Students’ writing quality has become the focus of education research nowadays. A good quality writing should fulfil the requirements of coherence and cohesion. Coherence shows how the sentences in the text are arranged which usually follow certain structure, and cohesion shows how they are connected to each other. This study aims to investigate the students’ writing quality in both aspects. Using systemic functional linguistics approach, 10 students’ writing on recount text is analysed. The result of the study reveals how good the students on the fourth semester can write the text and what devices they use to establish the quality. The students can follow the generic structure of recount texts well. However, only 50% has reorientation. In addition, they employ different thematic progressions,

Writing an abstract was not different from writing other kinds of text. As a part of the final project, an abstract should be written clearly, cohesively and coherently. This study aimed to examine cohesion and coherence of the students’ final project abstracts. It also focused to reveal the factors which influenced the quality of the students’ final project abstracts. This study concerned with text analysis. The investigation approach of this study used written discourse analysis. The data of this study were thirty abstracts which were taken from final project abstracts of English Department undergraduate students of Universitas Negeri Semarang in the academic year of 2017-2018. The findings showed that the students did not utilize the five types of cohesive devices to build cohesion in their abstracts. However, it was sufficient to utilize at least three types of cohesive devices to make the abstracts cohesive. Based on Theme and Rheme theory by Halliday, the abstracts were written coherently because they applied the use of cohesive devices. This research also found that there were two factors which influenced the quality of the abstracts. They were the usage of cohesive devices to build cohesion in the abstracts and the usage of Theme and Rheme and thematic progression to build coherence in the abstracts. In conclusion, it was clear that the usage of cohesive devices and Theme and Rheme helped the students write the abstracts cohesively and coherently.The abstract should be written in one paragraph of 150-250 words. Calisto MT font size 9 single spacing. It should containgeneral statement about the primacy of the topic under investigation, research gap, the objectives, method, main findings, and the conclusions.

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Memperkuat Sejak tahun 2016, SD Islam Al Azhar 29 BSB Semarang merintis pengajaran bilingual (yaitu, pengajaran dalam dua bahasa, Bahasa Indonesia dan Bahasa Inggris) untuk mata pelajaran Matematika dan IPA. Tantangan utama program ini adalah kompetensi guru dalam berbahasa Inggris. Oleh karena itu, dibutuhkan pelatihan peningkatan kemampuan guru berbahasa Inggris, khususnya Speaking English for Instructional Purposes. Pelatihan yang bertujuan untuk mempersiapkan penyelenggaraan kelas bilingual ini dilaksanakan dalam lima kali pertemuan. Setiap pertemuan berlangsung selama 2 – 2,5 jam. Teknik kegiatan meliputi: pronunciation drills, group and class discussions, modelling, penyusunan skenario pengajaran (teaching scenario), dan microteaching. Peserta selalu antusias dalam setiap kegiatan. Setiap sesi microteaching berakhir, dilakukan refleksi. Feedback dari peserta lain terhadap guru yang melakukan microteaching sangat supportif dan konstruktif. Pada akhir pelatihan, terdapat peningkatan kompetensi guru-guru peserta pelatihan dalam menggunakan ungkapan-ungkapan bahasa Inggris untuk tujuan pengajaran. Mereka tampak lebih percaya diri dan lebih lancar berkomunikasi dalam bahasa Inggris. Pihak sekolah mengharapkan pelatihan berkelanjutan untuk menyukseskan program pengajaran bilingual di sekolah.

This study is an ex-post facto research which aims to find out the influence of the mastery of function words on reading ability of the seventh grade students of secondary school and to find out how the reading ability between students with adequate function words’ mastery and students with inadequate function words’ mastery is. The samples used in this research were two groups of students who have adequate and inadequate function words’ mastery. Each group consists of 30 students that is chosen by using stratified random sampling. In analysing the data, researcher used Independent Sample t-Test. The result shows that the mastery of function words significantly influences students’ reading ability. It is found that there is significant difference of students’ reading ability between students with adequate mastery in function words with those having inadequate mastery in function words. It is found that students with adequate function words’ mastery have better and higher ability in reading than students having inadequate function words’ mastery.