scholarly journals Cohesion and Coherence of Students’ Recount Texts in Indonesia

2021 ◽  
Vol 15 (2) ◽  
pp. 361-374
Author(s):  
Arif Suryo Priyatmojo
Keyword(s):  
First Grade ◽  
Teaching Writing ◽  
Definite Article ◽  
Personal Reference ◽  
Demonstrative Reference ◽  
Central Java ◽  
Thematic Progression ◽  
Cohesive Devices ◽  
Cohesion Theory ◽  
Temporal Conjunction

This study aimed at analyzing the cohesion and coherence of recount texts and their implication to teaching writing. The data was fifteen recount texts which were non-randomly chosen from the first-grade students of high school in Central Java, Indonesia. This was qualitative research employing cohesion theory by Halliday and Hasan (1976) and thematic progression proposed by Butt et al. (1995). The result of this research showed that most of the cohesive devices employed by the students were personal reference with 58.11%; demonstrative reference and definite article with 7.18%; comparative reference with 0.93%), lexical (repetition 22.21%; synonym 0.66%; superordinate 0.13%), conjunction (temporal conjunction 7.45%; adversative conjunction: 1.33%; additive conjunction 1.06%; causal conjunction 0.66%), and ellipsis with 2%. The presuppositions of the presupposed items and presupposing items were achieved anaphorically and cataphorically; most of them were anaphoric. The distances of the presuppositions were in the forms of immediate ties, mediated ties, and non-mediated ties. Furthermore, immediate ties occurred extensively. Based on the analysis, most of the texts were cohesive due to the achievement of presupposing and presupposed items in every sentence of the texts. Then, coherence of the students’ recount texts was achieved by employing three kinds of patterns: reiteration/ constant, zig-zag, and multiple thematic progression patterns. Most of the texts were developed by using a reiteration/ constant pattern. Based on the analysis, most texts were not coherent because of the unrelated clauses. As the result, they broke the signposted progression of the texts. The finding was expected to possibly contribute to the process of teaching writing by encouraging the students to create a good text in a cohesive and coherent way.

scholarly journals THE EXPLORATION OF COHESIVE DEVICES IN SYNOPSIS WRITINGS PRODUCED BY ENGLISH STUDY PROGRAM STUDENTS OF UNIVERSITAS GADJAH MADA

2020 ◽  
Vol 1 (01) ◽  
pp. 51-66
Author(s):  
Asprilla Aqmarina
Keyword(s):  
Discourse Analysis ◽  
Data Analysis ◽  
Data Collection ◽  
Qualitative Method ◽  
Sampling Technique ◽  
Study Program ◽  
Purposive Sampling ◽  
Personal Reference ◽  
Cohesive Devices ◽  
Temporal Conjunction

Cohesive devices in a piece of writing serve to unify sentences within a text. Building upon Halliday and Hasan’s (1976) Cohesion in English, this study aimed to identify and classify cohesive devices and also to discover the effects of cohesion overuse and underuse found in synopsis writings written for Book Report 1 and Book Report 2 assignment. The data were collected from 40 synopsis writings produced by the 4th and 5th semester students of English Study Program of Universitas Gadjah Mada. The data analysis applied a qualitative method and the data collection used purposive sampling technique. The findings showed that reiteration was the most prominently used type and followed by reference, conjunction, and collocation with the frequency 2,193 (56.94%), 1,405 (36.48%), 64 (2.92%), and 252 (6.54%) times respectively. Other types with low occurrences were elliptical and substitutional cohesion that occurred 3 (0.078%) and 2 (0.051%) times respectively. In some cases, students tended to overuse and underuse cohesive devices. In terms of cohesion overuse, in some cases, the use of reiteration leading to lexical redundancy and monotonous sentences. And in cohesion underuse, the lack of using personal reference and temporal conjunction yielding ineffective and less cohesive sentences. Keywords: Cohesive Devices; Discourse Analysis; Synopsis Writings.

scholarly journals Referential Cohesion in Donald Trump`s Speech Transcript

HUMANIS ◽  
2018 ◽  
pp. 111
Author(s):  
I Wayan Gede Agus Wirawan ◽  
I Nyoman Udayana ◽  
Ni Ketut Sri Rahayuni
Keyword(s):  
Qualitative Method ◽  
Washington Post ◽  
Donald Trump ◽  
Lexical Cohesion ◽  
Personal Reference ◽  
Demonstrative Reference ◽  
Cohesive Devices ◽  
Comprehensive Information ◽  
Speech Transcripts ◽  
Observation Method

Cohesion establishes the text or sentences and gives their meaning by the grammatical and lexical linking.   Halliday and Hasan (1976) In Cohesion in English, identify five general categories of cohesive devices that are possibly implemented in texts: reference, ellipsis, substitution, lexical cohesion and conjunction. One of the cohesion meanings is reference. Reference is one of cohesive devices, and it contains the specific nature of the information needed to be retrieved for the comprehensive information. The problems discussed in this study are the type of reference applied in the speech transcripts and referential meaning presented in the speech transcripts of Donald Trump`s Speech. The aims of the study were to find out the reference applied in the speech transcripts and referential meaning of the reference  presented in the speech transcripts. The main theory used was Theory of Cohesion proposed by Halliday and Hasan (1976). The data in this study were taken from the website of Washington Post in form of transcripts. The data were collected using observation method and analyzed using qualitative method. There were two kinds of reference found in the speech; which were personal reference and demonstrative reference. The personal reference that occurred in the speech transcript included  I, you, we, he, she, they, and it. Meanwhile, the demonstrative references that appeared in the speech transcript were this, these, there, here, now and the. These references were presented as endophoric, whether anaphoric or cataphoric. The comparative reference was absent. From this study, it can be concluded that referential cohesion takes an important role in a text or in this case speech transcripts, since the function of reference is to hold a text together and give its meaning.

scholarly journals Cohesion in Academic Writing: A Comparison of Essays in English Written by L1 and L2 University Students

2020 ◽  
Vol 10 (7) ◽  
pp. 761
Author(s):  
Zhongqing He
Keyword(s):  
University Students ◽  
Academic Writing ◽  
Writing Pedagogy ◽  
Lexical Cohesion ◽  
Demonstrative Reference ◽  
Cohesive Devices ◽  
L1 And L2 ◽  
English Students ◽  
Temporal Conjunction ◽  
L1 English

Cohesion plays an important role in ensuring clarity, appropriateness, and comprehensibility in text. This study compares L1-Chinese and L1-English university students’ use of cohesion in English essays and examines the cohesive features in academic writing of L2 students from three perspectives: density of cohesion, distribution of cohesive devices, and distance of cohesive ties. Data consist of 126 student-produced essays in two corpora: 63 by L1-Chinese students from the TECCL corpus and 63 by L1-English students from the BAWE corpus. Findings indicate that L2 students have a lower density of cohesion in their academic writing. Their essays are marked by underuse of lexical cohesion and demonstrative reference, initial positioning of conjunctions, and heavy use of temporal conjunction. In addition, L2 students use significantly fewer immediate and remote cohesive ties, and the length of the material between ties is found to be inadequate compared to L1 students’ writing. The study has important implications for L2 writing pedagogy in China.

scholarly journals A Study on Reference as Cohesive Device in Essays Written by the Fourth Semester Students of the English Study Program Universitas Riau

2020 ◽  
Vol 4 (1) ◽  
pp. 212
Author(s):  
Nurhidayah Nurhidayah ◽  
Jismulatif Jismulatif
Keyword(s):  
Study Program ◽  
Personal Reference ◽  
Demonstrative Reference ◽  
Written Texts ◽  
Cohesive Devices ◽  
Main Technique ◽  
Research Findings ◽  
Frequent Reference

This study aimed at (1) finding the types of reference as cohesive device in essays written by the fourth semester students of the English study program Universitas Riau, and (2) calculating the frequency of reference used in essays written by the fourth semester students of the English study program Universitas Riau. Documentation such as written texts was the main technique of collecting the required data. The data were analyzed by using theories from Halliday and Hassan (2013) about references as cohesive devices in the essays written by the students and by giving the percentage on the use of references. The research findings showed that all the types of reference as cohesive devices were used in the essays written by the fourth semester students with the total number of 954 devices. The most frequent reference cohesive devices used by the fourth semester students of the English study program Universitas Riau was personal reference with the percentage of 53.3% followed by demonstrative reference with the percentage of 45.8% and comparative reference with the percentage 0.9%. It could be concluded that Personal reference was the most frequently used because it may refer not only to a particular person or object, but also to any identifiable person.

scholarly journals COHESION IN ANNE HATHAWAY’S SPEECH TEXT ON “PAID PARENTAL LEAVE IS ABOUT CREATING FREEDOM TO DEFINE ROLES”

2019 ◽  
Vol 2 (2) ◽  
pp. 325-337
Author(s):  
Slamet Utomo ◽  
Dita Indah Sekti
Keyword(s):  
Qualitative Research ◽  
Language Learning ◽  
Parental Leave ◽  
Lexical Cohesion ◽  
Personal Reference ◽  
Cohesive Devices ◽  
Paid Parental Leave ◽  
Temporal Conjunction ◽  
Descriptive Qualitative

This research aims to identify the grammatical and lexical cohesion used in Anne Hathaway’s speech text on “Paid Parental Leave is about Creating Freedom to Define Roles”, and interpret how grammatical and lexical cohesion are used in Anne Hathaway’s speech text on “Paid Parental Leave is about Creating Freedom to Define Roles”.The type of this research is descriptive qualitative research. The result of this research shows that all types of grammatical and lexical cohesion are used in the speech text. For the grammatical cohesions are: reference (personal, demonstrative and comparative reference), substitution (nominal substitution), ellipsis (verbal and clausal ellipsis) and conjunction (additive, adversative, causal and temporal conjunction). Meanwhile, the lexical cohesions are: reiteration (repetition, synonym, superordinate and general word) and collocation. The most dominant of cohesive devices used in the speech text is reference especially for personal reference. All those cohesive devices are used clearly, it means that the speech text of Anne Hathaway entitled “Paid Parental Leave is about Creating Freedom to Define Roles” used grammatical and lexical cohesion well. Finally, the writer suggests that cohesion is important to be studied in language learning because cohesion can be used as a strategy to construct and comprehend any text especially for speech.

scholarly journals Grammatical Cohesion in the Short Story “Tanya’s Reunion” by Valarie Flournoy

2017 ◽  
Vol 8 (1) ◽  
pp. 60-70
Author(s):  
Eriska Novita Rahma ◽  
Endratno Pilih Swasono
Keyword(s):  
Short Story ◽  
Personal Reference ◽  
Demonstrative Reference ◽  
Nominal Ellipsis ◽  
Temporal Conjunction ◽  
Descriptive Qualitative

This study investigatesthe types of grammatical cohesion and the frequency of grammatical cohesionin the short story “Tanya’s Reunion” By Valarie Flournoy. The study investigation is based onHasan and Halliday theory of Grammatical Cohesion. This study employs a descriptive qualitative method.The data of this study were taken from the short story entitled “Tanya’s Reunion” in the forms ofwords, phrases, clauses, and sentences.In this study, the researcher is the key instrument who interprets the data. The result of the analysis shows that grammatical cohesion found in the short story “Tanya’s Reunion” are reference – personal reference, demonstrative reference, and comparative reference; substitution – nominal substitution and verbal substitution; ellipsis – nominal ellipsis, verbal ellipsis, and clausal ellipsis; and conjunction – additive conjunction, adversative conjunction, causal conjunction, and temporal conjunction, meanwhile, clausal substitution is not found in this short story.

scholarly journals TEACHERS’ PERCEPTIONS TOWARDS TEACHING WRITING USING WORD GAMES; THE CASE STUDY OF JUNIOR HIGH SCHOOLS IN SEMARANG, CENTRAL JAVA, INDONESIA

2019 ◽  
Vol 11 (2) ◽  
Author(s):  
Dias Andris Susanto ◽  
Maria Yosephine
Keyword(s):  
High Schools ◽  
Language Learning ◽  
Junior High ◽  
Lesson Plan ◽  
Structured Interview ◽  
Junior High Schools ◽  
Teaching Writing ◽  
Teachers Perceptions ◽  
Central Java ◽  
The Way

This was a descriptive qualitative study which was done in 2017 at junior high schools in Semarang Central Java, Indonesia. This study focused on the teachers’ perception and teaching writing using word games. According to Chastain (1988) "writing is a basic communication skill and a unique tool in the process of second language learning" (p.244). The problem of this study was what are the teachers’ perception towards the word games used in enhancing the students’ writing skill? The sample of the research were 6 junior high schools’ students in Semarang central java, Indonesia. They were students of grade eighth at SMP N 8, SMPN 39, SMPN 36, SMP Institut Indonesia, SMP PGRI Semarang, and SMP Theresiana Semarang. A structured interview was kindly used as the instrument in collecting the data. The findings are; 1) Teaching writing is not easy and need to be creative to make students understand since they have to master the way hoe to organize a good paragraph or text. 2) Usually they do not apply any games in teaching writing since they got the material for granted. 3) Most of the teachers have known what word game is. Even they have applied it sometimes in speaking and vocabulary. 4) Teachers rarely do teaching English using word games by purpose. Especially teaching writing, teachers do not really pay attention on the current skill. 5) Even though some teachers do not really understand the way to use word games in the case of implementation but then, they are aware that students need a motivation in a space of teaching and learning process during filling the material. 6) Teachers like teaching writing using word games because word games can help them to motivate students in following the questions since the love playing while learning in the classroom. 7) teachers can motivate students to follow the lesson with fun, teachers easily follow the word games because it is equipped by the clear instructions, there are various word games which are related to teaching skills, word games are easily made/created by teachers based on the need of the lesson plan, word games are the simplest media to teach and long life. 8) word games which applicable to teach writing using word games are entitled broken sentence, mixed story, arranging sentence in a story, and getting occupation. The conclusions are The teachers’ perceptions towards teaching writing using word games are; teachers feel happy and fun during teaching writing using word games, teachers need more energy and time to maintain the word games, teachers should focus on the goal of writing mastery not the game itself, teachers should be creative in creating and organizing the word games, and teachers believe that word games are able to motivate students in following the lesson.  Key words: teachers’ perception, teaching writing, word games

scholarly journals Evaluasi Program Pembinaan Senam Artistik Sekolah Dasar Di Kabupaten Pemalang

2020 ◽  
Vol 5 (2) ◽  
pp. 98-103
Author(s):  
Idah Tresnowati ◽  
Gilang Nuari Panggraita
Keyword(s):  
Elementary Schools ◽  
Descriptive Analysis ◽  
Development Program ◽  
First Grade ◽  
Input Process ◽  
Cipp Model ◽  
Central Java ◽  
Analysis Technique ◽  
Teacher Trainer

The determination of this research is to support the artistic gymnastics coaching program in Pemalang district of Central java. The approach used in the assessment of this program is the CIPP Model of Daniel Stufflebeam in terms of context, input, process, and product. There are three elementary schools that thrived in representing the name of Pemalang Regency to become champions in the artistic gymnastics competition in Central Java, the schools are from SDN Padek 01, SDN Pamutih 02 and MI Muhammadiyah. The collecting data used observation technique, interviews and documentation in the form of archives as supporting data. While the informant sources were the Principal, sport teacher/trainer, students as the gymnasts and parents of students. The analysis technique used is descriptive analysis. The results of the study show that: At the input stage, the athlete recruitment as a trainee was done voluntarily in accordance with the interests and talents sought since he/she entered first grade, for the determined criteria are applied well, inadequate facilities, insufficient and simple infrastructure. Keywords: Evaluation, Artistic Gymnastics Development Program, Elementary School AbstrakTujuan Penelitian ini untuk mengevaluasi program pembinaan senam artistik di kabupaten pemalang.  Metode penelitian yang digunakan yaitu deskriptif kualitatif. Pendekatan yang digunakan dalam penelitian evaluasi program ini  adalah CIPP Model (Daniel Stufflebeam’s) ditinjau dari tahap  context, input, proces, dan product. Ada tiga sekolah dasar  yang berhasil membawa nama kabupaten pemalang untuk menjadi juara dalam kompetisi senam artistik  tingkat Jawa Tengah, yaitu dari SDN Padek 01, SDN Pamutih 02 dan MI Muhammadiyah. Pengumpulan data menggunakan teknik  Pengamatan(observasi), wawancara (interview) dan dokumentasi berupa arsip sebagai data pendukung. Sedangkan informan yang digunakan adalah Kepala Sekolah, Guru Penjasorkes/pelatih, siswa sebagai pesenam serta orang tua siswa. penelitian menunjukan bahwa: Pada tahap input  perekrutan atlet sebagai peserta pelatihan secara suka rela sesuai dengan minat dan bakat dicari sejak dia masuk kelas satu,untuk kriteria yang ditetapkan dilaksanakan dengan baik,fasilitas yang kurang memadai,sarana prasarana kurang memadai dan sederhana. Kata kunci: Evaluasi, Program Pembinaan Senam Artistik, sekolah Dasar

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