81 Table 3.2 The Criteria in Analyzing Coherence Problems in the Essays
No Key Terms
Analysis Coverage Analysis Questions
1. Coherence;
Unity In a whole
analytical exposition essay
Is the thesis statement relevant to the
title?
Is the idea in the topic sentence relevant to that stated in the thesis statement?
Does the idea in the topic sentence
support the idea stated in the thesis statement?
Is the idea in the thesis restatement
relevant to that in the thesis statement?
Does the idea in the thesis restatement support the thesis statement?
2. Coherence;
Unity In a paragraph
of the analytical exposition essay
Is the idea in every supporting evidence
written in a paragraph relevant to the topic sentence in the paragraph?
Does the idea in every supporting
evidence talk about the topic sentence in a paragraph?
Does the idea in every supporting
evidence support the topic sentence in a paragraph?
Is every supporting evidence relevant to
other supporting evidence written in a paragraph?
3. Idea-
Relationships In a whole
analytical exposition essay
Do the written cohesive devices help to
signal a particular idea relationship in the essay?
Can the pattern of ideas based on the
definition of idea relationships be observed in the essay?
Are ideas written in all elements of the
essay relevant to the thesis statement of the essay?
Significantly, developing the criteria would enable me to generate some themes concerning the coherence problems that I possibly revealed during the data
analysis process. The fourth step was to use the coding process to generate categories or
themes for analysis. This step was obviously related to the deconstructing processes of the essays as discussed in the previous paragraph as shown in Figure
82 3.4. In this case, I would like to inform that the emergent themes would be
regarded as the coherence problems found in the students’ essays. The fifth step was to advance the description and themes represented in a
qualitative narrative. Creswell 2003 believes that using a narrative passage to state the findings of the analysis is regarded as the most frequent approach in this
step. Accordingly, I, in this step, started to describe every theme, stating the coherence problems, which I found when I analyzed the
students’ essays. The last step was to make an interpretation or meaning of the data. In this
step, I tried to convey my personal interpretation on the coherence problems in the essays, as an attempt to answer the research question. My personal interpretation
also derived from my analysis toward the inter-rater form distributed to some lecturers. I would end the discussion in this section by explaining how I analyze
the second data of this research in the subsequent paragraph. In analyzing the second data, the inter-rater forms that were given to some
lecturers, I did these following activities. Firstly, I collected back the inter-rater form distributed to some lecturers. Secondly, I consulted the comments and
constructive suggestions given by the observers with my thesis advisor. In this step, my thesis advisor would read the comments and suggested me some
constructions inputs, so I could develop the way I analyzed the data. Eventually, it would make me be able to present the trustworthy data analysis in Chapter IV.
83
F. Trustworthiness
