Employing discourse, language and television media to reconstruct the image of Islam: a case study of Malaysia

Adnan, Airil Haimi Mohd

doi:10.5539/ass.v6n6p33

Cited by 8 publications

(5 citation statements)

References 15 publications

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“…Demikian pula Fisher dan Castle (2012), yang dibantu perangkat lunak, mampu memetakan kata kunci dan poin-poin alasan utama penutupan pelayanan kesehatan rumah di Amerika Serikat melalui kumpulan teks berita. Beberapa penelitian lain menggunakan sumber media massa dalam penyebaran unsur ideologi, seperti menggerakkan sikap netral dan positif untuk mencegah ektremisme agama (Adnan 2010) hingga untuk memonitor strategi pidato politik (Shayegh dan Nabifar 2012). Penelitian terhadap media massa juga mampu memberikan akses terhadap opini publik sebagaimana temuan Mulyani (2014) dan Ferbiansyah (2017) melalui surat pembaca.…”

Section: A Pendahuluanunclassified

Reflections on Mother Tongue Conditions in Indonesia Through Media Text Analysis

Mulia

2018

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English Text analysis becomes one of many approaches to analyze the dynamics of mother tongue issues whose condition is relatively appalling. Mother tongue (language) is the earliest language acquired by a member of society starting from the cradle of family. Because of its proximity, mother language is close to local language. However, its popularity is less than Bahasa Indonesia and foreign languages. It is reflected on the related texts in media for International Mother Language Day (IMLD). This is descriptive qualitative type of research using criteria-based sampling along with content analysis technique to the related texts of IMLD in the daily printed national newspaper, Kompas. The researcher used Systemic Functional Linguistics to obtain interpersonal: transactional meanings through mood structure analysis from narration, reports, and quotations. Based on the analysis, the study investigated the attitudes presented by participants in the texts to their readers from analysis results of modalization and modulation. This research concluded that the texts were more dominated by language meanings with transaction on information rather than action. This affected on the modes of delivering messages informatively and the orientation of enriching the insights. Indonesia Analisis teks menjadi salah satu pendekatan untuk menemukan dinamika bahasa ibu yang kini dalam kondisi memprihatinkan. Bahasa ibu merupakan bahasa yang paling dekat dan awal diterima masyarakat mulai dari lingkup keluarga. Karena kedekatan itu, bahasa ibu erat kaitannya dengan bahasa daerah. Namun, kepopulerannya kalah dengan bahasa Indonesia dan bahasa asing. Kondisi ini tampak pada teks-teks di media terkait peringatan Hari Bahasa Ibu Internasional (HBII). Penelitian ini bersifat deskriptif kualitatif dengan tehnik cuplikan berkriteria serta dikaji dengan tehnik analisis isi terhadap teks-teks terkait HBII pada koran harian cetak nasional, Kompas. Peneliti menggunakan pendekatan Linguistik Sistemik Fungsional untuk memperoleh makna interpersonal: transaksional melalui analisis struktur mood pada narasi, pelaporan, dan kutipan. Dari analisis tersebut, dieksplorasi juga sikap yang dihadirkan pelibat teks kepada pembacanya dari hasil analisis modalisasi dan modulasi. Penelitian ini menemukan kesimpulan bahwa teks-teks tersebut didominasi oleh makna bahasa dengan transaksi informasi daripada tindakan. Hal ini berdampak pada penyajiannya yang secara informatif dan berorientasi pada menambah wawasan.

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Section: A Pendahuluanunclassified

Reflections on Mother Tongue Conditions in Indonesia Through Media Text Analysis

Mulia

2018

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“…The conflicts, the dilemmas and the problems relating to English language teaching and learning in Malaysia are not fresh topics nor will they be easily solvable given the perennial Malaysian 'English language dilemma' (Adnan, 2005;Mohd-Asraf, 2004). The Malaysian government in power (the National Front or Barisan Nasional) has instituted several national education reforms to support the teaching and learning of English since Malaysia's independence from British colonial rule in 1957, even to the point of using the mass media and popular media as English teaching tools (for deeper coverage, see Adnan, 2010). Problematically, it seems that teething institutional level conflicts and socioeconomic realities, particularly the widening divide between the urban and rural communities, continue to hinder these positive efforts within Malaysian borders.…”

Section: Teaching English In (Privately-run) Islamic Schools In Malaysiamentioning

confidence: 99%

Being English Teachers in Malaysian Islamic Schools: Identity Narratives from a Five Year ‘Life Journey’

Journal¹,

Adnan²

2017

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Malaysia’s national school system is a reflection of the diversity of Malaysians. Instead of a single unitary system, the formal school system in Malaysia consists of national schools for all young Malaysians, national type schools (for Mandarin and Tamil speaking students) and also national religious schools (or sekolah kebangsaan agama) that focus on Islamic education for the Muslim majority group. From informal Islamic schools (or sekolah pondok) of the past, today’s national religious schools continue to play a critical role in educating young Malaysians. Nevertheless, these schools are facing difficult challenges to remain relevant in a rapidly developing society. One of these difficulties relates to English language teaching. In national religious schools where Islamic education and Arabic language are given priority, teaching English as a core subject becomes a real challenge; some students deliberately resist learning English as it is a ‘Western’ language and some teachers view English teachers as the ‘Other’ within these schools. This research article is based on a longitudinal effort to study these difficult challenges and to shed light on the lived experiences of English teachers in Malaysia’s national Islamic schools. Drawing on ‘thick’ narrative data from face-to-face interviews, written narrative accounts, and informal online and mobile exchanges, this article deals with the ‘stories’ of becoming and being an English teacher within Malaysian Islamic schools. The stories and co-constructed narratives unveil the feelings, experiences and aspirations of two ‘Bumiputera’ Malay-Muslim English teachers, one female and one male, in the last five years of their professional lives.

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“…Rajadurai (2011) further defines this relationship between Malay ethnicity, Islamic religion and Malay language as the "essential identity" (p. 36) of the Bumiputeras. No matter which social sphere a Malay person enters, be it school or workplace, he or she is eternally bound to these core constructs (Adnan, 2010(Adnan, , 2013a.…”

Section: Learning Malay English and Arabic Language In Islamic Schoolsmentioning

confidence: 99%

Learning English (and Arabic) in Malaysian Islamic Schools: Language Use and the Construction of Identities

Adnan¹

2017

SSRN Journal

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The Malaysian schooling system celebrates the diversity of Malaysian ethnic groups by allowing different school types to co-exist since the independence of the Federation of Malaya (now Malaysia) from British colonial rule in 1957. Whilst ideologically young Malaysians can pick and choose where they want to learn, these schools are clustered around ethnicity, language and even religion. Only the majority national schools (or sekolah kebangsaan) reflect the diversity of the ideological Malaysian 'race' (or bangsa Malaysia). For national type schools (or sekolah jenis kebangsaan), these are almost exclusively subscribed by Tamil speaking students who are mostly Indians or by Mandarin speaking students who are mostly Chinese. The focus of this empirical paper is on a final school type, national religious schools (or sekolah kebangsaan agama), that represents the religious ideology of the Malaysian majority race, the Malay-Muslims. These are primary and secondary 'Islamic schools' that place heavy emphasis on Islamic education often through the medium of Arabic, for the Malay-Muslim majority in Malaysia. This paper focuses on the lived experiences of 30 first year university undergraduates who completed five to six years of secondary education in national religious schools. Data were collected from periodic focus group discussions and also written narrative 'reflections' of their Islamic school days with three cohorts of selected undergraduates from March 2016 to May 2017 at two university campuses in northern Malaysia. The stories they shared draw attention to how English, and to an extent Arabic language, influenced their school-based learning experiences and constructed their identities.

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Employing discourse, language and television media to reconstruct the image of Islam: a case study of Malaysia

Cited by 8 publications

References 15 publications

Reflections on Mother Tongue Conditions in Indonesia Through Media Text Analysis

Reflections on Mother Tongue Conditions in Indonesia Through Media Text Analysis

Being English Teachers in Malaysian Islamic Schools: Identity Narratives from a Five Year ‘Life Journey’

Learning English (and Arabic) in Malaysian Islamic Schools: Language Use and the Construction of Identities

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