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All Journal Language Literacy: Journal of Linguistics, Literature, and Language Teaching International Journal of Language Teaching and Education Scope: Journal of English Language Teaching Ethical Lingua: Journal of Language Teaching and Literature Language and Education Journal Jurnal Karya Abdi Masyarakat JELT (Jambi-English Language Teaching)
Yulhenli Thabran
English Education Study Program, Faculty Of Teacher Training And Education, Universitas Jambi, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Rhetorical Authority and Knowledge Construction in EFL Doctoral Dissertation Abstracts Yulhenli Thabran
Ethical Lingua: Journal of Language Teaching and Literature Vol. 13 No. 2 (2026): Volume 13 No. 2 (2026): Volume 13 No 2 Oktober 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.981

Abstract

Doctoral dissertation abstracts function not only as summaries of research but also as rhetorical spaces where doctoral writers construct scholarly authority and position knowledge within disciplinary communities. Despite growing research on academic genres and metadiscourse, limited attention has been given to the relationship among rhetorical organization, interpersonal positioning, and epistemic orientation in doctoral dissertation abstracts, particularly in non-Anglophone EFL contexts. This qualitative discourse-analytic study examines 18 PhD dissertation abstracts produced between 2021 and 2025 in an English Education doctoral program at a public university in Indonesia. Drawing on genre analysis, interpersonal metadiscourse theory, and epistemic perspectives on academic writing, the study investigates how doctoral writers organize abstracts, construct rhetorical authority, and represent knowledge. The findings show that the abstracts strongly emphasize research purpose, methodology, and results, while background framing and contribution-oriented closure are less consistently developed. Interactional metadiscourse features, including hedging, evaluative language, and reader engagement, are used infrequently, resulting in rhetorical authority being constructed mainly through procedural clarity and confident reporting. Most abstracts also display a knowledge-telling orientation characterized by linear presentation and limited interpretive synthesis. The study demonstrates that genre organization, interpersonal positioning, and epistemic orientation interact closely in shaping doctoral abstract writing. These findings contribute to research on doctoral literacy and academic discourse and suggest the importance of explicitly teaching contribution framing, stance-taking, and rhetorical positioning in doctoral writing pedagogy.
Defending the Doctorate: Three PhD Graduates’ Narrated Experiences of Dissertation Oral Examinations Yulhenli Thabran
Ethical Lingua: Journal of Language Teaching and Literature Vol. 13 No. 2 (2026): Volume 13 No. 2 (2026): Volume 13 No 2 Oktober 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.1036

Abstract

The dissertation defense is one of the most consequential yet comparatively underexplored stages of doctoral education. Although existing research has largely focused on examination procedures, assessment practices, and institutional regulations, less attention has been paid to how doctoral candidates experience and interpret the defense, particularly in the Indonesian context. This study explores the experiences of three doctoral graduates who successfully completed their dissertation oral examinations at a public university in Indonesia. Guided by narrative inquiry and informed by Mertova and Webster’s (2020) Critical Event Narrative Analysis (CENA), the study examines how participants narrated and made meaning of their experiences before, during, and after the defense. Data were generated through semi-structured narrative interviews and analyzed through narrative reconstruction, critical-event analysis, and cross-narrative thematic comparison within Clandinin and Connelly’s (2000) dimensions of temporality, sociality, and place. The findings revealed three interconnected themes: Anticipating the Defense: Between Anxiety and Hope, Negotiating the Defense: Academic Authority, Language, and Identity, and Becoming a Doctor: Relief, Recognition, and Transformation. Before the defense, participants navigated anxiety and uncertainty through preparation and support from supervisors and family members. During the examination, they negotiated academic authority, language, and scholarly identity while responding to expert evaluation. Following successful completion, they experienced relief, recognition, increased confidence, and changing understandings of themselves as scholars. The findings highlight the dissertation defense as a critical event whose significance extends beyond formal assessment to encompass emotional, relational, and identity-related dimensions of doctoral development. By foregrounding doctoral graduates’ voices, the study contributes to research on doctoral education by illuminating how dissertation defenses are experienced, interpreted, and incorporated into emerging scholarly identities in an Indonesian context.
Co-Authors Dony Efriza Fitriyani Fitriyani Habizar Hendri Hendri Hustarna . Lubis, Putri Mardiah, Radiatan Melati Melati Mukhlash Abrar Nunung Fajaryani Nyimas Triyana Safitri Reny Heryanti Reny Heryanti, Reny Susanah Susanah Trie Lestari