Mahmud Hananda, 2003512158 (2015) COHESIVE DEVICES AND THEMATIC PROGRESSION TO MAINTAIN THE MEANING UNITY OF THE HORTATORY EXPOSITION TEXTS WRITTEN BY THE ELEVENTH GRADERS OF SENIOR HIGH SCHOOL ABDI NEGARA AT KARANGTENGAH DEMAK IN THE ACADEMIC YEAR 2013/2014. Masters thesis, Universitas Negeri Semarang.

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Abstract

The eleventh graders of Senior High School Abdi Negara had problems to write or to represent their argument into a good text. The flow of the information often becomes the handicap for the reader to comprehend and enjoy the text. Hence, this study analyzed the problems in terms of the use of cohesive devices and thematic progression to maintain the meaning unity in writing hortatory exposition texts, among the eleventh graders of Senior High School Abdi Negara, to improve their writing competence of hortatory exposition texts. This study employed descriptive qualitative approach to analyze the students’ hortatory exposition text. This approach was adopted from Thornburry. (2005:17). Six points were analyzed to find out the cohesive devices and thematic progression of the text. The six points of cohesive devices are reference, substitution, ellipsis, conjunction and lexical cohesion and the thematic progression in maintaining the meaning unity. 13 students’ hortatory exposition texts were used as the object of the research. From the result of data analysis the writer found that cohesive devices and thematic progression were employed in texts by the students although they did not use all of cohesive devices and thematic progression. Based on the analysis, there were four main cohesive devices used by the students which were repetition, exophoric reference, additive conjunction, anaphoric. The most frequently used cohesive devices was repetition (26.6%); the second most frequently used device was exophoric reference (19.1%), additive conjunction (16.7%), and also anaphoric (14.2%). Two cohesive devices were rarely used by the students; they were clausal substitution (0.4 %) and nominal ellipsis (0.4%). While in the thematic progression, the students mostly used constant theme rheme pattern. Based on the analysis, most of the texts are unified except five of them. The five texts are problematic texts because they do not have good cohesion, coherence and thematic progression. Therefore, the unity of meanings of those texts is not achieved. The problems have to do with of the overuse of the reiteration theme and the unconnected ideas of the clauses. In line with the statements above, the cohesive devices and thematic progression used by the students had a significant role in their writing. Therefore, English teachers are suggested that they intoduce cohesive devices and thematic progression to the students for their further writing skill.

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