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CHAPTER I INTRODUCTION
1.1. Background of the Study
Teaching a language means training students to be able to communicate in the language being taught. Communication itself can be spoken
or written. As suggested by Wiannastiti 2004: 1, teaching English as a second language has to meet its final objective i.e. students’ competency in
communication by using English either spoken or written. When people communicate, they negotiate meaning Helena, 2004: 1. Just like a transaction,
they will make a deal if they understand each other. However, a negotiation sometimes does not occur due to misunderstanding. Therefore, communication,
either written or spoken, must be managed well in order to avoid misunderstanding. Writing is one of the important language skills. Through
writing one can share hisher idea and when it is read by others, communication will occur. If someone can manage hisher writing well, she will be able to invite
someone else to have smooth communication. In this case, so far English teachers or lecturers have frequently found student’s writing in the form of either essays or
articles, which are not written well due to the fact that their writings are difficult to understand. On the one side, this is caused by the fact that their writings may
contain some ambiguities or maybe the sentences of their articles do not hang together so that they do not constitute a clear theme. Due to this fact,
teacherslecturers have done some efforts to guide students to create good writing.
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In order to produce good writing in English, one should not only be able to arrange words into grammatical sentences in the perspective of the
existence of subject, verb, object and adverb in every sentence but she must also be able to create cohesiveness between sentences and to bind the sentences with
the appropriate genre so that the sentences, as Wiannastiti 2004: 1 wrote, will create a special purpose in context. The communicative purpose of a text
according to Bathia 1993:13 in Celce-Murcia and Olshtain 2000:6 is considered to be the most important feature related to genre. Linguists interpret
the concept of context itself in wide variety of range. Halliday 1989:5 tends to use the word context to mention context of situation. However, in other parts of
his book, he also uses the term context to refer to context of culture, inter-textual context, and intra-textual context 1989: 49. Of those contexts suggested by
Halliday, I have a deep concern on the last context, i.e. intra-textual context. Intra- textual context is coherence within text, including the linguistic cohesion that
embodies the internal semantic relationships Halliday and Hasan, 1989: 49. This concept relates to the aim of my thesis; that is to analyze the connectedness aspect
of English students’ writing in a university. Related to the concept of connectedness, Lyons 1995: 263-264 states that there are two kinds of
connectedness, namely cohesion and coherence. He also points out that cohesion has to do with the form of a text while coherence deals with the content of a text.
In this case, I do not put coherence in the center of discussion in my thesis. I would just like to explore the use of the cohesiveness aspect in creating good
writing.
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Thus, in an effort to help students produce good writing, it is important for English teachers or lecturers to socialize intensively the importance of paying
good attention to the cohesiveness aspect in writing articles, short stories, novels or essays. It is in order to make the sentences of the students’ writing hang
together so that an understandable writing can be created. Utomo 2000:5 states that a text is not considered to be a good one if it is not cohesive. He also
underlines the analysis of Halliday and Hasan’s analysis 1989:2 saying that a text is considered to be a good text if it fulfills two properties, they are cohesion
and coherence. According to them cohesion is internal property, while coherence is contextual properties of paragraph. Utomo 2000:5 continues that cohesive text
is a text to which a paragraph in the text tie together and coherence means that a group of sentences relates to the context.
1.2. Statement of the Problems