"LANGUAGE, CULTURE, AND FAITH IN THE PTB GRADE 10 TEXTBOOK: A PRAGMATIC PERSPECTIVE ON THE PROPHETIC MESSAGE".

Abstract

The study examines how language, culture, and religion come together to configure Prophet Muhammad (S.A.W)  as an embodiment of justice in the PTB Grade 10 Textbook titled "Muhammad: An Embodiment of Justice." The research approach uses Speech Act Theory and the Enaction Model of pragmatics in a rigorous analysis of a translated narrative covering significant events in the life and mission of the Rasoolullah (Prophet Muhammad). The primary aim is to reveal how those strategies created by language in the textbook are going to construct and deliver the prophetic message on justice in promoting cultural transfer and ethical understanding bringing the message within an educational environment. Using RapidMiner for data preprocessing and an AI Assistant for automated speech act tagging, the research meticulously elaborates on established divisions of categorization like Offering, Commanding, Instructing, Demanding, Threatening, and Self-Commanding/Committing Oneself into well-outlined sub-categories of speech acts. The use of this combined methodological approach helps in the accurate and efficient process of tagging, allowing extensive analysis of the contents of the textbook. It highlights the internal diversity of speech acts within the narrative of the PTB Grade 10 Textbook performing the functions of theology and ethics expression along with the significant cultural and social parameters of the early Islamic society. Commanding and Instructing acts are dominant and this underlines the authority and education of prophetic communication in producing justice. Offering and Self-Commanding acts define personal engagement and persuasive means needed to effect unity, resilience, or just society frameworks among people as followers. It serves as a theoretical aspect of the study on the combination of Speech Act Theory and the Enaction Model to develop a good understanding of how language builds meaning through embodied and situated interactions. On the practical aspect, the research exposes the schooling strategies developed for religious education, placing a focus on the ways language shapes the students' perceptions of justice, faith, and cultural identity. Through this research, new accounts were brought into academic discussions on linguistic pragmatics and religious studies, thus showing how integrated theoretical frameworks can clarify the kinks in understanding how language, culture, and faith meet to create an image of the Prophet Muhammad as an embodiment of justice-an image used in educational narratives. It then shows how strategic communication can facilitate and nurture different ethical and cultural values in a formal learning environment.