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All Journal Scripta-English Department Journal Lingua Cultura English Review: Journal of English Education DWIJA CENDEKIA: Jurnal Riset Pedagogik Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Surya Abdimas Journal of English Education and Teaching (JEET) Edunesia : jurnal Ilmiah Pendidikan FOSTER: Journal of English Language Teaching Prominent : Journal of English Studies JOLLT Journal of Languages and Language Teaching CLLiENT (CULTURE, LITERATURE, LINGUISTICS, ENGLISH TEACHING) Tamansiswa International Journal in Education and Science (TIJES) Frasa: English Education and Literature Journal
Titi Rokhayati
Purworejo Muhammadiyah University
Arts Humanities Chemistry Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Neuroscience Social Sciences Other

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A Discourse Analysis of EFL Students’ Curriculum Vitae Writing: A Genre Based Study Partini Partini; Sudar Sudar; Titi Rokhayati
Scripta : English Department Journal Vol. 13 No. 2 (2026)
Publisher : Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37729/cchbsp19

Abstract

This study examines the discourse structure of curriculum vitae (CV) writing produced by senior high school EFL students, drawing on Bhatia’s genre-based move analysis. Fifteen CVs, purposively selected from twenty-seven written by twelfth-grade students of MAN 3 Kebumen using digital templates, were analyzed to identify (1) the move-step structure realized in the texts, (2) how the moves reflect students’ understanding of CV genre conventions, and (3) the lexico-grammatical features used to construct professional identity. The analysis reveals a generic structure of five moves and twelve steps: establishing credentials, introducing candidature, indicating value of candidature, offering incentives, and references. Move 2 was obligatory (15/15), Moves 1 and 4 were conventional (12/15, 80% each), and Moves 3 and 5 were optional (5/15, 33.3%; 1/15, 6.7%). Only seven of the twelve steps occurred, and technical skills, not covered by the framework, appeared in 13 CVs. Lexico-grammatically, free-text passages relied on general verbs (has, have, having) and unsupported self-assessments, whereas experience descriptions used action verbs; quantified achievements appeared in five CVs, mostly beside template placeholder text. The findings suggest that genre-based instruction should target optional but persuasive moves and teach students to compose, not copy, evidence-based achievement statements.
Discourse-Level Writing Competence in EFL: Unity and Coherence in Recount Texts Helisa Fadilah; Titi Rokhayati; Juita Triana
FOSTER: Journal of English Language Teaching Vol. 7 No. 3 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i3.442

Abstract

Writing proficiency remains a major challenge for English as a Foreign Language (EFL) learners, particularly in managing macro-level organizational aspects such as unity and coherence. Although previous studies have generally treated these constructs as complementary components of writing quality, limited research has examined them as distinct yet interconnected competencies. This study aims to investigate how Grade X vocational students at SMK TKM Teknik Purworejo realize unity and coherence in recount writing and to identify their proficiency profiles. This study employed a descriptive qualitative design involving 34 student recount texts analyzed using a validated analytical checklist focusing on thematic consistency, logical sequencing, tense consistency, and cohesive device use. The findings reveal an imbalance between unity and coherence. Most students were able to maintain thematic focus and sustain a central idea throughout their texts. However, many experienced difficulties in constructing coherent discourse, particularly in connecting ideas logically, maintaining smooth progression, and using cohesive devices effectively. Common problems included overreliance on simple temporal conjunctions, limited lexical cohesion, and fragmented narrative flow. The findings suggest that coherence requires more complex linguistic and cognitive skills than unity. This study contributes to EFL writing research by providing insight into discourse-level writing competence in a vocational context and highlighting the importance of teaching coherence explicitly in writing instruction.
Co-Authors Abdul Ngafif Afritya Khairunisah Andrian Nuriza Johan Basuki Basuki Erna Alvionita Frisca Putri Agillia Hardian Alvin Eftiama Helisa Fadilah Inna V Lisitsa Intan Nasihah Ismawati Ike Nugraeni Ivan Ananta Luckita Juita Triana Juita Triana Marica Dewi Menik WIdiyanti Muhammad Syafiq Nur Inayati Amrina Rosyada Partini Partini Puspa Dewi Semi Sukarni Shofia Lina Nafisah Sri Widodo Sudar Sudar Sujay Kanthal Tengku Intan Suzila Tengku Sharif Terra Tampangella Tusino Tusino Wibawanti, Jeki Mediantari Wahyu Widiyanti, Ana