Writing competence facilitates the students' success in their study. In order to produce a coherent text, a writer needs to employ sufficient metadiscourse markers. This study attempted to investigate the use of metadiscourse markers in 7 Indonesian EFL learners' Persuasive writings. The study is descriptive, applying a quantitative method to support a qualitative analysis. The research results reveal that the occurrences of textual marker types in EFL learners' Persuasive texts are overall closely similar to those at considered as standard proficient writing (extract from BAWE corpus), while those of interpersonal marker types are different from the standard proficient writing. Since the occurrences of interpersonal marker types are different from those at BAWE corpus in terms of hedges, boosters, engagement markers, the teacher needs to give more practice in teaching the interpersonal metadiscourse markers. Metadiscourse analysis can be a strategy to make the students aware of the important role of metadiscourse markers.

In this global era, all educated people, such as professionals and college students, need to have English writing skills. Writing competence will facilitate professionals' success in their careers and students' success in their studies. However, coherent writing is a complex task that requires complex skills and is therefore not easy. For many Indonesian scientists, English scientific writing for international seminars or journals is likely still the hardest work (Suharno 2012). Based on the background above, this study investigated the coherence of English articles, such as argumentative discourses by Indonesian professionals. The study is descriptive and qualitative in nature. It applies both topical and paradigmatic analyses. The data of the study include 14 English articles found in the "Opinion Forum" of The Jakarta Post. The research results reveal that, for the most part, English argumentative discourses by Indonesian writers are developed only partly coherently. AbstrakPada era global ini, orang-orang berpendidikan tinggi seperti para profesional dan mahasiswa perlu memiliki ketrampilan menulis dalam Bahasa Inggris. Kemampuan menulis dapat menjadi sarana keberhasilan para profesional dalam karirnya dan keberhasilan mahasiswa dalam kuliahnya. Namun demikian, menulis secara koheren memerlukan ketrampilan yang kompleks dan tidak mudah. Banyak ilmuwan Indonesia mengalami kesulitan menulis ilmiah berbahasa Inggris untuk seminar internasional dan artikel jurnal (Suharno 2012). Dengan latar belakang seperti ini, penelitian ini mengkaji tingkat koherensi artikel argumentatif berbahasa Inggris karya profesional Indonesia. Kajian deskriptif dan kualitatif ini menggunakan teknik analisis topikal dan analisis paradigmatik. Data penelitian ini adalah 14 artikel yang terbit pada kolom "Opinion Forum" harian The Jakarta Post. Temuan penelitian ini menunjukkan bahwa sebagian besar artikel ini kurang koheren.

Sentence writing is inevitably needed in order to be able to write a longer text because the mastery of writing various types of sentences will facilitate writers to produce a good writing style. However, writing accurate sentences constitute problems for many EFL learners. One way to solve the problems is finding out a teaching strategy that can help the students to learn sentence writing more effectively. This study is an attempt to develop a strategy to teach sentence writing, aiming at knowing the effectiveness of text analysis to enhance the students' competence to write accurate sentences. An experiment was done in a classroom context by comparing the sentence writing accuracy of the students taught with a teaching strategy covering text analysis (experimental group) and that of the students taught with a teaching strategy without text analysis (control group). The study revealed that there is significant difference between the sentence writing accuracy of the students in the experimental group and that of the students in the control group. The students of the experimental group outperformed those of the control group. It means that text analysis is effective to develop EFL students' sentence writing accuracy. This is because text analysis is one way to learn grammar; it also strengthens the concept the students have learned. Based on this conclusion, it is suggested that a writing teacher ask the students to do text analysis in teaching sentence writing.

Demonstrative this is worthy to investigate because of the role of this as a common cohesive device in academic writing. This study attempted to find out the variables underlying the realization of demonstrative this in graduate-student writing of Semarang State University, Indonesia. The data of the study were collected by asking three groups of students (first semester, second semester, third semester students) to write an essay. The collected data were analyzed by identifying, classifying, calculating, and interpreting. Interviewing to several students was also done to find out the reasons underlying the use of attended and unattended this. Comparing the research results to those of the Michigan Corpus of Upper-level Student Paper (MICUSP) as proficient graduate-student writing was done in order to know the position of graduate-student writing of Semarang State University in reference to MICUSP. The conclusion of the research results is that most occurrences of demonstrative this are attended and these occurrences are stable across levels, similar to those in MICUSP. The reasons underlying the usage are to create unity, to build text and context relationship, to keep theme-rheme structure, to have variation. And the choice of using attended this or unattended this can be explained as a choice of maxim of manner or maxim of quantity proposed by Grice. It is suggested that a writing teacher review the theory how to write such as cohesion, unity, theme-rheme pattern in writing class since this will facilitate the writing process.

Abstract Background: To live in this communicative era, people need to have communicative competence. The main aim of ELT is to enable the students to communicate or to produce a text. Thus, EFL teaching needs to facilitate them to achieve communicative competence so that they can participate actively in their communities. EFL teachers can utilize text-based teaching to realize this. Text-based teaching involves the use of texts, which are context bases for achieving communicative competence. This paper is a reflection, describing the teachers' common problems in implementing text-based teaching, especially under the COVID-19 pandemic. Methodology: This study is qualitative survey research to gain in-depth information about the topic of the study. The goal of this study is to describe the teachers' perception of Text-Based Approach in ELT and to describe their challenges to implement text-based online teaching. Open-ended survey questions were delivered to 15 research participants. To get a comprehensive understanding of the research participants' opinions, the researchers followed up their answers with an interview via a telephone call. Findings: The questionnaire, interview, and teachers’ self-written reflection revealed the teachers’ common problems in implementing text-based teaching, i.e. in selecting texts, in adapting or in modifying texts, in designing tasks, in overcoming students’ boredom, besides the problems of online teaching. Conclusion: The main root of the problems is the teachers' lack of knowledge of text-based approach. Thus, updating the teachers' knowledge can be one of the solutions to the problems.