Saturday, January 31, 2026

Linguistic Strategies in Print Media Coverage

 This study is anchored in Critical Linguistics (CL) and Critical Discourse Analysis (CDA), particularly drawing on Roger Fowler’s foundational work on language, power, and ideology in media discourse. Fowler et al. (1979) argue that language is not a neutral medium for reporting reality but a socially constructed system that reflects and reinforces power relations. From this perspective, journalistic texts—especially crime reports—are ideological artifacts shaped by institutional constraints, political pressures, and sociocultural hierarchies.

Central to this framework is Fowler’s theory of transitivity, which examines how grammatical choices assign agency, responsibility, and blame (Fowler, 1991). In crime reporting, transitivity patterns determine whether actors are foregrounded as active agents or backgrounded through passive constructions and nominalizations. Such choices are particularly consequential when reporting murders involving prominent personalities, as they influence how perpetrators, victims, and institutions are represented and morally evaluated.

The framework also incorporates the concept of nominalization, a linguistic strategy that transforms actions and processes into abstract nouns, often obscuring agency and mitigating responsibility (Fairclough, 1995). Nominal references to suspects, such as titles or institutional affiliations, function as discursive resources that either legitimize or delegitimize individuals based on their social status. These strategies intersect with power asymmetries, allowing journalists to navigate legal risks, personal safety concerns, and political pressures while still fulfilling their reporting roles.

Additionally, the study is informed by media framing theory, which explains how journalists select, emphasize, and structure information to guide audience interpretation (Entman, 1993). Linguistic framing in headlines and leads plays a crucial role in shaping public perceptions of justice, guilt, and innocence. By integrating Critical Linguistics with framing theory, this framework enables a nuanced analysis of how linguistic choices in crime reporting both reflect and reproduce social inequalities and power relations within the Kenyan sociopolitical context.

Lınguıstıc And Stylıstıc Features of Proverbs About “Mınd”

 This study is grounded in an interdisciplinary theoretical framework that integrates paremiology, cognitive linguistics, semantic theory, and pragmatics to examine proverbs related to the concept of mind. Paremiology views proverbs as fixed folkloric expressions that encode collective wisdom, moral values, and cultural experience in a concise linguistic form (Mieder, 2004). Within this framework, proverbs are not merely ornamental language units but function as cultural texts that reflect shared social cognition and worldview.

From a cognitive linguistic perspective, the concept of “mind” in proverbs is understood as a culturally constructed abstraction that is often conceptualized through metaphor and embodied experience. Lakoff and Johnson’s (1980) Conceptual Metaphor Theory provides a key lens for explaining how abstract mental processes—such as thinking, reasoning, and judgment—are mapped onto concrete domains, allowing speakers to understand cognition through culturally familiar imagery. Proverbs thus act as cognitive models that shape and transmit collective understandings of intelligence, wisdom, and rational behavior.

In addition, semantic and lexical theories are employed to analyze how meaning is constructed through word choice, metaphor, and evaluative language in mind-related proverbs. Semantic analysis helps reveal how mental attributes are positively or negatively evaluated, while lexical analysis identifies key vocabulary associated with intellect, wisdom, or folly (Cruse, 2011). These linguistic choices reflect social norms regarding acceptable and unacceptable cognitive behavior.

Friday, January 30, 2026

Ecopedagogy With a STEM Approach: Development of Inquiry-Based and Game-Based Learning Models in Elementary Schools

Arif Bagas Adi SatriaUniversitas Islam Negeri Salatiga
Keywords: Ecopedagogy; STEM; Design-Based Research; Phenomenology; Inquiry-Based Learning; Game-Based Learning.

Abstract

This research aims to develop and explore the implementation of Integrated Ecopedagogy that combines the Science, Technology, Engineering, and Mathematics (STEM) approach with Inquiry-Based Learning (IBL) and Game-Based Learning (GBL) active learning methods for students at Sekolah Dasar Negeri 1 Pajerukan. This research uses Qualitative Studies with a Design-Based Research (DBR) and Phenomenology approach to gain an in-depth understanding of (1) the student interaction process, (2) teacher perceptions of the module, and (3) changes in student affective attitudes towards environmental issues after the intervention. Data were collected through participatory observation, in-depth interviews (teachers and students), and document analysis (student reflection journals). Preliminary results show that the integration of GBL successfully increased students' intrinsic motivation, while IBL-STEM facilitated critical thinking and real-world problem-solving skills related to sustainability issues. The developed modules proved capable of creating holistic, contextual learning experiences and promoting deep ecoliteracy.

2025 Annual International Interdisciplinary Conference and Research Expo (AIICARE)

 



Articles

Monday, January 26, 2026

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