If we describe a literary text, we deserve to show rightly what the characteristics of the text and join the characteristics with the literary
intuitions. When we describe a classroom discourse we should compare the differences and the similarities in discourse structure with the difference and
similarities in the teaching method. We should realize that the statement about discourse structure just based on one linear structure for every unit does not
allow us to get a view about kinds of similarities and differences they have. In connection to the second target, we are convinced that if someone
establishes a discourse theory, one of the main direction is to predict the distribution of surface forms, to descend and create grammatical discourse
forms and to stem or prevent the ungrammatical forms. Here again the approach is based on one linear structure that gives us the limit to make
someone successfully directed easily.
2.6 The Concept of Cohesion
2.6.1 Cohesion
Gutwinsky 1976:26 in Tarigan Says, “Kohesi merupakan organisasi sintaktik, merupakan wadah kalimat-kalimat disusun secara padu dan dapat untuk
menghasilkan tuturan. Juga kohesi adalah hubungan antar kalimat didalam wacana, baik dalam strata gramatikal maupun strata leksikal tertentu.”
To understand a discourse well, a good knowledge and mastery of cohesion is also needed, which does not only depends on our knowledge about
reality and thinking process, known as syntactic process of drawing conclusion.
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Cohesion can be said as the formal aspect of language. In discourse or text or part of the system of a language.
Halliday and Hasan 1976: 4 says “The concept of cohesion is a semantic one; it refers to relations of
meaning that exist within the text, and that define it as a text. Cohesion occurs where the interpretation of some element in the
discourse is depend on that of another. The one presupposes the other, in the sense that cannot be effectively decoded except by
recourse to it. When this happens, a relation of cohesion is set up, and the two elements, the presupposing and the presupposed are
there by at least potentially into a text”.
In the example [3.4] the word them presupposes for its interpretation something other than itself. This requirement is met by the two balls in the
preceding sentence. The presupposition, and the fact that the interpretation is resolved, provided cohesion between the two sentences and in so doing create a
text. Cohesion is expressed partly through the grammar and partly through the
vocabulary. In general, we can divide cohesion into three major types, namely: • Grammatical cohesion
• Lexical cohesion • Conjunction
Reference, substitution, and ellipsis are clearly grammatical, in that they involved closed systems: simple options of presence or absence, and systems such
as those of person, number, proximity, and degree of comparison.
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Lexical cohesion is, as the name implies, lexical; it involves a kind of choice that is open –ended; the selection of a lexical item that is in same way related to
one occurring previously. Conjunction is on the borderline elements can probably the lexical; the set of
conjunctive elements can probably the interpreted grammatically in terms of systems, but such an interpretation would be fairly complex, and some
conjunctive expressions involve lexical selection as well.
2.6.2 Types of cohesion
