population which is intended to be investigated. In this research the subjects being investigated are 30 students as the samples from the population.
The sampling technique used in this research is random sampling technique. Random sampling includes choosing subjects from a population through
unpredictable means. In its simplest form, all subjects have an equal chance of being selected out of the population being researched. According to Sumanto 1990: 23
random sampling is a process of choosing sample so that all individuals in a population have the same chance and the same opportunity to be chosen for the
sample. Therefore, in this research, the researcher chose 30 samples from 120 population randomly without looking any specific criteria for every samples which
are in the form of text. Random sampling was done by these following steps:
1. List all the names of the students in population. It consists of 120 students.
2. Write the names in a little piece of paper and rolled the paper
3. Pick 30 roll of papers which contain students’ names randomly as the data
of the research.
E. Data Collection
A composition test is used as the instrument of data collection. It is the most direct and suitable way of measuring participants’ writing ability. The composition
test requires the students to organize their own essays and to express their own ideas
and words so that there would be samples which is intended to measure.
The data were collected from the students’ argumentative essays as a final
project in the fourth semester second year in August 2012. They were asked to write argumentative essays of some topics they can choose. Some topics they can choose
are Abortion, Public Transportation, Entrepreneurship and Smoking. The test was used as an instrument of the research. The test was designed to give their opinion and
argument about the topic they choose.
F. Data Analysis.
According to Sudaryanto 1993, there are two kinds of analyzing methods in research; they are the distributional method and the referential identity method. The
distributional method was used to analyze the Error Analysis on the use of cohesive devices the students’ text. Elements of the related language themselves are the main
determination tool in analyzing the language such as words, syntactic functions, clauses, sentences, and so on Sudaryanto, 1993:16. In this study, the element that
the researcher worked with is the sentences. The data in this study were analyzed through two procedures: identifying and
counting the number of errors in using cohesive devices and evaluating the reason of the errors. For the first phase of data analysis, Halliday and Hasans 1976 cohesion
taxonomy was used to examine the kinds of cohesive devices used in students’
argumentative texts. Then, it will be analyzed the error of cohesive devices using in the argumentative text.
G. Procedure of Analysis
The analyses of the data in this study were conducted by the following procedures. First, the researcher read each text several times carefully paragraph by
paragraph, and numbered the paragraphs and each sentence to ease the way of analysis. Second, she underlined all related grammatical and lexical item of each text
that meets the criteria of errors in using cohesive devices on the text. They are errors in reference, substitution, ellipsis, conjunction, and lexical cohesion.
The researcher counted the frequency of error in using cohesive devices. The errors are analyzed based on the source of errors, whether the inter-lingual or intra-
lingual source of errors. There are three steps are used in analyzing the errors:
1. Data collection
2. Classification of errors into errors types
3. A statement of error frequency
After analyzing the text by using the three stages of analysis it will be known the errors types and source of errors that mo
stly appear in the students’ text. The second step i.e. identification of error is not conducted in this research. It is based on
the view of Dulay et al. 1982:139 that an error is any deviation from a selected
norm of language performance, no matter the characteristics or causes of deviation might be. Therefore for practical reasons, this study does not distinguish errors from
mistake. The distinction between errors and mistake is not crucial here because the written language is more deliberate, in the sense that students spend a fair time in
choosing or producing a particular construction, this would allow for a more restricted definition of the concept of error and would exclude lapses and mistakes as
described in most of the literature of EA.
CHAPTER IV
FINDINGS AND DISCUSSIONS
This chapter presents the description of error analysis on the use of cohesive devices which occur in students’ argumentative text. First of all, the analyses focus
on the error analysis of each cohesive device. Then, it is continued by presenting the analysis the sources of error in using cohesive devices done by the students in their
texts whether they are caused by inter-lingual or intra-lingual sources and how related cohesive devices errors can influence the coherence of the argumentative texts.
A. Findings
