Willy Prasetya, 2201408086 (2012) The Strategy to Achieve Coherence in Recount Texts Written by the Tenth-Graders of SMA Negeri 8 Semarang. Under Graduates thesis, Universitas Negeri Semarang.

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Abstract

This final project focuses on the analysis of the strategy to achieve coherence applied by the tenth-grade students of SMA Negeri 8 Semarang in writing recount texts. Coherence itself is the interrelatedness among the discourse elements of a text and the connection between the elements and the reader's knowledge which makes the text hang together so that it can be understood as a whole. This study is a descriptive qualitative research. The data in this research is in the form of the texts written by the students. The data which have been collected are analyzed using two frameworks of analysis: cohesion, which is developed by Halliday and Hasan (1976), and topical structure analysis, which is suggested by Lautamatti (1978). Cohesion theory is used to reveal the textual relation between a sentence to the other, while topical structure analysis is applied to uncover the development of the topics and comments and the relation of those elements to a main discourse topic. The result of cohesion analysis shows that cohesive devices have not been used optimally in writing recount texts. Two cohesive devices, ellipsis and substitution, are rarely used in the students’ texts. The result of topical structure analysis suggests that there are two progressions which can be used for writing recount text: parallel and extended parallel. From six texts written in parallel progression, five of them are coherent. The other fourteen texts are written in extended parallel progression, but only five of them are coherent. This fact shows that extended parallel progression is more difficult than the parallel one. Furthermore, there are many problems encountered when the students write in extended parallel progression, such as the difficulty of creating relation between each topic and comment and the whole topics and comments to the main topic. Based on the explanation above, it can be concluded that the students have not mastered all aspects of cohesion. In addition, they still have difficulty in creating relation between each contextual element of the texts.

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