b. Lexical Cohesion
“Lexical relation is one lexical item which enters into structural relationships with another,” Crystal, 1987: 119. It means that lexical cohesion is
established through the structure of the vocabulary. There are two terms being discussed in lexical cohesion. Those are reiteration and collocation Nunan, 1993:
28-30.
1. Reiteration
Reiteration is the repetition of a lexical item in the context of reference. It
can be in terms of same lexical item repetition, synonym, superordinate and general word. One of the examples of reiteration is:
The flowers were lovely. She loved tulips best. This sentence shows relation by hyponymy, in which tulip is a hyponym of
flower.
2. Collocation
Collocation is a relationship of lexical items that regularly co-occur. It includes opposites, complementaries such as boy...girl, antonyms such as
likes...hate, and converses such as order...obey Halliday and Hasan, 1976: 284.
B. Theoretical Framework
This section presents the related theories which are summarized and synthesized from the theoretical description. Those underlying theories are used to
solve the research questions stated in Chapter I. It is also followed by a framework of answering the two questions of the research.
Reading is not a passive activity. It requires other skills, activity, and also knowledge. In a language learning process, reading plays an important role in
providing knowledge, especially in writing activity. Moreover, reading also provides input in terms of models, such as lexical items and structural patterns.
The students read for many different purposes and types of reading texts. Generally, they read for pleasure and for academic purposes. In a second language
learning theory, these attitudes contribute to their motivation. In this research, the writer specifically analyzes two main types of motivation among the four
suggested by Ellis 1997. They are instrumental motivation which arises from reading for academic purpose and integrative motivation which arises from
reading for pleasure. Research participants as college students are categorized into group of people who read, mostly, to integrate information and to write. The
information gathered from the students in this research is divided into two main types of reading types. They are fiction and non- fiction texts.
Writing, as the output or the product of reading activity, is the unity of physical and mental act. The mental activity involves a process of inventing ideas,
expressing the ideas, and organizing them into a comprehensible reading. Therefore, the process of writing should include the writers’ linguistics and
vocabulary knowledge. In reviewing the process of writing, the writer should also PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
consider the criteria of a good writing. Among those criteria, the organization in writing which includes unity, coherence, and development is the most important
criteria which should not be taken for granted by a writer. One of the elements which support coherence is cohesive devices which provide links for a coherent
writing. Coherence is about the ideas connection within a text. Therefore, when
someone writes, he should connect his idea from one sentence to others. The connection of ideas from sentence to sentence can be obtained by the use of
cohesive devices. In this research, the writer definitely analyzes the use of cohesive devices that is the surface structure used in the students’ writing. As it is
proposed by Halliday and Hasan 1976, the writer uses a term of tie to refer to cohesive devices.
In answering the research questions, the writer uses the collaborated classification of cohesion proposed by McCarthy 1991 and Halliday and Hasan
1976. They broadly divide types of cohesion into grammatical and lexical cohesion. The writer specifies the analysis into grammatical cohesion which
includes reference, substitutionellipsis, and conjunction. It is analyzed through the appropriateness and sufficiency of cohesive devices in the students’ writing.
Considering the relationship between reading and writing activities in language learning, the writer is eager to analyze the contribution of students’
reading habits towards their writing cohesion. The students’ reading habits are indicated by the motivation to read, the types of reading texts, and the strategies of
how they execute this activity. The first problem will be answered by identifying PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
those three reading habits possessed by the research participants. In solving the second problem, the contribution of reading habits to writing cohesion, the writer
gathers the data from the sufficiency and appropriate cohesive devices in the participants’ writing.
As the research framework formulation, first of all, the writer analyzed the three indicators of the participants’ reading habits. Next, the writer collected the
participants’ writing assignments and read them carefully. At this step, the writer classified cohesive devices used by the research participants into sufficient and
appropriate devices according to the three types of grammatical cohesive devices. The analysis continued with the scoring of the participants’ writing cohesion. The
next step was correlating the participants’ reading habits and their achievements in writing cohesion. It is synthesized from the relevant theory by Camacho 2005
who states that reading and writing share similar underlying cognitive process, writing improves reading achievement, reading results in better writing
performance, and combined reading-writing instruction leads to improvements in both areas. Finally, the research ended with conclusion based on the results of the
analysis. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
27
CHAPTER III RESEARCH METHODOLOGY
This chapter is divided into six sections. The first is research method, the second is research participants, the third is research instruments, the fourth is data
gathering technique, the fifth is data analysis technique, and the sixth is research procedure.
A. Method
The first objective of this research was to investigate the Writing VI class students’ reading habits of English texts. To accommodate this research, first of
all, the writer employed survey research. The survey was aimed to collect information about the students’ reading habits of English texts. It was held by
distributing a questionnaire to a group of research participants. The second objective was to analyze the contribution of students’ reading
habits towards writing cohesion. Therefore, the writer also conducted document analysis in order to analyze the students’ writing cohesion. Next, the writer
correlated the students’ reading habits and writing cohesion. Therefore, this research is called a correlational research. According to Ary, Jacobs, and
Razavieh 2002: 25, “correlational research seeks to examine the strength and direction of relationships among two or more variables.” It relates two or more
variables measured from the same group of subjects. In this case, the writer did not have control over both observed variables.