b. Narrative text
All participants are going to write their text. The instruction is designed to have the students create or retell about the theme given, which asked them to produce a
narrative story about ± 200 words as the minimum number. Moreover, students will have around 30 minutes to compose their narrative text. The texts written by
the students are collected as the primary data.
In this research, the data are analyzed whether they use either grammatical or lexical cohesive devices in narrative text and to account for degree of
coherence of the narrative text produced by students in linguistics major in the seventh semester, English Department, Faculty of Letters, Jember University.
3.4 Data Analysis
The data analysis in this research uses descriptive, statistical, and interpretative method. Descriptive method is used to apply the theory of narrative
proposed by Chatman 1982 in order to review whether the text written by seventh semester students, English Department, Faculty of Letters uses generic
structure potential of short story or not. Then based on Zhang 2004, the following steps are followed for identifying cohesive ties
and coherence’s percentage in each student composition by using theory of cohesion proposed by
Halliday and Hasan. Procedures for identifying cohesive devices:
1. Each text is separated into three division based on the topic they have chosen.
2. Each text in each topic is given an index number which later coded as text 1,
text 2, and so on. 3.
Each text is read without commenting. 4.
Each text in each topic is divided into four parts of generic structure, which consists of orientation, complication, evaluation, and resolution.
5. Each text is reread sentence by sentence to identify and mark cohesive
devices.
6. Each cohesive device in the texts is checked again to make sure it is not
missed. 7.
Next, the type of cohesive device in the sentence is classified and counted as well as counting the frequency of the type of cohesive devices in the texts.
8. Cohesive devices in students’ narrative texts are identified to get the incorrect
and inappropriate use of cohesive devices and make correction in it. 9.
Further, chain interactions are identified by providing an identity chain and similarity chain. Both identity chain and similarity chain are taken by total
tokens of cohesive devices that interact or enter into any kind of chain. The chain itself are built by the presence of texture which formed by co
referential, co classification and co extension. 10.
Last, the writer accounts for the percentage of coherence by displaying a picture diagram of chain interaction to find relationships between the use of
cohesive devices, incorrect use of cohesive devices and also writing quality in the narrative texts composed by seventh semester students, English
Department, Faculty of Letters.
