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Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional J
You‟re absolutely right. I couldn‟t agree more.
That‟s exactly what I think. Absolutely
Exactly.
Partial agreement is a little more difficult. Yes, OK, but perhaps..
I see what you mean but have you thought about.. I hear what you‟re saying but..
I accept what you‟re saying but… I see your point but…
I agree to some extent but.. True enough but….
On the whole, I agree with you but…
We also often show we are in general agreement and then say ‗but‘ to introduce a reservation or a different point of view. As well as partial
agreement, we can also express doubt or weak disagreement: Yeah, I‟m not really sure about that.
Maybe, but isn‟t is more a question of … That‟s not really how I see it, I‟m afraid.
I‟m not really with you on that one. Mmm, but don‟t you think…?
And then of course, sometimes we just have to disagree: I can‟t agree. I really think…
I have to disagree there.. No, I disagree. What about….?
No way I completely disagree with you Come on How can you say that….
Absolutely not You‟re talking rubbish.
You don‟t know what you‟re saying. That‟s absolute nonsense.
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G. UMPAN BALIK DAN TINDAK LANJUT
Setelah selesai membaca, merangkum dan mengerjakan latihantugas selanjutnya peserta diharapkan mampu
1. menggunakan logical conjunction yang tepat dalam keterampilan berbahasa Inggris khususnya untuk jenis jenis teks yang membutuhkan
penggunaannya 2. menggunakan ungkapan agreement dan disagreement secara tepat
sesuai konteks dalam diskusi 3. menggunakan core modality yang tepat sesuai konteks pembicaraan
Sebagai tindak lanjut, peserta dapat : 1. mencari contoh contoh berbagai jenis teks dan menganalisis
penggunaan logical conjuction yang ada dalam teks tersebut . 2. menulis teks dengan berbagai variasi penggunaan logical conjuction di
dalamnya 3. mendesain materi pembelajaran mengenai core modal verbs dan
ungkapan agreement dan disagreement sesuai dengan level siswa
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Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional J
Kegiatan Pembelajaran 2 Analysis On Coherence and Cohesion in Text
A. Tujuan
Tujuan kegiatan belajar ini adalah meningkatkan keterampilan guru pembelajar dalam bahasa Inggris lisan dan tulisan, reseptif dan produktif dalam segala
aspek komunikatifnya linguistik,wacana,sosiolinguistik dan strategis
B. Indikator Pencapaian Kompetensi
Indikator pencapaian kompetensi dalam kegiatan belajar ini adalah guru pembelajar dapat:
1. Menganalisis coherence dan cohesionpada jenis teks Discussion 2. Menganalisis coherence dan cohesion pada jenis teks News item
3. Menganalisis coherence dan cohesion pada jenis teks Hortatory exposition
C. Uraian Materi
COHERENCE AND COHESION IN TEXT
Source http:www.onestopenglish.commethodologyask-the-expertsmethodology- questionsmethodology-coherence-and-cohesion154867.article
A text is cohesive if its elements are linked together. A text is coherent if it makes sense. It should be clear that these are not the same thing. That is, a
text may be cohesive i.e. linked together, but incoherent i.e. meaningless Thornburry, 2007 . Here is one such invented text:
I am a teacher. The teacher was late for class. Class rhymes with grass. The grass is always greener on the other side of the fence. But it wasnt.
Each sentence is notionally linked to the one that precedes it, using both lexical and grammatical means, but the text is ultimately senseless.
The following much quoted exchange, however, is coherent to most people, even though there are no obvious links between its parts:
A
: Theres the phone. B: Im in the bath.
A: OK.
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45 It is coherent because we can easily imagine a context in which it would make
sense. Just as albeit with more ingenuity perhaps we can imagine a context in which the following would make sense:
A: Whose hands are these? B: Theyre your hands.
A: Good. Put simply, then: cohesion is a formal feature of texts it gives them their texture,
while coherence is in the eye of the beholder - that is to say, it is the extent to which the reader or listener is able to infer the writers or speakers
communicative intentions. Thus, cohesion is objectively verifiable, while coherence is more subjective. A text may be coherent to you, but incoherent to me.
The exact relationship between cohesion and coherence is a matter of contention, however. While it is true that a sequence of unlinked utterances can make sense, it
is often the case that some form of linking, e.g. with cohesive devices such as and, but, so, can make it easier for the reader or listener to process and to make sense
of what they read or hear. Nevertheless, a text which is basically poorly organised is not going to be made more coherent simply by peppering it with moreover,
however and notwithstanding. The following text devised by the writer on writing, Ann Raimes is an example of a text that is over-egged with cohesive markers,
and which is typical of the kind of texts that many students produce as a result of an over-emphasis on linking devices at the expense of other ways of making texts
cohesive of which probably the most important is lexis: Louie rushed and got ready for work, but, when he went out the door, he saw the
snowstorm was very heavy. Therefore, he decided not to go to work. Then, he sat down to enjoy his newspaper. However, he realized his boss might get angry because
he did not go to the office. Finally, he made another decision, that he must go to work. So, he went out the door and walked to the bus stop.
Source: Raimes, A. 1983. Anguish as a second language? Remedies for composition teachers. In Freedman, A., Pringle, I., and
Yalden, J. Eds., Learning to write: First languagesecond language. Longman.
So, to return to the second part of the question, what are some practical ways to teach cohesion and coherence?
