This study investigated academic literacy practices by an EFL student at an

The main problem faced by EFL students in writing English texts includes the difficulties to produce a cohesive and coherent text that it seems necessary to show how the tools of Theme and Rheme can be used to help construct the students' good English writing. This study aimed to find out the types of thematic progression patterns in each clause of the recount texts written by students and the dominant pattern of thematic progression revealed from the texts. The research design of this study is a qualitative method which employed the study instrument of the students' recount texts at class IX of SMAN 2 Langsa, Aceh. A content analysis approach by using a Theme and Rheme framework generated from a theory of Systemic Functional Linguistics (SFL) was used to analyze the thematic progression patterns on the students' recount texts, which included several steps: reading the student's texts, identifying the theme and rheme of every clause of the student's text, describing the thematic progression patterns of student's text and drawing the thematic progression pattern on student's text. The findings of the analysis indicated that there are three (3) thematic progression patterns found on the students' recount texts: the Theme Constant, the Theme Zig Zag Linear pattern and Theme Multiple patterns. The dominant type of thematic progression patterns constructed by the students into their recount texts was revealed mostly on 123 constant or reiteration patterns (76.8%), followed by zig-zag patterns of 35 times (21.8%)  and 9 times (1.25%) of multiple patterns. The results of this study will be facilitative as the tools for English language teaching and learning classrooms particularly for writing English texts.

The present study investigated the current development of active learning pedagogy implementation, focusing on the English subject, at high school classrooms in Langsa, Aceh, Indonesia. It focused on English teachers’ pedagogical practices undertaken at the classrooms during the lessons and the factors impeding the construction of active learning methodology. A qualitative method was used, which employed the instruments of classroom observations, interviews, and lesson plan reviews. It was conducted in four lessons at three different high schools located in eastern Aceh, Langsa. The participants of this study were four English teachers and eleventh grade students who were actively involved in the observed English lessons. The findings showed that the dominant teachers’ role and students’ engagement in the class teaching-learning practices were not yet incorporated as active learning principles. Then, there was a lack of teachers’ understanding on the concept of active learning pedagogy, less provided trainings on active learning methodology, no provision of teaching-learning media at classrooms, and individual students were considered as influential factors in implementing an active learning pedagogy in these classrooms. Hence, future researchers are recommended to conduct an adaptation or re-evaluation to the active learning methodology that has been used all these times in order to be more practical and appropriate with Indonesian classroom contexts.

The purpose of this research was to explore students' behavioral engagement in the classroom and the factors that affect it. This research was approached using an explorative descriptive qualitative study., involving teachers and students in two classes at the first grade of a senior high school in Langsa, Indonesia. The classes were taught by two English teachers, and 57 students were involved. The instruments used in this research were observations, questionnaires and focus group discussions with teachers and students. The results of this study indicate that most students paid serious attention to the lesson, put their best effort to focus on the teaching and learning process, and complete assignments. In addition, the students were active in asking questions, giving opinions, and participating in group discussion. The results of this study also show that the most dominant factor in influencing students 'engagement was the teachers' support factor, followed by class structure and school level factors. Therefore, it is suggested that English teachers and school provide best support to students, and they establish good class structure in terms of class size and situation to improve students’ engagement.

AbstrakTujuan dari penelitian ini adalah untuk menganalisis makna konseptual dankonotatif yang terdapat pada cerita pendek Yoram Gross Blinky Bill Michivous Koala. Datadalam penelitian ini adalah kalimat-kalimat yang terdapat dalam cerita pendek tersebutyang mengandung unsur makna konseptual dan konotatif yang kemudian dianalisissecara deskriptif. Hasil dari penelitian ini menunjukkan bahwa makna konseptual yangsering ditemukan pada cerita singkat Yoram Gross Blinky Bill Michivous Koala maknayang berhubungan dengan benda (referent as entity like a thing). Serta, makna konotatifjuga ditemukan dalam cerita tersebut, khususnya konotasi kasar (hard connotation).Kata kunci: makna, konseptual, konotatif, Yoram Gross Blinky Bill Michivous KoalaAbstractThis research aims to analyse the conceptual and connotative meanings found in a short storyYoram Gross Blinky Bill Michivous Koala. Data taken in this study is sentences in which thereare elements of conceptual meanings and connotative meanings which then analysed descriptively.The data source of this research is Yoram Gross Blinky Bill Michivous Koala short story, publishedin Australia by Budget Books Pty Ltd in 1992 with 96 pages. The results of research showed thatmostly frequent conceptual meanings found in the short story of was the referent as entity like athing. Also, the words which have meanings as connotative meanings were found in the short story and the connotative meaning mostly frequent is rough connotation of them.Keywords: meanings, conceptual, connotative, Yoram Gross Blinky Bill Michivous Koala