THE STUDENTS' ABILITY OF BUILDING COHERENCE AND UNITY IN ARGUMENTATIVE WRITING AT ENGLISH EDUCATION DEPARTMENT OF UIN SUNAN AMPEL SURABAYA.

UIN SUNAN AMPEL SURABAYA

THESIS

Submitted in Partial Fulfilment of the Requirement for the Degree

Sarjana Pendidikan (S.Pd) in Teaching English

By:

Mimid Anggi Apriliya

NIM D75211070

ENGLISH TEACHER EDUCATION DEPARTMENT

FACULTY OF EDUCATION AND TEACHER TRAINING

SUNAN AMPEL STATE ISLAMIC UNIVERSITY

SURABAYA

THE STUDENTS’ ABILITY OF BUILDING COHERENCE

AND UNITY IN ARGUMENTATIVE WRITING

AT ENGLISH EDUCATION DEPARTMENT OF

UIN SUNAN AMPEL SURABAYA

THESIS

Submitted in Partial Fulfilment of the Requirement for the Degree

Sarjana Pendidikan (S.Pd) in Teaching English

By:

Mimid Anggi Apriliya

NIM D75211070

ENGLISH TEACHER EDUCATION DEPARTMENT

FACULTY OF EDUCATION AND TEACHER TRAINING

SUNAN AMPEL STATE ISLAMIC UNIVERSITY

SURABAYA

ABSTRACT

Apriliya, Mimid Anggi. (2016). Students’ ability of building coherence and unity in argumentative writing at English education department of UIN Sunan Ampel Surabaya. English Department, Faculty of Education and Training, State Islamic University Sunan Ampel Surabaya. Advisor: (I) Prof. Arief Furchan, MA., Ph.D. (II) Auliya Ridwan, M.Pd.I., MS.

Key words: Ability, argumentative writing, coherence, unity

Argumentative writing is a great topic in learning and becoming a priority for some reasons. However, building a good writing is not simple enough. Still, many students face the difficulties in organizing ideas and connecting the sentences when build paragraph or essay. This research was focused on analyzing the students’ ability of building unity and coherence in argumentative writing. Based on the purpose, the researcher intents to answer the research question: how is the students’ ability of building unity and coherence in argumentative writing at English education department of UIN Sunan Ampel Surabaya. The subject of this research was the students of argumentative writing class at fourth semester of English education department. In descriptive quantitative method, the researcher collected the data from students’ writing task of composing argumentative essay. There were 51 students’ samples taken from five classes that had been analyzed in this research.

The result of the students’ ability of building unity and coherence in argumentative writing was in fair grade. In building coherence, there were only 10%, who can build coherence very good. However, the highest percentage (73%) was gained by the fair grade. In building unity, there were 10% who can build unity very good. In the other hand, researcher found that there were 25% were in good and 27% students were in bad. Therefore there were 37% of students who can build unity in fair.

Surabaya. Prodi pendidikan bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Ampel Surabaya. Pembimbing: (I) Prof. Arief Furchan, MA., Ph.D. (II) Auliya Ridwan, M.Pd.I., MS.

Kata kunci: ability, argumentative writing, coherence, unity

Teks argumentasi merupakan topik yang besar dalam pembelajaran dan menjadi prioritas dalam beberapa hal. Namun, membangun tulisan yang bagus ialah hal yang tidak cukup mudah. Masih banyak mahasiswa yang menghadapi kesulitan dalam mengorganisir ide-ide dan menghubungkan kalimat ketika membangun paragraf atau essai. Penelitian ini fokus pada analisa kemampuan mahasiswa dalam membangun coherence (keeratan) dan unity (kesatuan) pada teks argumentatif. Berdasarkan tujuannya, penulis bermaksud untuk menjawab rumusan masalah: bagaimana kemampuan mahasiswa dalam membangun coherence (keeratan) dan unity (kesatuan) pada teks argumentasi di prodi pendidikan bahasa Inggris UIN Sunan Ampel Surabaya. Subjek dari studi ini ialah mahasiswa dari kelas argumentasi semester empat, prodi pendidikan bahasa Inggris. Pada metode deskriptif kuantitatif, penulis mengumpulkan data dari tugas menulis mahasiswa dalam membangun teks argumentasi. Terdiri dari 51 sampel mahasiswa yang diperoleh dari lima kelas yang telah dianalisa dalam studi ini.

Hasil dari kemampuan mahasiswa dalam membangun coherence (keeratan) dan unity (kesatuan) pada teks argumentasi ialah pada level sedang. Dalam membangun coherence (keeratan), hanya ada 10% mahasiswa yang mampu membangunnya dengan sangat baik. Namun, persentase tertinggi (73%) didapat oleh level sedang. Dalam membangun unity (kesatuan), terdapat 10% yang mampu membangunnya dengan sangat baik. Pada sisi lain, penulis menemukan bahwa ada 25% mahasiswa pada level bagus dan 27% pada level rendah.

LIST OF CONTENT

TITLE ...ii

ADVISOR APPROVAL SHEET ...iii

EXAMINER APPROVAL SHEET ...iv

PERNYATAAN KEASLIAN TULISAN ...v

DEDICATION SHEET...vi

MOTTO ...vii

ACKNOWLEDGEMENT ...viii

ABSTRACT ...x

LIST OF CONTENT ...xi

LIST OF TABLES……….xiii

LIST OF CHART AND FIGURES…...……….xiv

LIST OF APPENDIXES ...xv

CHAPTER I: INTRODUCTION A. Background of the research ...1

B. Research Question ...7

C. Objective of the research ...8

D. Scope and limitation of the research...8

E. Significance of the research ...9

F. Definition of key terms ...9

CHAPTER II: REVIEW OF RELATED LITERATURE A. Related Literature ...11

1. The nature of writing ...11

B. Previous research ...21

CHAPTER III: RESEARCH METHOD A. Research design ...23

B. Research Subject...24

C. Data collection technique...26

D. Research instrument...26

E. Data analysis technique ...31

CHAPTER IV: FINDING AND DISCUSSION A. Presentation of data...33

B. Research finding ...36

1. Students ability of building coherence...36

2. Students ability of building unity...50

C. Discussion ...63

1. Students ability of building coherence ...63

2. Students ability of building unity...65

CHAPTER V: CONCLUSION AND SUGGESTION A. Summary of study ...67

B. Conclusion ...68

C. Suggestion ...69 BIBLIOGRAPHY

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CHAPTER I INTRODUCTION

This chapter focuses on the background of the study, and highlights on the statement of problem. This chapter also states the objective of the study. Based on the statement of problem, the researcher identifies the research question. This chapter also discusses the research scope and limitation of the study as well as the significance of the study conducted. The final part of this chapter discusses some key terms which are related with the study.

A. Background

Writing skill is more and more important nowadays. Becoming a proficient writer is a major objective for many students such as those who want to become members of international business, administrative or academic communities.1 _{Most business professionals need excellent writing skills to}

properly convey ideas and concepts. For instance, when the bosses write emails to employees, those written messages should be concise and self-explanatory, it makes the workers can be productive and not waste time asking for further instructions. Additionally, a company’s advertising materials have to be written effectively in order to get the costumer’s attention and get them to read the

company’s offers. Secondly, an administrative assistant needs skills in standard written English and in business English. She or he will assist with typing and formatting her/his boss' presentations, reports, newsletters, website content and other administrative publications. Lastly, academic community needs academic writing skill to communicate the ideas and information effectively. Academic writing must be objective, can express ideas precisely and have the right level of formality. For example, organization should be able to write a letter, memos, reports, or composing proposal for some purposes. Those are obvious that writing skills are very needed at these days. Therefore, the students are insisted to have ability and proficiency in written language.

Writing has significant purpose as the main tool for learning. Encouraging critical thinking and exploring thoughts are the valuable one. Writing is to encourage active thinking and learning. Writing exercises have a place in every university classroom. Student will write assignment that may be one paragraph or several paragraphs, or they will answers for test and exams that may be a few sentences, a paragraph or two, or a complete essay. This clearly illustrates how writing can build the critical thinking. Furthermore, exploring ideas throughwriting becomes a great way in learning. Writing tasks are a must for every student in college, even in composing thesis writing as the final project. Some kinds of writing such as analytical writing or descriptive writing need lots information from the author’s mind. Writing can elaborate our thought. Authors

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are demanded to come out their ideas, argumentation, and premise or opinion. As a result, writing becomes main device to takes essential function in learning.

Academic writing such argumentative, hortatory or single paragraph writing is a major challenge for students of English education department. They should have lots of vocabulary, much information, and logic writing. To begin with, student needs an essential tool to build good writing. When they have a writing assignment, a good vocabulary is a necessary tool. Students will be able to choose the best word among the several synonyms with similar meaning. It makes the readers find a good sense of the writer’s meaning. Indeed, use strong vocabulary will give the reader good information. Secondly, writing is a kind of productive skill. Writers should have much information to pour out the ideas. Any writing assignment requires writers to gather information. They need to do some readings to develop their thinking, and then hone the ideas through their writing. Lastly, building a logic and structure writing is also the main challenge. Writers should focus through their ideas and be able to translate these ideas into readable text for their intended readers. For example, when writers want to convey their purpose in English, they rely heavily on a translation dictionary. However it is not always accurate because they usually translate a sentence word-for-word without considering the meaning of the whole sentence. Writing should make sense through transitions, signal phrases, and verbs. Hence, students should take into consideration about the challenge to build a good writing.

Argumentative writing is a great topic in learning and becoming a priority for some reasons. First of all, evidence and clear analysis becomes a focus of argument. A well-written argumentative essay has quality evidence and a clear thesis that is supported by each subsequent paragraph. Even, students need to comprehend the logical process of gathering evidence, and then linking evidence to their argument. Furthermore, Argumentative writing prepares students for the real world beyond the school walls. Argument is important in all disciplines. It is the main skill to our success as citizens, students and workers. It can help the students to evaluate products and services for themselves.

The certain structures of argumentative essay include of three formats; introduction, background information, and body paragraph. In the first place, introduction should be interesting enough to catch the readers to read more. Argumentative essays can start with facts, statistics, or quotes that reference the topic of the essay. Then, an introduction must consist a thesis statement. It explains the writer’s proves, and also provides an overview of the arguments into body paragraph. Next, a background paragraph is not always required in an argumentative essay. However it may be essential in writing since the information can make the readers be aware to understand the writer’s topic. Last, body paragraphs have significant function to prove the author’s argument of the thesis statement. The body paragraphs should start with a topic sentence written in own words of the writer. Hence, critical thinking is needed to explain the evidence in proving the writer’s overall point. No matter how good an argument

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or idea is, it will not work if the students cannot logically outline their research and make a coherent analysis.

The students of fourth semester of English education department have argumentative writing course. In this study, the researcher analyzes coherence and unity of argumentative essay. In the first place, the students have experienced in some lectures in the previous. They have learned in paragraph writing and essay writing courses. That is a good provision to persist in producing a good writing of argumentative essay. However, building a good writing is not simple enough. Still, many students face the difficulties in organizing ideas and connecting the sentences when build paragraph. In other words, their writing is lack of coherence and unity.

In composing a good writing, coherence and unity play a crucial role. Accoding to Oshima’s and Hague’s, a paragraph is a basic unit of organization in writing in which a group of related sentences develops one main idea.2 _The

paragraph should be long enough to develop the main idea clearly. It is supported by Bram’s theory; he said the word ‘unity’ is synonymous with ‘oneness’.3 _All

sentences in a paragraph should focus on the one thing expressed in the topic sentence. The problem stated in the sentences has to be settled. Unity can be achieved as long as the paragraph has good and clear topic sentence. Even,

Artkinson and Curtis cited in Paltridge and Starfield4 that composing an academic

2

Oshima, Alice and Hogue Ann. Academic Writing Skill : the Third Edition. (New York: Longman 1999). p. 17

writing is more than just getting ideas down on paper and being sure that they are in good English, but it is a fundamental ways in explaining our thoughts to develop our understanding.

An essay and a paragraph should have good relation to the thesis statement and topic sentence. All the sentences should flow smoothly from one to another and the relations between ideas are clear. Coherent writing informs that the relevant supporting ideas explain previous statements. Despite that, some writings have not clear meaning or difficult to be understood. One instance that shows how the paragraph may confusing to be understood is when the students discuss more than one topic in a single paragraph; also they cannot use the appropriate pronouns or transition signals in the paragraph. It is because the paragraph writing does not have unity, and the supporting details do not support the topic anymore, and it is caused of inappropriate words in connecting the sentences in the paragraph. Consequently, the condition automatically made the readers confused with the paragraph and they will not get the information from the paragraph.

The previous study titled Students’ Problems with Cohesion and Coherence in EFL Essay Writing in Egypt: Different Perspectives by Abdel Hamid Ahmed, Helwan Faculty of Education, Egypt. The study focuses on the organizational problems that Egyptian student teachers of English encounter

4 _{Paltridge, Brian and Sue Starfield. Thesis and Dissertation Writing in a Second Language. (New} York: Routledge, 2007) p.46

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when they write an English essay. In particular, the study aims at investigating students’ cohesion and coherence problems in EFL essay writing. The second research was conducted by Yulia Fitri Astuti titled The Analysis of Coherence In The Background of Skripsi Written by English Education Department Students of Teacher Training and Education Faculty of Muria Kudus University. This research was to analyze the coherence in the background section of skripsi written by English Education Department students of Teacher Training and Education Faculty of Muria Kudus University 2010.

Some studies have been conducted to analyze about the essay or paragraph, however the difficulties of making a good writing cannot be just disregarded. Writing is a skill that cannot be said “simple”. The author needs to unite the main skills they have, including grammar, vocabulary, and structure paragraph. One of the significance problems is focusing on analyzing the coherence and unity of a paragraph.

B. Statement of the Problem

This study attempts to find answer to the research question: How is the students’ ability of building coherence and unity in argumentative writing at English department of UIN Sunan Ampel Surabaya?

Considering the statements of the problem questioned on this study, this study is intended to observe whether the students’ ability in writing an argumentative essay has good quality. In order to explain the case, it is necessary to know the students’ ability of building coherence and unity in argumentative writing at English department of UIN Sunan Ampel Surabaya.

D. Scope and Limitations

Writing is one of the most difficult skills to master in both the first language and second language.5 _{Furthermore, writing a paragraph cannot be}

separated by the certainty of its own characteristic, one of them is coherence and unity. Then, the scope of this research will focus on the coherence and unity essay analysis.

This research limits to the students of argumentative writing course at fourth semester in UIN Sunan Ampel Surabaya’s English Teacher Education Department because they have experienced in writing paragraph course and writing essay course in the previous semesters.

E. Significances of the Study

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This study is expected to give insight that coherence and unity is the crucial requirement in writing an argumentative essay. It is also expected to be useful for:

1. _{Lecturer: it can inform the lecturer about the ability of fourth semester}

students in building coherence and unity writing of argumentative essay.

2. _{Students: it can inform students about their ability in building coherence}

and unity writing of argumentative essay. In addition, it can inform them the characteristics of good essay, so that they can improve their ability in writing.

3. _{Readers: it can give information about fourth semester students’ ability in}

building coherence and unity writing of argumentative essay and inform the importance of building coherence and unity.

F. Definition of Key Terms

1. Ability is the quality of being able to do something, especially the physical, mental, financial, or legal power to accomplish something.6 _{In this research,}

the students need to be able to build coherence and unity well in writing argumentative essay.

6 _{The American Heritage, Dictionary of the English Language, Fourth Edition (Houngton Miffin} Company), 27.

2. Argumentative essay is a genre of writing that requires the student to investigate a topic; collect, generate, and evaluate evidence; and establish a position on the topic in a concise manner.7 _{The researcher chooses the essay}

by fourth semester of English education department that had a task of writing an academic writing, which is argumentative writing. It contains certain structure; they are introduction, body paragraphs, and conclusion.

3. Coherence essay is the combination of semantic configurations of two different kinds: register and cohesion.8 _{Coherence in this case means that}

each paragraph and sentences connects together. They must be tied to the one before and after it.

4. Unity in essay involves two related but distinct concepts: coherence and flow.9

Unity means developing one single main idea. The students’ writing should be able to compose clear ideas and give logical evidence. A paragraph and essay should discuss only one topic.

7_{https://owl.english.purdue.edu/owl/resource/685/05/ retrieved on June 20, 2015}

8 _{Halliday, M., & Hasan, R. Language, context, and text: Aspects of language in a social semiotic}

perspective. (Deakin: Deakin University, 1985), p.29

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CHAPTER II

REVIEW OF RELATED LITERATURE

A. RELATED LITERATURE 1. The Nature of Writing

Paragraph is a form of writing result that is composed by the writers when they write something. It is a group of sentences that work together to develop the topic sentence. A writer should know the important or essentials elements of paragraph in order to make or produce a good paragraph in their writings. When the writers start to write, their drafts are definitely arranged in a paragraph or passage. A good writer spends more time planning and revising their work that novice writers, and tend to edit their writing for content and organization rather than simply making surface changes to the text.1

2. Paragraph Writing

In academic writing, a paragraph has a topic sentence that directly tells the reader the main idea. The other sentence in the paragraph, called supporting sentence, give more information about the topic.2 _{Then, they state}

there are three major structural parts in paragraph. The first is topic sentence.

This part contains with a problem or issue that will be discussed in the

1 _{Sara Cushing Weige, Assessing Writing, (United Kingdom: Cambridge University Press, 2002), p. 14} 2 _{Dorothy E Zemach & Carlos Islam, Paragraph Writing, (Oxford: MacMillan, 2005) p. 9}

paragraph. Next, the second part is supporting sentences or body. It is used to develop and support the topic sentence. Usually, supporting sentences contain with reasons, facts, examples or statistics in explaining the topic. The last part is concluding sentencewhich gives the sign to the readers about the end of the paragraph.

a. Topic Sentence

Every good paragraph has a topic sentence, which clearly states the topic and the controlling idea of the paragraph. Topic sentence tells the main idea of paragraph. It briefly indicates what the paragraph is going to discuss. For this reason, the topic sentence is a helpful guide to both the writer and the reader. The writer can see what information to include (and what information to exclude). The reader can see what the paragraph is going to be about and is therefore better prepared to understand it. A good topic sentence should include one clear topic and an opinion or idea about the topic.3

The topic is the foundation for the paragraph. It can be at the beginning, in the middle, or at the end of the paragraph.4 _{The topic}

sentence helps the reader understand what the paragraph is about. All of

3 _{Dorothy E Zemach & Carlos Islam, Paragraph Writing, (Oxford: MacMillan, 2005) p. 14}

4 _{Keith S, April M, Elena V.S, Great Writing 2: Great paragraph (Third Paragraph), (United State:}

13

the sentences in a paragraph are about one topic. They are connected to one sentence. There are no unrelated or extra sentences.

Writers should choose a topic they want to write. This list below an example of ideas in chooses a topic and makes the topic sentence.

Table: 2.1

A good topic sentence examples

Topic Topic Sentence

Food The easiest food to prepare is … The best meal I ever had was …

Color Each color in my country’s flag represents something special. Colors can affect the way you feel.

Sports __________ is an excellent _______ (name a sport) player. The rule for _________ (name a sport) are not (easy/difficult) People ______ has taught me many things about life.

A good topic sentence should guide the whole paragraph. It is not a general fact that everyone can accepts as true, and be specific but not too specific. A good topic sentence has controlling ideas –words or phrases that help guide the flow of ideas in the paragraph.

b. Supporting Sentences

Supporting sentences explain or prove the topic sentence. One of a biggest problem in student writing is that student writers often fail to support their ideas adequately. They need to use specific details to be thorough and convincing. Lopez and Dequilla define that a paragraph has unity when every sentences in the paragraph works toward developing a single idea.5 _{Supporting ideas develop the paragraph by adding more}

information.6 _{In other words, if the paragraph connects the sentences each}

other to discuss only one topic, it will create and appear the unity naturally in the paragraph. So, the writers should make the appropriate supporting details to support the topic sentence in order to appear and get the unity in the paragraph.

5 _{Lopez, Merna G.Rico & Dequilla, Ma. Asuncion Christine. Learning to Write: Worktext in Writing}

for grade Six. (1st Edition). (Philippine: Rex Printing Company, 2000). p. 54

15

Supporting sentences develop the topic sentence. That is, they explain or prove the topic sentence by giving more information about it.

Good supporting sentence are related to the topic sentence and its controlling ideas. Supporting sentences are like the interior walls of a house. If a house does not have interior support, it will collapse. Likewise, if a paragraph does not have good supporting sentences, its meaning will collapse, and readers will not be able to follow the ideas. The paragraph may be confusing or illogical. Good supporting sentence give information that supports and explains the topic of the paragraph. They answer questions –who? what? where? when? why? and how? and give details. Good writers think of these questions when they provide support- that is, write supporting sentences– for the topic sentence.

c. Concluding Sentence

A paragraph does not always need a concluding sentence. For single paragraphs, especially long ones, a concluding sentence is helpful to the reader because it is a reminder of the important points. However, a concluding sentence is not needed for every paragraph in a multi paragraph essay. A good concluding sentence signals the end of the paragraph and summarizes the important points briefly or restates the topic sentence in different words.

3. Structure of an Essay

The creation of a professional essay requires a lot of knowledge form the writer, but the first thing to know and to remember is the peculiarity of the essay’s structure. Each and every essay is written according to a basic structure that does not change: introduction and the body followed by a conclusion. The structure is the core of each paper that helps the writer to make a very well founded written construct. In order to compose an essay accurately the way it should be it is necessary to keep in mind the main hints concerning the contents of the essay structure elements.

Table: 2.2

The structure of argumentative essay7

7 _{LEE Gek Ling, Writing an academic Essay, (2009), retrieved on March 22, 2015 from}

http://www.nus.edu.sg/celc/research/books/cwtuc/chapter01

Structure of Argumentative Essay

Introduction

1. Give brief background to the topic

2. Address definition of key words and issues 3. State your thesis

4. Outline your main points

5. Delineate your argument showing what your stance is and how you will develop your ideas, and

6. Provide transition into body paragraphs.

Body paragraphs

1. Provide a topic sentence which says what the main point of each paragraph is

2. Provide supporting details for your topic sentence (based on your research)

3. Synthesize what you have read; that is, show what different people think about the same point

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4. Coherence and Unity in Writing

In composing a good paragraph, coherence and unity are two main parts that should be there inside it. Unity means the paragraph has one topic to be discussed and then it is developed by good supporting details. It means that unity in a paragraph will be showed when the paragraph only talks about one single idea. Coherence means all of the sentences are connected each other in the paragraph. They are connected by the writers by using some parts of it, like transition signal, pronouns or repetition of key nouns.

a. Coherence in Writing

Lepionka states that coherence is the quality of sequence and integrity or togetherness. It determines that the sentences connect in a logical order and they work together to develop the main idea is the paragraph.8 _{Thus, the researcher concludes that coherence is a logical}

8 _{Lepionka, Mary Ellen. Writing and Developing Your College Textbook: A Comprehension Guide to}

4. Show some critical thinking; that is, tell the readers what you think of what you have read

5. Present some counterarguments, if you think they are strong ones, and

6. Provide in-text citations for your information.

Conclusion 1. Recap your main points 2. Reiterate your thesis, and 3. Give your final word, if any.

arrangement of the sentences in making a paragraph. The sentences must be connected each other to build the coherence in the paragraph. Each sentence should flow smoothly into the next one.9

It shows that the connection of the sentences in a paragraph should be connected logically in order to avoid the jumping of ideas. A good transition words or conjunctions should support between one sentence and the next. So, the coherence of the paragraph can be achieved. Meanwhile, coherence is to bring several related ideas together around a central theme and in an organized manner.10 _{It means that a coherence in}

a paragraph or text only develop the topic by connecting the sentences each other. The writers should make the idea related to the topic by making relations in the sentences logically in the paragraph. So, the coherence can be achieved in the paragraph or text.

1) Transition

Transitions are phrases or words used to connect one idea to the next. They are used by the authors to help the reader progress from one significant idea to the next. Transitions also show the relationship within a paragraph (or within a sentence) between the main idea and the support the author gives for those ideas. Transitions

Textbook Authorship and Higher Education Publishing. (2nd _{Edition). (New York: Atlantic Path} Publishing, 2008) p.118

9 _{Oshima, Alice & Hogue, Ann. Writing Academic English. (2nd Edition). (New York:} Addison-Wesley Publishing Company, 1991). p.39

10 _{Rockowitz, Murray. et al. How to Prepare for the GED High School Equivalency Exam. (13th} Edition). (New York: Barron’s Educational Series. Inc., 2004) p.168

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show the relationship within a paragraph (or within a sentence) between the main idea and the support the author gives for those ideas.11 _{Transitions may be additive, adversative, causal, or}

sequential. Here are the types of transition signals.

Table 2.3

Transition signal for general use

TRANSITION SIGNAL FOR GENERAL USE

To Show Addition and, also, besides, further, furthermore, in addition, moreover, next, too, first, second To Give Examples for example, for instance, to illustrate, in fact,

specifically

To Compare also, in the same manner, similarly, likewise To Contrast but, however, on the other hand, in contrast,

nevertheless, still, even though, on the contrary, yet, although

To Summarize Or Conclude

in other words, in short, in summary, in conclusion, to sum up, that is, therefore To Show Time after, as, before, next, during, later, finally,

meanwhile, then, when, while, immediately To Show Place Or

Direction

above, below, beyond, farther on, nearby, opposite, close, to the left

To Indicate Logical Relationship

if, so, therefore, consequently, thus, as a result, for this reason, since

b. Unity in Writing

Shewan et al, explains that all elements of a paragraph must be relevant to the central thought if unity is to be achieved.12 _{They point out}

that to make a paragraph unity; the writers definitely should think one central idea or topic. Then, the supporting sentences of the paragraph should support the topic sentence directly.

There is no another topic to think if the idea have been decided or discussed. They should arrange it well in order to create the paragraph unity by adding the appropriate supporting sentences. Besides maintaining the unity in the text, the writers also should pay attention about how to build the coherence. It is important because a good paragraph must have good connection between the sentences and naturally it can appear the unity at the end.

Unity means that writers discuss only one main (central) topic area in a paragraph. The area that writer is going to cover is usually introduced in the topic sentence, and the supporting sentences should only be used to develop that. According to Oshima and Hogue, every good paragraph has unity, which means that in each paragraph; only one main topic is discussed.13

12 _{Shewan et al. Applications of Grammar, Book 4: Analysis for Communicating Effectively. (New} York: Christian Liberty Press, 2003). p. 21

Addison-21

For the topic sentence, writer could discuss only two benefits of studying abroad. It could not discuss three benefits, or start discussing the disadvantages of studying abroad. If writer did it, the paragraph would not have unity. Even if there is no specific topic sentence (more advanced writers do not always have an obvious topic sentence), the paragraph should still have one central topic area so it retains unity. You achieve unity by discussing only one idea in a paragraph and always staying on the topic in your supporting sentences.

B. PREVIOUS STUDIES

1. Students’ Problems with Cohesion and Coherence in EFL Essay Writing in Egypt: Different Perspectives

This study was conducted by Abdel Hamid Ahmed, Helwan Faculty of Education, Egypt. Literacy Information and Computer Education Journal (LICEJ), Volume 1, Issue 4, December 2010. The study focuses on the organizational problems that Egyptian student teachers of English encounter when they write an English essay. In particular, the study aims at investigating students’ cohesion and coherence problems in EFL essay writing.

2. The Analysis of Coherence In The Background of Skripsi Written by English Education Department Students of Teacher Training and Education Faculty of Muria Kudus University

This research was done by Yulia Fitri Astuti, Fitri Budi Suryani, Diah Kurniati (ISSN: 1979-6889). This research is conducted to analyze the coherence in the background section of skripsi written by English Education Department students of Teacher Training and Education Faculty of Muria Kudus University 2010. The purpose of this research is to find out the coherence in the background section of skripsi. This research design belongs to qualitative that is discourse analysis. It can be concluded that all of the backgrounds of skripsi lack coherence.

3. Improving Coherence in Paragraph Writing Among ESL Learners: A Case Study

This thesis has been finished by Malini Karuppiah - Universiti Teknologi Malaysia April 2008. This study sets out to examine the problems faced by ESL learners of the Faculty of Education, UTM in relation to coherence in writing. The objectives of this study are to assess the coherence of ESL learners’ writing as well as to present ideas and suggestions to help students to improve coherence in their writing.

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CHAPTER III

RESEARCH

▼ ✁ ✂✄ ☎✄ ✆✄ ✝ ✞

Research method is a way collected by the writer to answer a research question. In this chapter, the researcher will present in details the method of the research used in this study. It is divided into several sub chapters. They are research design, research subject, data collection technique, instrument of the research, and data analysis technique.

A. ❘✟✠ ✟✡ ☛☞✌❉✟✠ ✍✎✏

Research design is the plan of the research that will be conducted.1 _{In this}

research, the researcher used descriptive research. According to Burns and Grove, descriptive research is designed to provide a picture of a situation as it naturally happens. The researcher argued that this research was categorized as descriptive research because it described and analyzed the elements of coherence and unity that were arranged by the students when they wrote or composed paragraph.

In conducting the research, the writer uses quantitative approach.

◗✑ ✒✓✔✕✔ ✒✔✕✖ ✗ data is a numerical record that results from a process of measurement

and on which basic mathematical operations can be done.2_{Therefore, in this study}

1 _{Suharismi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktek}

✭✘✙✚ ✙✛✜ ✙✢ PT. Rineka Cipta,

2006), p. 51

2 _{Mark Balvaves and Peter Caputi,}

✣✤ ✥✦✧ ★✧ ✥✧★ ✩✪ ✫✬ ✦✧ ✮✯ ✰✤ ✱✧ ★ ✯ ✦ to ✣✤✥✦✧★ ✧ ✥✧ ★ ✩✪ ✲ ✪✳✪ ✥✮ ✱✴ ✵✪✧ ✴✯ ✰✶✷

the author analyzes two of features of argumentative paragraph written by the students.

Considering the purpose of the research and the nature of the problem, the writer attempts to gather the data from the students’ task. The students’ quality of writing in the Final-test becomes one important attention in this study.

B. Research Subject

Sample is a portion of population. Accessible population is the population of subjects accessible to the researcher for drawing a sample. There are three steps of sampling, they are: population, accessible population, and sample.

1. Population

Population is a group of object that will be the target of the research.3

In this research, the population is the students of argumentative writing class at fourth semester of English teaching and education department (ETED) of UIN SUNAN AMPEL SURABAYA Academic year 2014-2015 and they divided into 5 classes, they were A, B, C, D, and E class. Each class had about 20 students and the total number of the students is 100 students.

2. Accessible population

3 _{Bungin Burhan, Metodologi Penelitian Kuantitatif, (Jakarta: Kencana Prenada Group,}

25

The accessible population of this research is the students of UIN Sunan Ampel Surabaya. This university is located in Jl. Ahmad Yani No. 117, Surabaya, and East Java.

3. Sample

Arikunto states that the data resource is the subject from which the data can be found.4 _{Sample is group of people that will be respondent.}5 _For

the sample, the researcher took two techniques of sampling because this research needed it to finish and complete the research. The first is stratified sampling. Stratified random sampling involves dividing the population into mutually exclusive and mutually exhaustive subgroups, then taking a simple random sample in each subgroup.6 _{It is used to take the sum of sample that}

would be analyzed of the research. In this case, the researcher will take the samples ✽✾ ✿ of each class of argumentative writing. Then, purposive sampling is used after the researcher analyzed the product of writing. It will show how many writing results of students that had been analyzed as representation of the data analysis.

C. Data Collection Technique

4 _{Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik,}

❀❁❂❃ ❂❄❅ ❂❆ Rineka Cipta, 2006),

6th Ed., p. 129.

5 _{Sugiyono, Metode penelitian kuantitatif kualitatif}

❇ ❈❊, (Bandung: Alfabeta, 2010), p. ❋● 6 _{Singh, Kultar,}

Data collection has function to gather the information used by researcher. The emphasis in data collection is to develop research evidence analytically, searching for a broad arrangement of evidence which search both confirming and disconfirming data.

The first data is gained from Final-test of argumentative writing class, where in this test, students are asked by their lecturer to make a good essay that consists of some paragraphs.

The researcher will gather the students’ task of write an argumentative essay from 5 (five) classes that have explained above. She will investigate the essay considered by the coherence and unity analysis. Hence, the researcher has documentation from students of argumentative paragraph writing class, since documentation is a technique of data collection by gathering and analyzing documents.7

D. Instrument of the Research

To get the empirical data and draw the conclusion or the result of research, the writer will use some instruments. Instrument here is a tool to measure which potentially make the researcher easier in collecting data and analysis.

1. Writing ❵❛ ❜ ❝

7 _{Nana Syauhid Sukma Dinata, Metodologi Penelitian Pendidikan, (Bandung: PT Remaja Rosda} Karya, 2004), p.221

27

The instrument of this research is writing task from Final-test held by the lecturers. It referrers to one of the components of performance assessment, that is performance task. It shows that this task find out the ability of the students in composing every single paragraph or connecting the sentence to other become a paragraph. According to Brown, the writing task that was given to the students was a writing based on the topic development within a paragraph.8 _{It is a task where there is only a topic sentence of paragraph that}

was given to the students. Here, the students are asked to compose supporting details in order to complete paragraph.

2. Rubric

Coherence is about between the one sentence and the next should be supported by good transition words or conjunctions. Unity is every sentence in the paragraph works toward developing a single idea. In other words, if the paragraph connects the sentences each other to discuss only one topic, it will create and appear the unity naturally in the paragraph.

Table 3.1

8 _{Brown, H. Douglas. Language Assessment: Principle and Classroom Practices. (New York: Pearson} Education. Inc2004). p. 235

Argumentative Essay ❞❡ ❢❣ ❤✐❥ ❦ Coherence

Categories of

Performance Advance (4) Intermediate (3) Basic (2) Beginner (1)

Thesis Statement (Introduction)

- State a clear and complete thesis

statement. - A clear

explanation or definition of the problem.

- States a clear thesis of the paper. - States the

problem, but does not explain using details.

- States the thesis but does not adequately explain the background of the problem. - The problem

is stated, but lacks detail.

Thesis and/or problem are vague or unclear.

Main Points - Three or more main points are well developed with supporting details. - Refutation paragraph acknowledge s the opposing view, and

- Three or more main points are present but may lack detail and development in one or two. - Refutation paragraph acknowledges the opposing view, but doesn't summarize points.

- Three or more main points, but all lack development - Refutation paragraph missing and/or vague. - there are

only two transitions

- Less than three main points, with poor

developmen t of ideas. - Refutation

missing or vague. - there is no

29

summarizes their main points. - transitions

make a good

➇❧♠♥ ♦♣

- need more transitions.

Conclusion Summarizes

the main topics without

repeating previous sentences; ♦✇ qrs✇ t✉

opinions and suggestions for change are logical and well thought out. Summarizes main topics. Some suggestions for change are evident. Summarizes main topics, but is repetitive. No suggestions for change and/or opinions are included. Conclusion does not adequately summarize the main points. No suggestions for change or opinions are included.

Table 3.2

Argumentative Essay ✈ ①② ③④⑤⑥ ⑦⑧⑨④⑩❶ Categories of

Performance Advance (4) Intermediate (3) Basic (2) Beginner (1)

Organization Ideas flow in the paragraph and clearly support the main idea

Ideas in the paragraph support the main idea, but

A few ideas in the

paragraph do not support

Ideas in the paragraph are disorganized and do not

(related to the paper’s thesis).

could be

organized more clearly.

the main idea or are out of place, causing a confusion of meaning. support the main idea, causing

a confusion of meaning.

Evidence - Support the

claim with logical reasoning and relevant evidence - Demonstrating a complete understanding of the topic

- Supports the claim with reasoning and evidence - Demonstrates some understanding of the topic

- Evidence is not relevant or not completely thought out - Lacks evidence and relevance Sources: Karen Schwalm, http://web.gccaz.edu/English/Assessment/Spring07/Final/ArgumentRubric.htm Utah educators, Washington County School District.

http://www.uen.org/corelanguageartswritingdownloads/ArgumentativeEssayRubric

The term ❷❸❹❺ ❻❼ is a rather imprecise way of describing a paper’s organization. In applying ❷❸ ❹❺ ❻❼ to essay writing, it is important to be more specific about the kind of smooth movement and clear connections the writer seeks to create.

31

E. Data Analysis Technique

Data analysis is the process of systematically searching and compiling the data obtained from interviews, field notes, and other materials, so it can be understood easily, and its findings can inform others.9 _{After collecting the data,}

the next step was analyzing the data. The researcher used the data analysis from

Gay and Airasian who claimed that the analysis of descriptive research data required four iterative steps: reading, describing, classifying and interpreting.10

1. ❽❾❿➀➁➂❾➃ ➄ Competence

In analyzing students’ individual competence, the author went to use the formula:

P ➅ F ×➆ ➈ ➈➉

N

P = the percentage of the correct point. F = the frequency of the correct point. N = total number of item.

The table was used in measuring the students individual ability is as follows:

Students F N ➊➋ Category

According to Arikunto, students’ competence can be recognized into: 11

9 _{Sugiyono, Metode Penelitian Pendidikan, (Bandung: Alfabeta, 2011), p.334.} 10 _{Gay, L.R and Airasian, Peter. Educational}

➌➍ ➎➍ ➏➐➑ ➒➓ Competencies for Analysis and Application.

Very good = ➛ ➜ – ➜➝ ➝➞

Good = 61 – ➛ ➝ ➞

Fair = 41 – ➟ ➝ ➞

Bad = 21 – ➠➝ ➞

Very bad = 0 – ➡ ➝➞

2. ➢➤➥ ➦ ➧➨➩➫➭ the ➢➤➥➫ of ➯➲ ➧➳➤ ➫➲ ➦➵➸➺➩➻➩➲ ➼

The mean represents a whole data set of scores with one single number.12

To obtain the mean, adding up all of the scores (x) and divide by the total number of scores. The following formula is used in this research:

x̄

= Mean (the score)

Ʃx

= the total score

N = the number of students

11 _{Arikunto, Suharsimi, Prosedur Penelitian Suatu Pendekatan Praktek,}

➽➾➚➪ ➚➶➹ ➚➘ Rineka ➴➷ ➬➹ ➚➮➱ ✃ ✃❐❒➮ ➬❮❰ ❐

12 _Supranto,

➾❮ Ekonometrik Buku Dua., ➽➾➚➪➚ ➶➹ ➚➘ Lembaga Penerbit Fakultas Ekonomi Universitas

33

CHAPTER

IV

Ï ÐÑÒÐÑ Ó

AND DISCUSSION

In this chapter, the researcher presents the finding and result. The data was conducted to know the students’ ability of building the coherence and unity in argumentative writing. The presentation of the findings is organized according to the research questions posted for this study.

A. ÔÕÖ ØÖÙÚ ÛÚÜÝÙ of Data

The research had been conducted from July - September 2015. Here, the researcher has obtained the data of the students’ writing task of argumentative essay. The data collected were used to answer the research question of how is the students’ ability of building coherence and unity in argumentative writing. The students’ writing was analyzed using the rubric of coherence and unity. There are five classes of argumentative writing course: class A, B, C, D, and E with total number of 108 students. The samples taken were Þß à of each class. Therefore, total samples obtained in this research were 51 (fifty one) students. Here is table of student’s total number and samples taken.

Table 4.1

Students’ total number and samples taken of every class

Class Total Number Samples taken

A 19 9

B 19 9

C 35 18

D 13 7

E 22 8

Total 108 51

The next step was assessing the students’ ability of building coherence and unity through calculating their scores based on this calculation:

P ã F äå æ æç

N

P = the percentage of the correct point. F = the frequency of the correct point. N = total number of item.

Besides, in this research there are two kinds of assessment, they are coherence and unity. The researcher also categorizes their scores in each criterion of five levels to ease the researcher in identifying their ability. The categorization is as the following:

è é

Table 4.2

Categorization of students’ score and scale ability of building coherence Scale

Point Score Category

10 - 12 81 - 100 Very good

8 - 9 61 – 80 Good

5 - 7 41 – 60 Fair

3 - 4 21 - 40 Bad

1 - 2 0 - 20 Very bad

From the table above, it could be seen that the highest point is gained by scale 10 - 12 with category of very good. In addition, the good category is in scale 8 – 9, whereas the scale 3 – 4 is in category of fair. In the other hand, scale 1 - 2 is the lowest category of building coherence.

Table 4.3

Categorization of students’ score and scale ability of building unity Scale

Point Score Category

7 – 8 81 – 100 Very good

5 – 6 61 - 80 Good

4 41 – 60 Fair

3 – 2 21 – 40 Bad

From the table above, it could be seen that the highest point is gained by scale 7 - 8. The good category is in scale 5 – 6. Then, the scale 4 is in category of fair. In the other hand, scale 2 - 3 is in bad category. Moreover, the scale 1 is the lowest category of building unity, which is very bad.

B. Research Findings

After gathering the data, researcher attempted to analyze the students’ writing based on the aspect of coherence and unity using rubric assessment. Below was the detail explanation about the analysis of building coherence and unity.

1. ìíîïðñíò ó Ability of ôîõöïõñ÷ Coherence

Coherence is the most important requirements in writing. Especially in argumentative writing, from one paragraph to another should connect together, and also each sentence of every paragraph must be tied before and after it. Then, in this research, some of variant categories were found with different scores that students got. Below is the frequency of students in getting different point of coherence.

ø ù

Table 4.4

Frequency of student in point of Coherence

Points Frequency

4 5 students

5 18 students

6 14 students

7 5 students

8 3 student

9 1 students

10 2 student

11 3 students

From the data above, it clearly states that the highest point student got is 11 (eleven) which only acquired by three students. Whereas the most frequency (18 students) got point 5, and following by 14 students who got point 6. Moreover, researcher will explain how student can get each those point and category.

a) Very good

Based on the table 4.2, there are three kinds of point who get category of very good. They are those who get point 12, 11, and 10. However, this research found only two kinds of them; point 11 and 10. 1) A sample of student who get score of coherence: 11

(See appendix 3.1: Advantages of Providing English for Children as soon as they Start School)

The writer stated a clear and complete thesis statement:“Learning English for children who will start school gives some advantages to them. So children should begin learning English as soon as

they start school.”

Moreover, there are three main points following with well developed–supporting details. The main points are better change, do not have any pressure, and prepare to face the globalization era.

The refutation paragraph acknowledges the opposing view and summarizes the main point. It is shown in the third paragraph. Counter argument said that learning English for children is a bad thing. Then, the writer can refuse it with providing her good arguments. Furthermore, the essay has good grammar and transition, such as thus, in addition, in fact, because of that, in contrast and others.

2) A sample of student who get score of coherence: 10

(See appendix 3.2: The Sooner The Better)

The essay stated a clear thesis statement of the paper:

“Children should begin learning a foreign language as soon as they start school.”

ü ý

Moreover, she explained three main points clearly, but one of them lacks details. The main points are Increase their bilingual and multilingual ability, compete to find job, and achieve better scores.

The writer acknowledged the opposing view with good refutation. We can see in paragraph 4.

Some people argue that when children start to learn a foreign language as soon as they start school, it can make children do not ready to learn it because each student has different ability to accept the knowledge. Besides, Krashen argues that the readiness is the important thing for children to learn language especially a foreign language. In contrast, the golden age of children is around 2 – 7 years old. If children can start their learning foreign language early, they can produce the information quickly and they can master foreign language around their golden age. Moreover, they can achieve their skill in speaking, listening, reading and writing quickly.

b) Good

In this research, there are two kinds of point who get category of

þÿ➇➇ ✁✂ They are those who get point 9 and ✽✂ Both of those points are

explained below.

1) A sample of student who get score of coherence: 9

(See appendix 3.3: The Advantages of Learning a Foreign Language since Childhood)

In introduction, writer explained the definition of the problem. Then, she stated a clear thesis statement. “The Children should begin learning a foreign language as soon as they start school.” Then, writer mentioned three main points appropriately, they are: Success in future, not getting the difficulty, and give good contribution. However, it lacks details and development in second main point. She said that children will not get difficulty to use language outside their first language, but it does not follow by good supporting details.

In this essay, there are two counter-arguments and the writer can refuse them with acknowledging the opposing view, as written in paragraph 3.

Many people say that children will make a lot of grammatical errors when they learn a foreign language in the early age. But in fact, the will correct their mistakes faster than people who learn a foreign language in older age because they do not feel embarrassed when they do mistakes. They will practice again until they can pronounce the language correctly.

Some transitions are used in her writing, such as In addition, therefore, however, but. Some of them are appropriate or make a good flow, but some are not.

41

2) A sample of student who get score of coherence: 8

(See appendix 3.4: The benefit of Facebook for Children User)

Writer described the problem in introduction. Then, she stated a clear thesis of paper. “Facebook can be really useful for school children.” In addition, there are three good main points and details, but one of them is lack of development, we can see in paragraph 7, there is a counter argument claimed that facebook has affected the lives of many children. Then, the writer argued that facebook helps children in developing the social ability, but she did not explain how to do that.

In the last paragraph she did not summarize the main topic, but some suggestion for change are evident.

In conclude, parents should allow their children to join in social media because of the variety advantage above that I have already mentioned. However, they still have to monitor what their children do in there. So, it will create good condition to children and it does not cause any harm for children.

c) Fair

In this case, there are three kinds of point who get category of

✄☎✆✝✞✟✠ They are those who get point ✼ ✡ 6, and 5. The details are

1) A sample of student who get score of coherence: 7

(See appendix 3.5: Mass Media between Federal State and Unitary State)

Writer stated a clear thesis statement of the paper. “Indonesia should be better using federal system than unitary system.” Then, there are three main points in this essay. The reasons why it is better to use federal state are: the state can be more responsible (stated in paragraph three), federal system tends to show the real facts about the media owner without feel scared (stated in paragraph 7), and in federalism state, mass media can be balance between private and nation mass media (stated in paragraph 8). Moreover, writer provided good reason and refutation, but sometimes, one or two of the reason are lack details or development.

2) A sample of student who get score of coherence: 6

(See appendix 3.6: E-book is not beneficial for student)

State a clear thesis statement: E-book is not beneficial for student in teaching learning process.” There are three main topics: getting boring, health problem, and disturbing learning process.

However, two of them are lack development. There is refutation of paragraph that cause vague. As stated in paragraph 4, the writer put the opponent argument that e-book is cost saving, because we do not to

43

print out. However, to deny it, writer only argue about the student’s focus. There is no relation between cost saving and student’s focus.

Conclusion summarizes main topics, but it is repetitive, and the suggestion does not sync with the thesis statement.

My suggestion to the student is they have to manage their time more when they use e-book because there are many things which can change student focus. They must be able to use their time to study and play games. So, e-book will be more effective if the student can manage their time and their attention while using e-book.

3) A sample of student who get score of coherence: 5

(See appendix 3.7: Learning a Foreign Language)

The writer stated a thesis of the paper but lack of strength.

“There are many benefits they can take from learning this foreign language.” Then, first main point in second paragraph, she argued that foreign language is important to learn, but she did not explain why it is important in the next sentences.

The writing is less than three main points with poor development of ideas. She mentioned the main reason in first main point, but there are no clear supporting details in her writing. In addition, at the third and fourth paragraph, she did not mention other main points with some supporting sentences. Moreover, she only put the article in this section; there is no refutation or her own argument.

Moreover, the sentences using in writing are simple and still need more transitions such the first of all, moreover, in addition and others. Then, the conclusion did not adequately summarize the main point. She only repeated sentence from the introduction.

d) Bad

Based on categorization of students’ score, there are four kinds of point who get category of ☛☞ ✌✍ ✎✏ They are point 4, 3, 2, and 1. However, this research only found point 4. So, there is no point 3, 2 and 1. The details are explained below.

1) A sample of student who get score of coherence: 4

(See appendix 3.8: The Foreign Language Development in Indonesia)

In introduction, the writer stated the problem, but it lacks detail. Moreover, there is no clear thesis statement. Moreover, at the second paragraph, he stated the opponent by Timothy Wibowo, but he did not argue his refutation well. It lacks of proof. It can be seen in last sentence of paragraph two; the writer stated his argument but did not explain the reason why.

In fact, actually opinion from Timoty Wibowo does not wrong, but must need the guidance from the teacher and

45

must be balance to learn foreign language and Indonesian language.

There are only two simple transitions in his essay, they are

even, and so. Moreover, some sentences are difficult to understand. As we see in paragraph two, sentence 2:

The negative impacts could be caused if since childhood has been introduced and given foreign language.

Perhaps he tended to say “If the children are introduced about the foreign language since early, it will give negative impacts to them. Other examples is in paragraph 3, sentence 4:

I think if the children do it will be a problem, because when the children 0 – 3 years old usually often do what they like and what they want.

It will be better if he said like this: “In my opinion, the children should not memorize some words of foreign language because it causes some problems such as…..”

From the analysis above, it was found that there are only four levels of students’ category in building coherence. To make more clearly, below is the students’ ability of building coherence that include scores, percentage, and category.

Table 4.5

Students result of building coherence

Point Scores Frequency Percentage Category

10 – 12 ✑✒ – 100 5 10 ✪ Very good

✑ – 9 61 – ✑✓ 4 ✑ ✪ Good

5 – ✔ 41 – 60 ✸✔ ✔ ✕ ✪ Fair

3 – 4 21 – 40 5 ✒✓✪ Bad

1 – 2 0 – 20 0 ✓✪ Very Bad

As shown in table 4.5, we can see that the highest point is only obtained by five students ✭✒✓✪✖ with the category of very good. This shows that only few students who can build coherence very well. Whereas, most of students tend to get Fair grade, it can be seen that there are ✸✔ students or ✔✕✪ who get scores 41 – 60. The following chart is the representation of that description:

47

very good good fair bad very bad 0

20 40

frequency of s ✗✘✙✚✛✗s ability in building

coherence

Chart 4.1

Frequency of students’ ability in building coherence

The next step was calculating students’ ability into percentages. Then, it is showed in the chart below:

10% _8%

73% 10%

Very good

Good

Fair

Bad

Percentage of students' ability in building

coherence

Chart 4.2

Percentage of students’ ability in building coherence

Based on the chart, it could be seen that most of students with ✜ ✢✣ were in Fair grade, whereas the grade of very good and bad were in same

percentage, which is ✶ ✤✥ ✦ Then, the good grade acquired only ✧✥ from the total number of samples.

In composing an argumentative essay, the writers have to consider the coherence in part of argumentative writing. To more make specific findings, the results in composing argumentative writing were presented below. Here is the chart of students’ ability in building coherence of introduction of argumentative essay.

10%

25%

31% 33%

Very good Good Fair Bad

Students' ability in building coherence in

introduction

Chart 4.3

The students’ ability of building coherence in introduction

There were 51 samples students in composing an introduction of essay, but there were only 5 (five) students or ✶ ✤✥ that can build very well. They can develop well an introductory paragraph contains detail background. Moreover, they can give a clear explanation of the problem

49

10%

37% 43%

10%

Very Good

Good

Fair

Bad

Students' ability in building coherence in

main points

and thesis statement. Then, there were 13 samples ★ ✩✫ ✬✮ that can compose good introductory paragraph, but they only do not explain using details. The others 16 samples ★ ✯ ✰ ✬✮ stated the thesis but do not adequately explain the background of the problem. Also, the problem stated is lacks detail. Lastly, the students who have unclear thesis and vague background details were about ✰✱ samples or ✯✯✬✲ Then, the main part for students in composing a good argumentative writing is in the body paragraph that consists of some main points. Below is the chart of students’ ability in building coherence in main points.

Chart 4.4

The students’ ability of building coherence in main points

In building main points, there were 5 students ★✰✳ ✬✮ who composed the body paragraph very well. They have three or more main points that well-developed with supporting details. Similarly, 19 students

22 students or ✹ ✴✵ had three main points but all lack detail and development. Meanwhile, there were 5 students or ✷ ✺✵ who had less than three main points with poor development or ideas.

2. ❙✻✾✿❀❁✻❂ ❃ Ability of ❇✾❄❅✿❄❁❆ Unity

Unity is very necessary in composing an essay. It has to control the ideas in order to make the topic still stay on one thought. Yet, many students still lack comprehension about this. However, some of variant categories were found with different scores that students got. Below is the frequency of students in getting different point of unity.

Table 4.6

Frequency of student in point of unity

Points Number of student

3 14 students

4 19 students

5 10 students

6 3 students

❈ 5 student

From the data above, there are 19 students who got score 4 (four) of building unity. It indicates that most of students still need to compose their clear ideas to stay discuss in one topic. Whereas the highest score, which is

51

7, is acquired by only 5 (five) students, it shows that only a few student who can build the unity in argumentative writing very well. Moreover, researcher will explain how student can get each those points of unity.

a) Very good

Based on the table 4.3, there are two kinds of point who get category of very good; they are point 7 and 8. However, this research found only one kind of point, which is point 7.

1) A sample of student who get score of unity: 7

(See appendix 3.1: Advantages of Providing English for Children as soon as they start they School)

The ideas in the paragraph support the main idea, but could be organized more clearly. The writer be able to compose clear ideas and give logical evidence, and the paragraphs stay discuss only one topic; the advantages of providing English for Children.

Moreover, the writer supports the claims with logical reasoning and relevant evidences. It can be seen at fourth paragraph in the last sentence.

Bung Karno can communicate with the foreigner using English fluently, but he always loves Indonesia until bring it to get Independence.

b) Good

In this research, there are two kinds of point who get category of

❉❊❋❋ ● ❍■ They are those who get point 6 and 5. Both of those points are

explained below.

1) A sample of student who get score of unity: 6

(See appendix 3.4: The Benefits of Facebook for Children User)

The ideas in the paragraph support the main idea, but could be organized more clearly. As written in paragraph 6, the topic sentence is “Facebook can really helpful to motivate children in learning something.” She mentioned two reasons to support the idea: group discussion and learn together. However, the organization of her argument is not arranged well enough.

Her essay provided some claims, and they are supported with reasoning and evidence by citing some articles.

2) A sample of student who get score of unity: 5

(See appendix 3.9: Public School is the Best Choice)

Writer had three main points, but sometimes she cannot explain and organize the supporting details well. Besides, writer was able to support the claim with reasoning and evidence, but she can stay in one topic: public school is the best choice.

She put the counter-argument, but she can give some refutations following with examples to say the disagreement. As

53

written in paragraph 2 that the opponent said about getting more individualized attention of homeschooling, but the writer argued that children need to interact with other children. Moreover, she stated that parents still can do individualized attention to the children at night.

c) Fair

In this case, the category of fair is acquired by point 4. The details are explained below.

1) A sample of student who get score of unity: 4

(See appendix 3.7: Learning a Foreign Language)

A few ideas in the paragraph do not support the main idea or are out of place. The thesis statement is talking about the benefits of children who learn the foreign language early, but the ideas in some paragraphs do not support the thesis statement. She did not mention clearly what the benefits are.

The topic sentence of first main point discussed about the importance of learning foreign language, whereas the thesis statement in introduction is talking about the benefits, which is causing a confusion of meaning.

There are three main points of the writer’s writing; the benefits of children who learn foreign language early are good

preparation for children future, children can remember better than adult, and enjoy the learning without thinking about mistakes. She mentioned all that points, but she did not explain in detail what the reasons are and it lacks evidence.

d) Bad

Based on categorization of students’ score, there are three kinds of point who get category of ❏❑ ▲▼ ◆❖ They are point 3, 2, and 1. However, this research only found point 3. So, there is no point 2 and 1 presented. The details are explained below.

1) A sample of student who get score of unity 3

(See appendix 3.10: Children should Begin Learning a Foreign Language as soon as They Start School)

The ideas in the paragraph are disorganized and do not support the main idea, it caused a confusing of meaning. The thesis statement of the writer talked about the importance for children to learn foreign language early, but in main points she did not discuss what they are.

Next, in the second paragraph, she tended to talk about the advantages. The writer also talked about the bad impact in the fourth paragraph. Those ideas will make the reader get confuse because the essay is out of topic. One of the examples is in second paragraph, sentence 1: My first argument is, children learn a foreign language is

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easier and faster. If we see the topic sentence of the first main point, it does not give any correlation with the thesis statement in introduction.

In the fifth paragraph, writer said “I do appreciate” to the counter argument. Moreover, in the next sentences she did not give strong refutation to deny it. She only repeated the sentence from the paragraph before to refuse the counter argument. However, the using of word “I do appreciate” is better to avoid, because it tend to more agree with the opponent statement rather than writer’s argument.

From the analysis above, it was found that there are only four levels of students’ category in building unity. To make more clearly, below is the students’ ability of building unity that include scores, percentage, and category.

Table 4.7

Students result of building unity

Point Scores Freq Percentage Category

7 – P P◗ – 100 5 ◗ ❘❚ Very good

5 – 6 61 – P ❘ 13 ❯ ❱❚ Good

4 41 – 60 19 ❲ P❚ Fair

2 - 3 21 – 40 14 ❯ ❳❚ Bad

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This chapter presents the conclusion and suggestion of this study. Based

on the finding and result of the study on the previous study, in this chapter the

researcher wrote down the conclusion of the students’ ability of building coherence

and unity in argumentative paragraph writing. Also, the researcher proposed

suggestion to present for the practitioner of this study. They are teacher, students, and

the other researchers.

A. õö÷÷ øùú OF õ ûöüú

One of the first concepts the writer needs to understand is the idea that all formal writing has to have a central idea, or a main point. This is true if writer is composing a single paragraph or an entire essay. The importance of ideas like Coherence and unity are the cornerstones of academic writing. Each of these principles has its own important role in writing. These concepts apply both to the paragraph level and to the essay level.

The terms coherence and unity better and describe this sense of smoothness and connection. Coherence refers to the logical order of a paper. A coherent paper helps readers move from beginning to end smoothly. Unity refers to how material in a paper is connected. Unified-paragraphs of paper work

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together to support one main point. An essay is unified when all of its paragraphs relate directly to its thesis statement. A paragraph is unified what all of its sentences relate directly to its topic sentence. An essay is coherent when all of its paragraphs are written clearly, logically, and in a manner that is easy to follow. A paragraph is coherent when all of its sentences are written clearly, logically, and in a manner that is easy to follow.

B. CONCLUSION

The aim of this thesis was to investigate the students’ ability of building coherence and unity in argumentative writing. Having analyzed the argumentative essays written by students’ of fourth semester of English education department of State Islamic University of Sunan Ampel Surabaya, the writer comes to the conclusion that the students’ ability of building coherence and unity in argumentative writing were fair or moderate.

In building coherence, there were only ý þÿ or 5 students who get the

highest level. It indicates that only few students who can build the coherence in writing very well. Besides, the highest percentage was gained by moderate or fair grade with total students of ✸ or ✼ÿ✁ It shows that the students’ ability of

building coherence was in fair grade. This research also found that the highest score of coherence was gained by class C and D with average score ✻ ✁✂ of 12 as

maximum score. It shows that most students of class C and D have higher ability than others in understanding of building coherence.

In building unity, ✶ ✄☎ students were in very good, and ✷ ✆☎ or 13

students were in good grade. It shows that some students can build the unity good enough in their writing. However, there were ✷ ✝☎ or 14 students get bad

level. It indicates that many students are still cannot discuss in one central idea in their essay. The main points do not relate directly to its thesis statement. Then, the highest percentage was gained by fair grade with ✞ ✟☎ or 19 students. It

shows that the students’ ability of building unity was in fair grade. In averaging the score of each class, it also found that the highest score of unity was gained by class C and D with average score ✹✠✟ of ✟ as maximum score. It shows that most

students of class C and D have higher ability than others in understanding of building unity.

C. ❙✡☛☛ ☞❙✌ ✍ ✎✏

Based on conclusion above, there are some suggestions to be considered. They are as follow:

1. By knowing the problems of students’ writing in argumentative essay, the lecturers should give more exercises in composing the sentences that have relationship between ideas, and the details of each main points stays in topic. Moreover, the lecturers should explain deeply about the transition or conjunction in order to build the logical order in the sentences.

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2. For the students, they should understand well about the argumentative

structure first, and then they need to read more about coherence and unity in a

paragraph and an essay. Because the two aspects are complex enough,

therefore the students should practice and practice more in composing a good

writing in order to can build coherence and unity well. Moreover, students

need to paraphrase and use their own words to give strong arguments in the

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