THE CONTRIBUTION OF COHESIVE TIES TO THE COHESION OF EFL STUDENTS’ EXPOSITORY WRITING.

(1)

THE CONTRIBUTION OF COHESIVE TIES TO THE

COHESION OF EFL STUDENTS’ EXPOSITORY WRITING

(A case study on High School Students in Kuningan, West Java)

A Research Paper

submitted in partial fulfilment of the requirements for master’s degree in English Education

by:

Nida Amalia Asikin (1101214)

ENGLISH EDUCATION PROGRAM

SCHOOL OF POSTGRADUATE STUDIES

(2)

===============================================================

The Contribution of Cohesive Ties to the

Cohesion of EFL Students’ Expository

Writing

Oleh Nida Amalia Asikin

S.S UPI Bandung, 2010

Sebuah Tesis yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Magister Pendidikan (M.Pd.) pada Program Studi Pendidikan Bahasa Inggris, Sekolah

Pasca Sarjana

April 2014

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.

(3)

PAGE OF APPROVAL

The Contribution of Cohesive Ties to the Cohesion

of EFL Students’ Expository Writing

A Research Paper

Written By

Nida Amalia Asikin

1101214

Approved by

Main Supervisor Co-Supervisor

Dr. Iwa Lukmana, M.A. NIP: 196611271993031002

(4)

STATEMENT OF AUTHORIZATION

I hereby certify that this research paper entitled “The Contribution of Cohesive Ties to the Cohesion of EFL Students’ Expository Writing” is completely my own work. I am fully aware that I have quoted some statements

and ideas from other sources and they are quoted and acknowledged properly.

Bandung, December 2013

The writer

(5)

PREFACE

All the praises and thanks are to Allah, the Lord of the universe. This

research paper entitled “The Contribution of Cohesive ties to the Cohesion of EFL

Students’ Expository Writing” could be finally completed. This paper is submitted

to English Education Program the School of Postgraduate Studies Indonesia

University of Education in partial fulfilment of the requirement for Magister

Pendidikan degree.

Under the qualitative method, this research investigates the contribution of

cohesive ties to the cohesion of EFL students’ expository writing. It always has been my intentions to give the best analysis and explore the information from

students’ writing by using systemic functional linguistics point of view.

Lastly, I hope that this research paper will give contribution to SFL field

and will open other chances to study EFL students’ writing.

The writer,

(6)

ACKNOWLEDEMENTS

Most of all things, my biggest grateful is praised to Allah Subhaanahu Wa

Ta’ala who has granted His blessing and peace upon us, for all the strength and marvellous journey of my life till the edge of my postgraduate degree. Allah may always grant peace upon our Prophet, Muhammad SAW, his family, his companions, and his disciples, who have followed him until the day of resurrection.

I would like to express my appreciation to those who have supported, assisted, and criticised my works. My first thanks go to my supervisors, Bapak Iwa Lukmana, M.A.,Ph. D., and Ibu Prof. Emi Emilia, M.Ed., Ph.D. Pak Iwa has given me opportunities to share his knowledge through discussion. Ibu Emi has given me guidance patiently to complete this research paper. It is an honour to have their guidance, which made the process of research accomplishment as easy as possible.

My special thanks are also dedicated to all lecturers in SPS UPI who have given me precious knowledge. I hope I can apply the knowledge wisely so that the knowledge will be useful. In addition, I would like to thank all administration staffs of SPS UPI for helping me to complete the administration process.

My sincere thanks go to my parents, sister, and in laws, who always support me and give their sincere prayer so that I can finish writing this research paper.

Finally, I would like to give my special thanks to my beloved husband, Dudi Hermawandi. Thank you for your prayer and huge supports from the beginning until the end process of the research. Thank you for your understanding and willingness for being patient when our quality time was decreasing.

The writer,

(7)

Nida Amalia Asikin, 2014

The Contribution of cohesive ties to the cohesion of efl students’ expository writing Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

LIST OF TABLES

Table 2.1. Examples of Topical theme... 23

Table 2.2. Examples of Interpersonal Theme ... 24

Table 2.3. Examples of Textual Theme ... 25

Table 2.4. Examples of Longer Unit Themes ... 25

Table 2.5. Examples of Longer Unit Marked Themes ... 26

Table 2.6. Basic Options for Conjunctions ... 44

(11)

LIST OF FIGURES

Figure 2.1. Text in Context (Butt et al., 2006:4) .... Error! Bookmark not defined.

(12)

The Contribution of cohesive ties to the cohesion of efl students’ expository writing

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

THE CONTRIBUTION OF COHESIVE TIES TO THE

COHESION OF EFL STUDENTS’ EXPOSITORY WRITING

ABSTRACT

This thesis is a descriptive case study concerning cohesion in EFL students’

expository writing. The study explores the use of cohesive ties in students’ writing, the contribution of cohesive ties to students’ writing and the ways students were exposed to the use of cohesive ties in their writing. The data of the study are nine expository texts produced by nine twelfth-year students of a senior high school in Kuningan. The study used a qualitative research design. There were two data collection procedures applied in this study, i.e. document analysis and interview. The data from students’ texts were analyzed on the basis of the concept of cohesive ties by Haliday and Hasan (1976), i.e. reference, substitution, ellipsis, conjunction, and lexical cohesion. The results of the study revealed that from the nine texts, cohesive ties were used 509 times and there were only four types of cohesive ties – reference, substitution, conjunctions, and lexical cohesion - found

in the students’ texts. It is also found that cohesive ties contribute to the process of

(13)

CHAPTER I

INTRODUCTION

This chapter represents the introduction of the research. It consists of six sub

chapters. The sub chapters are background, research questions, aims of the

research, significance of the research, classification of key terms, and organization

of the research.

1.1 Background

According to School-based curriculum (KTSP) Depdiknas RI (2006), there

are three aspects of English language teaching in Senior High School. These

include students’ competence to produce oral and written texts in relation to four language competences (speaking, writing, listening and reading), students’ competence to produce short functional and monolog texts, students’ linguistic

competence, social cultural competence, strategic competence, and discourse

marker competence. Therefore, the word text and students’ ability to produce

texts become the current issue in EFL teaching. Thus, EFL teachers are required

to facilitate students to produce many kinds of texts or genres.

The term text is not merely in the form of writing (Butt et al., 2006, p.3). It

is the collection of words or sentences, spoken or written, which belong to a

whole. This statement suits to Eggins’ statement (1994, p.5) that text refers to a

complete linguistic interaction from beginning to end. It means that the

determination of a text is not only about the length of the text itself; it depends on the unity of the text’s element to create text’s meaning.

Furthermore, something called “text” should have texture (Halliday and

Hassan, 1976). Texture involves two components cohesion and coherence. The

(14)

Texture will help readers to understand the semantic relation of the text. In addition, readers’ comprehension will be determined by the writer’s understanding of semantic relation-application (Thompson, 1996). Therefore,

writers should have the ability to master the concept of texture.

One of the element of texture in the text is cohesion. The term cohesion is

defined as non-structural resources for discourse to hold the text together and give

the text a meaning (Halliday, 1994). Cohesion is created in English through five

cohesive ties: reference, ellipsis, substitution, conjunction and lexical organization

(Halliday and Hasan, 1976). The use of those cohesive ties bind the text together

into a unified whole. It helps the readers to understand the flow of the text.

Based on the explanation about the role of texture above, this study

analyzed the use of lexico-grammatical cohesion as one of the linguistic functions. The study focused on the contribution of cohesive ties to students’ expository writing. It includes the variety of cohesive ties used by students to create semantic

relation; the contribution of the cohesive ties to the writing, and how the students

are exposed to the use of cohesive ties in expository essay. The concept of

cohesive ties by Halliday and Hasan (1976) is used in this study as framework to analyze students’expository writing.

The contribution of cohesion in students writing becomes the issue of the

study. It is believed that students have less understanding about the use of proper

cohesive ties on the writing. Meanwhile, the contribution of cohesive ties is

cohesive ties, text cohesion should have clarity and correct grammar.

Therefore, the study on students’ writing focusing on the use of cohesive

(15)

text success. The use of appropriate cohesive ties contributes to a good text.

Besides that, the analysis of students’ text toward the use of cohesive ties is hoped to show students’ struggle in composing a good writing.

To identify the picture of the study, several previous studies were examined

and attached as the literature review. The previous studies used the concept of cohesive ties by Halliday and Hasan’s (1976). These studies include: students’ problems with cohesion and coherence in EFL essay writing in Egypt (Ahmed, 2010), Grammatical cohesion in students’ argumentative essay (Alarcon and morales, 2011), coherence structure and lexical cohesion in expository text

(Berzlanovich, Egg and Redeker, 2008), The analysis of texture in news article

(Crane, 2008), Cohesion in ESL classroom written text (Olateju, 2006) , the use of

lexical cohesion in reading and writing (Muto, 2007), and the analysis of cohesion

in L2 academic text (Hinkel, 2001). These previous studies will be discussed in

chapter 2.

However, those studies commonly focus on the use of cohesion in various

texts. In addition, the studies that focused on students’ ability toward the use of

cohesive ties are rarely found and it appears that there has not been found a study

focusing on cohesive tie phenomenon in expository text, particularly in research

site. Thus, based on the reasons, this study attempts to fill the gap. At the end of the study, the writer wants to give contribution to the development of students’ critical thinking through the use of cohesive ties in expository writing.

1.2 Research Questions

Referring to the background of the study, the research problems have been

formulated in the following questions:

1. What cohesive ties are found in students’ expository writing?

2. How do the cohesive ties contribute to the cohesion of students’ expository

(16)

3. How are students exposed to the use of cohesive ties?

1.3 Aims of the Research

The aims of the research are:

1. to find out the cohesive ties use in students’ expository writing.

2. to investigate the contribution of cohesive ties to students’ expository writing.

3. to investigate the way of students are exposed to the use of cohesive ties.

1.4 The significance of the research

This study deals with how EFL students use cohesive ties and how the ties

contribute to their expository writing. The issue of text cohesion is the focus of

this study. The contribution of cohesive ties to the students’ expository writing

and how the concept of cohesive ties is understood by the students become the

significance of the study.

Theoretically, the research aims to enrich literature on discourse of text

cohesion due to cohesive analysis belongs to texture that can make cohesive text. Furthermore, the research is expected to enhance students’ textual competence in composing expository writing.

Practically, this research will also contribute to the development of EFL

teaching in high school because it helps the teacher knows the ability and the

effort of students in composing the text that is readable for the readers. The

(17)

1.5 Clarification of Key Terms

There are some key terms which are frequently used in the research. In

order to avoid misinterpretation, each term will be defined as follows:

a. Systemic Functional Linguistics (SFL)

SFL provides a very useful descriptive and interpretive framework for

viewing language as a strategic, meaning-making resource (Eggins, 1994, p.1)

b. Cohesion

Cohesion is the relationship between items in a text such as words, phrases

and clauses and other items such as pronouns, nouns, and conjunctions (Paltridge,

2006, p.131).

c. Cohesive Ties

Cohesive ties are linguistic features which can be identified as contributing

to make a sequence of sentences a text (Halliday and Hasan, 1976, pp. 1-2).

Cohesive devices are classified into five categories: reference, substitution,

ellipsis and conjunction (Haliday and Hasan, 1976).

d. Expository Genre

Exposition is genre type which purposes to persuade the reader or listener

that something should or should not be the case and it is usually found in the form

of essay, editorial, political debate, and commentaries (Emilia, 2012, p.104).

1.6 Organization of the Paper

This research paper consists of five chapters. The first chapter is

introduction, which presents the background of conducting the research. The

(18)

theories that will be used as framework. The third chapter is Methodology, which

gives explanation about the techniques that will be applied to analyze the data.The

fourth chapter is findings and discussions, which finds and discusses the data to

find out the answers for the statements of the problems. The last chapter is

conclusion and suggestion, which concludes the result of the research and give

(19)

CHAPTER III

METHODOLOGY

This chapter explains the method used in this research. It presents the aims

of the research, research design, setting and participants, data collection, and data

analysis.

3.1 Aims of the research

As regards to the first chapter, the research is concerned how cohesive ties

(Haliday and Hasan, 1976) contribute to the textual construction of EFL students’

expository writing and their understanding towards the use of cohesive devices in

their writing. To this end, the research is developed to answer the following

questions:

a. What cohesive ties are found in students’ expository writing?

b. How do the cohesive ties contribute to the cohesion of students’ expository

writing?

c. How are students exposed to the use of cohesive ties?

3.2 Research Design

quantitative findings (Laws and McLeod, 2006; Palena, et.al., 2006). Furthermore,

qualitative approach focuses on words and description rather than numbers

(20)

This present study is categorized as a case study due to some reasons. First,

case study facilitates exploration of a phenomenon within its context by using a

variety of data sources (Baxter and Jack, 2008). This means that a phenomenon is

not seen from one point of view, but seen in more than one point of views.

Second, the purpose of case study is to define a case and to get an in-depth

understanding of the situation and meaning for those involved (Gerring, 2004;

Laws and McLeod, 2006). Therefore, in case study, the researcher serves as the

primary instrument of data collection and analysis (Meriam, 1998).

In addition, Yin (1993) describes the characteristics of case study. Firstly,

case study typically to answer questions like “how” or “why”. Secondly, it studies

contemporary phenomenon in a real-life context. Thirdly, it is suitable for

studying complex social phenomena, which suits Johansson’s argument (1993)

that a case study is aimed to capture the complexity of a single case phenomenon

as commonly found in educational study. Therefore, it can be inferred that case

study offers a more technical definition by equating it with an empirical enquiry

that investigates a contemporary phenomenon within its real-life context when the

boundaries between phenomenon and context are not clearly evident and in which

multiple sources of evidence are used.

Furthermore, in case study the data collection and data analysis are

conducted simultaneously (Alwasilah, 2001, p.110 and Agusta, 2003, p.4). In

terms of data collection, case study normally uses purposive sampling strategy.

Purposive sampling is a strategy to make particular person, settings, or events

strictly selected to give some important information that other strategy cannot get

(Alwasilah, 2002, p.146).

3.3 Setting and Participants

This study analyzed high school students’ expository writing that it was

(21)

nine students belonging to third grade of one government-funded school in

Kuningan. There were nine students’ involved in this study and the students are in

the third grade.

The students were categorized into three categories. The first three students

were categorized as high-level student, which means that their ability to write an

essay is in the highest level. The second three students were categorized as

medium-level student, which means that their ability to write an essay is average.

The last there students were categorized as low-level students whose ability to

write an essay is poor.

The investigation in this study focused on the students’ exposition writing as

found in the genre-based curriculum previously initiated since 2006. In the

context of this study, nine texts written by nine students were chosen by using

purposive sampling strategy, which means that the choice was based on particular

consideration and purpose (Sugiyono, 2012, p.216). The texts can be found in

appendix #1.

3.4 Data Collection

In order to answer the first and the second research questions, the writer

collected the data which were taken from nine students’ expository writing. The

expository texts were produced by nine students on February 28, 2013. The topic

of the expository writing was 24 hours working for woman. The students had 80

minutes to write the essay. The students wrote their essay in a weekly English

lesson conducted in the classroom.

The last research question is answered by conducted an interview. The

interview was conducted because the last research question needs information

which cannot be gained through document analysis and observation (Alwasilah,

(22)

process of cohesive ties learned by the students. The interview was conducted on

July 10, 2013. The key questions are attached in appendix #3.

3.5 Data Analysis

The data analysis generated in this study is based on Halliday and Hasan’s concept of cohesive tie analysis (1976) and Eggins’ point of view (1994) on

cohesive ties interpretation. The data were analyzed after the writer collected

students’ expository writing. The example of the text is shown in picture. 3.1.

below.

Figure 3.1. Sample of Students’ Text

The writer applied three steps to analyze the data. Firstly, the writer

chunked each text based on sentence, which helped the writer conduct a careful

analysis. Secondly, after the texts were chunked, the writer underlined the words

(23)

on cohesive tie categories: reference, substitution, ellipsis, conjunction and lexical

cohesion. The last step is counting the presentation of each cohesive tie which was

found in the text.

After having the result of cohesive devices calculation, the writer analyzed

the contribution of each type of devices towards text cohesion. As has been

explained in the previous chapter that expository writing has three structures i.e.

statement of positions, arguments and reinforcement of statement of position, the

analysis focused on cohesive ties contribution to each structure. Further

discussion is presented in chapter four.

Final step of data analysis was analyzing the result of questionnaire. The

writer drew some conclusions from students’ answer of questionnaire. The

conclusion focused on the way of learning cohesive ties experienced by the

students.This further discussion is also presented in chapter four and sample of

interview can be seen in appendix #3.

In conclussion, this chapter has discussed about the methodology of the

study. The discussions are about the data of the study and how the data were

analyzed. Moreover, the aim of this chapter was to show how students’ expository

texts were analyzed by using Halliday and Hasan’s cohesive ties (1976). The

(24)

CHAPTER V

CONCLUSION & SUGGESTIONS

This chapter presents the conclusion and the suggestion based on the

research findings and discussions. The first section is the conclusion of the

research. It concludes the findings that have been discussed in the previous

chapter. The second section is the suggestion for further research, which aims to

recommend further research for the better one.

5.1 Conclusions

This present research aims to analyze the contribution of cohesive ties to the cohesion of students’ expository writing. Halliday and Hasan’s concept of cohesive ties (1976) is used in the research as frameworks. The concept of

cohesive ties was used to find out the occurrences of cohesive ties (reference,

substitution, ellipsis, conjunction and lexical cohesion) on the students expository writing, to find out the contribution of each tie on students’ expository writing and to find out the way students got the information about the use of cohesive ties on

their expository writing.

The result of the analysis shows that reference the most frequently occurred tie in the nine students’ expository writing. It was continued by the occurrence of conjunction, and then the occurrence of lexical cohesion and the last

was the occurrence of substitution. There was no elliptical cohesion found in the nine students’ expository writing. Although most of the students applied more than one cohesive tie, there was still found the failure of applying the tie itself.

Most of the students used reference was to keep track with the participants

that had been introduced in the earlier and also to point to something which is

(25)

the contribution of conjunction to the students’ expository writing is to express certain meanings which exemplify the presence of other components in the text.

In terms of substitution, it contributes to the process of demonstrating a

meaningful pattern between clause and section in their expository writing. In the

other side, the contribution of lexical cohesion to students writing is to keep the

continuity of the text and help the reader to keep track with the topic of the

expository writing.

Although the four cohesive ties give contribution to the students’ expository writing, most of the students faced difficulty to choose the appropriate

cohesive tie on their expository writing. It relates to how the cohesive ties were

understood by the students. From the result of the interview, it can be concluded

that the students understood the use of cohesive ties from their school English

teachers or their course English teacher. Yet, the cohesive ties were taught inside a

topic or material. It means, the students only spent a little time to know the

function of cohesive ties in their English class. Consequently, the students were

lack of competence about how to build a cohesive expository writing.

However, understanding how cohesion functions in the text to create

semantic links could be beneficial to EFL students to help creating meaning.

Besides that, cohesive ties help the writer to communicate well with the readers.

Although it was found that for EFL students, the use of cohesive ties is still

problematic. It is because the learner may encounter some problems as a result of

lack of competence, inexperience and lack of dedication to duty of the teachers.

5.2 Suggestions

Based on the findings and the conclusion of the present research that the

occurrences of references was the highest and there were still some failure in the

(26)

two things that are suggested from this present research. The first one is for

English language teaching and the second one is for further research.

For English language teaching, the role of cohesive ties is very important, as

they turn separate clauses, sentences, and paragraphs into connected discourse and

it helps the writer to communicate with the readers. However, the use of cohesive

ties has been found to be problematic for EFL/ESL students because the methods

used to teach the ties have been misleading. Most of students understood the use

of cohesive ties according to function, they almost had no idea about the semantic

and syntactic relationship of cohesive ties.

Therefore, this present study suggested that in English language teaching,

cohesive ties should be taught explicitly, so that the students have more

understanding about the use of the ties. Besides that, more effective strategies are

suggested for presenting these cohesive ties in English lesson, including methods

of teaching which is not only about the use of the ties in small scale, but also in

the larger unit of the discourse. Therefore, perhaps it will help EFL/ESL students

to use cohesive ties appropriately to make their expository text more cohesive.

There are at least two reasons why the study is conducted. The first reason is

that expository writing is considered hard to learn. It is because when students

make the text, they have to develop their critical thinking ability (Emilia, 2012,

p.104). In addition, the purpose of exposition is to deliver and justify arguments.

Expository text can be found in essay, editorial, and debate (Emilia, 2012, p.104).

Therefore, it is appropriate to analyze expository writing made by the third grader

of senior high school because the ability to write expository writing will be useful

for students when they are in university level.

The second reason is that the ability to write is not given; it needs practice

(Rothery, 1996 in Emilia, 2012, p.17). The students should be guided directly to

write the text correctly because writing is different from speaking. It is because

there is a delayed-information taken by the readers. Therefore, the writer should

(27)

comprehensible. It is concluded that the teaching of expository writing should be

improved.

The second suggestion is for further research. This present research only

focuses on one point of view which is the contribution of cohesive ties to expository text’s cohesion. It is highly recommended that further research can examine or analyze the expository text in terms of it coherence. Therefore, it will

involve not only the contribution of cohesive ties but also the contribution of

transitivity, mood, and thematic structure, and also context of culture. Thus, the

research about the analysis of expository text by using systemic functional

(28)

BIBLIOGRAPHY

Abadiano, H.R. (1995). Cohesion strategies and genre in expository prose: an

analysis of the writing of children of ethnolinguistic cultural groups.

International Pragmatics Association, vol. 5 (3), pp. 299-324.

Ahmed, A.H. (2010). Students’ problems with cohesion and coherence in EFL

essay writing in Egypt: different perspectives. Literacy Information and

Computer Education Journal (LICEJ), vol. 1 (4), pp. 211-221.

Aidinlou, A.; Khodamard, N; and Azami, J. (2012). The effect of textual cohesive

reference instruction on the reading comprehension of Iranian EFL

students. International Journal of English Linguistics, vol. 2 (5), pp.

18-24.

Akindele, J. (2011). Cohesive devices in selected ESL academic papers. African

Nebula, vol. 1 (3), pp. 99-112.

Alarcon, J.B. and Morales, K.N. (2011). Grammatical cohesion in students’

argumentative essay. Journal of English and Literature, vol. 2 (5), pp.

114-127.

Alwasilah, A. Chaedar. (2001). Language, Culture and Education. Bandung:

Andira.

Baxter, P.; and Jack, Susan. (2008). Qualitative case study methodology: study

design and implementation for novice researchers. The Qualitative

(29)

Berzlanovich, I.; Egg, M.; and Redeker, G. (2008). Coherence structure and

lexical cohesion in expository and persuassive pext. Proceeding of the

Workshop Constraints in Discourse III, pp. 19-26.

Butt, D.; Fahey, R.; Feez, S.; Spinks, S.; and Yallon, C. (2006). Using Functional Grammar: An Explorer’s Guide. Sydney: National Centre for English Language Teaching and Research.

Cain, K. (2003). Text comprehension and its relation to coherence and cohesion in

children’s fictional narratives. British Journal of Developmental Psychology, vol. 21 (3), pp. 335–351.

Chan, S. W.K.; Thou, B.K.; and Choy, C.F. (2000). Textual Information

Segmentation by Cohesive Ties. [Online]. Available:

http://aclweb.org/anthology/Y/Y00/Y00-1006.pdf. Retrieved on June

2013.

Cooper, A. (2005). ‘Make the first move’, The Sun-Herald, p.S38.

Crane, P. (2008). Texture in Text: A Discource Analysis of a News Article Using Halliday and Hasan’s Model of Cohesion. [Online]. Available:

http://www.library.nakanishi.ac.jp./kiyou/gaidai(30)/08.pdf. Retrieved on

June 2013.

Corston-Oliver, M. (2012). A cognitive account of the English meronymic by

phrase. Proceedings of the 26th Annual Meeting of the Berkeley

(30)

Crossley, S.A.; and McNamara, D.S. (2010). Cohesion, coherence, and expert

evaluations of writing proficiency. Proceedings of the 32nd Annual

Conference of the Cognitive Science Society, pp. 984-989.

Depdiknas RI (Departemen Pendidikan Nasional Republik Indonesia). (2006).

Pedoman Kurikulum Tingkat Satuan Pendidikan untuk Sekolah

Menengah Atas Tahun 2006. Jakarta: Depdiknas RI. [Online]. Available:

http://www.academia.edu/4785047/PANDUAN_PENYUSUNAN_KURI

KULUM_TINGKAT_SATUAN_PENDIDIKAN. _{Retrieved on June, 2013.}

Eggins, S. (1994). An Introduction to Systemic Functional Linguistics. London:

Pinter Publisher

Eggins, S. (2004). An Introduction to Systemic Functional Linguistics (2ndedn).

London: Continuum.

Emilia, E. (2005). A Critical Genre-Based Approach to Teaching Academic

Writing in a Tertiary EFL Context in Indonesia. An unpublished Ph.D.

thesis at Department of Language, Literacy and Arts Education, Faculty of

Education, The University of Melbourne.

Emilia, E. (2011). Teaching Writing: Developing Critical Learners. Bandung:

Rizqi Press.

Emilia, E. (2012). Pendekatan Genre-Based dalam Pengajaran Bahasa Inggris:

Petunjuk Untuk Guru. Bandung: Rizqi Press.

Fanani, Z. (2010). Teknik Analisis Data Kualitatif. [Online]. Available:

(31)

Gerring, J. (2004). What is a case study and what is it good for?. American

Political Science Review, vol. 98(02), pp. 341-354.

Gerot, L and Wignell, P. (1994). Making Sense of Functional Grammar. Sydney:

Antipodean Educational Enterprises.

Halliday, M.A.K. and Hassan, R. (1976). Cohesion in English. Longdon:

Longman.

Halliday, M.A.K. (1994). Introduction to Functional Grammar. London: Edward

Arnold.

Halliday, M.A.K and Webster, J.J. (2009). Continuum Companion to Systemic

Functional Linguistics. New York: Continuum.

Haratyan, F. (2011). Halliday’s SFL and social meaning. 2nd International

Conference on Humanities, Historical and Social Sciences IPEDR, vol.

17, pp. 260-264.

Harmer, J. (2007). How to teach writing. Essex: Pearson Longman.

Hinkel, E. (2001). Matters of cohesion in L2 academic texts. Applied Language

Learning, vol. 12 (2), pp. 111-132.

Laws, K. and Mc Leod, R. (2006). Case study and grounded theory: sharing some

alternatives qualitative research methodologies with systems

professionals. Proceedings of the 22nd International Conference of the

(32)

http://www.systemdynamics.org/conferences/2004/SDS_2004/PAPERS/

220MCLEO.pdf. Retrieved on June 2013.

LLach, M. P and Catalan, R.M.J. (2007). Lexical reiteration in EFL young

learners’ essays: does it relate to the type of instruction? International

Journal of English Studies: IJES, vol. 7 (2), pp. 85-103.

Martin, J.R. (1985). Factual writing: exploring and challenging social reality.

Sydney: Deakin University Press.

Martin, J.R.; Mathiessen, C.M.I.M.; and Painter, C. (1997). Working with

Functional Grammar. New York: Arnold.

Martin, J.R. and Rose, D (2003). Working with Discourse: Meaning Beyond the

Clause. New York: Continuum.

Matthiessen, C.M.I.M.; Teruya, K.; and Lam, M. (2010). Key Terms in Systemic

Functional Linguistics. New York: Continuum.

Maxwell, J.A. (2000). Qualitative Research Design: An Interactive Approach.

Thousand Oaks, CA: Sage.

McKay, D.R. (2007). Revisiting cohesive devices in academic L2 English writing:

what do successful writers use? Journal of Language Teaching and

Research, vol. 3 (6), pp. 2-25.

Merriam, S.B. (1998). Qualitative Research and Case Study Applications in

(33)

Muto, K. (2007). The Use of Lexical Cohesion in Reading and Writing. [Online].

Available:http://library.nakanishi.ac.jp/kiyou/gaidai%2830%29/07.pdf.

Retrieved on June 2013.

Olateju, M.A. (2006). Cohesion in ESL classroom written texts. Nordic Journal of

African Studies, vol. 15 (3), pp. 34-331.

Palena, N.; Shyam T.; and Carolyn B. (2006). Preparing a case study: A guide for

designing and conducting a case study for evaluation input. Pathfinder

International, vol. 1. [Online]. Available:

http://www.pathfind.org/site/DocServer/m_e_tool_series_case_study.pdf

?docID=6302. Retrieved on March 2013.

Paltridge, B. (2006). Discourse Analysis: An Introduction. London: Continuum.

Rydin, S. (2002). Building a hyponymy lexicon with hierarchical structure.

Unsupervised Lexical Acquisition: Proceedings of the Workshop of the

ACL Special Interest Group on the Lexicon (SIGLEX), Philadelphia, pp.

26-33.

Sugiyono. (2012). Metode Penelitian Kuantitatif Kualitatif dan R&D. Bandung:

Alfabeta

Thompson, G. (1996). Introducing Functional Grammar. London: Arnold.

Wilawan, S. (2011). Effects of lexical cohesion and macro rules on EFL students‟

(34)

Wu, S. (2010). Lexical cohesion in oral English. Journal of Language Teaching

and Research, vol. 1 (1), pp. 97-101.

Yin, R.K. (1993). Applications of case study research. Applied Social Research

Methods Series, vol. 5 (34).

Zamel, V. (1983). Teaching those missing links in writing. English Language

THE CONTRIBUTION OF COHESIVE TIES TO THE COHESION OF EFL STUDENTS’ EXPOSITORY WRITING.

THE CONTRIBUTION OF COHESIVE TIES TO THE

COHESION OF EFL STUDENTS’ EXPOSITORY WRITING

ENGLISH EDUCATION PROGRAM

SCHOOL OF POSTGRADUATE STUDIES

The Contribution of Cohesive Ties to the

Cohesion of EFL Students’ Expository

Writing

PAGE OF APPROVAL

STATEMENT OF AUTHORIZATION

PREFACE

ACKNOWLEDEMENTS

TABLE OF CONTENTS

LIST OF TABLES

LIST OF FIGURES

THE CONTRIBUTION OF COHESIVE TIES TO THE

COHESION OF EFL STUDENTS’ EXPOSITORY WRITING

ABSTRACT

CHAPTER I

INTRODUCTION

CHAPTER III

METHODOLOGY

CHAPTER V

CONCLUSION & SUGGESTIONS

BIBLIOGRAPHY