The study was undertaken to investigate grammatical cohesion devices use in college students’ academic writing essay as a part of discourse analysis. The study also explored to find out the kinds of grammatical cohesion devices specifications in college students’ academic writing essay. The researchers conducted this study with attention to know the college students’ writing quality at tertiary education. Further, the researchers employed Halliday & Hasan (1976) conceptual framework related to grammatical cohesion devices. The study was conducted to 42 college students enrolling on an online writing course. The researchers applied descriptive and analytical study by giving an assignment to assess grammatical cohesion devices use in college students’ academic writing essay. Data were collected from college students’ academic writing essay. The findings revealed that 1048 grammatical cohesion devices were used in the essays. Other findings indicated that the highest use of grammatical cohesion devices were reference with 53.53% and conjunction. The data also pointed out that the college students were more familiar with reference and conjunction use rather than substitution and ellipsis. The result also indicated that the lack of grammatical cohesion devices use in terms of comprehension, knowledge and ability in writing leads the college students use inappropriate grammatical cohesion devices.ABSTRAKPenelitian ini bertujuan menginvestigasi penggunaan perangkat grammatical cohesive device/kohesi tata bahasa pada penulisan akademik esai mahasiswa. Penelitian ini juga bermaksud untuk menggali jenis-jenis spesifikasi kohesi tata bahasa pada esai mereka. Dalam penelitian ini, para peneliti ingin mengetahui kualitas penulisan esai mahasiswa di perguruan tinggi. Untuk mencapai tujuan tersebut, para peneliti menggunakan kerangka konseptual dari Halliday dan Hasan (1976) terkait dengan kohesi tata bahasa. Penelitian ini melibatkan 42 mahasiswa yang mengikuti kelas menulis via daring. Penelitian menggunakan studi deskriptif dan analitik dengan menugaskan para mahasiswa menulis esai. Temuan dari penelitian ini menunjukkan bahwa terdapat 1048 kohesi tata bahasa yang dipergunakan dalam esai-esai tersebut. Selanjutnya, temuan lain menunjukkan bahwa penggunaan kohesi tata bahasa tertinggi adalah referensi 53,53% dan kata penghubung 45,80%. Temuan lainnya adalah mahasiswa lebih familiar terhadap dua aspek tersebut daripada substitusi dan elipsis. Hasil penelitian juga menunjukkan bahwa kurangnya tata kohesi bahasa dalam hal pemahaman, pengetahuan, dan kemampuan dalam menulis menyebabkan para mahasiswa menggunakan tata bahasa kohesi yang kurang variatif. How to Cite: Trisnaningrum, Y., Alek, Hidayat, D. N. (2019). Discourse Analysis of Grammatical Cohesion Devices in College Students’ Academic Writing Essay  . IJEE (Indonesian Journal of English Education), 6(1), 79-90. doi:10.15408/ijee.v6i1.12502

Self-assessment is one of alternative ways to evaluate students’ speaking talent in English. Through this evaluation, students are allowed to discover, know, and develop their speaking skill. Nonetheless, this sort of project was probably not common in Indonesia. Thus, this study was aimed to know students’ perception of using self-assessment for assessing their oral performance at Link and Match vocational high school. The information of this study was gathered by means of questionnaire which consists of 5 questions about the use of self-assessment. In this qualitative study, the data had been analyzed descriptively. There have been 30 vocational high school students who stand in Multimedia Major as the participant of this study. The results of this study indicated that most of the students thought that self-assessment very helpful for them because it allowed them to know their functionality and develop it to achieve the course goal specifically the speaking course objective. However, some students though that self-assessment was considerably useful since the teacher not often use this assignment and the students not take pleasure in whereas attempting to assess themselves. Self-assessment is very useful in exploring and assessing students speaking skill.

Figurative language is part of the semantic aspect in language that employs various figures in a language. The study discussed an analysis of the figurative languages in the Selena Gomez song. The study aimed at finding out the kind and the meaning of figurative languages in her song “Lose You to Love Me”. The source of the data was taken from the lyrics of Selena Gomez’s song. Her song was classified as a pop song released on 23rd October 2019. In this analysis, the descriptive qualitative model was used with a pure structuralism approach, such as hyperbole, irony, paradox, personification, repetition, and simile. Then the types of figurative language were classified and analyzed. The result showed that six kinds of figurative languages were found: hyperbole 33.3%, Irony 11.1%, paradox 22.3%, personification 11.1%, repetition 11.1%, and simile 11.1%. The figurative language dominant is hyperbole since song lyrics are distorted by adding original meanings to explicit words. Instead, song lyrics contain a comparative meaning between denotative interpretation and connotative meaning. In addition, this song provides the essence of the song on aesthetic principles and colors.

This article would investigate the gender representation in English textbooks for MTs Students. In detail, the investigation covered: Gender-biased, gender posistion, authors' understanding, male and female position, the explicitly or implicitly presented the gender representation in the English textbook for MTs students. Critical Multimodal Analysis and Content Analysis Method was used to analyze the data. The results will be expected is to obtain the clear understanding of each aspects regarding to the gender representation in the English textbooks for MTs as the object of the investigated. Furthermore, another result can be summed up is the authors of English for MTs use imageare used inequal or unbalance. In other words, the authors of "English on Sky" Grade VIII for MTs/Junior High School shows that the gender positioning was inequal. In the meantime, the authors use some words to illustrate or depict the gender which are in English textbook "English in Focus", they are adjective, proper name, and pronoun. Based on the result as seen above, the authors of the two English textbooks, not only the authors of English in Focus but also English on Sky have somewhat understanding the gender bias, gender streotype.

This study is an analysis of illocutionary speech acts performed in Tom Cruise’s interview in promoting his movie. This study aims to describe the types as well as the functions of illocutionary speech acts performed by both the interviewer and the interviewee. Moreover, this study also describes the most and the least used illocutionary speech acts performed in the interview. This study uses qualitative method employing descriptive analysis design. The data source of this study is collected by downloading the video of the interview from YouTube. The data are observed and transcribed into written form. Furthermore, the data are categorized into some types of illocutionary speech acts. The result showed that there are four kinds of illocutionary speech acts which are performed in Tom Cruise’s interview which are representative, commissive, directive, and expressive. Here, the representative speech acts was categorized as the most performed speech in that interview. The result of the present study showed that Tom Cruise tended to convey his utterance to give statements of fact or to describe things that he believed to be true. Meanwhile, the percentage of the most performed or the most used speech acts to the least one in Tom Cruise’s interview is: representative (48.7%), expressive (38.5%), commissive (7.7%), directive (5.1%), and declarative (0%).