An Analysis on Cohesive Devices of Students’ Recount Paragraphs Writing

Feby Tri  Lestari; Indri Astutik; Indah Werdiningsih

doi:10.47134/jpbi.v1i1.14

Authors

Feby Tri Lestari Universitas Muhammadiyah Jember
Indri Astutik Universitas Muhammadiyah Jember
Indah Werdiningsih Universitas Muhammadiyah Jember

DOI:

https://doi.org/10.47134/jpbi.v1i1.14

Keywords:

cohesive devices, students’ writing, recount paragraphs

Abstract

Cohesive devices are linguistic elements or techniques used to establish connections and create coherence within a text. They serve to link ideas, sentences, and paragraphs, making the overall discourse more cohesive and facilitating the smooth flow of information. Cohesive devices contribute to the logical organization and understanding of a written or spoken text. By employing cohesive devices effectively, writers can enhance the coherence and cohesion of their texts, allowing readers to follow and understand the information more easily. This study aims to examine how cohesive devices are utilized in recount paragraphs written by students as well as to identify the challenges and underlying reasons for their difficulties in using such devices. The research involved 20 tenth-grade students from MAN 2 Jember and adopted a qualitative analysis research design. The data collection process encompassed documentation, observations, and student interviews. The analysis focused on two aspects of cohesion: lexical cohesion (reiteration and collocation) and grammatical cohesion (reference, substitution, ellipsis, and conjunction). The findings reveal the following: (a) Students employed five types of cohesive devices in their recount paragraph writing, with reference (31.29%) and conjunction (28.75%) being the most frequent, followed by substitution (12.72%), ellipsis (1.78%), as well as reiteration (13.48%) and collocation (11.95%); (b) Students exhibited varying levels of familiarity and competence with different cohesive devices. The study highlights the importance of comprehensive instruction and support to enhance students' proficiency in using cohesive devices. To address the identified challenges, pedagogical interventions are recommended.

References

Agus Prananda, Y. (n.d.). Students’ Ability in Writing Paragraphs Using Structure of The Paragraph in Argumentative Essay By The Sixth Semester of English Study Program of Muhammadiyah University of Bengkulu.

Aprilia, R., Ridwan, A., Pd, M., & Hafidz, M. (n.d.). THE EFFECT OF INSTAGRAM ON STUDENTS’ WRITING SKILL IN RECOUNT TEXT.

Bunga Halimatusyahdiah, M., & Aisah Ginting, S. (n.d.). THE COHESIVE DEVICES OF STUDENTS’ WRITING RECOUNT TEXT.

Ellis, R. (2005). Principles of instructed language learning. Asian EFL Journal, 7(3), 1-25. DOI: https://doi.org/10.1016/j.system.2004.12.006

Fazal, Z., Zafar, S., & Jabeen, N. (2018). Impact of Cohesion Devices on Writing Skills of Undergraduate Students. International Journal of English Linguistics, 8(2), 246-255.

Flowerdew, J., & Peacock, M. (2001). Research perspectives on English for academic purposes. Cambridge University Press. DOI: https://doi.org/10.1017/CBO9781139524766

Gailea, N., Ai, S., Sultan, H., & Tirtayasa, A. (n.d.-a). THE ANALYSIS OF COHESIVE DEVICES IN STUDENTS’ WRITING DISCUSSION TEXT.

Gailea, N., Ai, S., Sultan, H., & Tirtayasa, A. (n.d.-b). THE ANALYSIS OF COHESIVE DEVICES IN STUDENTS’ WRITING DISCUSSION TEXT.

Halliday, M.A.K. & Hasan, R. (1976). Cohesion in English. London: Longman.

Hasanah, I. (2022). An Analysis of Madrasah Aliyah Students’ Ability in Writing Recount Text. Takuana: Jurnal Pendidikan, Sains, Dan Humaniora, 1(1), 50–58. https://doi.org/10.56113/takuana.v1i1.17 DOI: https://doi.org/10.56113/takuana.v1i1.17

Hedge, T. (2015). Writing. Oxford University Press.

Hyland, K. & Milton, J. (1997). Qualifications in English language teaching: A guide to the teaching of English as a second or foreign language. Cambridge: Cambridge University Press.

Hyland, K. (2003). Genre-based pedagogies: A social response to process. Journal of Second Language Writing, 12(1), 17-29. DOI: https://doi.org/10.1016/S1060-3743(02)00124-8

Hyland, K. (2004). Disciplinary Discourses: Social Interactions in Academic Writing. Ann Arbor, MI: The University of Michigan Press.

Hyland, K. (2004). Genre and Second Language Writing. Ann Arbor: University of Michigan Press. DOI: https://doi.org/10.3998/mpub.23927

Hyland, K. (2019). Teaching and researching writing (3rd ed.). London: Routledge.

Ida, N. K., Zakaria, E., & Zamri, N. N. A. (2019). The Effect of Using Conjunction and Referencing Devices on Writing Quality. International Journal of Instruction, 12(2), 231-246.

Iklilah Siregar, K. (2073). IMPROVING STUDENTS’ WRITING SKILL ON RECOUNT TEXT THROUGH DIARY WRITING. Journal VISION, 1. http://jurnaltarbiyah.uinsu.ac.id/vision

Lee, I. (2009). Ten mismatches between teachers’ beliefs and written feedback practice. ELT Journal, 63(1), 13-22. DOI: https://doi.org/10.1093/elt/ccn010

Manullang, C. N. A., Tampubolon, S., & Sitorus, N. (2023). An Analysis Of Coherence And Cohesive Device In Writing Recount Text Used By The Fifth Semester Students Of English Department In HKBP Nommensen University. Rina Octavia Simarmata INNOVATIVE: Journal Of Social Science Research, 3, 3765–3773.

Nunan, D. (1992). Research methods in language learning. Cambridge University Press.

Olva Andayani, P., Ketut Seken, I., & Marjohan, A. (n.d.). AN ANALYSIS OF THE COHESION AND COHERENCE OF THE STUDENTS’ NARRATIVE WRITINGS IN SMP NEGERI 2 BANJAR.

Putri, M., Delfi, S., & Ras, F. (n.d.). AN ANALYSIS OF GRAMMATICAL COHESION OF DESCRIPTIVETEXT FOR THE SEVENTH YEAR STUDENTS OF JUNIOR HIGH SCHOOL. In JOM FKIP-UR (Vol. 7).

Rijlaarsdam, G., & Couzijn, M. (2013). Effective learning and teaching of writing: A handbook of writing in education. Springer Science & Business Media.

Rohim, A. (2019). AN ANALYSIS OF STUDENTS WRITING SKILL IN PARAGRAPH WRITING. An English-Indonesian Journal for English, Education and Culture, 8(1). https://doi.org/10.31000/globish.v7i2. DOI: https://doi.org/10.31000/globish.v7i2.1126

Rose, D., & Martin, J.R. (2012). Learning to write, reading to learn: Genre, knowledge and pedagogy in the Sydney School. London: Equinox Publishing Ltd.

Scrivener, J. (2011). Learning teaching: The essential guide to English language teaching. Macmillan Education.

Silitonga, A., Elisa, H., Prasetya Dharma, Y., Education Study Program, E., Persada Khatulistiwa Sintang STKIP Persada Khatulistiwa Sintang Jl Pertamina, S., Kanan

Hulu, K., Sintang, K., Sintang, K., & Barat, K. (2022). AN ANALYSIS OF STUDENTS’ ABILITY IN WRITING RECOUNT TEXT IN SMA JOSEPH KHATULISTIWA. INOVISH JOURNAL, 7(1). DOI: https://doi.org/10.35314/inovish.v7i1.2485

Storch, N. (2013). Collaborative writing in L2 classrooms. Multilingual Matters. DOI: https://doi.org/10.21832/9781847699954

Tahsildar, N. (2017). Impact of teaching cohesive devices on L2 students’ language accuracy in written production. https://orcid.org/0000-0001-5559-7228

Tenri Ampa, A., & Muhammad Basri, D. (2019). Lexical and Grammatical Cohesions in the Students’ Essay Writing as the English Productive skills. Journal of Physics: Conference Series, 1339(1). https://doi.org/10.1088/1742-6596/1339/1/012072. DOI: https://doi.org/10.1088/1742-6596/1339/1/012072

Zhang, L.J., & Schleppegrell, M.J. (2013). Teaching advanced literacy skills: A guide for L2 teachers. London: Routledge.

Zulkifli, Z., Abu Samah, B., & Ahmad, I. S. (2021). Cohesion Devices in Recount Writing among ESL Learners. English Language Teaching, 14(2), 131-141.