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All Journal Indonesian Journal of Applied Linguistics (IJAL) TEFLIN Journal: A publication on the teaching and learning of English Jurnal Arbitrer Indonesian JELT Journal of Language and Literature LLT Journal: A Journal on Language and Language Teaching IJoLE: International Journal of Language Education JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Edulangue J-Dinamika: Jurnal Pengabdian Kepada Masyarakat Indonesian Journal of EFL and Linguistics Edulead
Setiono Sugiharto
Atma Jaya Catholic University Of Indonesia
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : Jurnal Arbitrer

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Embracing Pluriversalism in Knowledge Production and Dissemination: Towards the Ethical Imperative to Listen to "Worlds and Knowledges Otherwise" Sugiharto, Setiono
Jurnal Arbitrer Vol. 11 No. 4 (2024)
Publisher : Masyarakat Linguistik Indonesia Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/ar.11.4.535-544.2024

Abstract

The fetish for disseminating knowledge through scholarly publication is tangible today with local scholars being heavily pressured to publish in both indexed local and international journals. While this intellectual endeavour is commendable for knowledge generation and dissemination, the very notion of knowledge is still strongly influenced by the Euro-and Western-centric orientation. This article problematizes the perpetuation of such knowledge especially in local academic publishing (i.e. Indonesia), and invites local scholars to mull over the possibility for thinking and acting otherwise, for seeking a radical alternative out of the existing alternatives, and for considering other ways of knowing and of being – that is to say, to embrace pluriversalim of knowledge through a space of “worlds and knowledges otherwise” (Escobar, 2007). In so doing, we can cultivate among local scholars another way of thinking – non-Euro-and non-Western-modes of thinking. The article will first examine the long-held scientific tradition in local academic writing and publishing practices. Then it discusses the lingering processes of intellectual hegemony in these practices. Finally, it offers another radical thought for creating a space of worlds and knowledges otherwise.
Language Materiality and Transmodal Production in EFL Classroom: The Case of Dayaknese Students Handayani, Magpika; Luciana, Luciana; Sugiharto, Setiono
Jurnal Arbitrer Vol. 12 No. 3 (2025)
Publisher : Masyarakat Linguistik Indonesia Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/ar.12.3.322-335.2025

Abstract

Globalization has ushered English language teaching (ELT) to a radical shift which results in the incorporation of post-humanist paradigm in ELT. Ironically, however, this paradigm has not been thoroughly considered in ELT in periphery contexts where sociocultural-semiotic symbols as language materiality abound. In this article we consider language materiality as part of cultural materiality and social life which highlights transmodal elements a key concept in parallel localization within communities. The present study examines how the indigenous Dayak community in Kalimantan, Indonesia, utilizes materiality and transmodal production in EFL classrooms to facilitate knowledge construction through interactions with diverse objects, symbols, and resources. An instant ethnography was employed to capture transmodal moments, such as from writing to speaking, video to text, or speech to action, which result in dynamic transformations and expansions of meaning in the multimodal discourses classroom to students who have not previously learned English in their primary school. Multimodal Conversation Analysis (MCA) was used to analyze the data, which revealed that materiality is a transmodal production that encourages students to create meaning via their own lenses. As the students immersed themselves in the phase-by-phase engagement with semiotic symbols related to their English classes, the result shows that they improved their communication skills, comprehension, and access to knowledge. Based on their understanding of English, the knowledge they gain provides them with the opportunities to think critically. Furthermore, transmodal through materials can be applied as sources for students to make meaning.
Co-Authors Akhmad Hairul Umam, Akhmad Hairul Anna Marietta da Silva Anna, Astri Baiatun Nisa Christine Manara Eka Margianti Sagimin Luciana Luciana MAGPIKA HANDAYANI Marietta da Silva, Anna Ngamelubun, Carla Stevia Putra, Harjuli Surya Syahrizal, Trisnendri Timothy, Timi Yuniastari, Rintya