This paper charts the construction of a technical vocabulary list called the Islamic Religious Studies Textbooks Vocabulary (IRSTV) which was developed from the Corpus of Islamic religious studies textbooks (CIRST) in an Indonesian Islamic State Institute (IISI). The study is aimed to meet the need of first-year English language learners studying in Indonesian Islamic tertiary education. The IRSTV list contains selected word types extracted from five major sub-disciplines of Islamic Religious Studies (IRS), i.e. the science of Qur’an, the science of Hadiths, Islamic law and jurisprudence, Islamic philosophy and theology, and Islamic mysticism theology, taught in most Indonesian Islamic universities and colleges. The quantitative analysis of frequency, range and keyness score ranking was conducted and aided by Corpus analysis software i.e. Antwordprof and Antconc keyword tool. A final triangulated ranking of these three criteria was conducted to produce a more balanced technical vocabulary list resulting in 262 word types or 239 lemmas of English words that are needed to be learned by English as Foreign Language (EFL) students of Indonesian Islamic universities, state institutes and colleges.

Dealing with technical vocabulary is one of the essentials of English Language Teaching (ELT), yet it is still a major concern for learners and teachers who are bound to specific purposes of learning English. This paper reports on and compares two approaches to determining words to be included in a technical vocabulary list in the area of Islamic Religious studies (IRS): the vocabulary classification versus the keyword analysis. The first approach results in a list of four categories of words, namely high frequency words, academic words, technical vocabulary and low frequency words. Keyword analysis is the second approach, in which the end product is a list of words that saliently characterize certain texts. Drawing on the data of the Corpus of Islamic Religious Studies Textbooks in Indonesian Islamic State Institute, the two approaches are compared in terms of theoretical basis, method of analysis, and their end product. The target corpus (305,701 running words) is developed from core textbooks of Islamic religious studies whose content are aligned with the curriculum of Indonesian Islamic state universities. The merits and shortcomings of each approach are also elaborated. The result shows that a major difference between these two approaches is the presence or absence of some GSL word types in the two lists of technical vocabulary in Islamic religious studies.

This research analyzes the theme in ‘Pride and Prejudice by Jane Austen. This research uses the descriptive method and the intrinsic approach. This research analyzes the theme, the character, the characterization, the plot, the setting, and the point of view in the novel. To support this approach, the researcher applies the objective theory which is based on library research, the things that happen in a work are oriented in the work itself. The research data are taken from ‘Pride and Prejudice. Based on the data analysis, the theme of Pride and Prejudice’s love and arrogance. The result of this study is that Humans generally face and feel many things in life. Everyone has a feeling of love. Some people can easily express their feelings to others, but some others can't express them because of shyness, or even become arrogant. It also happens in the love story of the character in 'Pride and Prejudice by Jane Austen.

The importance of vocabulary in the learning of EFL has been an indisputable matter in ELT. The inclusion of vocabulary in ELT materials is often accompanied with questions such as what type of vocabulary and how many words to be taught for students in diverse ELT contexts. Hence, evaluating the kinds of vocabulary in ELT materials is similarly important. This study demonstrates a considerably unconventional corpus -informed materials evaluation to assess the suitability of the vocabulary content of ELT course books taught at the State Islamic Institute in Manado with its ESP context. Four ELT course books taught at the four schools of the State Islamic Institute were analysed using the corpus-based methods. A special software designed for corpus linguistics studies called e Antwordprofiler was used to count the coverage/frequency of occurrence of three types of Nation’ vocabulary classification. The results showed that the examined course books contain sufficient coverage of English high frequency words as required by theory that they contain a total coverage of 84.14 % of high frequency English word enlisted in the General Service List (GSL). However, in terms of the coverage of academic and technical vocabulary, these course books content were still considered under the theoretically acceptable coverage of at least 12,4 % and 5 % respectively. It is recommended that for ELT course books that are used in ESP teaching such as in a field-specific Islamic studies programs, the course books should fulfil the minimum coverage threshold of high frequency, academic and technical vocabulary.