There are three similarities between this research and the research conducted by Jabeen et al. First, both studies investigate the cohesive devices
consisting of grammatical and lexical cohesion. Second, the object of the research is narrative texts. Third, both studies have implications for English language
teaching. Therefore, the method of the previous study can be applied to this study.
T he principles of grammatical cohesion, namely reference, substitution, ellipsis,
conjunction, and lexical cohesion, namely reiteration and collocation presented by Halliday and Hasan 1976 and Bloor and Bloor 1995 applied in the previous study
are also used in this research. The aim is to highlight the significance of cohesive ties
in the text which from its semantic base. All devices are first identified from narrative texts. After that, number of ties, types of cohesive ties and presupposed items are
written. Then, ties placed under the relevant categories. Finally, the conclusions and the implications can be drawn.
B. Conceptual framework
This research aims to investigate the cohesion in narrative texts presented in the electronic textbook for senior high school grade X entitled “Developing
English Competence” using the theory of cohesion proposed by Halliday and Hasan 1976 and
Bloor and Bloor 1995
. The investigation was done by looking at the surface structure of the narrative texts. As previously mentioned, by
investigating the surface structure of a text, the researcher would know how the meaning is constructed and decide whether the text is understandable and
compatible as language input or not. The surface structure of the text includes the
choice of vocabulary and grammatical items. This research excluded the analysis of the context of situation in the text. Thus, it depended solely on the text.
The research was carried out through several steps. The initial steps were collecting narrative texts from the textbook and dividing them into sentences.
After that, the raw data were transferred into a table and analyzed carefully using the categorization of cohesive devices proposed by Halliday and Hasan 1976
and
Bloor and Bloor 1995
. The researcher identified the use of grammatical cohesion which consists of reference, substitution, ellipsis, and conjunction, and
lexical cohesion which includes reiteration and collocation. Then, the researcher wrote the number of ties, the cohesive items and their types, and the presupposed
items in the data sheets. The researcher counted the frequencies of occurring types of cohesion. The result was shown in the form of percentage in order to provide
the details. Finally, the researcher identified what is meant by the result.
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CHAPTER III RESEARCH METHOD
A. Type of Research
This research employed a qualitative method. According to Moleong 1998: 6, qualitative research is a type of research aimed to holistically
understand a phenomenon that is undergone by the subject of the research in the certain natural context by describing it using words and employing scientific
methods. Adding to this, Lodico, et al., 2010: 143 mention that qualitative research is a means of giving voice to the participants‟ feelings and perceptions.
This is based on the idea that knowledge is derived from the social setting and understanding it is considered as a legitimate scientific process.
B. Data and Source of Data
The data of this research were narrative texts presented in the textbook. They were broken into sentences and there are 325 sentences. There are 16
narrative texts. The details can be seen in the table as follow. Table 11: The Details of Narrative texts presented in the Electronic Textbook
of Senior High School Grade X entitled “Developing English
Competence” No.
Title Semester
Page Number of
sentences
1 The Little Girl and The Wolf 1
30 8
2 The Father and His Son 1
30 7
3 Blind Listening 1
35 15
