Shela Silviana Augie , 2201412023 (2019) Grammatical Cohesive Devices in Students’ Explanation Texts (A Study of the Fourth Semester Students of English Department, Universitas Negeri Semarang Academic Year 2018/2019). Under Graduates thesis, UNNES.

Preview

PDF (Grammatical Cohesive Devices in Students’ Explanation Texts (A Study of the Fourth Semester Students of English Department, Universitas Negeri Semarang Academic Year 2018/2019)) - Published Version Download (922kB) | Preview

Abstract

Writing is one of the most difficult language skill since there are several things to be considered. In order to produce cohesive text, cohesive devices are needed. This final project deals with an analysis of grammatical cohesion devices in students‘ explanation texts. The objectives of this research were to describe what kind of grammatical cohesion devices used by students and what are the mostly used grammatical cohesive devices in their explanation texts. This study used qualitative-descriptive as the research design. The objects of this study are ten explanation texts written by the fourth semester students. The texts were analyzed by employing Halliday and Hasan‘s theory of cohesion (1976). They are reference (personal, demonstrative and comparative), substitution (nominal, verbal and clausal), ellipsis (nominal, verbal and clausal), conjunction (additive, adversative, causal, temporal and others), and lexical cohesion (reiteration and collocation). The findings show that there are 289 grammatical cohesive devices found in students‘ explanation text. Reference 215 (74.4%) is the mostly used grammatical cohesive devices then followed by conjunction 63 (21.8%), substitution 7 (2.4%), and ellipsis 4 (1.4%). There are three cohesive devices that do not exist in students‘ explanation text, those are verbal substitution, clausal substitution, and clausal ellipsis. In addition, even though there are 3 cases of improper use of grammatical cohesive devices such as the use of it, their, and that. In general the text written by students are cohesively produced. The result of the study shows that the students are aware of using grammatical cohesion in their text and it gives benefits to the cohesiveness of their texts. However, they should use another type of grammatical cohesion in their writing more often. Moreover, the role of the teacher in supplying information about another type of grammatical cohesion will give positive effect in their writing.

Actions (login required)

View Item