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All Journal Prosodi: Jurnal Ilmu Bahasa dan Sastra ATAVISME JURNAL ILMIAH KAJIAN SASTRA Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal bahasa, sastra, seni, dan pengajarannya
Iqbal Nurul Azhar
University Of Trunojoyo Madura
Arts Education Languange, Linguistic, Communication & Media Library & Information Science Other

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Aspek-aspek Linguistik dalam Proverba Bahasa Inggris Azhar, Iqbal Nurul
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya
Publisher : citeus

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Abstract

This qualitative research is an attempt to explain the structural, lexical, and semantic aspects of English proverbs by using a grounded theory approach. The design of this research is an embedded single case study which employs Spradley’s qualitative data analysis techniques. This study used a non-participant observation method which involved scanning, reading, and taking-note techniques. The data were then categorized into taxonomies by using distributional and identity method. The result of the research shows that: (1) the structures of English proverbs are varied in forms, from the simple to complex, (2) the inter-constituent relations are not rigid, (3) some unique lexical formulas construct the proverbial structures, and (4) lexicons that construct English proverbs have their own semantic distinctive functions.
Children second dialect acquisition in North America Azhar, Iqbal Nurul; Halili, Mohammad
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya
Publisher : citeus

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Abstract

This article aims to examine the causes, social contributing factors, and the linguistic consequences of Second Dialect Acquisition (SDA henceforth) in children in North America, drawing on relevant articles. For children growing up in a monolingual region but then must live in a new space, acquiring second dialect can pave them to improve their communication skills, adjust their social and identity belonging. Yet why, how, and the linguistic consequence of SDA require further studies. We used the thematic synthesis in reviewing the existing related literature based on three steps: article identification, selection, and analysis. Six causes of SDA were found: parents' displacement, children's contact with agents, length of contact, the weak language filter parents/family have for children, children's motivation, and family problems. Five social factors contributing to SDA were identified: the role of family, media exposure, teachers' roles, peer group interaction, and the linguistic marketplace. As SDA is not limited to North America but occurs worldwide, research on this topic can be extended to beyond English-speaking contexts. Such expansion can enrich the SDA paradigm by investigating the sociolinguistic settings of different languages and their speakers. Future studies also examine the psycholinguistic aspects of SDA to narrow the gaps in the literature, given that SDA involves both sociolinguistic and cognitive mechanism.
REKONSEPTUALISASI TAʿZĪR SEBAGAI INSTRUMEN DISIPLIN PEDAGOGIS DALAM MERESPON TREND KRISIS KRIMINALISASI GURU, DAN KONTESTASI NORMATIF DALAM PENDIDIKAN INDONESIA KONTEMPORER Yuniarti, Diah Retna; Azhar, Iqbal Nurul
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.53339

Abstract

This article aims to discuss the conceptual conflict between pedagogical discipline, national education standards, and child rights protection discourse, as well as to examine the relevance of the concept of taʿzīr within the Islamic educational tradition as an alternative normative framework for the reconceptualization of educational punishment. This study employs a qualitative approach through a critical literature review of pedagogical scholarship, sociology of education, child protection law, and Islamic educational thought, alongside discourse analysis of media reports on the criminalization of teachers in Indonesia. The data are analyzed using thematic categorization techniques to identify patterns of conceptual conflict and policy implications. The findings indicate that the controversy surrounding punishment in schools does not primarily originate from individual teachers’ practices, but rather from a lack of alignment between pedagogical norms, legal regulations, and parental social expectations. The unclear boundary between educational punishment and violence has contributed to the juridification of pedagogical relations and weakened teachers’ moral authority. The concept of taʿzīr offers an ethical perspective that conceptualizes punishment as a corrective action that is proportional and oriented toward behavioral improvement. This article contributes to the development of an integrated conceptual framework of educational punishment that is pedagogically sound, legally informed, and ethically grounded.
Co-Authors Halili, Mohammad Hikmah, Darul Sari H, Erika Citra Yuniarti, Diah Retna