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All Journal Indonesian Journal of English Language Teaching and Applied Linguistics Journey: Journal of English Language and Pedagogy
Muhammad Ibnu Mustofa
Universitas Pendidikan Indonesia
Education Languange, Linguistic, Communication & Media

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Theme and Thematic Progression in a Recount Text by an Advanced Student Muhammad Ibnu Mustofa; Eri Kurniawan
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 7, No 2 (2023): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v7i2.1382

Abstract

Recount text is included within the curriculum of English subjects in the Indonesian context, where students are expected to be well-informed and be able to compose a good recount text to express themselves. The current study aimed at analyzing the recount text written by an advanced (C1 level of English) student based on the concept of Systemic Functional Linguistics. Through a qualitative case study, the data on the text organization, language features, Theme system, and Theme progression of the text were obtained through systematic identification, calculation, and analysis. The findings show that the text fulfilled the text organization and language features of a recount text. Moreover, the types of Themes with the most occurrence were unmarked topical Themes (51,2%), followed by topical textual Themes (40%), marked topical Themes (8%), and interpersonal Themes (0,8%). Based on the Theme system, Theme reiteration occurred most frequently (88.20%), while the Zigzag Themes only represented 11,80% of the total. The dominant use of unmarked Themes demonstrates the writer’s skill in keeping the focus of the readers on the central topic of the text, while the huge number of textual Themes is the implication of the student to maintain the text’s cohesion and coherence.
University Students’ Experiences in a Newly Established EMI Program: Motivations, Satisfaction, and Challenges Muhammad Ibnu Mustofa; Diana Monita; Wini Ranti; Ixsir Eliya
Journey: Journal of English Language and Pedagogy Vol. 8 No. 1 (2025): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v8i1.1344

Abstract

The aims of the current research are threefold. First, it aimed to find out the motivations of students in Islamic education programs to choose an EMI program. Secondly, it was conducted to reveal the student satisfaction with the EMI program. Third, it sought to explore the difficulties or challenges perceived by students in the EMI program. This study employed a quantitative descriptive approach, surveying 22 students from an international class at an Islamic state university in Jogjakarta, Indonesia. The results revealed that students were mainly motivated by the need to access international publications, improve English proficiency, and enhance career prospects. Most participants felt that the program offered positive challenges, boosted motivation, and improved their vocabulary related to their courses. Additionally, many students expressed satisfaction with their lecturers' spoken English and the simplified content delivered in English. In terms of challenges, nearly half of the students reported difficulties in understanding lectures and course contents. Other challenges included writing notes and following peer discussions. These insights highlight the need for targeted support and instructional strategies to address the linguistic demands of EMI programs in the Indonesian Islamic higher education context.
Co-Authors Diana Monita Eri Kurniawan Ixsir Eliya Wini Ranti