O,E & A:Ontologi, epistemologi, dan aksiologi

 

Ontologi, epistemologi, dan aksiologi adalah tiga cabang filsafat yang saling terkait dalam memahami pengetahuan dan realitas. Berikut adalah penjelasan dan contoh masing-masing:

### 1. **Ontologi**

**Definisi:** Ontologi adalah ilmu yang mempelajari hakikat atau wujud sesuatu yang ada. Ia bertanya tentang apa yang ada dan bagaimana sesuatu itu memiliki wujud[2][3][5].

**Contoh:**

- **Ontologi Pertemanan:** Pertemanan adalah suatu hubungan yang ada antara dua orang atau lebih. Dalam ontologi, kita mempelajari apa itu pertemanan dan bagaimana pertemanan tersebut memiliki wujud yang nyata dalam kehidupan sehari-hari[2].

- **Ontologi Rumah:** Rumah adalah tempat tinggal yang ada. Dalam ontologi, kita mempelajari apa itu rumah dan bagaimana rumah tersebut memiliki wujud yang nyata, seperti berupa rumah susun atau apartemen[6].

### 2. **Epistemologi**

Participial phrases and gerund phrases

 Participial phrases and gerund phrases are both verbal phrases, but they function differently in a sentence.

### Participial Phrases

**Definition:** A participial phrase is a group of words that includes a participle (a verb form ending in -ing or -ed) and functions as an adjective, modifying a noun or pronoun in the sentence.

**Examples:**

1. **"Hopping through the forest,"** the rabbit noticed a new watering hole. (Here, "hopping through the forest" describes the rabbit.)

2. **"Running at high speed,"** the dog crashed into the wall. (Here, "running at high speed" describes the dog.)

### Gerund Phrases

**Definition:** A gerund phrase is a group of words that begins with a gerund (a verb form ending in -ing) and functions as a noun, often acting as the subject, direct object, indirect object, or complement of the sentence.

**Examples:**

Tuturan Fatis

 

Kerangka teori **tuturan fatis** pertama kali diperkenalkan oleh **Bronislaw Malinowski**, seorang antropolog yang meneliti masyarakat Papua Nugini. Tuturan fatis merujuk pada penggunaan bahasa yang tujuannya bukan untuk menyampaikan informasi atau ide, tetapi lebih untuk menjalin hubungan sosial atau menjaga keakraban. Tuturan ini seringkali terjadi dalam interaksi sehari-hari dan mencakup ungkapan-ungkapan yang bersifat rutin atau basa-basi.

### Teori Malinowski

Malinowski mengemukakan bahwa bahasa tidak hanya digunakan untuk menyampaikan informasi, tetapi juga sebagai alat untuk memperkuat ikatan sosial. Dalam konteks tuturan fatis, interaksi verbal bukan bertujuan untuk menyampaikan sesuatu yang informatif, tetapi lebih untuk "menjaga kontak" atau mempertahankan hubungan sosial antarindividu.

a timeline of key developments of Classroom Discourse analysis

 The study of classroom discourse has a rich and evolving history, with significant milestones and contributions from various researchers. Here is a timeline of key developments:

1. **Early Work (1970s)**

   - **Flanders (1970)**: Used an "introspective" a priori approach to study classroom discourse, as noted by Flowerdew (1990) and Love (1991) [1].

   - **Mehan (1979)** and **Erickson and associates (1981, 1982)**: Employed educational ethnography to analyze classroom interactions [1].

2. **Sinclair and Coulthard (1975)**

   - Introduced a comprehensive system of discourse analysis, which treated classroom discourse as a structured and hierarchical system. Their framework included five levels: acts, moves, exchanges, transactions, and interactions [1][4].

Halliday's Systemic Functional Linguistics (SFL) and van Dijk's Critical Discourse Analysis (CDA)

 

The correlation between Halliday's Systemic Functional Linguistics (SFL) and van Dijk's Critical Discourse Analysis (CDA) provides a rich framework for analyzing interpersonal meaning, especially when examining violent statements on social media. Here's how the two can be theoretically integrated:

### 1. **Halliday's SFL (Interpersonal Metafunction)**

Halliday's **SFL** focuses on how language functions in social contexts to convey meaning. Within SFL, the **interpersonal metafunction** is concerned with the relationships between speakers and listeners (or writers and readers), examining how language is used to express attitudes, judgments, and relationships. In analyzing violent statements, the interpersonal metafunction is useful for looking at:

Enhancing Scholarly Writing: Insights from the Workshop at Universitas Negeri Malang

Source: Enhancing Scholarly Writing: Insights from the Workshop at Universitas Negeri Malang – Sustainable Development Goals (um.ac.id)

In pursuit of academic excellence and the dissemination of knowledge, the Department of English at the Faculty of Letters, Universitas Negeri Malang, orchestrated a transformative workshop on May 31, 2023. With the theme, “Improving Writing and Submission of Articles in Indexed Journals,” this event provided a platform for students, scholars, and researchers to refine their academic writing skills. The guest speaker, Faizal Risdianto, S.S., M.Hum., from UIN Salatiga, offered invaluable insights into the expectations of journal editors, shedding light on the path to successful publication.

The workshop was a timely response to the growing importance of academic research and publication in today’s academic landscape. The ability to communicate research findings effectively and navigate the intricacies of the publication process is indispensable for scholars and aspiring academics.

Faizal Risdianto, an accomplished scholar in his own right, brought a wealth of experience as a guest speaker. His presentation centred on the intricate journey from ideation to publication, offering a roadmap for aspiring authors. He highlighted the significance of clarity, structure, and originality in scholarly writing. Faizal Risdianto underscored the importance of adhering to journal-specific guidelines and addressing the expectations of journal editors.

Classroom discourse in English Language Teaching

 Classroom discourse in English Language Teaching (ELT) refers to the dynamic and interactive communication process between teachers and students in the classroom. It encompasses the various ways in which language is used to facilitate learning, manage classroom activities, and negotiate meaning. Key aspects of classroom discourse include:

1. *Teacher Talk Dominance*: Teachers typically dominate the conversation, with about 65-70% of the time spent on teacher talk, which often consists of lecturing or asking questions[3][4].

2. *Interaction Types*: Classroom discourse involves different types of interactions, such as:

   - *Elicitation*: The teacher elicits responses from students to engage them in the learning process[4][5].

   - *Informing Exchange*: The teacher provides information to students, which is a common type of interaction[5].

   - *Directing Exchange*: The teacher gives directions or instructions to students[5].

3. *Register Analysis*: This involves analyzing classroom discourse's register (field, mode, and tenor) to understand how language is used in different contexts. For example, a study using Systemic Functional Linguistics (SFL) analyzed the register in classroom discourse, focusing on the field (subject matter), mode (formality), and tenor (relationship between participants)[2].

4. *Meaning Negotiation*: This involves the give-and-take process between teachers and students to construct knowledge and negotiate meaning. Students need to recognize the topic of the lesson, and teachers should produce verbal exchanges to construct students' knowledge[6].

5. *Discourse Analysis Frameworks*: Researchers use frameworks like Sinclair and Coulthard's model, which includes acts, moves, exchanges, transactions, and interactions, to analyze classroom discourse[4].

Understanding classroom discourse is crucial for effective teaching and learning in ELT settings, as it helps create a supportive and interactive environment that promotes student engagement and comprehension.