Ulfiati, Lilik (2010) Cohesive devices in papers written by english departement students of state Unoversity of Malang / Lilik Ulfiati. Masters thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
Thesis. English Language Education Graduate Program of State University of Malang. Advisors (I) Prof. M. Adnan Latief M.A. Ph.D. (II) Dr. Gunadi Harry Sulistyo M.A. Key words cohesive devices English students. In creating coherent writing papers cohesive devices have significant role because they provide not only surface evidence for the text unity but also express the continuity that exists between one part of the text and another. The present research aimed to investigate firstly manifestation of cohesive devices in the students papers to construct coherent texts secondly the students errors in using cohesive devices made by the students in constructing coherent papers thirdly the students morphological errors in constructing coherent papers. The subjects of the present research are the seventh semester students who specialize in Literature of English Department of Letters Faculty the State University of Malang registered at the academic year 2009/2010 which consists of 10 students. They were assigned to write papers of 1500 words in length as their final project of Comparative Literary Studies course. They can choose their own topic and literary works to be analyzed. However the lecturer will also provide several topics to help students save time thinking of the topic. These papers were used as the instruments to scrutinize the manifestation of cohesive devices in the students papers and the errors in using cohesive devices as well as the students morphological errors. In analyzing the data the researcher utilized the theory of cohesion analysis suggested by Halliday and Hasan (1984) and the theory of errors analysis recommended by Dulay et al. (1982 150) by identifying classifying and describing the manifestation of cohesive devices the errors in using cohesive devices and their morphological errors in English papers made by the subject. The result showed that the students employ eleven of the sixteen types of cohesive devices described by Halliday and Hasan (1984) in the students papers. The eleven types include lexical reiteration (LR) that reached up to 56.06% pronominal reference (PR) 19.11% demonstrative reference (DR) 18.01% addictive conjunction (AddC) 1.59% lexical collocation (LC) 1.55% adversative conjunction (AdvC) 1.35% causal conjunction (CC) 1.16% comparative reference (CR) 0.75% temporal conjunction (TC) 0.32% nominal substitution (NS) 0.16% and other continuative conjunction (OCC) 0.020%. Five of cohesive devices that are absent from the students papers include verbal substitution (VS) clausal substitution (CS) nominal ellipsis (NE) verbal ellipsis (VE) and clausal ellipsis (CE). Then the variation of cohesive devices the students use in their papers involves seven to ten types of cohesive devices. In addition the frequency of cohesive devices in general is 4.4. It means that cohesive devices occur 4.4 times in each T-unit. The frequency of each type of cohesive is different from one to another. A particular type that is LR occurs very frequently. It occurs 2.48 times in each T-unit. Some other types PR and DR occur frequently. PR occurs 0.83 time whereas DR occurs 0.78 time in each T-unit. Some others occur rarely not more than 0.1 time in each T-unit. Meanwhile the cohesive devices errors in the students papers included reference conjunction substitution and lexical. The highest error was references followed by lexical and conjunction whereas substitution formed the lowest error. This can be seen from the fact that one of cohesive devices suspected to appear in the analysis ellipsis of error is absence in this study. Besides based on surface strategy taxonomy category the students tend to omit morphological items more than to add and to misform morphological items of English. The omission errors are commonly practiced to inflectional affixes such as (-s -ed and -ing) in the verb inflection as well as plural form (-s/-es) in the noun inflection. Meanwhile the practice of addition errors commonly occurs in double marking as well as regularization and simple addition errors. Misformation takes place to regularization errors although a few practices also occur in the archi-forms. Hopefully the finding of the present research is worthwhile for the English teachers especially those who teach grammar morphology and writing as well as the material designers and syllabus designers for the sake of the students improvement in their target language achievement and the coming researchers as a recommendation for conducting the further study of the similar kind as well as the students more specifically those who are preparing to write thesis at State University of Malang.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S2 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 24 Aug 2010 04:29 |
| Last Modified: | 09 Sep 2010 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/58458 |
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