions."
Bad Paraphrase: "Global warming happens because of too much carbon emissions."

Pro dan Kontra Industri dan Wisata Halal di Indonesia

 Fenomena pengembangan wisata dan industri halal di Indonesia memunculkan berbagai wacana pro dan kontra yang menarik untuk dianalisis secara kritis. Melalui pendekatan Critical Discourse Analysis (CDA) sebagaimana dikembangkan oleh Fairclough (1995), peneliti dapat menelaah bagaimana ideologi, kepentingan ekonomi, dan nilai keagamaan dikonstruksi dalam teks dan praktik sosial. Misalnya, penelitian mengenai Analisis Wacana Kritis atas Narasi Pro dan Kontra Wisata Halal di Media Lokal Indonesia menunjukkan bahwa media lokal sering menekankan manfaat ekonomi wisata halal, sementara pihak yang kontra memandangnya sebagai bentuk komodifikasi agama dan ancaman terhadap budaya lokal (Fairclough, 1995; van Dijk, 1998). Sejalan dengan itu, studi Komodifikasi Islam dalam Industri Wisata Halal mengungkap bahwa penggunaan label “halal” kerap menjadi strategi pemasaran simbolik tanpa implementasi nilai syariah yang mendalam, sehingga muncul kritik atas hilangnya esensi religius dalam praktik industri (Kitiarsa, 2008).

Dalam konteks kebijakan, wacana yang dihasilkan pemerintah juga tidak lepas dari dilema antara pelayanan umat dan kepentingan ekonomi global. Analisis terhadap Narasi Pemerintah dan Kebijakan dalam Industri Halal menemukan adanya dominasi diskursus ekonomi dan diplomasi pasar, dengan kurangnya penekanan pada etika Islam (Hassan & Lewis, 2014). Sebaliknya, studi berbasis budaya seperti Wacana Kritik atas Wisata Halal dalam Perspektif Kebudayaan Lokal menyoroti ketegangan antara pelestarian budaya daerah dan penerapan norma-norma syariah yang datang dari luar komunitas (Picard, 2015).

Selain itu, perbedaan persepsi antara wisatawan Muslim dan non-Muslim terhadap label halal menjadi wacana tersendiri. Analisis terhadap diskursus daring menunjukkan bahwa wisatawan Muslim melihat label halal sebagai jaminan spiritual, sedangkan non-Muslim menganggapnya sekadar strategi layanan tambahan (Battour & Ismail, 2016). Penelitian lain, Bisnis atau Dakwah? Kontroversi Identitas Halal dalam Industri Perhotelan, mengungkap bahwa sebagian besar hotel berlabel halal hanya mengadopsi sebagian nilai syariah tanpa penerapan menyeluruh, sehingga terjadi bentuk hybrid identity (Stephenson, 2014).

Langkah Global The Beny English College dalam Dunia Pengajaran Bahasa Inggris

 

Langkah Global The Beny English College dalam Dunia Pengajaran Bahasa Inggris melalui The 71 st TEFLIN International Conference di Universitas Brawijaya Malang Indonesia

 Malang, 8–10 Oktober 2025 — Lembaga kursus dan pelatihan bahasa Inggris THE BENY ENGLISH COLLEGE yang berpusat di Kabupaten Probolinggo, Jawa Timur, kembali menunjukkan kiprah akademiknya di kancah nasional dan internasional. Dalam ajang bergengsi The 71st TEFLIN International Conference (Asosiasi Pengajaran Bahasa Inggris sebagai Bahasa Asing di Indonesia) yang digelar di Universitas Brawijaya Malang, Direktur THE BENY ENGLISH COLLEGE, Beny Hamdani, menjadi salah satu presenter dengan makalah berjudul “A Narrative Inquiry into EFL Lecturer Experiences on Professional Development in Teaching Writing for Scholarly Publication in Indonesia.”

 Konferensi yang berlangsung selama tiga hari, Rabu hingga Kamis, 8–10 Oktober 2025, ini diselenggarakan bersamaan dengan The 5th International Conference on Advances in Humanities, Education, and Language (ICEL), The 5th International Conference on Language, Literature, Education, and Culture (ICOLLEC), serta The 2nd International Seminar on Applied Linguistics (ISIALING). Kegiatan ini diikuti oleh hampir 500 peserta yang terdiri atas guru, dosen, peneliti, dan mahasiswa dari berbagai lembaga pendidikan dalam dan luar negeri.

16 Pages summary of Discourse Analysis and Language Teaching Bora Demir, Erden Akbaş Eğiten Kitap

 


Chapter 1: “Defining Discourse Analysis and its Scope for Language Teaching” (Demir & Akbaş)

Discourse analysis, as Demir and Akbaş present it, begins from a deceptively simple question: what happens when we look beyond individual sentences and ask how language is actually used in context? The chapter opens by distinguishing between sentence-level grammar — the traditional domain of linguistic analysis — and discourse-level meaning, where context, speaker intent, and social situation become central. For language teachers, this shift in focus transforms how they think about communication and how they teach it. Language, the authors argue, isn’t just a system of forms; it’s a medium for interaction, shaped by cultural expectations, social relationships, and pragmatic goals.

The chapter first clarifies the term “discourse.” Drawing on both linguistics and sociolinguistics, Demir and Akbaş define discourse as language in use — stretches of spoken or written text that perform communicative functions within specific contexts. The definition inherently resists reduction to isolated sentences; it insists that meaning is constructed through the interplay of linguistic forms and situational factors. For example, the same grammatical structure (“Can you open the window?”) may function as a question, a request, or even a polite command, depending on who is speaking, to whom, and under what circumstances. Discourse, then, is not merely linguistic material but a reflection of human interaction.

The authors contrast discourse analysis with traditional linguistic analysis. While linguistics often treats language as a system of abstract rules, discourse analysis examines how those rules are mobilized in real situations. It looks for coherence and intention rather than correctness. This distinction is particularly relevant for language teaching, where a focus on grammar alone often produces learners who can form correct sentences but struggle to use them naturally in conversation or writing. Demir and Akbaş position discourse analysis as a corrective — a bridge between form and function.

From this conceptual base, the chapter expands on the scope of discourse analysis in language education. The authors identify several layers at which discourse operates: textual (organization of ideas), interactional (how participants manage turns, politeness, and repair), and social (how identity and power relations shape communication). Each layer offers insights teachers can use to help learners understand authentic language use. For instance, teaching students about how spoken exchanges are structured — greetings, small talk, topic shifts — equips them to engage more effectively in real-world interactions.

Central to Demir and Akbaş’s argument is the role of context. Context isn’t treated as a background variable but as an active element in meaning-making. They distinguish between linguistic context (the surrounding text), situational context (the immediate physical and social environment), and cultural context (shared beliefs and norms that influence interpretation). Each of these levels affects how discourse is understood. For example, irony or humor often depends on cultural context, while reference (“this,” “that,” “here,” “there”) depends on situational context. Without attending to these layers, learners may misinterpret intended meanings even if they understand the words.

The authors also discuss the relationship between discourse and communicative competence. In communicative approaches to language teaching, the goal is not merely grammatical accuracy but appropriate use. Discourse analysis offers the descriptive and analytical tools to achieve this. By examining real conversations, classroom interactions, or written genres, teachers can help students see how meaning is negotiated, how coherence is achieved, and how social roles are performed through language. For example, understanding how academic articles establish authority or how service encounters manage politeness directly informs pedagogical choices.

Demir and Akbaş then turn to types of discourse relevant to teaching. They differentiate between spoken and written discourse, monologic and dialogic forms, institutional and casual talk. Each type reveals different conventions and constraints. For instance, spoken discourse tends to feature hesitation, overlap, and repair, whereas written discourse emphasizes cohesion and organization. Classroom activities should expose learners to both, since language proficiency depends on navigating across modes and contexts.

A key contribution of this chapter is its insistence on authenticity. Real language use, the authors argue, is often messy, nonlinear, and context-bound — unlike the clean examples found in many textbooks. Discourse analysis encourages teachers to bring authentic materials into the classroom: transcripts of conversations, online discussions, advertisements, academic essays, and more. By analyzing how language actually functions in such texts, learners can develop a deeper, more flexible understanding of meaning. The focus shifts from memorizing rules to recognizing patterns of use.

List of reviewers in REGISTER JOURNAL

Prof. Dr. Annisa Astrid. M.PD. SCOPUS ID:57210890374, ORCID ID; 0000-0003-1601-4848, Universitas Islam Negeri Raden Fatah Palembang, Indonesia

Prof. Dr. A.M.Hermina Sutami, M.Hum., Universitas Indonesia

Asst. Prof. Jepri Ali Saiful, Ph.D., SCOPUS ID: 57208280881,  ORCID ID:0000-0001-6921-5622, Department of English Education, Faculty of Teacher Training and Education, Muhammadiyah University of Surabaya,  East Java, Indonesia

Dr. Setyo Prasiyanto Cahyono,  SCOPUS ID: 57211742073 ,Universitas Dian Nuswantoro, Indonesia

Dr. R. Bunga Febriani, S.S., M.Hum,  Scopus ID:  57217300982, Google Scholar ID , Orcid ID: 0000-0001-7335-1416, Universitas Galuh, Indonesia.

Manna Dey, SCOPUS ID: 58683924600, ORCID ID: 0000-0002-0169-8995, Department of English, Faculty of Arts & Humanities, World University of Bangladesh.

Journals from UIN Salatiga

  Journals from UIN Salatiga

  1. Indonesian Journal of Islam and Muslim Societies – Sinta 1 | Scopus: Q1 | WoS: Yes
    🔗 https://ejournal.uinsalatiga.ac.id/index.php/ijims

  2. Ijtihad: Jurnal Wacana Hukum Islam dan Kemanusiaan – Sinta 1 | Scopus: Q1 | WoS: —
    🔗 https://ejournal.uinsalatiga.ac.id/index.php/ijtihad

  3. INFERENSI: Jurnal Penelitian Sosial Keagamaan – Sinta 2 | Scopus: — | WoS: —
    🔗 https://ejournal.uinsalatiga.ac.id/index.php/inferensi

  4. REGISTER JOURNAL – Sinta 2 | Scopus: — | WoS: Yes
    🔗 https://ejournal.uinsalatiga.ac.id/index.php/register

  5. LISANIA: Journal of Arabic Education and Literature – Sinta 2 | Scopus: — | WoS: —
    🔗 https://ejournal.uinsalatiga.ac.id/index.php/lisania

  6. Millati: Journal of Islamic Studies and Humanities – Sinta 2 | Scopus: — | WoS: —
    🔗 https://ejournal.uinsalatiga.ac.id/index.php/millati

  7. Muqtasid: Jurnal Ekonomi dan Perbankan Syariah – Sinta 2 | Scopus: — | WoS: —
    🔗 https://ejournal.uinsalatiga.ac.id/index.php/muqtasid

  8. MUDARRISA: Jurnal Kajian Pendidikan Islam – Sinta 2 | Scopus: — | WoS: —
    🔗 https://ejournal.uinsalatiga.ac.id/index.php/mudarrisa

  9. Hipotenusa: Journal of Mathematical Society – Sinta 2 | Scopus: — | WoS: —
    🔗 https://ejournal.uinsalatiga.ac.id/index.php/hipotenusa

Akar Masalah: Mengapa Hasil Penelitian Tidak Relate dan Tidak Digunakan

 

1. Akar Masalah: Mengapa Hasil Penelitian Tidak Relate dan Tidak Digunakan

a. Budaya Akademik yang Berorientasi pada “Kewajiban”, Bukan Kebutuhan

Banyak penelitian dilakukan hanya untuk memenuhi syarat administratif (skripsi, tesis, jurnal akreditasi, kenaikan pangkat, dsb), bukan karena ada kebutuhan nyata dari sekolah atau industri pendidikan.
👉 Akibatnya, topik penelitian sering dipilih asal-asalan dan tidak berdasarkan real problem di lapangan.


b. Permasalahan yang “Diada-adakan” agar Terlihat Ilmiah

Dosen dan mahasiswa sering membuat “masalah buatan” agar penelitian terdengar ilmiah, padahal di lapangan guru dan siswa tidak pernah menganggap itu masalah.
👉 Misalnya, menguji efektivitas metode baru padahal metode lama sudah berjalan baik dan sesuai konteks siswa.


c. Tidak Ada Kolaborasi dengan Praktisi Sekolah dan Dunia Industri

Penelitian jarang melibatkan:

  • guru di sekolah (praktisi lapangan),

  • lembaga kursus,

  • perusahaan edtech,

  • atau penerbit buku bahasa Inggris.
    Akibatnya hasil penelitian hanya berhenti di laporan dan tidak diimplementasikan.


d. Metodologi yang Artifisial dan Tidak Kontekstual

Peneliti sering memaksakan desain eksperimen di situasi yang tidak realistis.
Contohnya: “Pre-test dan post-test dalam dua minggu” untuk menilai peningkatan speaking skill, padahal kemampuan berbicara butuh waktu lama untuk berkembang.


e. Minimnya Kajian Kebutuhan (Needs Analysis)

Padahal ESP (English for Specific Purposes) dan curriculum design sangat menekankan analisis kebutuhan.
Namun banyak penelitian tidak melakukan needs analysis, sehingga produk atau rekomendasinya tidak berguna.

Pak Faizal's UTS DISCUSSION TEXT WRITING PROJECT 2025

 Pak Faizal's UTS  DISCUSSION TEXT WRITING PROJECT


Assalamualaikum wr.wb

Dear students of the 5th semester of Academic Writing

This is the detailing of your UTS assignment. 

1. Create an outline of your discussion text. It should consist of at least 6 (six) paragraphs. Introduction (one paragraph: your thesis and the purpose of writing), pro argument (at least 2 paragraphs), contra argument (at least 2 paragraphs), and the conclusion.

This is an example of the outline:

Outline: Integrating Islamic Morality into English Language Teaching

Introduction

  • English is taught globally across diverse cultural and religious settings.
  • Central debate:
    • Should Islamic morality (e.g., honesty, respect, responsibility) be part of English language teaching?
    • Or should English classes remain secular and focus purely on language skills?
  • Purpose: To present both supporting and opposing arguments for educators’ consideration.

Arguments For (Pro)

1.     Character Building

o    Islamic morality encourages honesty, kindness, and respect.

o    Helps students develop responsibility and ethical awareness.

2.     Cultural Relevance

o    Makes English lessons more relatable in Muslim-majority contexts.

o    Connects language learning to students’ lived experiences.

3.     Holistic Education

o    Goes beyond grammar and vocabulary.

o    Supports spiritual, moral, and linguistic growth together.


Arguments Against (Contra)

1.     Classroom Diversity

o    Students may come from different religious or secular backgrounds.

o    Emphasis on one religion’s values might exclude or alienate others.

2.     Curriculum Overload

o    Moral content may reduce time for language practice.

o    Could detract from core English learning objectives.

3.     Professional Neutrality

o    Teachers should stay objective and focus on linguistic goals.

o    Religious or moral instruction may blur professional boundaries.


Conclusion and Recommendation

Thesis Statement

  • Integrating Islamic moral values into English language teaching is essential and beneficial.
  • The integration supports both linguistic competence and moral-spiritual development, achieving the aim of holistic education.
  • Take sides/the tendency of the author:
    • The stance leans positively toward the integration of Islamic moral values in English education.

    • The author's position also emphasizes balance: language education should develop both intellect and morality, producing ethical, culturally grounded, and globally competent communicators.

2.  Develop your outline to be full text at least 6 (six) paragraphs. don't forget to put your full name, students number and your class of academic writing on the text. This is the example of the full text https://www.pakfaizal.com/2025/10/full-text-of-discussion-text-pro-and.html

3. Don't forget to put in text citation on the body text of the paragraph and list of references at least 10 references taken from ebook and journals. the reference of ebook can be taken from library Genesis/LIBGEN or https://annas-archive.org/. The source of journal can be taken from www.doaj.orgwww.paperity.org and https://eric.ed.gov/

4. Use APA 7th edition as the citation style. you may use mendeley or zotero as your reference manager tools or you may arrange manual citation by studying this tutorial: https://www.pakfaizal.com/2025/09/cara-mensitasi-apa-secara-manual-tanpa.html

5. The last and happy Step: Upload your UTS assignment in a form of a PDF or MS Word file and copy and paste the link URL of your short video explanation. this is an example of  5-minute video explanation of the discussion text: https://www.youtube.com/watch?v=m0Q6dCP0YqU&t=42s
at this link URL of g-form: https://forms.gle/WQVsfmHCPXZjpd74AThe deadline for submission is Saturday night, 23:59, October 25th, 2025.

Waalaikum salam warahmatullah
Best Regards
Dr. Faizal Risdianto