T ING 1202410 Bibliography
REFERENCES
Abdulkareem, M. (2013).Investigation study of academic writing problems faced
by Arab postgraduate students at Universiti Teknologi Malaysia
(UTM).Theory and Practice in Language Studies, 3(9), 1552-1557.
Adjei, S. B. (2013). Discourse analysis: Examining language use in context. The
Qualitative Report 2013,18(6), 1-10.
Al Bakaa, A. J. (2014). Investigating the manifestation of textual themes in
argument English assignments written by Iraqi and Australian
postgraduate students. International Journal of Applied Linguistics and
Literature, 3(6), 205-211.
Alonso, S., & McCabe, A. (2003).Improving text flow in ESL learner
compositions. The Internet TESL Journal, 9 (2).Retrieved from
http://iteslj.org/Articles/ Alonso-ImprovingFlow.html.
Alwasilah, A. C. (2007). Pokoknya kualitatif: Dasar-dasar merancang dan
melakukan penelitian kualitatif. Jakarta: PT. Dunia Pustaka.
Ballard, B. & Clanchy, J. (1997). Literacy in the university: An antropological
approach. In literacy by degrees. The Society for Research into Higher
Education & Open University Press.
Belcher, D. (1994). The apprenticeship approach to advanced academic literacy:
Graduate students and their mentors. English for Specific Purposes, 13,
23-34.
Bitchener, J., & Basturkmen, H. (2006). Perceptions of the difficulties of
postgraduate L2 thesis students writing the discussion section. Journal
ofEnglish for Academic Purposes, 5(1), 4–18.
Bjork, L., & Raisanen, C. (1997). Academic writing: A university writing course.
Lund, Sweden: Student literature.
Bloor, T. & Bloor, M. (1995). The functional analysis of English: A Hallidayan
approach. London: Arnold.
Bloor, T., & Bloor, M. (2004). The functional analysis of English: A Hallidayan
approach. (2nd Ed). London: Arnold.
Bohnacker, U. (2010). The clause-initial position in L2 Swedish declaratives:
Word order variation and discourse pragmatics. The Nordic Journal of
Linguistics, 33(2), 105–143.
Fatayatul Aziza, 2016
THEME AND THEMATIC PROGRESSION ANALYSIS OF UNDERGRADUATE STUDENT’S THESIS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
99
100
Bruce, I. (2008). Academic writing and genre: A systematic analysis.
London:Continuum.
Butt, D., Fahey, R., Feez, S., & Yallop, C. (2000). Using functional grammar: An
explorer’s guide. (2nd Ed). Sydney: National Centre for English
Teachingand Research. Macquarie University.
Cahyono, S. T. (2012). Textual metafunction in EFL writing: An approach to
teach writing. ILTE 8(1), 32-35.
Calabrese, R. L. (2006). The elements of an effective dissertation and thesis. A
step by step guide to getting it right the first time. Lanham, Maryland:
Rowman and Littlefield Education.
Castro, C. D. (2004). Cohesion and the social construction of meaning in the
essays of Filipino college students writing in L2 English. Education
Research Institute, 5(2),215-225.
Cheng, F.W. (2008). Scaffolding language, scaffolding writing: A genre approach
to teaching narrative writing. The Asian EFL Journal, 10(2), 167-191.
Cheng, X. T. (2002). Cohesion and coherence in English compositions. Journal of
School of Foreign Languages Shandong Teachers’ University, 2(11), 9498.
Chou, L. (2011). An investigation of Taiwanese doctoral students' academic
writing at a U.S. University. Higher Education Studies, 1(2), 47-60.
Christie, F., & Dreyfus, S. (2007). Letting the secret out: Successful writing in
secondary English. Australian Journal of Language and Literacy, 30(3),
235-247.
Coffin, C. (2006). Historical discourse: The language of time, cause and
evaluation. London: Continuum.
Creswell, J. W. (2004). Educational research: Planning, conducting, and
evaluating quantitative and qualitative research. Boston: Pearson
Education, Inc.
Crossley, S. A., Weston, J. L., Sullivan, S. T. M., & McNamara, D. S. (2011). The
development of writing proficiency as a function of grade level: A
Linguistic analysis. Written Communication28(3), 282–311.
Cummings, M. (2003).The role of theme and rheme in contrasting methods of
organization of texts. In Butler, C. (Ed.) Dynamics of language use:
Functional and contrastive perspectives (129-154). Amsterdam/
Philadelphia: John Benjamins.
Fatayatul Aziza, 2016
THEME AND THEMATIC PROGRESSION ANALYSIS OF UNDERGRADUATE STUDENT’S THESIS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
101
Dalsky, D., & Tajino, A. (2007). Students’ perceptions of difficulties with
academic writing: A report from Kyoto University academic writing
courses. Kyoto University Researches in Higher Education, 13(3), 45–50.
Daneš, F. (1974). Functional sentence perspective and the organisation of the text.
In F. Danes (Ed.), Papers on functional sentence perspective (106–128).
Prague: Academia
Defazio, J., Jones, J., Tennant, F., & Hook, S. A. (2010). Academic literacy: The
importance and impact of writing across the curriculum. Journal of the
Scholarship of Teaching and Learning, 10 (2), 34 - 47.
Derewianka, B. (2011). A new grammar companion: For teachers. Sydney:PETA.
Derewianka, B., & Jones, P. (2012). Teaching language in context. Melbourne:
Oxford University Press.
Dong, Y. R. (1997). Non-native graduate students’ thesis/dissertation writing in
science: Self-reports by students and their advisors from two U.S.
institutions. English for Specific Purposes, 17 (4), 369–390.
Droga, L., & Humphrey, S. (2003). Grammar and meaning: An introduction for
primary teachers. Berry NSW: Target Texts.
Ebrahimi, S. F., & Ebrahimi, S. J. (2012a). Information development in EFL
students’ composition writing. Advances in Asian Social Science, 1(2),
212-217.
Ebrahimi, S. F.,& Ebrahimi, S. J. (2012b). Markedness in writing. Theory and
Practice in Language Studies, 2(4), 773-777.
Ebrahimi, S. F., & Khedri.M. (2011). Thematicity in research article abstract: A
cross-disciplinary study. Educational Quest 2(3),287-292.
Ebrahimi, S.F., &Khedri, M. (2012).The importance of thematic structures in
students’ writing cohesion. Language in India, 12(2),64-79. [Online:
http://www.languageinindia.com Accessed: September 13th, 2015].
Eggins, S. (1994). An introduction to systemic functional linguistics. London:
Printer Publishers, Ltd.
Eggins, S. (2004). An introduction to systemic functional linguistics. (2nd Ed).
New York: Continuum.
Emilia, E. (2005). A critical genre based approach to teaching academic writing
in a tertiary EFL context in Indonesia. A PhD thesis submitted to the
Fatayatul Aziza, 2016
THEME AND THEMATIC PROGRESSION ANALYSIS OF UNDERGRADUATE STUDENT’S THESIS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
102
Department of Language, Literacy and Arts Education, Faculty
ofEducation, The University of Melbourne. Unpublished Material.
Emilia, E. (2008). Linguistik sistemik fungsional dan pengajaran membaca dalam
Bahasa Inggris. Konaplin 1. Bandung: Balai Bahasa UPI.
Emilia, E. (2010). Teaching writing: Developing critical learners. Bandung: Rizqi
Press.
Emilia, E. (2011). Pendekatan genre-based dalam pengajaran Bahasa Inggris:
Petunjuk untuk guru. Bandung: Rizqi Press.
Emilia, E. (2012). Module 12: Argumentative writing (a writing course
handbook). UPI. Unpublished Material.
Emilia, E. (2014). Introducing functional grammar. Bandung: Pustaka Jaya.
Evans, D., & Gruba, P. (2002). How to write a better thesis. Carlton South,
Victoria: Melbourne University Press.
Fang, Y. (2005). Systemic functional grammar and discourse analysis. Foreign
Language Education, 26(6), 1-5.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2004). How to design and evaluate
research in education. New York: The McGraw-Hill Companies, Inc.
Freebody, P. (2003). Qualitative research in education. Interaction and practice.
London: Sage Publications.
Gao, W. Y. (2012). Nominalization in medical papers: A comparative study.
Studies in Literature and Language 4(1), 86-93.
Gerot, L., & Wignell, P. (1994). Making sense of functional grammar. Sydney:
Gerd Stabler.
Glatthorn, A. A., & Joyner, R. L. (2005). Writing the winning thesis or
dissertation. Thousand Oaks: California: Corwin Press.
Green, C. F., Christopher, E. R., Lam, K. M. (2000). The incidence and effects on
coherence of marked themes in interlanguage texts: A corpus-based
enquiry. English for Specific Purposes, 19(1), 99-113.
Halliday, M. A. K. (1985). An introduction to functional grammar. London:
Arnold.
Halliday, M. A. K. (1994). An introduction to functional grammar. (2nd Ed).
China: Foreign Language Teaching and Research Press.
Fatayatul Aziza, 2016
THEME AND THEMATIC PROGRESSION ANALYSIS OF UNDERGRADUATE STUDENT’S THESIS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
103
Halliday, M. A. K., & Hasan, R. (1976). Cohesion in English. London: Longman.
Halliday, M. A. K., & Matthiessen, C. M. I. M. (2004). An introduction to
functional grammar. (3rd Ed). London: Arnold.
Hamilton, H., & Clare, J. (2003). Writing research. Transforming data into text.
London: Churchill Livingston.
Hart, C. (2005). Doing your master’s dissertation. London: SAGE publications
Ltd.
Hasan, R. (1997). Ways of saying: Ways of meaning. London: Cassel.
Hawes, T. P.,& Thomas, S. (2012). Theme choice in EAP and media language.
Journal of English for Academic Purposes, 11, 175-183.
HE, Y.,& Yang, B. (2014).Translation strategies for thematic progression patterns
in English and Chinese. Asian Social Science, 10(4,) 89-90.
Herriman, J. (2011). Themes and theme progression in Swedish advaced learners’
writing in English. Nordic Journal of English Studies, 10, 113-116.
Hill-Madsen, A. (2014). Derivation and transformation: Strategies in lay-oriented
intralingual translation. A PhD Thesis submitted to Department of
Business Communication, Business and Social Sciences, Aarhus
University.
Ho, D. G. E. (2009). Systemic text analysis in the ESL writing classroom: Does it
work? Regional Language Centre Journal, 40(3), 333-359.
Hoey, M. (2005). Lexical priming. A new theory of words and language. London:
Routledge.
Hu, H. Y. (2008). On textual cohesion in Chinese Students’ English writing.
Journal of Zhejiang Normal University (Social Science), 33(3), 113-116.
Hyland, K. (2004). Academic attribution: Citation and the construction of
disciplinary knowledge. Applied Linguistics, 20, 341-367.
Jalifiar, A. R. (2010b). The status of Theme in Applied Linguistics articles. Asian
ESP Journal, 2, 7-39.
Jing, W. (2014). Theme and thematic progression in learner English: A literature
review. Colombian Applied Linguistics Journal, 16(1), 67-80.
Jing, W. (2015). Theme and thematic progression in English writing teaching.
Journal of Education and Practice, 6(21), 228-232.
Fatayatul Aziza, 2016
THEME AND THEMATIC PROGRESSION ANALYSIS OF UNDERGRADUATE STUDENT’S THESIS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
104
Jordan, R. R. (2009). Writing for academic purposes: A guide and resource book
for teachers. Cambrige University Press.
Knapp, P., & Watkins, M. (2005). Genre, text, and grammar: Technologies for
teaching and assessing writing. Sydney: UNSW Press.
Lim, J. M. (2005). Reiterating and explaining findings: Analysing communicative
functions in research reports. Makalah dalam Konferensi Internasional
Pendidikan Literasi, Semarang, 29-30 September 2005.
Lores, R. (2004). On RA abstracts: From rhetorical structure to thematic
organization. English for Specific Purposes, 23(3), 280-302.
Lu, A. (2013). A functional grammar approach to analyze Asian students’ writing.
American Journal of Educational Research, 1(2), 49-57.
Ma, J. (2001). Thematic progression, cohesive devices and coherence in English
writing – Analysis of CET-4 and CET-6 writing papers. Foreign
Language Education, 22(5), 45-50.
Martin, J. R. & Rose, D. (2007). Working with discourse: Meaning beyond the
clause. (2nd Ed). London: Continuum.
Martin, J. R. (1992). English text: System and structure. Amsterdam: John
Benjamins Publishing Company.
Martin, J. R., Matthiessen, C. M. I. M., & Painter, C. (1997). Working with
functional grammar. London: Arnold.
Martinez, I. A. (2003). Aspects of theme in the method and discussion sections of
Biology journals in English. Journal of English for Academic Purposes,
2(2),103-123.
McCabe, A.M. (1999). Theme and thematic patterns in Spanish and English
History text (Vol. 1) Dissertation submitted to the Faculty of the Graduate
School Aston University.
McCarthy, M., & Carter, R. (1994). Language as discourse. Perspectives for
language teaching. London: Longman.
Meisuo, Z. (2000). Cohesive features in the expository writing of undergraduates
in two Chinese universities. RELC JOURNAL, 31(1), 32-35.
Mohamed, A. Y., & Omer, M. R. (2000). Texture and culture: cohesion as a
marker of rhetorical organisation in Arabic and English narrative texts.
RELC JOURNAL, 31(2), 86-96.
Fatayatul Aziza, 2016
THEME AND THEMATIC PROGRESSION ANALYSIS OF UNDERGRADUATE STUDENT’S THESIS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
105
Murray, R. (2002). How to write a thesis. Maiden Head, Berkshire: Open
University Press.
Naderi, S., & Koohestanian, F. (2013).Thematic structures in conference papers
by Persian EFL scholars. International Conference on KnowledgeInnovation-Excellence: Synergy in Language Research and Practice.
Nwogu, K. N., & Bloor, T. (1991). Thematic progression in professional and
popular medical texts. In Eija Ventola. (Ed). Trends in
Liguistics:Functional and systemic linguistics (approaches and use).
Berlin: Mouton de Gruyter.
Painter, C. (2001). Understanding genre and register: Implications for language
teaching. In A. Burns & C. Coffin (Eds.), Analysing English in a global
context: A reader (pp. 167-180). London: Routlege/Macquarie
University/The Open University.
Paltridge, B. (2000). Making sense of discourse analysis. Queensland: Gerd
Stabler.
Paltridge, B., & Satrfield, S. (2007). Thesis and Ddissertation writing in a second
language. A hanbook for supervisors. London: Routledge.
Pecorari, D. (2006). Visible and occluded citation features in postgraduate
second-language writing. English for Specific Purposes, 25(1), 4–29.
Qian, Y., Andres, R., & Harman, R. (2007). EFL Chinese students and high stakes
expository writing: A theme analysis. Colombian Applied Linguistics
Journal, 9, 99-125.
Rahman, Z. A. A. (2013). The use of cohesive devices in descriptive writing by
Omani student- teachers. Sage: Sage Publications.
Rahmawati, R. V., & Kurniawan, E. (2015). Thematic progression analysis in
Indonesian EFL students’ thesis abstracts. Indonesian EFL Journal, 1(1),
8-10.
Ravelli, L. (2000). Getting started with functional analysis of text. In Unsworth,
L. (2000). Researching language in school and communities: Functional
Linguistics perspective. London: Cassel.
Simpson, J. M. (2000). Topical structure analysis of academic paragraphs in
English and Spanish. JOURNAL OF SECOND LANGUAGE WRITING, 9
(3), 30-36.
Fatayatul Aziza, 2016
THEME AND THEMATIC PROGRESSION ANALYSIS OF UNDERGRADUATE STUDENT’S THESIS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
106
Swales, J., & Feak, C. (1994). Academic writing for graduate students. A course
for non-native speakers of English. Ann Arbor: University of Michigan
Press.
Thompson, G. (2014). Introducing functional grammar. New York: Routledge.
Vande Kopple, W. J. (1991). Themes, thematic progressions, and some
implications for understanding discourse. Written Communication, 8(3),
311-347.
Ventola, E. (1994). Finnish writers’ academic English: Problems with reference
and theme. Functions of Language, 1(2), 261-293.
Wahyudi, R. (2015). An analysis of thematic progression patterns: Opinion
section texts of The Jakarta Post. International Journal of Language
Studies, 9(3),109-130.
Wang, B. (2014). Theme in translation: A Systemic Functional Linguistic
perspective. International Journal of Comparative Literature &
TranslationStudies, 2(4), 54-63.
Wang, L. (2007). Theme and rheme in the thematic organization of text:
Implications for teaching academic writing. Asian EFL Journal, 9(1),
164-176.
Wang, W. (2015). Newspaper commentaries on the events in China and
Australia: A contrastive genre study. Unpublished PhD thesis. University
of Sidney.
Wang, X. W. (2010). TP pattern and coherence in English writing – Analysis of
TEM-4 writing papers. Foreign Language Research, 2, 103-106.
Wei, J. (2013a). Corpus-based research on the development of thematic choices in
Chinese learners’ English speech. Journal of Education and Practice,
4(16), 38-45.
Wei, J. (2013b). Corpus-based research on topical thematic choices in Chinese
and Swedish English learners’ English writing. Theory and Practice in
Language Studies, 3(12), 2202-2208.
Wei, J. (2014). Theme and thematic progression in learner English. A literature
review. Colombian Applied Linguistics Journal, 16(1), 67-80.
Wijayanto, T. (2013). An analysis of theme in Michael Learn to Rock’s song
lyrics. Unpublished Thesis.
Fatayatul Aziza, 2016
THEME AND THEMATIC PROGRESSION ANALYSIS OF UNDERGRADUATE STUDENT’S THESIS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
107
Xu, R. (2000). Theme and cohesion in the writing of English expository texts by
Chinese tertiary EFL learners. University of Wollongong. http://
ro.uow.edu.au/theses/ 1807.
Zhang, Y. H. (2004). Thematic progression and coherence in writing. Foreign
Language Learning Theory and Practice, 2, 47-50.
Fatayatul Aziza, 2016
THEME AND THEMATIC PROGRESSION ANALYSIS OF UNDERGRADUATE STUDENT’S THESIS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Abdulkareem, M. (2013).Investigation study of academic writing problems faced
by Arab postgraduate students at Universiti Teknologi Malaysia
(UTM).Theory and Practice in Language Studies, 3(9), 1552-1557.
Adjei, S. B. (2013). Discourse analysis: Examining language use in context. The
Qualitative Report 2013,18(6), 1-10.
Al Bakaa, A. J. (2014). Investigating the manifestation of textual themes in
argument English assignments written by Iraqi and Australian
postgraduate students. International Journal of Applied Linguistics and
Literature, 3(6), 205-211.
Alonso, S., & McCabe, A. (2003).Improving text flow in ESL learner
compositions. The Internet TESL Journal, 9 (2).Retrieved from
http://iteslj.org/Articles/ Alonso-ImprovingFlow.html.
Alwasilah, A. C. (2007). Pokoknya kualitatif: Dasar-dasar merancang dan
melakukan penelitian kualitatif. Jakarta: PT. Dunia Pustaka.
Ballard, B. & Clanchy, J. (1997). Literacy in the university: An antropological
approach. In literacy by degrees. The Society for Research into Higher
Education & Open University Press.
Belcher, D. (1994). The apprenticeship approach to advanced academic literacy:
Graduate students and their mentors. English for Specific Purposes, 13,
23-34.
Bitchener, J., & Basturkmen, H. (2006). Perceptions of the difficulties of
postgraduate L2 thesis students writing the discussion section. Journal
ofEnglish for Academic Purposes, 5(1), 4–18.
Bjork, L., & Raisanen, C. (1997). Academic writing: A university writing course.
Lund, Sweden: Student literature.
Bloor, T. & Bloor, M. (1995). The functional analysis of English: A Hallidayan
approach. London: Arnold.
Bloor, T., & Bloor, M. (2004). The functional analysis of English: A Hallidayan
approach. (2nd Ed). London: Arnold.
Bohnacker, U. (2010). The clause-initial position in L2 Swedish declaratives:
Word order variation and discourse pragmatics. The Nordic Journal of
Linguistics, 33(2), 105–143.
Fatayatul Aziza, 2016
THEME AND THEMATIC PROGRESSION ANALYSIS OF UNDERGRADUATE STUDENT’S THESIS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
99
100
Bruce, I. (2008). Academic writing and genre: A systematic analysis.
London:Continuum.
Butt, D., Fahey, R., Feez, S., & Yallop, C. (2000). Using functional grammar: An
explorer’s guide. (2nd Ed). Sydney: National Centre for English
Teachingand Research. Macquarie University.
Cahyono, S. T. (2012). Textual metafunction in EFL writing: An approach to
teach writing. ILTE 8(1), 32-35.
Calabrese, R. L. (2006). The elements of an effective dissertation and thesis. A
step by step guide to getting it right the first time. Lanham, Maryland:
Rowman and Littlefield Education.
Castro, C. D. (2004). Cohesion and the social construction of meaning in the
essays of Filipino college students writing in L2 English. Education
Research Institute, 5(2),215-225.
Cheng, F.W. (2008). Scaffolding language, scaffolding writing: A genre approach
to teaching narrative writing. The Asian EFL Journal, 10(2), 167-191.
Cheng, X. T. (2002). Cohesion and coherence in English compositions. Journal of
School of Foreign Languages Shandong Teachers’ University, 2(11), 9498.
Chou, L. (2011). An investigation of Taiwanese doctoral students' academic
writing at a U.S. University. Higher Education Studies, 1(2), 47-60.
Christie, F., & Dreyfus, S. (2007). Letting the secret out: Successful writing in
secondary English. Australian Journal of Language and Literacy, 30(3),
235-247.
Coffin, C. (2006). Historical discourse: The language of time, cause and
evaluation. London: Continuum.
Creswell, J. W. (2004). Educational research: Planning, conducting, and
evaluating quantitative and qualitative research. Boston: Pearson
Education, Inc.
Crossley, S. A., Weston, J. L., Sullivan, S. T. M., & McNamara, D. S. (2011). The
development of writing proficiency as a function of grade level: A
Linguistic analysis. Written Communication28(3), 282–311.
Cummings, M. (2003).The role of theme and rheme in contrasting methods of
organization of texts. In Butler, C. (Ed.) Dynamics of language use:
Functional and contrastive perspectives (129-154). Amsterdam/
Philadelphia: John Benjamins.
Fatayatul Aziza, 2016
THEME AND THEMATIC PROGRESSION ANALYSIS OF UNDERGRADUATE STUDENT’S THESIS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
101
Dalsky, D., & Tajino, A. (2007). Students’ perceptions of difficulties with
academic writing: A report from Kyoto University academic writing
courses. Kyoto University Researches in Higher Education, 13(3), 45–50.
Daneš, F. (1974). Functional sentence perspective and the organisation of the text.
In F. Danes (Ed.), Papers on functional sentence perspective (106–128).
Prague: Academia
Defazio, J., Jones, J., Tennant, F., & Hook, S. A. (2010). Academic literacy: The
importance and impact of writing across the curriculum. Journal of the
Scholarship of Teaching and Learning, 10 (2), 34 - 47.
Derewianka, B. (2011). A new grammar companion: For teachers. Sydney:PETA.
Derewianka, B., & Jones, P. (2012). Teaching language in context. Melbourne:
Oxford University Press.
Dong, Y. R. (1997). Non-native graduate students’ thesis/dissertation writing in
science: Self-reports by students and their advisors from two U.S.
institutions. English for Specific Purposes, 17 (4), 369–390.
Droga, L., & Humphrey, S. (2003). Grammar and meaning: An introduction for
primary teachers. Berry NSW: Target Texts.
Ebrahimi, S. F., & Ebrahimi, S. J. (2012a). Information development in EFL
students’ composition writing. Advances in Asian Social Science, 1(2),
212-217.
Ebrahimi, S. F.,& Ebrahimi, S. J. (2012b). Markedness in writing. Theory and
Practice in Language Studies, 2(4), 773-777.
Ebrahimi, S. F., & Khedri.M. (2011). Thematicity in research article abstract: A
cross-disciplinary study. Educational Quest 2(3),287-292.
Ebrahimi, S.F., &Khedri, M. (2012).The importance of thematic structures in
students’ writing cohesion. Language in India, 12(2),64-79. [Online:
http://www.languageinindia.com Accessed: September 13th, 2015].
Eggins, S. (1994). An introduction to systemic functional linguistics. London:
Printer Publishers, Ltd.
Eggins, S. (2004). An introduction to systemic functional linguistics. (2nd Ed).
New York: Continuum.
Emilia, E. (2005). A critical genre based approach to teaching academic writing
in a tertiary EFL context in Indonesia. A PhD thesis submitted to the
Fatayatul Aziza, 2016
THEME AND THEMATIC PROGRESSION ANALYSIS OF UNDERGRADUATE STUDENT’S THESIS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
102
Department of Language, Literacy and Arts Education, Faculty
ofEducation, The University of Melbourne. Unpublished Material.
Emilia, E. (2008). Linguistik sistemik fungsional dan pengajaran membaca dalam
Bahasa Inggris. Konaplin 1. Bandung: Balai Bahasa UPI.
Emilia, E. (2010). Teaching writing: Developing critical learners. Bandung: Rizqi
Press.
Emilia, E. (2011). Pendekatan genre-based dalam pengajaran Bahasa Inggris:
Petunjuk untuk guru. Bandung: Rizqi Press.
Emilia, E. (2012). Module 12: Argumentative writing (a writing course
handbook). UPI. Unpublished Material.
Emilia, E. (2014). Introducing functional grammar. Bandung: Pustaka Jaya.
Evans, D., & Gruba, P. (2002). How to write a better thesis. Carlton South,
Victoria: Melbourne University Press.
Fang, Y. (2005). Systemic functional grammar and discourse analysis. Foreign
Language Education, 26(6), 1-5.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2004). How to design and evaluate
research in education. New York: The McGraw-Hill Companies, Inc.
Freebody, P. (2003). Qualitative research in education. Interaction and practice.
London: Sage Publications.
Gao, W. Y. (2012). Nominalization in medical papers: A comparative study.
Studies in Literature and Language 4(1), 86-93.
Gerot, L., & Wignell, P. (1994). Making sense of functional grammar. Sydney:
Gerd Stabler.
Glatthorn, A. A., & Joyner, R. L. (2005). Writing the winning thesis or
dissertation. Thousand Oaks: California: Corwin Press.
Green, C. F., Christopher, E. R., Lam, K. M. (2000). The incidence and effects on
coherence of marked themes in interlanguage texts: A corpus-based
enquiry. English for Specific Purposes, 19(1), 99-113.
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