ABSTRACT

Irawan, Agus Ari. 2019. Cohesion and Coherence of Essays which are Written by Fourth Semester English Department Students in Advanced Writing Classes. Sarjana’s Thesis. English Department, Faculty of Teacher Training and Education, Lambung Mangkurat University, Banjarmasin. The first advisor: Dr. Jumariati, M.Pd., the second advisor: Elvina Arapah, M.Pd

Keywords: writing, essays, cohesion, coherence.

Writing is an activity of delivering writers’ idea or information through written form, for example essays. A good essay has to be clear and it has to have smooth flow of ideas for the readers. The clarity and flow of ideas are called as cohesion and coherence. This study is focused onanalyzing the cohesion and coherence of students’ essays in A-3 and A-4 of Advanced Writing Classes. Particularly, this study analyzes the cohesion and coherence of four kinds of text, they are descriptive, recount, expository, and argumentative text.

The subjects of this study wereone hundred and twenty students’ essays from A-3 and A-4 Advanced Writing Classes of English Department, Faculty of Teacher Training and Education, Lambung Mangkurat University, Banjarmasin. The students’ essays were categorized into three categories, they were good, immediate and poor quality of cohesion and coherence. Each category had its own criteria in cohesion and coherence of essay. This study also was mix method research because it analyzed the cohesion of essay and it categorized the coherence. Then, in analyzing cohesion and categorizing coherence, there were two instruments which were adopted from Halliday and Hasan, and Hasanah. Halliday and Hasan cohesion analysis was used to analyze the cohesion of the essays. Then, coherence scoring rubric scale from study by Hasanah was used to analyze the coherence of the essays.

The result showed that students’ essays were mostly cohesive and some of them were not. In other words, there were93 or 77.5% from 120 students’ essays which werecohesive, and 27 or 22.5% students’ essays were not cohesive. Then, there were 31 students’ essays in scale 4 (Complete) and 62 students’ essays in scale 3 (Extensive) or they were categorized as coherent essays. In addition, 27 students’ essays were in scale 2 (Moderate) or incoherent essays. As a suggestion for the studentswho would like to write essays to use the cohesive devices and the coherence aspects appropriately to help them writecohesive and coherence essays.