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This paper examines the Indonesian Islamic education tradition from the 19th Century to the early 21st Century. The data in this paper were obtained from written sources as well as several previous studies. The results reveal that the Islamic education tradition begins with religious recitation, which is taught individually (not collectively or in a classical system) in a teacher's house, langgar, or surau. The relationship pattern between Islamic (pesantren-madrasah) and the regular education system is associated with Indonesia's Islamic education system development. This pattern occurred in the 19th to the beginning of the 21st Century and is divided into two episodes. During the first two centuries (19th and 20th centuries), the Islamic education system (religious sciences organized by individuals, organizations, or government institutions) was still differentiated (convergence or synthesis) from the ordinary school education system (general sciences). At the beginning of the 21st Century, the relationship between the two education systems has indicated knowledge integration, although it is still minimal. So far, it has been rigidly divided between "religious sciences†on the one hand and "general sciences†on the other, leading to an integrated knowledge discourse. If this pattern is desired, an Islamic boarding school for higher education will be created. In which "general knowledge†is given during the day, and "religious knowledge†(Al-Qur'an and Kitab) is taught in the evening. This tradition has become a model for curriculum synthesis between the religious sciences and the general sciences to form the Islamic higher education institution.

This paper examines the Indonesian Islamic education tradition from the 19th Century to the early 21st Century. The data in this paper were obtained from written sources as well as several previous studies. The results reveal that the Islamic education tradition begins with religious recitation, which is taught individually (not collectively or in a classical system) in a teacher's house, langgar, or surau. The relationship pattern between Islamic (pesantren-madrasah) and the regular education system is associated with Indonesia's Islamic education system development. This pattern occurred in the 19th to the beginning of the 21st Century and is divided into two episodes. During the first two centuries (19th and 20th centuries), the Islamic education system (religious sciences organized by individuals, organizations, or government institutions) was still differentiated (convergence or synthesis) from the ordinary school education system (general sciences). At the beginning of the 21st Century, the relationship between the two education systems has indicated knowledge integration, although it is still minimal. So far, it has been rigidly divided between "religious sciences†on the one hand and "general sciences†on the other, leading to an integrated knowledge discourse. If this pattern is desired, an Islamic boarding school for higher education will be created. In which "general knowledge†is given during the day, and "religious knowledge†(Al-Qur'an and Kitab) is taught in the evening. This tradition has become a model for curriculum synthesis between the religious sciences and the general sciences to form the Islamic higher education institution.

This paper examines the Indonesian Islamic education tradition from the 19th Century to the early 21st Century. The data in this paper were obtained from written sources as well as several previous studies. The results reveal that the Islamic education tradition begins with religious recitation, which is taught individually (not collectively or in a classical system) in a teacher's house, langgar, or surau. The relationship pattern between Islamic (pesantren-madrasah) and the regular education system is associated with Indonesia's Islamic education system development. This pattern occurred in the 19th to the beginning of the 21st Century and is divided into two episodes. During the first two centuries (19th and 20th centuries), the Islamic education system (religious sciences organized by individuals, organizations, or government institutions) was still differentiated (convergence or synthesis) from the ordinary school education system (general sciences). At the beginning of the 21st Century, the relationship between the two education systems has indicated knowledge integration, although it is still minimal. So far, it has been rigidly divided between "religious sciences" on the one hand and "general sciences" on the other, leading to an integrated knowledge discourse. If this pattern is desired, an Islamic boarding school for higher education will be created. In which "general knowledge" is given during the day, and "religious knowledge" (Al-Qur'an and Kitab) is taught in the evening. This tradition has become a model for curriculum synthesis between the religious sciences and the general sciences to form the Islamic higher education institution.

This research aims at describing the speech text cohesion and its contribution to the rhetorical strategy used in the 2016 U.S Presidential debate between Trump and Clinton in their first campaign debate on the political topic area on achieving prosperity, America's direction, and securing America. As an effort to reach the purpose of research, the researcher applies qualitative descriptive method on Discourse Analysis (D.A.) as the theory to describe and analyze the lexical cohesion relation and rhetorical devices linguistically used in the discourse of presidential debate. Furthermore, based on the analysis, the data were found around 399 lexical cohesion devices of reiteration and 64 collocations used by Clinton, and as many as 576 lexical cohesion devices for reiteration and 58 markers of collocation relations were applied by Trump in the debate over U.S presidential debates. Repetition is the most dominant type of lexical cohesion at U.S presidential debate, both realized by Clinton and Trump. The repetition achieved by both debate partners was 39.74% and 63.25%. Some of the lexical relation roles used by the two pairs of candidates based on the topics discussed reveal some differences in their political objectives, namely, economic and industrial issues, law, trade, investment, labor, taxes, and terrorism. Meanwhile, the rhetorical tools used by the two candidate pairs include; metaphor, a list of three, parallelism, and contrastive pairs (antithesis). In addition, the debate rhetoric technique used by both candidates includes; anaphora, epiphora, and climax.