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This study expounds how the analysis of move and transitivity in the method, result, and discussion sections contributes to the advancement of novice writers' writing skills by providing a writing pattern applied when composing research articles. To this aim, a qualitative approach with descriptive technique is employed to encapsulate and explain the phenomena being studied. The data are the method, result, and discussion sections of research articles (RAs) drawn from top tier journals categorized as language and linguistics and analyzed based on macro structure (move and steps) and micro structure (transitivity). The results indicate that 11 moves and 38 steps discovered, in detail, these consist of three moves and 15 steps in method, four moves and 10 steps in result, and four moves and 13 steps in discussion. As for the successions of the move steps, few inter-move step shifts observed. This is in contrast with the outer-move step shifts that commonly occurred. Meanwhile, the outcomes of the transitivity analysis suggest that there are six processes revealed including material, relational, verbal, mental, existential, and behavioral consecutively with material dominating and behavioral the fewest. The results of the present study may supplement the teaching materials reside in English for a research purpose.

Thematic progression can be applied as one of the techniques to analyse whether the paragraphs written are coherent or not. To this end, the present study scrutinized six English final reports written by the sixth semester students learning at an academy of secretary in Indonesia. The data originated from the six final reports were identified, parsed, analysed, and interpreted using qualitative approach with descriptive analysis related to theme and thematic progression patterns of systemic functional linguistics. Moreover, this was equipped by descriptive statistics showing the sum of data evaluated. The results of deciphering the data supported the claim that thematic progression can be administered as an alternative in seeing the coherence of students' writing work. This manifested by ninety-five percent of the paragraphs jotted down utilized thematic progressions and the clauses developed them formed theme patterns, hence they were coherent. The most encountered thematic progression was zigzag, as for the theme pattern, the unmarked topical structure dominated. These results indicated that the secretary academy students whose works investigated proven capable of writing final reports in English. From the overall findings, there are some steps to consider, especially in the field of writing final reports resides in secretarial academies. First, this study demonstrates how the theme patterns and their thematic progressions can be used as an instrument to see whether the addressed paragraphs are coherent or not. This, in turn, can assist lecturers, teachers, and instructors of language to determine whether the students need to be given some enrichment or not. Second, from this, it can be taken some measures to 'nurture' supervisors in terms of theme and thematic progression patterns before assigned to supervise the students while writing the final reports in the context of secretarial academies. Finally, the sixth semester students learning in academies of secretary can be introduced to the process of writing in which the theme and thematic progression discussion employed as the focus of the learned materials. This, at the end, might give contribution to the enhancement of their paragraph writing. [Note: The volume number (10) shown in the header of the PDF is incorrect. The correct volume number is 16.]

The study intends to see the interlanguage morphological structure observed in communicative tasks of ten Indonesian learners of English as a Foreign Language. To achieve this purpose, Qualitative method with quantified data is employed in this study embracing the cross-sectional approach. The data are taken from the utterances produced by 10 (ten) L2 learners who performed three different communicative tasks; semi-structure interviews, 5 picture descriptions, 2 spot differences. The researcher found 356 English morphological structures produced by the learners, and 66 of them are analysed as data samples the analysis is started by profiling their morphological acquisition. It helps the researcher to provide a vivid picture of their English morphological development stage. After analysing the data, the result shows that the English morphological structures produced by the L2 learners in this study are divided into three types: Suppliance, non-suppliance and over-suppliance structures. Suppliance structure refers to structure that is received by grammatical rules in standard English. Meanwhile, the other two types of structure refer to idiosyncratic structures as an innate characteristic of interlanguage morphology. Besides, English morphological development stage is compatible with the Processability Theory (PT). The learners who have acquired higher morphological structure also have already acquired lower morphological structure.

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The paper discusses Pangandaran batik as a distinctive batik style from East Priangan Region, West Java Indonesia. It aims to uncover the distinctive characteristics and the local wisdom as the cultural wealth of Pangandaran. Data were collected through direct observation and interviews with the Head of Batik Kodja Craftsmen of Pangandaran and an artist of Badud and Ronggeng Gunung. It is revealed that Pangandaran batik style has several substantial differences from other batik styles in the East Priangan Region of West Java, and the local wisdom behind the Pangandaran batik style is reflected in the depiction of the Badud and Ronggeng Gunung as iconic art forms in the batik as well as in the seabased life of Pangandaran people. [ABSTRACT FROM AUTHOR]