2025 Annual International Interdisciplinary Conference and Research Expo (AIICARE)

 

Articles

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

  Sri Suparwi, Maryatin Maryatin

  1-23

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

  Laili Rif'ah Maftuhah

  24-38

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

  Siti Tohirotus Sholikhah, Misbakhatun Nurussani

  39-51

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

  Sri Rokhmiyati

List Jurnal Terindeks SCOPUS Bidang Linguistics, ELT & Culture

List Jurnal Terindeks SCOPUS Bidang Linguistics, ELT & Culture







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

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

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

IMPORTANT NOTES:

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

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

The Values of Discipline in Macbeth

 

A. The Relationship between the Values of Discipline in Macbeth

a. Self-Control

Relevant scene:

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

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

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

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

---

b. Moral Discipline

Relevant scene:

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

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

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

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

---

c. Responsibility and Accountability

Relevant scene:

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

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

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

---

d. Obedience to Ethical Principles

Blog Dr. Faizal Risdianto: SCORE UTS DAN UAS

Blog Dr. Faizal Risdianto: SCORE UTS DAN UAS:  

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

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

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

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

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