Lexical bundles is a combination of words which consists of three or even more words that frequently occur together in particular registers. It is seen as an important aspect that should be mastered in order to create a qualified text. This study aims at analyzing the lexical bundles used in findings and discussion sections of graduate students’ thesis in terms of structures, functions, and the role of lexical bundles in forming coherence of the students’ texts. This study employs qualitative approach. The data are taken from 10 Chapter IV, Findings and Discussion of graduate students’ thesis. In the process of analysis, the researcher uses three instruments in the form of tables to collect and analyze the lexical bundles manually based on the structures of lexical bundles proposed by Biber, et. al. (1999), and the functions of lexical bundles proposed by Hyland (2008) framework. There are 74 lexical bundles found in the students’ texts. The findings reveals that first, the lexical bundles found in the students’ texts make use of all the twelve structural forms and the most dominantly used is structure type 4 other prepositional phrase (fragment); second, the lexical bundles found in the students’ texts serve all of the three functional types and the most dominantly used is text-oriented function and third, the lexical bundles found in the students’ texts have an important role in forming coherence of the texts. It indicates that the lexical bundles make use of two coherence items such as reference and transition signals.

The topic of this study is the textual meaning in recount texts written by the fourth semester students of English Department Universitas Negeri Semarang in the academic year 2018/2019. This study is conducted since there are still limited research that is conducted in Indonesia which analyses the problems of thematic development because most of Indonesian researchers are only analyses the thematic structure and thematic development pattern. This study aimed to figure out the thematic structure, thematic development pattern, and the problems of thematic development in students’ recount texts. The text analysis of qualitative method was employed to enhance the results. The result of the thematic structures showed that the unmarked topical Theme was frequently used than the marked one in terms of topical Theme, the conjunctions became the mostly used element in textual Theme, and the modal adjuncts became the frequently used constituent in interpersonal Theme. In the case of thematic development patterns, the Theme re-iteration (constant Theme pattern) became the mostly used pattern since the function is to keep the text focused. It has been found that there were three problems of thematic development in students’ recount texts: (1) the problem of the brand-new Theme, (2) the problem of double Rheme, and (3) the problem of empty Rheme. The results of this study indicate that the students belong to beginner (inexperienced) writer.

Formulaic expressions are essential for developing students' communicative competence to speak English naturally and fluently. This research aimed to determine how the EFL teachers and students used the five types of formulaic expressions in their classroom interactions. This study is discourse analysis, particularly conversation analysis, using a qualitative research approach. The research subjects were two teachers and thirty-one students from two different EFL classes in a private high school in Semarang. The data were obtained by recording their 5x40 minutes' classroom interactions. The video recordings were transcribed and then observed. After all of the data were collected, they were classified and analyzed based on Biber et al.'s (1999) framework and then described qualitatively. The study results showed that the teachers and the students realized all five types of formulaic expressions; lexical bundles, idiomatic phrases, free combinations of verb+particle, binomial expressions, and inserts. It shows that the teachers and the students are able to speak relatively natural English. By doing the further analysis, it was also found that even though the teachers used the formulaic expressions a lot more than the students, the orders of the frequency of formulaic expressions used are similar, as well as some expressions used. Surprisingly, it was revealed that there were some expressions which were not used by the teachers but were realized by the students.

The ability to implement the Thematic development is important in writing exposition text.  Moreover, the exposition text is written to convince the readers.  It means the writers are required to achieve the readers’ expectation.  This study therefore aims to explore EFL learners’ exposition texts using Thematic progressions.  The analysis of this element reveals the logical relations which become the main aspect in the text to achieve micro-level of coherence.  Three exposition texts written by high, average and low proficiency level learners, are analyzed using systemic functional linguistics approaches on discourse analysis.  The analysis reveals that the exposition text written by high proficiency level learner successfully implements the Thematic progressions and hence it achieves the micro-level of coherence.  The Theme re-iteration patterns are implemented to keep the text focused.  The zig-zag patterns are used to construct newly introduced information.  Then, the multiple Theme patterns are implemented, especially in thesis statements of the texts, to preview the argument that will follow in the texts.  Differently, the exposition text written by average proficiency level learner overuses one of the patterns, namely the Theme re-iteration patterns.  This makes the text stuck in only same idea.  However, the micro-level of coherence is still achieved as the logical relations of the text are still implemented successfully.  Lastly, the exposition text written by low proficiency level learner unsuccessfully implements the Thematic progressions and hence the micro-level of coherence is not achieved.  In sum, the implementation of Thematic progressions helps the texts to hang together and make sense.

Ideology is a belief towards a particular idea which is commonsensical as it is required by the society as the answer of particular issues. In common practices, ideology might become considerable since it is realised through the use of words that are meaningful and powerful. One language feature that can be used to convey ideology is appraisal resources. This research aimed to describe the inclusion of ideology viewed from the perspective of appraisal theory. It employed descriptive qualitative approach. The object of the study is a speech text performed by Jokowi in the World Economic Forum of Asean 2018. The results of the study depicted that there were seven ideology strategies that had been implemented viewed from the attitude appraisal analysis. The seven ideologies were implication, consensus, hyperbole, pre-supposition, national self glorification, lexicalization, and irony. Besides, the ideology inclusion in Jokowi’s speech viewed from the perspective of engagement appraisal pointed that there were six ideology strategies that were implemented by the speaker. They are implication, evidentially, pre-supposition, national self glorification, hyperbole, vagueness, and consensus. In addition, the inclusion of ideology in Jokowi’s speech viewed from the perspective of graduation appraisal conveyed that there were four ideologies applied in the speech, they were implication, hyperbole, national self glorification, and number game. By taking account of the results, this study is expected to escalate the quality of English teaching and learning dealing with words understanding beyond the meaning.