Saturday, January 31, 2026

Kerangka teori prinsip politeness dan impoliteness dalam kajian cyberpragmatics

 Kerangka teori prinsip politeness dan impoliteness dalam cyberpragmatics mengadaptasi teori klasik pragmatics ke komunikasi digital, di mana fitur platform seperti anonimitas dan multimodalitas memengaruhi interpretasi makna.

Kerangka Teori Utama

Cyberpragmatics, yang dikembangkan oleh Francisco Yus, merupakan cabang pragmatics yang mempelajari pembentukan makna dalam komunikasi berbasis internet dengan lensa teori relevansi Sperber & Wilson. Teori politeness Brown & Levinson (1987) menjadi fondasi, di mana politeness melibatkan strategi mitigasi face-threatening acts (FTA) melalui positive politeness (solidaritas) dan negative politeness (otonomi), sementara impoliteness ala Culpeper (1996, 2011) melibatkan serangan langsung atau sarkasme terhadap face lawan bicara. Leech's politeness maxims (tact, generosity, approbation, modesty, agreement, sympathy) juga diadaptasi untuk menganalisis pelanggaran norma kesopanan di media sosial.

Landasan Teori dalam Cyberpragmatics

LOGO RUMAH JURNAL UIN SALATIGA




 

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.