KOHESI GRAMATIKAL REFERENSI PRONOMINA PERSONA DALAM TEKS PARIWISATA PADA PESONAINDONESIA.KOMPAS.COM/GRAMATICAL COHESION OF PERSONAL PRONOUNS IN THE TOURISM TEXT ON PESONAINDONESIA.KOMPAS.COM

AbstrakPenelitian ini diarahkan pada kajian teks wacana pariwisata dengan pendekatan analisis wacana. Permasalahan yang dikaji adalah aspek kebahasaan pembangun kepaduan teks wacana berupa kohesi gramatikal referensi persona pada teks pariwisata di laman pesonaindonesia.kompas.com. Tujuannya adalah untuk mendeskripsikan aspek kebahasaan kohesi gramatikal referensi persona pada teks pariwisata dalam media digital yang hasilnya dapat dipakai sebagai salah satu dasar merespons tuntutan kualitas strategi komunikasi promosi yang kreatif. Penelitian ini berjenis kualitatif deskriptif dalam linguistik. Sumber data berasal dari situs/laman pesonaindonesia.kompas.combulan Januari—Oktober 2019. Data berwujud teks wacana pariwisata. Metode pengumpulan data dilakukan dengan metode simak. Data dianalisis dengan metode agih dengan teknik ganti. Kajian ini menemukan pendayagunaan referensi pronominal persona yang difungsikan untuk membangun teks wacana yang khas dari teks pariwisata secara koheren. Hasil penelitian menunjukkan bahwa teks pariwisata menggunakan aspek-aspek gramatikal kohesi referensi persona pertama, kedua, ataupun ketiga. Referensi persona kedua mendominasi dalam teks pariwisata di laman pesonaindonesia.kompas.com. guna menciptakan keutuhan dan kepaduan wacana. Lebih lanjut, pemilihan referensi persona tersebut ditujukan untuk mendekatkan diri dengan pembaca dan terkandung implikasi persuasif bagi pembaca. Kata kunci: kohesi, referensi persona, teks pariwisata, wacana AbstractThis research is directed at the study of tourism discourse texts with the discourse analysis approach. The problem studied is the linguistic aspects of the building of the discourse text cohesion in the form of grammatical cohesion of persona references in the pariwisa text on the pesonaindonesia.kompas.com page. The aim is to describe the linguistic aspects of grammatical cohesion of references to charms in the tourism text in digital media, the results of which can be used as a basis for responding to the demands of the quality of creative promotional communication strategies. This research is a descriptive qualitative type in linguistics. The data source is from pesonaindonesia.kompas.com website / page from January to October 2019. The data is in the form of a tourism discourse text. The method of data collection is done by referring to the method. Data were analyzed by the method of distribution. The results showed that the tourism text uses grammatical aspects of the first, second, and third persona reference cohesion. The second persona reference dominates in the tourism text on the pesonaindonesia.kompas.com page. in order to create wholeness and cohesiveness of discourse. Furthermore, the selection of the reference persona is intended to get closer to the reader and has persuasive implications for the reader.Keywords: discourse, cohesion, personal pronouns, tourism text

Textlinguistik und Übersetzungswissenschaft – Entwicklung und Interaktion

Since the beginning of the 1980s the categories of text linguistics have played an increasingly important role in both theoretical and applied translation studies. They have attracted more and more attention in the course of attempts to establish a translation-oriented text theory and text analysis for teaching purposes. In this context translation studies have been able to make a useful contribution to the linguistic debate on text cohesion and coherence and have in turn greatly benefited from that debate. At the same time, through contact with other disciplines, inclu¬ding the social sciences and cultural sciences, translation studies have helped to generate new aspects in text linguistics and to extend its hori¬zons. Today text linguistics and translation studies exist in a form of symbiosis that has attractive potential for the future.

What’s a term? An attempt to define the term within the theoretical framework of text linguistics

In texts for specific purposes, terms adopt a behaviour which is contrary to the prescriptive demands of traditional terminology. Indeed, they exhibit variability both on the level of their meaning content and on the level of their linear structure. Their meaning contents are not fixed, but may be changed by the language user’s verbal and non-verbal activities. Their linear structures are not fixed, but can be adjusted to the cha racteristics of their linguistic environment, specifically the sentence or sequence of sentences in which they are being used. Examined within the framework of text linguistics, it becomes clear that this variability con- tributes to two basic characteristics of any body of sentences which constitutes a text, namely text coherence and text cohesion. Consequently, the aim of this article is to propose a new definition of the term, a definition which underscores the role the term plays in bringing about texture in texts for specific purposes.

Impact of Teaching Cohesive Devices to Iranian EFL learners: Case of IELTS writing task 2 examination

The notion of “textuality” encouraged Halliday and Hasan in 1976 to present their model of discourse analysis through raising questions about whether “cohesion” was a semantic concept or a structural relation, whether a text was a structural unit or not or even if there were semantic or structural relationships within a text. Cohesion was like the glue that unified the meaning within a text through binding the textual elements. Tackling relations of meaning and references in a text was often related to cohesion. A text can be cohesive if its units were bound together with explicit or implicit relations. Cohesion was often defined as the network of lexical, grammatical, and other relations which provide links between various parts of a text. The units of a cohesive text were not just a random set of sentences. Writing section on IELTS was commonly considered one of the most difficult parts of test. The test takers cannot even understand what to do with the tasks provided. They eventually wrote without knowing the expected direction. Therefore, there should be a fast way to equip students well to successfully cope with such hindrances. This research was an action research report of 10 students to make them better understand and answer writing tasks on IELTS test by employing probing techniques as one of test taking strategies. As the result, teaching material about cohesive devices, according to criteria and references to IELTS writing task 2, could help students to understand of their logic on writing proper materials.

Cross-Representational Signaling and Cohesion Support Inferential Comprehension of Text–Picture Documents

Learning from a text–picture multimedia document is particularly effective if learners can link information within the text and across the verbal and the pictorial representations. The ability to create a mental model successfully and include those implicit links is related to the ability to generate inferences. Text processing research has found that text cohesion facilitates the generation of inferences, and thus text comprehension for learners with poor prior knowledge or reading abilities, but is detrimental for learners with good prior knowledge or reading abilities. Moreover, multimedia research has found a positive effect from adding visual representations to text information, particularly when implementing signaling, which consists of verbal or visual cues designed to guide attention to the pictorial representation of relevant information. We expected that, as with text-only documents, struggling readers would benefit from high text cohesion (Hypothesis 1) and that signaling would foster inference generation as well (Hypothesis 2). Further, we hypothesized that better learning outcomes would be observed when text cohesion was low and signaling was present (Hypothesis 3). Our first experimental study investigated the effect of those two factors (cohesion and signaling) on three levels of comprehension (text based, local inferences, global inferences). Participants were adolescents in prevocational schools (n = 95), where some of the students are struggling readers. The results showed a trend in favor of high cohesion, but with no significant effect, a significant positive effect of cross-representational signaling (CRS) on comprehension from local inferences, and no interaction effect. A second experiment focused on signaling only and attention toward the picture, with collection of eye-tracking data in addition to measures of offline comprehension. As this study was conducted with university students (n = 47), who are expected to have higher reading abilities and thus are less likely to benefit from high cohesion, the material was presented in its low cohesive version. The results showed no effect of conditions on comprehension performances but confirmed differences in processing behaviors. Participants allocated more attention to the pictorial representation in the CRS condition than in the no signaling condition.

CHALLENGES OF WRITING ACADEMIC ESSAYS AND WAYS OF OVERCOMING THEM

The paper highlights major challenges in writing academic essays. The article reveals the role of essay writing in studying, communication, creating and conveying information. The work on an academic essay requires development of three types of competences – metalinguistic, communicative and discourse competence. Difficulties in writing essays emerge when learners fail to recognize essential text properties – text cohesion and coherence, informativeness and modality. Lack of a deep analysis of the subject under study, superficial conclusions and poor analytical skills result in producing a one-dimensional, linear text. Insufficiently reasoned structure elements of the text can sometimes provoke learners to provide examples contrary to the topic sentence. The main way of solving this problem is making a logical and structural scheme, – an outline, before starting to write the text. It is equally important to follow the principle of ordering information, organizing the material in a certain succession, keeping the line of reasoning throughout the text. Learners can choose a relevant way of information organization – cause and effect, chronological, spacial and thematic. The article contains examples of exercises aimed at choosing an appropriate way of representing information and exercises for developing discourse competence. Another category of difficulties embraces lexical and stylistic, grammar and spelling mistakes. These errors deal with the operational dimension of the text and their prevention requires developing necessary competencies by doing special exercises to improve the technical aspects of writing. Writing an essay implies keeping to the language norms, grammar and stylistic accuracy. Scientific and research papers are characterized by developed syntactic constructions, complex sentences with clauses of cause and result, abstract vocabulary, while colloquial words and expressions must be omitted. Academic essay is viewed as a product of analytical research work, as a multidimensional text that integrates operational, cultural and critical components. The content of the academic text depends primarily on the depth of information analysis and its critical comprehension. The profound research work triggers the generation of new ideas. Regular and stage-by-stage work on writing the academic essay promotes the development of academic literacy skills. In addition, writing essays helps to train analytical and metalinguistic skills, shapes a personality, capable of thinking critically and articulating ideas.

‘WHY’ QUESTIONS AS A COHESIVE FACTOR IN ‘WATERLAND’ BY G. SWIFT

The article deals with the problem of relation of two linguistic categories – interrogativity and text cohesion – in a literary text. The aim of the research is to study the role of ‘why’ questions in text cohesion in Waterland by G. Swift. As part of the study, a database of interrogative contexts was formed, which includes general questions, special questions and disjunctive questions. Methods of semantic analysis, stylistic analysis, contextual analysis, syntactical analysis were used in the research process. The paper provides the results of analysis conducted to reveal the functions of ‘why’ questions in text cohesion on the micro-level (lexical and semantical cohesion, syntactical cohesion) and macro-level (plot and composition, imagery, themes and idea) of the literary text. There were found means of text cohesion such as lexical and syntactical repetitions. On the level of lexis, such various types of repetition were discovered as complete lexical repetition, partial repetition, synonymic and antonymic repetition, deixis, repetition of the interrogative adverb ‘why’. On the level of syntax, the analysis demonstrates a tendency to formal incompleteness of interrogative structures, on the one hand, which allows us to assume an implicit type of text cohesion, and, on the other hand, a tendency to formal complexity of interrogative structures, with parenthetic clauses, adverbial participial phrases and homogeneous parts of the sentence being frequently used. Stylistic analysis of ‘why’ questions shows that anaphora, antithesis, syntactical parallelism, parenthesis, ellipsis and aposiopesis are among the means of text cohesion in the text under consideration. The analysis of the novel on the macro-level demonstrates that ‘why’ questions function in the plot development, facilitate semantical cohesion between chapters, form thematical and conceptual unity of the literary text, and serve to promote the unity of imagery. The author concludes that ‘why’ questions facilitate the processes of semantical and syntactical compression, which are considered the main mechanisms of text production.