Arab World English Journal (AWEJ) Volume.8 Number3 September 2017                                           Pp. 251-264

 Abstract PDF

 Full Paper PDF

Examining Text Coherence in Graduate Students of English
Argumentative Writing: Case Study 

Sri Wuli Fitriati
English Department, Faculty of Languages and Arts
Universitas Negeri Semarang (UNNES)
Semarang, Indonesia

Fadhila Yonata
English Language Education, Graduate Program
Universitas Negeri Semarang (UNNES)
Semarang, Indonesia



This study aims at examining the writing skills of a group of Indonesian graduate students of English. A particular attention has been focused on the coherence of their production of argumentative texts. Employing a discourse analytical case study, three texts written by three Master’s degree students of the English language education at a local university in Central Java, Indonesia, were analyzed. Coherence and cohesion is inextricable in which both are crucial in academic writing as to achieve a makes-sense text. Therefore, it is an urgent need to look at the writing competency of students as they are at graduate level, majoring in the English language education. The texts produced by the students were scrutinized through the lens of micro- and macro-level coherence (Thornburry, 2005). From this theory, cohesion is involved in micro level coherence. The findings indicate that the students show a bit weakness on achieving coherent texts due to lack of optimization of cohesive devices especially conjunctions to create interconnectedness of the whole sentences in the texts.
Keywords: argumentative text, coherence, cohesion, graduate students, written discourse analysis

Cite as: Fitriati, S. W., & Yonata, F.  (2017). Examining Text Coherence in Graduate Students of English Argumentative Writing: Case Study. Arab World English Journal, 8 (3).


Sri Wuli Fitriati, Ph.D. is a lecturer in the English Language and Literature Department at
Universitas Negeri Semarang (UNNES). She teaches Discourse Studies at the Graduate Program
of UNNES. Her research interests include written and spoken discourse analysis and its
pedagogical implication on English language teaching