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All Journal Journal of Islamic Studies and Humanities JOURNAL OF APPLIED LINGUISTICS AND LITERATURE
Nugroho, Haryo Aji
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Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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The Implementation of Panca Jiwa in Pesantren Agro Nur El Falah Salatiga Nugroho, Haryo Aji; Makarim, Winarno Bassam; Anindi, Rizki Parahita
Journal of Islamic Studies and Humanities Vol 6, No 1 (2021): Journal of Islamic Studies and Humanities
Publisher : UIN Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (277.588 KB) | DOI: 10.21580/jish.v6i1.7448

Abstract

The purpose of this study is to describe the implementation of panca jiwa (five spirit) of Agro Nur El Falah Islamic boarding school in Salatiga. The data is collected through observation, interview and document. The analysis technique used is descriptive qualitative. The results of this studies are; that the concept of the panca jiwa of the pesantren includes sincerity, self-awareness, simplicity, exemplary, compassion, which is contained in the values of Indonesian character education: hard work, religious, honest, disciplined, independent, curiosity, creative, respect for achievement, social care, responsible, democratic, caring for the environment, peace-loving, friendly or communicative, and tolerant. Panca Jiwa are the guidelines in the daily activities of the students in this pesantren. It has been conveyed by the guardian of pesantren in ceremonies, public lectures, MOS, and others. In fact, there are still many students who make fun of their friends, fight, steal belongings of friends, avoid school, violate regulations, and even commit serious violations which result in being expelled from pesantren. There are several factors that may hinder the implementation of panca jiwa, such as the lack of cooperation between the teachers in supervising the students, the lack of activities that can make the students become families to each other, the infrastructure is damaged and not immediately handled and also their personalities at home. There must be real examples from both teachers and senior santri (students) about how to behave based on panca jiwa. Therefore, cooperation from teachers is needed to be more diligent in directing, guiding, educating and supervising the students to achieve the desired goals in accordance with the vision and mission of this pesantren
Appraisal and ideology in students’ argumentative texts: a systemic functional linguistics study Risdianto, Faizal; Nugroho, Haryo Aji; Sunardi, Sunardi; Arkida, Teisar
JOALL (Journal of Applied Linguistics and Literature) Vol. 10 No. 2 (2025): August 2025
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v10i2.40957

Abstract

This study aims to examine how students employ evaluative language in argumentative writing using Appraisal theory, specifically the categories of Attitude, Graduation, and Engagement to uncover the connection between evaluative strategies and ideological positioning, a relatively unexplored area in EFL research. Employing a mixed-methods design, the study analysed argumentative essays and survey responses from participants in the 2024 Argumentative Writing Contest. Data were collected from 21 submissions, with four texts selected based on argumentative quality, linguistic richness, and regional representation (Bengkulu, Kotawaringin, Bekasi, and Yogyakarta). A survey questionnaire accompanied the text analysis to gather student insights on their writing experiences. The textual data from students’ writings were examined using the Appraisal framework in systemic functional linguistics (SFL), and the survey data from the questionnaire were processed through the interactive analysis model in qualitative research, involving data condensation, display, and verification. Triangulation and member checking ensured data credibility. Findings revealed that students’ evaluative language mainly utilized appreciation to represent ideological stance and assessing regional learning environments. Most of the writers used intensifier markers, while students from remote regions used more monoglossic expressions. Cultural norms shaped argumentation styles, with some preferring indirect persuasion. This suggests that evaluative writing is both linguistically and culturally situated. The study’s implications advocate for culturally responsive and linguistically targeted instruction to bridge regional disparities in argumentative writing competence.
Co-Authors Anindi, Rizki Parahita Arkida, Teisar Faizal Risdianto Makarim, Winarno Bassam Sunardi Sunardi