The ability to implement the Thematic development is important in writing exposition text. Moreover, the exposition text is written to convince the readers. It means the writers are required to achieve the readers’ expectation. This study therefore aims to explore EFL learners’ exposition texts using Thematic progressions. The analysis of this element reveals the logical relations which become the main aspect in the text to achieve micro-level of coherence. Three exposition texts written by high, average and low proficiency level learners, are analyzed using systemic functional linguistics approaches on discourse analysis. The analysis reveals that the exposition text written by high proficiency level learner successfully implements the Thematic progressions and hence it achieves the micro-level of coherence. The Theme re-iteration patterns are implemented to keep the text focused. The zig-zag patterns are used to construct newly introduced information. Then, the multiple Theme patterns are implemented, especially in thesis statements of the texts, to preview the argument that will follow in the texts. Differently, the exposition text written by average proficiency level learner overuses one of the patterns, namely the Theme re-iteration patterns. This makes the text stuck in only same idea. However, the micro-level of coherence is still achieved as the logical relations of the text are still implemented successfully. Lastly, the exposition text written by low proficiency level learner unsuccessfully implements the Thematic progressions and hence the micro-level of coherence is not achieved. In sum, the implementation of Thematic progressions helps the texts to hang together and make sense.
This study investigated the use of English discourse markers in students writing at Universitas PGRI Semarang, Indonesia. Fraser identifies three functional classes of EDMs; contrastive, elaborative and inferential. The problems of this study are; what are the English discourse markers used in students writing, and what are the functions realized in students writing. This is a qualitative descriptive design. The sample of the study was the EFL students writing result which have 45 essays at English education study program of Universitas PGRI Semarang Indonesia. In analyzing the data, the writers did prior activities such as collecting and classifying. The result is that shows students used contrastive EDMs like; but 24, however 8, although 5, elaborative EDMs like; and 344, also 50, in addition 3, inferential EDMs like; as a results 4, then 10, because 13, since 39. It elaborates us that mostly students used and familiar using elaborative functions rather than contrastive and inferential. Furthermore, they have a very limitation in understanding and comprehending some words of EDMs in their writing, it has only 10 markers in all functions. The more markers they use in their writing so that the more coherence and cohesion within their writing. Conclusion of this study reflects that students are still weak in using some EDMs in their writing so that they only produce the certain familiar markers. The pedagogical implication that I can say is that students of EFL need to get some kinds of EDMs to compose their writing well organized and understood.
Writing is one of the skills learned by 11th graders. It makes the students consider to make their text communicative to the readers. To recognize whether the students can communicate the text or not, one can analyze its cohesive devices. This study aimed to find out the use of cohesive devices in narrative texts written by 11th graders of Pelita Bangsa School. Qualitative method was used in this study. Five texts were chosen by the researcher from 11th graders of Pelita Bangsa School Cirebon. The analysis focused on students’ texts analyzed by the theories of Halliday and Hasan (1976) and Thornbury (2005). The findings showed that reference, conjunction, substitution, ellipsis, and lexical cohesion were used by the students. However, both substitution and ellipsis were infrequently used by the students. Meanwhile, reference and conjunction were frequently used by the students. In addition, the relationship of the devices in achieving text coherence was important. Cohesive devices create a text that makes sense to read. In conclusion, some cohesive devices were familiar to the students, only substitution and ellipsis were rarely used by them. Moreover, the relationship of cohesive devices in achieving text coherence was the direct involvement of all cohesive devices in making text coherence.
Identifying appropriate writing techniques to help students with different self-esteem improve their writing ability needs to be considered by educators. This study attempted to examine the effectiveness of two writing techniques, Reflective Learning Portfolio (RLP) and Dialogue Journal Writing (DJW) in improving the writing ability of undergraduate students with different self-esteem. A quasi-experimental design was employed in this study. The participants of the study were 62 undergraduate students from a private university in West Java, Indonesia, which were divided into two groups that received different treatments, RLP and DJW techniques. A set of questionnaires to measure students’ self-esteem and writing tests were utilized to collect the data. Data from questionnaires were analyzed by using Likert Scales. Data from pre-test and post-test, to know the effectiveness of RLP and DJW was administered by using a paired t-test. The finding revealed that the writing performance in RLP class was significantly better than in DJW class. In other words, RLP is more effective in teaching writing to students with different self-esteem. The use of explicit teaching, peer feedback, and teacher feedback in RLP class could have caused the RLP technique to be more effective in improving the students’ writing ability compared to the DJW technique.
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