Cohesion and Coherence of Students Recount Texts in Indonesia

Abstract

This study aimed at analyzing the cohesion and coherence of recount texts and their implication to teaching writing. The data was fifteen recount texts which were non-randomly chosen from the first-grade students of high school in Central Java, Indonesia. This was qualitative research employing cohesion theory by Halliday and Hasan (1976) and thematic progression proposed by Butt et al. (1995). The result of this research showed that most of the cohesive devices employed by the students were personal reference with 58.11%; demonstrative reference and definite article with 7.18%; comparative reference with 0.93%), lexical (repetition 22.21%; synonym 0.66%; superordinate 0.13%), conjunction (temporal conjunction 7.45%; adversative conjunction: 1.33%; additive conjunction 1.06%; causal conjunction 0.66%), and ellipsis with 2%. The presuppositions of the presupposed items and presupposing items were achieved anaphorically and cataphorically; most of them were anaphoric. The distances of the presuppositions were in the forms of immediate ties, mediated ties, and non-mediated ties. Furthermore, immediate ties occurred extensively. Based on the analysis, most of the texts were cohesive due to the achievement of presupposing and presupposed items in every sentence of the texts. Then, coherence of the students’ recount texts was achieved by employing three kinds of patterns: reiteration/ constant, zig-zag, and multiple thematic progression patterns. Most of the texts were developed by using a reiteration/ constant pattern. Based on the analysis, most texts were not coherent because of the unrelated clauses. As the result, they broke the signposted progression of the texts. The finding was expected to possibly contribute to the process of teaching writing by encouraging the students to create a good text in a cohesive and coherent way.

Recount Text in EFL Vocational School: A Thematic Structure Analysis

“…Besides the teacher, students also must improve their writing performance by practicing. Little practices to produce a coherent text can start with making coherent sentences, short paragraphs, and a text (Priyatmojo, 2021). In that way, a successful writing class will be created.…”

What is Thematic Progression in Students’ Essay? Revision of Systematic Literature Review

“…At the same time, teachers can also assist students in building better writing using thematic developments according to thematic patterns research that have been introduced by field experts or well-known model pioneers such as Danes, Eggins, Bloor and Bloor, Paltridge, McCabe and many others (Refer on Table 4). With the identification of this problem, the teacher can build a more effective writing teaching strategy using the theory and approach of study in this area (Priyatmojo, 2021).…”

“…A study in the text recounted by Priyatmojo (2021) discovered reiteration thematic patterns, zigzags, and multiple thematic patterns. Eggin's theory was applied in the research (2004).…”

“…Writing is a great way for students to explore their thoughts and ideas because it is a cyclical process (Rofiah et al, 2021). The overall text's structure needs to be supported by several crucial parts if it is to be successful (Priyatmojo, 2021). If a text lacks consistency and the arrangement of concepts can pique the reader's interest, the text's construction is incomplete (Dewi, 2021).…”

Cohesion and coherence of EFL students’ essay writing

“…Furthermore, the findings highlight English instructors' duty to enhance ways for teaching writing depending on students' inadequacies. (Priyatmojo, 2021) Based on the discussion above, the researcher concludes that the writing skill of UINFAS Bengkulu fifthsemester English Education students is competent. The verdict clearly shows that practically all pupils have a high level of coherence.…”