THE CONTRIBUTION OF COHESIVE TIES TO THE COHESION OF EFL STUDENTS’ EXPOSITORY WRITING.
THE CONTRIBUTION OF COHESIVE TIES TO THE
COHESION OF EFL STUDENTS’ EXPOSITORY WRITING
(A case study on High School Students in Kuningan, West Java)
A Research Paper
submitted in partial fulfilment of the requirements for master’s degree in English Education
by:
Nida Amalia Asikin (1101214)
ENGLISH EDUCATION PROGRAM
SCHOOL OF POSTGRADUATE STUDIES
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===============================================================
The Contribution of Cohesive Ties to the
Cohesion of EFL Students’ Expository
Writing
Oleh Nida Amalia Asikin
S.S UPI Bandung, 2010
Sebuah Tesis yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Magister Pendidikan (M.Pd.) pada Program Studi Pendidikan Bahasa Inggris, Sekolah
Pasca Sarjana
© Nida Amalia Asikin 2014 Universitas Pendidikan Indonesia
April 2014
Hak Cipta dilindungi undang-undang.
Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.
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PAGE OF APPROVAL
The Contribution of Cohesive Ties to the Cohesion
of EFL Students’ Expository Writing
(A case study on High School Students in Kuningan, West Java)
A Research Paper
Written By Nida Amalia Asikin
1101214
Approved by
Main Supervisor Co-Supervisor
Dr. Iwa Lukmana, M.A. NIP: 196611271993031002
Prof. Dr. Emi Emilia, M.Ed. NIP: 196609161990012001
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STATEMENT OF AUTHORIZATION
I hereby certify that this research paper entitled “The Contribution of Cohesive Ties to the Cohesion of EFL Students’ Expository Writing” is completely my own work. I am fully aware that I have quoted some statements and ideas from other sources and they are quoted and acknowledged properly.
Bandung, December 2013 The writer
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PREFACE
All the praises and thanks are to Allah, the Lord of the universe. This
research paper entitled “The Contribution of Cohesive ties to the Cohesion of EFL
Students’ Expository Writing” could be finally completed. This paper is submitted
to English Education Program the School of Postgraduate Studies Indonesia University of Education in partial fulfilment of the requirement for Magister Pendidikan degree.
Under the qualitative method, this research investigates the contribution of
cohesive ties to the cohesion of EFL students’ expository writing. It always has been my intentions to give the best analysis and explore the information from
students’ writing by using systemic functional linguistics point of view.
Lastly, I hope that this research paper will give contribution to SFL field
and will open other chances to study EFL students’ writing.
Bandung, December 2013 The writer,
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ACKNOWLEDEMENTS
Most of all things, my biggest grateful is praised to Allah Subhaanahu Wa
Ta’ala who has granted His blessing and peace upon us, for all the strength and marvellous journey of my life till the edge of my postgraduate degree. Allah may always grant peace upon our Prophet, Muhammad SAW, his family, his companions, and his disciples, who have followed him until the day of resurrection.
I would like to express my appreciation to those who have supported, assisted, and criticised my works. My first thanks go to my supervisors, Bapak Iwa Lukmana, M.A.,Ph. D., and Ibu Prof. Emi Emilia, M.Ed., Ph.D. Pak Iwa has given me opportunities to share his knowledge through discussion. Ibu Emi has given me guidance patiently to complete this research paper. It is an honour to have their guidance, which made the process of research accomplishment as easy as possible.
My special thanks are also dedicated to all lecturers in SPS UPI who have given me precious knowledge. I hope I can apply the knowledge wisely so that the knowledge will be useful. In addition, I would like to thank all administration staffs of SPS UPI for helping me to complete the administration process.
My sincere thanks go to my parents, sister, and in laws, who always support me and give their sincere prayer so that I can finish writing this research paper.
Finally, I would like to give my special thanks to my beloved husband, Dudi Hermawandi. Thank you for your prayer and huge supports from the beginning until the end process of the research. Thank you for your understanding and willingness for being patient when our quality time was decreasing.
Bandung, December 2013 The writer,
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Nida Amalia Asikin, 2014
The Contribution of cohesive ties to the cohesion of efl students’ expository writing Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
TABLE OF CONTENTS
STATEMENT OF AUTHORIZATION ... i
PREFACE ... ii
ACKNOWLEDGEMENTS ... iii
ABSTRACT ... v
TABLE OF CONTENTS ... 1
LIST OF TABLES ... 4
LIST OF FIGURES ... 5 CHAPTER I INTRODUCTION ... Error! Bookmark not defined. 1.1 Background ... Error! Bookmark not defined. 1.2 Research Questions ... Error! Bookmark not defined. 1.3 Aims of TheResearch ... Error! Bookmark not defined. 1.4 The significance of the research... Error! Bookmark not defined. 1.5 Clarification of Key Terms ... Error! Bookmark not defined. 1.6 Organization of the Paper ... Error! Bookmark not defined. CHAPTER II LITERARY REVIEW ... Error! Bookmark not defined. 2.1 Systemic Functional Linguistics ... Error! Bookmark not defined. 2.2 The Theme System ... Error! Bookmark not defined. 2.2.1 The Types of Theme ... Error! Bookmark not defined. 2.2.2 Longer Theme Unit ... Error! Bookmark not defined. 2.2.3 Thematic Progression ... Error! Bookmark not defined. 2.2.4 Higher Level Themes: Macro- and Hyper-Themes .... Error! Bookmark not
defined.
2.3 Cohesion ... Error! Bookmark not defined. 2.3.1 Reference... Error! Bookmark not defined. 2.3.1.1 Types of Reference ... Error! Bookmark not defined.
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Nida Amalia Asikin, 2014
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2.3.1.1.2Demonstrative Reference
...Error! Bookmark not defined.
2.3.1.1.3Comparative Reference ... Error! Bookmark not defined.
2.3.1.2Function of Reference (system of retrieval) ... Error! Bookmark not defined.
2.3.1.3HomophoricReference ... Error! Bookmark not defined.
2.3.1.3.1Exophoric Reference ... Error! Bookmark not defined.
2.3.1.3.2Endophoric Reference ... Error! Bookmark not defined.
2.3.2 Substitution ... Error! Bookmark not defined. 2.3.3 Ellipsis ... Error! Bookmark not defined. 2.3.4 Conjunction ... Error! Bookmark not defined. 2.3.5 Lexical Cohesion ... Error! Bookmark not defined. 2.4 Expository Genre ... Error! Bookmark not defined. 2.5 Relevant Studies ... Error! Bookmark not defined. 2.5.1 The role of cohesive devices on writing ... Error! Bookmark not defined. CHAPTER III METHODOLOGY ... Error! Bookmark not defined. 3.1 Aims of the research ... Error! Bookmark not defined. 3.2 Research Design ... Error! Bookmark not defined. 3.3 Setting and Participants ... Error! Bookmark not defined. 3.4 Data Collection ... Error! Bookmark not defined. 3.5 Data Analysis ... Error! Bookmark not defined. CHAPTER IV FINDINGS AND DISCUSSIONS ... Error! Bookmark not
defined.
4.1 Cohesive ties on students’ expository writing Error! Bookmark not defined. 4.1.1 Reference... Error! Bookmark not defined. 4.1.1.1Types of reference ... Error! Bookmark not defined.
4.1.1.1.1Personal Reference... Error! Bookmark not defined.
4.1.1.1.2Demonstrative reference ... Error! Bookmark not defined.
4.1.1.1.3Comparative Reference ... Error! Bookmark not defined.
4.1.1.1.4Homophoric Reference... Error! Bookmark not defined.
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Nida Amalia Asikin, 2014
The Contribution of cohesive ties to the cohesion of efl students’ expository writing Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
4.1.1.1.6Anaphoric Reference ... Error! Bookmark not defined.
4.1.2 Substitution ... Error! Bookmark not defined. 4.1.3 Conjunction ... Error! Bookmark not defined. 4.1.3.1Causal Conjunction ... Error! Bookmark not defined.
4.1.3.2Additive Conjunction ... Error! Bookmark not defined.
4.1.3.3Adversative Conjunction ... Error! Bookmark not defined.
4.1.3.4Enhancement ... Error! Bookmark not defined.
4.1.3.5Elaboration ... Error! Bookmark not defined.
4.1.3.6Extension ... Error! Bookmark not defined.
4.1.4 Lexical Cohesion ... Error! Bookmark not defined. 4.1.4.1Reiteration ... Error! Bookmark not defined.
4.1.4.2Collocation ... Error! Bookmark not defined.
4.2 The contribution of cohesive ties to the students’ expository writing .... Error! Bookmark not defined.
4.2.1 Keeping track of the Participants ... Error! Bookmark not defined. 4.2.2 Pointing to Something Within or Outside the Text ... Error! Bookmark not
defined.
4.2.3 Subtituting of One Item by Another ... Error! Bookmark not defined. 4.2.4 Connecting the Preceding Part with the Next Part Systematically ... Error!
Bookmark not defined.
4.2.5 Investigating the Repetitive Sequences of Lexically Linked Items and Their Relations to the Core Sentences ... Error! Bookmark not defined. 4.3 Teachers’ corrections as students exposure to the use of cohesive ties ... 3 CHAPTER V CONCLUSION & SUGGESTIONS ... Error! Bookmark not
defined.5
5.1 Conclusions ... Error! Bookmark not defined.5 5.2 Suggestions ... Error! Bookmark not defined. BIBLIOGRAPHY ... Error! Bookmark not defined. APPENDICES ... Error! Bookmark not defined.
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Nida Amalia Asikin, 2014
The Contribution of cohesive ties to the cohesion of efl students’ expository writing Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
LIST OF TABLES
Table 2.1. Examples of Topical theme... 23
Table 2.2. Examples of Interpersonal Theme ... 24
Table 2.3. Examples of Textual Theme ... 25
Table 2.4. Examples of Longer Unit Themes ... 25
Table 2.5. Examples of Longer Unit Marked Themes ... 26
Table 2.6. Basic Options for Conjunctions ... 44
Table 2.7. An example of exposition and it’s structure division (from English K-6 modules 1998: 312 in But, et.al. 2006: 13) ... Error! Bookmark not defined. Table 4.1. Occurrences of cohesive ties on students’ expository writing ... Error! Bookmark not defined. Table 4.2. The occurrences of reference ... Error! Bookmark not defined. Table 4.3. The occurrence of substitution ... Error! Bookmark not defined. Table 4.4. Conjunction Occurrences ... Error! Bookmark not defined. Table 4.5. Lexical types ... Error! Bookmark not defined. Table 4.6. The Contribution of Cohesive ties... 84
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Nida Amalia Asikin, 2014
The Contribution of cohesive ties to the cohesion of efl students’ expository writing Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
LIST OF FIGURES
Figure 2.1. Text in Context (Butt et al., 2006:4) .... Error! Bookmark not defined. Figure 3.1. Sample of Students' Text ...57
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Nida Amalia Asikin, 2014
The Contribution of cohesive ties to the cohesion of efl students’ expository writing
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THE CONTRIBUTION OF COHESIVE TIES TO THE
COHESION OF EFL STUDENTS’ EXPOSITORY WRITING
(A case study on High School Students in Kuningan, West Java)
ABSTRACT
This thesis is a descriptive case study concerning cohesion in EFL students’
expository writing. The study explores the use of cohesive ties in students’ writing, the contribution of cohesive ties to students’ writing and the ways students were exposed to the use of cohesive ties in their writing. The data of the study are nine expository texts produced by nine twelfth-year students of a senior high school in Kuningan. The study used a qualitative research design. There were two data collection procedures applied in this study, i.e. document analysis and interview. The data from students’ texts were analyzed on the basis of the concept of cohesive ties by Haliday and Hasan (1976), i.e. reference, substitution, ellipsis, conjunction, and lexical cohesion. The results of the study revealed that from the nine texts, cohesive ties were used 509 times and there were only four types of cohesive ties – reference, substitution, conjunctions, and lexical cohesion - found
in the students’ texts. It is also found that cohesive ties contribute to the process of
participants’ tracking, the process of pointing to something within and outside the text, the process of substituting one item by another, the process of connecting the preceding part with the previous one systematically, and the process of investigating the repetitive sequences of lexically linked items and their relations to the core. Moreover, the data from interview revealed that there are two ways the students exposed to cohesive ties. First, the students were given direct explanation. Second, they were given correction without explanation. Overall, it is inferred that the contribution of the use of cohesive ties to the text cohesion is not high, and this seems to result from insufficient practice of how to write cohesively. For that reason, it is suggested that students be exposed to the use of appropriate cohesive ties in their writing.
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Nida Amalia Asikin, 2014
The Contribution of cohesive ties to the cohesion of efl students’ expository writing
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CHAPTER I
INTRODUCTION
This chapter represents the introduction of the research. It consists of six sub chapters. The sub chapters are background, research questions, aims of the research, significance of the research, classification of key terms, and organization of the research.
1.1 Background
According to School-based curriculum (KTSP) Depdiknas RI (2006), there are three aspects of English language teaching in Senior High School. These include students’ competence to produce oral and written texts in relation to four language competences (speaking, writing, listening and reading), students’ competence to produce short functional and monolog texts, students’ linguistic competence, social cultural competence, strategic competence, and discourse marker competence. Therefore, the word text and students’ ability to produce texts become the current issue in EFL teaching. Thus, EFL teachers are required to facilitate students to produce many kinds of texts or genres.
The term text is not merely in the form of writing (Butt et al., 2006, p.3). It is the collection of words or sentences, spoken or written, which belong to a whole. This statement suits to Eggins’ statement (1994, p.5) that text refers to a complete linguistic interaction from beginning to end. It means that the determination of a text is not only about the length of the text itself; it depends on the unity of the text’s element to create text’s meaning.
Furthermore, something called “text” should have texture (Halliday and Hassan, 1976). Texture involves two components cohesion and coherence. The text is coherence where there is a connection between its social and its cultural context while cohesion is the way the text’s elements bind together as a whole.
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Texture will help readers to understand the semantic relation of the text. In addition, readers’ comprehension will be determined by the writer’s understanding of semantic relation-application (Thompson, 1996). Therefore, writers should have the ability to master the concept of texture.
One of the element of texture in the text is cohesion. The term cohesion is defined as non-structural resources for discourse to hold the text together and give the text a meaning (Halliday, 1994). Cohesion is created in English through five cohesive ties: reference, ellipsis, substitution, conjunction and lexical organization (Halliday and Hasan, 1976). The use of those cohesive ties bind the text together into a unified whole. It helps the readers to understand the flow of the text.
Based on the explanation about the role of texture above, this study analyzed the use of lexico-grammatical cohesion as one of the linguistic functions. The study focused on the contribution of cohesive ties to students’ expository writing. It includes the variety of cohesive ties used by students to create semantic relation; the contribution of the cohesive ties to the writing, and how the students are exposed to the use of cohesive ties in expository essay. The concept of cohesive ties by Halliday and Hasan (1976) is used in this study as framework to analyze students’expository writing.
The contribution of cohesion in students writing becomes the issue of the study. It is believed that students have less understanding about the use of proper cohesive ties on the writing. Meanwhile, the contribution of cohesive ties is important to help students in maximizing text cohesion. There are some factors that make cohesive ties contribution are still not maximum yet such as the minimum exercises given by the teacher related to the use of cohesive ties. However, being able to use cohesive ties appropriately is important to improve text cohesion, although the use of cohesive ties is not the only factor. Besides cohesive ties, text cohesion should have clarity and correct grammar.
Therefore, the study on students’ writing focusing on the use of cohesive tiesis important. It will help knowing that cohesion in a text is one aspect of the
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text success. The use of appropriate cohesive ties contributes to a good text. Besides that, the analysis of students’ text toward the use of cohesive ties is hoped to show students’ struggle in composing a good writing.
To identify the picture of the study, several previous studies were examined and attached as the literature review. The previous studies used the concept of cohesive ties by Halliday and Hasan’s (1976). These studies include: students’ problems with cohesion and coherence in EFL essay writing in Egypt (Ahmed, 2010), Grammatical cohesion in students’ argumentative essay (Alarcon and morales, 2011), coherence structure and lexical cohesion in expository text (Berzlanovich, Egg and Redeker, 2008), The analysis of texture in news article (Crane, 2008), Cohesion in ESL classroom written text (Olateju, 2006) , the use of lexical cohesion in reading and writing (Muto, 2007), and the analysis of cohesion in L2 academic text (Hinkel, 2001). These previous studies will be discussed in chapter 2.
However, those studies commonly focus on the use of cohesion in various texts. In addition, the studies that focused on students’ ability toward the use of cohesive ties are rarely found and it appears that there has not been found a study focusing on cohesive tie phenomenon in expository text, particularly in research site. Thus, based on the reasons, this study attempts to fill the gap. At the end of the study, the writer wants to give contribution to the development of students’ critical thinking through the use of cohesive ties in expository writing.
1.2 Research Questions
Referring to the background of the study, the research problems have been formulated in the following questions:
1. What cohesive ties are found in students’ expository writing?
2. How do the cohesive ties contribute to the cohesion of students’ expository writing?
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The Contribution of cohesive ties to the cohesion of efl students’ expository writing
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3. How are students exposed to the use of cohesive ties?
1.3 Aims of the Research
The aims of the research are:
1. to find out the cohesive ties use in students’ expository writing.
2. to investigate the contribution of cohesive ties to students’ expository writing. 3. to investigate the way of students are exposed to the use of cohesive ties.
1.4 The significance of the research
This study deals with how EFL students use cohesive ties and how the ties contribute to their expository writing. The issue of text cohesion is the focus of this study. The contribution of cohesive ties to the students’ expository writing and how the concept of cohesive ties is understood by the students become the significance of the study.
Theoretically, the research aims to enrich literature on discourse of text cohesion due to cohesive analysis belongs to texture that can make cohesive text. Furthermore, the research is expected to enhance students’ textual competence in composing expository writing.
Practically, this research will also contribute to the development of EFL teaching in high school because it helps the teacher knows the ability and the effort of students in composing the text that is readable for the readers. The teachers may view this cohesive analysis as one of tools that can be used to analyze students’ writing.
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1.5 Clarification of Key Terms
There are some key terms which are frequently used in the research. In order to avoid misinterpretation, each term will be defined as follows:
a. Systemic Functional Linguistics (SFL)
SFL provides a very useful descriptive and interpretive framework for viewing language as a strategic, meaning-making resource (Eggins, 1994, p.1)
b. Cohesion
Cohesion is the relationship between items in a text such as words, phrases and clauses and other items such as pronouns, nouns, and conjunctions (Paltridge, 2006, p.131).
c. Cohesive Ties
Cohesive ties are linguistic features which can be identified as contributing to make a sequence of sentences a text (Halliday and Hasan, 1976, pp. 1-2). Cohesive devices are classified into five categories: reference, substitution, ellipsis and conjunction (Haliday and Hasan, 1976).
d. Expository Genre
Exposition is genre type which purposes to persuade the reader or listener that something should or should not be the case and it is usually found in the form of essay, editorial, political debate, and commentaries (Emilia, 2012, p.104).
1.6 Organization of the Paper
This research paper consists of five chapters. The first chapter is introduction, which presents the background of conducting the research. The second chapter is literary review, which explains the related theories and the
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theories that will be used as framework. The third chapter is Methodology, which gives explanation about the techniques that will be applied to analyze the data.The fourth chapter is findings and discussions, which finds and discusses the data to find out the answers for the statements of the problems. The last chapter is conclusion and suggestion, which concludes the result of the research and give suggestion for further research.
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CHAPTER III
METHODOLOGY
This chapter explains the method used in this research. It presents the aims of the research, research design, setting and participants, data collection, and data analysis.
3.1 Aims of the research
As regards to the first chapter, the research is concerned how cohesive ties
(Haliday and Hasan, 1976) contribute to the textual construction of EFL students’
expository writing and their understanding towards the use of cohesive devices in their writing. To this end, the research is developed to answer the following questions:
a. What cohesive ties are found in students’ expository writing?
b. How do the cohesive ties contribute to the cohesion of students’ expository
writing?
c. How are students exposed to the use of cohesive ties?
3.2 Research Design
This study was designed under the paradigm of a qualitative research approach. It is based on the consideration that qualitative is normally used to investigate a single case study. Qualitative approach is concerned the process of certain phenomenon (Fanani, 2010, p.9). This method offers an internal view which addresses how an issue is brought to the fore, bringing insight to more quantitative findings (Laws and McLeod, 2006; Palena, et.al., 2006). Furthermore, qualitative approach focuses on words and description rather than numbers (Maxwell, 2000).
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This present study is categorized as a case study due to some reasons. First, case study facilitates exploration of a phenomenon within its context by using a variety of data sources (Baxter and Jack, 2008). This means that a phenomenon is not seen from one point of view, but seen in more than one point of views. Second, the purpose of case study is to define a case and to get an in-depth understanding of the situation and meaning for those involved (Gerring, 2004; Laws and McLeod, 2006). Therefore, in case study, the researcher serves as the primary instrument of data collection and analysis (Meriam, 1998).
In addition, Yin (1993) describes the characteristics of case study. Firstly, case study typically to answer questions like “how” or “why”. Secondly, it studies contemporary phenomenon in a real-life context. Thirdly, it is suitable for
studying complex social phenomena, which suits Johansson’s argument (1993)
that a case study is aimed to capture the complexity of a single case phenomenon as commonly found in educational study. Therefore, it can be inferred that case study offers a more technical definition by equating it with an empirical enquiry that investigates a contemporary phenomenon within its real-life context when the boundaries between phenomenon and context are not clearly evident and in which multiple sources of evidence are used.
Furthermore, in case study the data collection and data analysis are conducted simultaneously (Alwasilah, 2001, p.110 and Agusta, 2003, p.4). In terms of data collection, case study normally uses purposive sampling strategy. Purposive sampling is a strategy to make particular person, settings, or events strictly selected to give some important information that other strategy cannot get (Alwasilah, 2002, p.146).
3.3 Setting and Participants
This study analyzed high school students’ expository writing that it was
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nine students belonging to third grade of one government-funded school in Kuningan. There were nine students’ involved in this study and the students are in the third grade.
The students were categorized into three categories. The first three students were categorized as high-level student, which means that their ability to write an essay is in the highest level. The second three students were categorized as medium-level student, which means that their ability to write an essay is average. The last there students were categorized as low-level students whose ability to write an essay is poor.
The investigation in this study focused on the students’ exposition writing as found in the genre-based curriculum previously initiated since 2006. In the context of this study, nine texts written by nine students were chosen by using purposive sampling strategy, which means that the choice was based on particular consideration and purpose (Sugiyono, 2012, p.216). The texts can be found in appendix #1.
3.4 Data Collection
In order to answer the first and the second research questions, the writer collected the data which were taken from nine students’ expository writing. The expository texts were produced by nine students on February 28, 2013. The topic of the expository writing was 24 hours working for woman. The students had 80 minutes to write the essay. The students wrote their essay in a weekly English lesson conducted in the classroom.
The last research question is answered by conducted an interview. The interview was conducted because the last research question needs information which cannot be gained through document analysis and observation (Alwasilah, 2001, p.110). The focus of the interview is to get the information about the
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process of cohesive ties learned by the students. The interview was conducted on July 10, 2013. The key questions are attached in appendix #3.
3.5 Data Analysis
The data analysis generated in this study is based on Halliday and Hasan’s concept of cohesive tie analysis (1976) and Eggins’ point of view (1994) on
cohesive ties interpretation. The data were analyzed after the writer collected
students’ expository writing. The example of the text is shown in picture. 3.1.
below.
Figure 3.1. Sample of Students’ Text
The writer applied three steps to analyze the data. Firstly, the writer chunked each text based on sentence, which helped the writer conduct a careful analysis. Secondly, after the texts were chunked, the writer underlined the words which are attached to cohesive ties. The underlined words were classified based
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on cohesive tie categories: reference, substitution, ellipsis, conjunction and lexical cohesion. The last step is counting the presentation of each cohesive tie which was found in the text.
After having the result of cohesive devices calculation, the writer analyzed the contribution of each type of devices towards text cohesion. As has been explained in the previous chapter that expository writing has three structures i.e. statement of positions, arguments and reinforcement of statement of position, the analysis focused on cohesive ties contribution to each structure. Further discussion is presented in chapter four.
Final step of data analysis was analyzing the result of questionnaire. The
writer drew some conclusions from students’ answer of questionnaire. The
conclusion focused on the way of learning cohesive ties experienced by the students.This further discussion is also presented in chapter four and sample of interview can be seen in appendix #3.
In conclussion, this chapter has discussed about the methodology of the study. The discussions are about the data of the study and how the data were analyzed. Moreover, the aim of this chapter was to show how students’ expository
texts were analyzed by using Halliday and Hasan’s cohesive ties (1976). The
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CHAPTER V
CONCLUSION & SUGGESTIONS
This chapter presents the conclusion and the suggestion based on the research findings and discussions. The first section is the conclusion of the research. It concludes the findings that have been discussed in the previous chapter. The second section is the suggestion for further research, which aims to recommend further research for the better one.
5.1 Conclusions
This present research aims to analyze the contribution of cohesive ties to the cohesion of students’ expository writing. Halliday and Hasan’s concept of cohesive ties (1976) is used in the research as frameworks. The concept of cohesive ties was used to find out the occurrences of cohesive ties (reference, substitution, ellipsis, conjunction and lexical cohesion) on the students expository writing, to find out the contribution of each tie on students’ expository writing and to find out the way students got the information about the use of cohesive ties on their expository writing.
The result of the analysis shows that reference the most frequently occurred tie in the nine students’ expository writing. It was continued by the occurrence of conjunction, and then the occurrence of lexical cohesion and the last was the occurrence of substitution. There was no elliptical cohesion found in the nine students’ expository writing. Although most of the students applied more than one cohesive tie, there was still found the failure of applying the tie itself.
Most of the students used reference was to keep track with the participants that had been introduced in the earlier and also to point to something which is outside of the text, where the readers had the same shared knowledge. Meanwhile,
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Nida Amalia Asikin, 2014
The Contribution of cohesive ties to the cohesion of efl students’ expository writing
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
the contribution of conjunction to the students’ expository writing is to express certain meanings which exemplify the presence of other components in the text. In terms of substitution, it contributes to the process of demonstrating a meaningful pattern between clause and section in their expository writing. In the other side, the contribution of lexical cohesion to students writing is to keep the continuity of the text and help the reader to keep track with the topic of the expository writing.
Although the four cohesive ties give contribution to the students’ expository writing, most of the students faced difficulty to choose the appropriate cohesive tie on their expository writing. It relates to how the cohesive ties were understood by the students. From the result of the interview, it can be concluded that the students understood the use of cohesive ties from their school English teachers or their course English teacher. Yet, the cohesive ties were taught inside a topic or material. It means, the students only spent a little time to know the function of cohesive ties in their English class. Consequently, the students were lack of competence about how to build a cohesive expository writing.
However, understanding how cohesion functions in the text to create semantic links could be beneficial to EFL students to help creating meaning. Besides that, cohesive ties help the writer to communicate well with the readers. Although it was found that for EFL students, the use of cohesive ties is still problematic. It is because the learner may encounter some problems as a result of lack of competence, inexperience and lack of dedication to duty of the teachers.
5.2 Suggestions
Based on the findings and the conclusion of the present research that the occurrences of references was the highest and there were still some failure in the use of cohesive ties, there are some suggestion suggested by the writer. There are
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Nida Amalia Asikin, 2014
The Contribution of cohesive ties to the cohesion of efl students’ expository writing
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
two things that are suggested from this present research. The first one is for English language teaching and the second one is for further research.
For English language teaching, the role of cohesive ties is very important, as they turn separate clauses, sentences, and paragraphs into connected discourse and it helps the writer to communicate with the readers. However, the use of cohesive ties has been found to be problematic for EFL/ESL students because the methods used to teach the ties have been misleading. Most of students understood the use of cohesive ties according to function, they almost had no idea about the semantic and syntactic relationship of cohesive ties.
Therefore, this present study suggested that in English language teaching, cohesive ties should be taught explicitly, so that the students have more understanding about the use of the ties. Besides that, more effective strategies are suggested for presenting these cohesive ties in English lesson, including methods of teaching which is not only about the use of the ties in small scale, but also in the larger unit of the discourse. Therefore, perhaps it will help EFL/ESL students to use cohesive ties appropriately to make their expository text more cohesive.
There are at least two reasons why the study is conducted. The first reason is that expository writing is considered hard to learn. It is because when students make the text, they have to develop their critical thinking ability (Emilia, 2012, p.104). In addition, the purpose of exposition is to deliver and justify arguments. Expository text can be found in essay, editorial, and debate (Emilia, 2012, p.104). Therefore, it is appropriate to analyze expository writing made by the third grader of senior high school because the ability to write expository writing will be useful for students when they are in university level.
The second reason is that the ability to write is not given; it needs practice (Rothery, 1996 in Emilia, 2012, p.17). The students should be guided directly to write the text correctly because writing is different from speaking. It is because there is a delayed-information taken by the readers. Therefore, the writer should be able to create semantic relations in the text to make their writing
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Nida Amalia Asikin, 2014
The Contribution of cohesive ties to the cohesion of efl students’ expository writing
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
comprehensible. It is concluded that the teaching of expository writing should be improved.
The second suggestion is for further research. This present research only focuses on one point of view which is the contribution of cohesive ties to expository text’s cohesion. It is highly recommended that further research can examine or analyze the expository text in terms of it coherence. Therefore, it will involve not only the contribution of cohesive ties but also the contribution of transitivity, mood, and thematic structure, and also context of culture. Thus, the research about the analysis of expository text by using systemic functional linguistics is enriched.
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Nida Amalia Asikin, 2014
The Contribution of cohesive ties to the cohesion of efl students’ expository writing
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
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The Contribution of cohesive ties to the cohesion of efl students’ expository writing
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
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Nida Amalia Asikin, 2014
The Contribution of cohesive ties to the cohesion of efl students’ expository writing
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
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Nida Amalia Asikin, 2014
The Contribution of cohesive ties to the cohesion of efl students’ expository writing
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
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Nida Amalia Asikin, 2014
The Contribution of cohesive ties to the cohesion of efl students’ expository writing
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
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Nida Amalia Asikin, 2014
The Contribution of cohesive ties to the cohesion of efl students’ expository writing
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
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Nida Amalia Asikin, 2014
The Contribution of cohesive ties to the cohesion of efl students’ expository writing
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Wu, S. (2010). Lexical cohesion in oral English. Journal of Language Teaching and Research, vol. 1 (1), pp. 97-101.
Yin, R.K. (1993). Applications of case study research. Applied Social Research Methods Series, vol. 5 (34).
Zamel, V. (1983). Teaching those missing links in writing. English Language Teaching Journal, vol. 37 (1), pp. 22-29.
(1)
Berzlanovich, I.; Egg, M.; and Redeker, G. (2008). Coherence structure and lexical cohesion in expository and persuassive pext. Proceeding of the Workshop Constraints in Discourse III, pp. 19-26.
Butt, D.; Fahey, R.; Feez, S.; Spinks, S.; and Yallon, C. (2006). Using Functional
Grammar: An Explorer’s Guide. Sydney: National Centre for English
Language Teaching and Research.
Cain, K. (2003). Text comprehension and its relation to coherence and cohesion in
children’s fictional narratives. British Journal of Developmental Psychology, vol. 21 (3), pp. 335–351.
Chan, S. W.K.; Thou, B.K.; and Choy, C.F. (2000). Textual Information Segmentation by Cohesive Ties. [Online]. Available: http://aclweb.org/anthology/Y/Y00/Y00-1006.pdf. Retrieved on June 2013.
Cooper, A. (2005). ‘Make the first move’, The Sun-Herald, p.S38.
Crane, P. (2008). Texture in Text: A Discource Analysis of a News Article Using
Halliday and Hasan’s Model of Cohesion. [Online]. Available:
http://www.library.nakanishi.ac.jp./kiyou/gaidai(30)/08.pdf. Retrieved on June 2013.
Corston-Oliver, M. (2012). A cognitive account of the English meronymic by phrase. Proceedings of the 26th Annual Meeting of the Berkeley Linguistics Society, pp. 65-76.
(2)
Crossley, S.A.; and McNamara, D.S. (2010). Cohesion, coherence, and expert evaluations of writing proficiency. Proceedings of the 32nd Annual Conference of the Cognitive Science Society, pp. 984-989.
Depdiknas RI (Departemen Pendidikan Nasional Republik Indonesia). (2006).
Pedoman Kurikulum Tingkat Satuan Pendidikan untuk Sekolah Menengah Atas Tahun 2006. Jakarta: Depdiknas RI. [Online]. Available: http://www.academia.edu/4785047/PANDUAN_PENYUSUNAN_KURI KULUM_TINGKAT_SATUAN_PENDIDIKAN. Retrieved on June, 2013.
Eggins, S. (1994). An Introduction to Systemic Functional Linguistics. London: Pinter Publisher
Eggins, S. (2004). An Introduction to Systemic Functional Linguistics (2ndedn).
London: Continuum.
Emilia, E. (2005). A Critical Genre-Based Approach to Teaching Academic Writing in a Tertiary EFL Context in Indonesia. An unpublished Ph.D. thesis at Department of Language, Literacy and Arts Education, Faculty of Education, The University of Melbourne.
Emilia, E. (2011). Teaching Writing: Developing Critical Learners. Bandung: Rizqi Press.
Emilia, E. (2012). Pendekatan Genre-Based dalam Pengajaran Bahasa Inggris: Petunjuk Untuk Guru. Bandung: Rizqi Press.
Fanani, Z. (2010). Teknik Analisis Data Kualitatif. [Online]. Available: http://habibathoillah.files.wordpress.com/2011/10/teknik-analisis-data-kuantitatif.pdf. Retrieved on June 2013.
(3)
Gerring, J. (2004). What is a case study and what is it good for?. American Political Science Review, vol. 98(02), pp. 341-354.
Gerot, L and Wignell, P. (1994). Making Sense of Functional Grammar. Sydney: Antipodean Educational Enterprises.
Halliday, M.A.K. and Hassan, R. (1976). Cohesion in English. Longdon: Longman.
Halliday, M.A.K. (1994). Introduction to Functional Grammar. London: Edward Arnold.
Halliday, M.A.K and Webster, J.J. (2009). Continuum Companion to Systemic Functional Linguistics. New York: Continuum.
Haratyan, F. (2011). Halliday’s SFL and social meaning. 2nd International Conference on Humanities, Historical and Social Sciences IPEDR, vol. 17, pp. 260-264.
Harmer, J. (2007). How to teach writing. Essex: Pearson Longman.
Hinkel, E. (2001). Matters of cohesion in L2 academic texts. Applied Language Learning, vol. 12 (2), pp. 111-132.
Laws, K. and Mc Leod, R. (2006). Case study and grounded theory: sharing some alternatives qualitative research methodologies with systems professionals. Proceedings of the 22nd International Conference of the Systems Dynamics Society. [Online]. Available:
(4)
http://www.systemdynamics.org/conferences/2004/SDS_2004/PAPERS/ 220MCLEO.pdf. Retrieved on June 2013.
LLach, M. P and Catalan, R.M.J. (2007). Lexical reiteration in EFL young learners’ essays: does it relate to the type of instruction? International Journal of English Studies: IJES, vol. 7 (2), pp. 85-103.
Martin, J.R. (1985). Factual writing: exploring and challenging social reality.
Sydney: Deakin University Press.
Martin, J.R.; Mathiessen, C.M.I.M.; and Painter, C. (1997). Working with Functional Grammar. New York: Arnold.
Martin, J.R. and Rose, D (2003). Working with Discourse: Meaning Beyond the Clause. New York: Continuum.
Matthiessen, C.M.I.M.; Teruya, K.; and Lam, M. (2010). Key Terms in Systemic Functional Linguistics. New York: Continuum.
Maxwell, J.A. (2000). Qualitative Research Design: An Interactive Approach.
Thousand Oaks, CA: Sage.
McKay, D.R. (2007). Revisiting cohesive devices in academic L2 English writing: what do successful writers use? Journal of Language Teaching and Research, vol. 3 (6), pp. 2-25.
Merriam, S.B. (1998). Qualitative Research and Case Study Applications in Education. San Fransisco: Jossey-Bass Publishers.
(5)
Muto, K. (2007). The Use of Lexical Cohesion in Reading and Writing. [Online]. Available:http://library.nakanishi.ac.jp/kiyou/gaidai%2830%29/07.pdf. Retrieved on June 2013.
Olateju, M.A. (2006). Cohesion in ESL classroom written texts. Nordic Journal of African Studies, vol. 15 (3), pp. 34-331.
Palena, N.; Shyam T.; and Carolyn B. (2006). Preparing a case study: A guide for designing and conducting a case study for evaluation input. Pathfinder International, vol. 1. [Online]. Available:
http://www.pathfind.org/site/DocServer/m_e_tool_series_case_study.pdf ?docID=6302. Retrieved on March 2013.
Paltridge, B. (2006). Discourse Analysis: An Introduction. London: Continuum.
Rydin, S. (2002). Building a hyponymy lexicon with hierarchical structure.
Unsupervised Lexical Acquisition: Proceedings of the Workshop of the ACL Special Interest Group on the Lexicon (SIGLEX), Philadelphia, pp. 26-33.
Sugiyono. (2012). Metode Penelitian Kuantitatif Kualitatif dan R&D. Bandung: Alfabeta
Thompson, G. (1996). Introducing Functional Grammar. London: Arnold.
Wilawan, S. (2011). Effects of lexical cohesion and macro rules on EFL students‟ main idea comprehension. Reading Improvement, vol. 48 (2), pp. 71 -87.
(6)
Wu, S. (2010). Lexical cohesion in oral English. Journal of Language Teaching and Research, vol. 1 (1), pp. 97-101.
Yin, R.K. (1993). Applications of case study research. Applied Social Research Methods Series, vol. 5 (34).
Zamel, V. (1983). Teaching those missing links in writing. English Language Teaching Journal, vol. 37 (1), pp. 22-29.