i
AN ANALYSIS OF COHESION AND COHERENCE OF
THE DESCRIPTIVE TEXTS
(A Study of the Fourth Semester Students of English Education Department of
State Institute for Islamic Studies Salatiga)
A GRADUATING PAPER
Submitted to the Board of Examiners in Partial Fulfillments of the Requirements for the Degree of Sarjana Pendidikan (S.Pd)
English Education Department of Teacher Training and Education Faculty of
State Institute for Islamic Studies (IAIN) Salatiga
Compiled by:
FUAD MA’RIFATULLAH
12309004
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
v MOTTO
If you feel tired to learn, so, you don’t feel tired face of ignorance (Fuad Ma’rifatullah)
A dream doesn’t became a reality through magic,
it takes a lot of determination and hard work to make it to the top
vi
DEDICATION
I would like to dedicate this graduating paper to:
1. My loving parents for their countless pray and endless support
2. My brother (Zakky Fawaid) and my sister (Kunti Nadia Salma) whom I am not okay without them. I am so thankful to have you all
vii
ACKNOLEDGMENT
In the name of Allah, The Most Gracious and The Most Merciful, The Lord of Universe. Because of His blessing, the writer could finish this graduating paper. Secondly, may peace and salutation be upon our prophet Muhammad SAW who has guided mankind from the darkness into the lightness.
However, this success would not be achieved without those supports, guidance, advice, help, and encouragement from individual and institution, and the writer somehow realizes that an appropriate moment for him to deepest gratitude for:
1. Dr. Rahmat Hariyadi, M.Pd. as the Rector of State Institute for Islamic Studies Salatiga
2. Suwardi, M. Pd, as the Dean of Teacher Training and Education Faculty 3. Noor Malihah, Ph.D. as the Head of English Education Department
4. Rr Dewi Wahyu Mustikasari, S. S, M. Pd as the writer’s counselor who has educated, supported, directed and given the writer advices, suggestions, and recommendations for this graduating paper from beginning until the end 5. Nur Mutmainnah, M. Pd, thank you for allowing the writer to collect and
use the texts of her students
6. All the lecturers in English Education Department
7. All the staffs that have helped the writer in processing of graduating paper administration
ix ABSTRACT
Ma’rifatullah, Fuad. 2016. Register Number Student: 123 09 004. “An Analysis of Cohesion and Coherence of descriptive text (A Study of the Fourth Semester Students of English Education Department State institute for Islamic Studies Salatiga”
The research of this study is formulated as follows: 1) What types of
cohesive devices are correctly used in descriptive texts composed by the fourth
semester student at State Institute for Islamic Studies Salatiga?, 2) What types of
coherence devices are correctly used by the students in their descriptive texts?. This
study use descriptive qualitative approach. Based on the data or the texts that
composed by a fourth semester students, the result shows that 1) The types of
cohesion are reference (70.92%), substitution (0.35%), ellipsis (0%), conjunction
(14.53%), reiteration (12.76%), and collocation (1.41%). 2) The Types of coherence, are repeat key noun (13.95%), Using Consistent Pronoun (77.51%), and using the transition of signal (8.52%).
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TABLE OF CONTENTS
COVER... i
DECLARATION………... ii
ATTENTIVE COUNSELOR NOTE…... iii
STATEMENT OF CERTIFICATION……….. iv
MOTTO……….. v
DEDICATION………... vi
ACKNOWLEDGEMENT………... vii
ABSTRACT………... ix
TABLE OF CONTENTS………... x
LIST OF TABLES………. xii
LIST OF DIAGRAMS………... xiii
CHAPTER I: INTRODUCTION A. Background of Study……… 1
B. Problems of Study ………... 4
C. Objectives of the Study………... 5
D. Significance of the Study……….. 5
E. Limitation of the Study... 6
F. Definition of the Key Terms………... 6
G. Organization of Study………... 7
CHAPTER II: REVIEW OF RELATED LITERATUR A. Previous of Studies………... 9
xi
C. Concept of Cohesion………. 13
D. Types of Cohesion……… 14
1. Grammatical Cohesion………... 14
2. Lexical Cohesion……….. 29
E. Concept of Coherence………... 30
CHAPTER III: RESEARCH METHOD A. Research Design…... 36
B. Population and Sample………. 36
C. Object of Study……… 38
C. Method of Data Collection……… 38
D. Technique of Data Analysis……….. 39
E. Code of Analyze Coherence and Cohesion Devices………..40
CHAPTER IV: FINDINGS AND DISCUSSION A. Types of Cohesive Devices Used in Descriptive Text...…………... 42
B. Types of Cohesive Devices Used in Descriptive Text………... 48
CHAPTER V: CLOSURE A. Conclusions………... 56
B. Suggestions………... 56
REFERENCES………... 59
xii LIST OF TABLES
Table.2.1. Table of the Categories of Personal Reference……… 15
Table.2.2. Categories of Demonstrative Reference………... 16
Table.2.3. Classifications of Additive Conjunction……….. 24
Table.2.4. Classifications of Adversative Conjunction………. 25
Table.2.5. Classifications of Causal Conjunction………. 27
Table.2.6. Classifications of Temporal Conjunction………. 28
Table.2.7 Table Transition Signal of Coherence……… 35
Table.4.1. Table of Reference……… 43
Table.4.2. Table of Substitution………. 44
Table.4.3. Table of Ellipsis……… 44
Table.4.4. Table of Conjunction……… 45
Table.4.5. Table of Lexical Cohesive Devices……….. 46
Table.4.6.Table of Cohesive Devices……… 47
Table.4.7. Table of Logical Order……….. 52
xiii LIST OF DIAGRAMS
1 CHAPTER I INTRODUCTION A. Background of the Study
The language is very important in making people accepted by society. In the Qur'an Allah tells the people to in order to understand the language of any group. Do not get people to preach to someone, but that person does not understand what people say. Because truly Allah sends His messenger with the language.
Surah Ibrahim 4:
َي نَم يِد ۡهَي َو ُءٓاَشَي نَم ُ َّللَّٱ ُّل ِضُيَف ۡۖۡمُهَل َنِ يَبُيِل ۦِهِم ۡوَق ِناَسِلِب َّلَِّإ ٍلوُسَّر نِم اَنۡلَس ۡرَأ ٓاَم َو
ُُۚءٓاَش
ُميِكَحۡلٱ ُزي ِزَعۡلٱ َوُه َو
.
٤
“And we never sent a messenger save with the language of his folk, that he might make (the message) clear for them. Then Allah sanded whom He will
astray, and guides whom He will. He is the Mighty, the Wise”, (Ali, 1983:174).
The above verse refers to the importance of language that is to deliver a message. In delivering a message, a part of language system named cohesion is used to make the message meaningful. People need cohesion and coherence to communicate with other people by using both formal situation and informal situation, either by using grammatical cohesion or by using lexical cohesion.
non-2
academic writing and academic writing such as writing an essay, an article and a thesis as their final project which applies the usage of cohesion and coherence.
Richards and Renandya (2002: 30) say that: “There are four basic language skills in English such as listening, speaking, reading and writing. Those are important skills in learning English. From those skills, “writing is considered as the most difficult skill for L2 learners to master”. Based on
that statement, the difficulty in writing is not only on how to generate and organize the ideas, but also how to translate the ideas into the readable text. Relating to the difficulty of writing above, the students should pay more attention in writing and on how to express the ideas, thoughts, and opinions in the written form.
3
The writer will analyze of the text made by the students. Then the texts are analyzed by discourse analysis.
Based on the definition of syntax as Richards and his friends (1985: 284 & 285) say that: “it is the study of how words combine to form sentences and the rules which govern the formation of sentences”. It’s mean that
writing which has the syntactic activity for moving of thoughts or assumptions in mind to written form in a paper such as in a sentence or some sentences is not easy, particularly until making a correct text which has cohesion and coherence devices.
This study deal more about discourse analysis. Murcia (2000: 3) states that discourse analysis is useful for drawing attention to the language skill, which put users’ knowledge of phonological, grammatical and lexical
resources into action whenever language users achieve successful communication. Discourse analysis is academic discipline which studies about how language is used in real condition or situation. In discourse analysis actually the data are text (written or spoken text). Discourse analysis also has many aspects to consider, one aspect is cohesion, which can be defined as interconnection of some of parts (sentences) in text, caused by internal factor.
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paragraph to another with words or phrases. Cohesive and coherence devices link your sentences and paragraphs together smoothly so that there is no abrupt jump or break between ideas. Furthermore, cohesive and coherence devices help the reader accurately understands and follows the writer’s thought.
Besides many kinds of text, the writer chooses the descriptive text as the object of the study because the descriptive text is the text which describes about a place, an animals, people, or thing so that the reader can be see and imagine something that written by the authors.
Based on the explanation above, in this study the writer would like to identify cohesion and coherence devices on the descriptive texts composed by the students’ of English Education Department State Institute for Islamic Studies (IAIN) Salatiga.
B. Problems of the Study
A research problem is one that a researcher would like to research. The problems of the study are formulated as follows:
1. What are the types of coherence devices correctly made by the fourth semester students’ of English Education Department of IAIN
Salatiga?
2. What are the types of cohesion devices correctly made by the fourth semester students’ of English Education Department of IAIN
5 C. Objectives of the Study
In line with the problems stated above, the writer formulates the objectives of the study as follows:
1. To know the types of coherence devices that correctly used in text made by the fourth semester students’ of English Education
Department of IAIN Salatiga
2. To identify the types of cohesion devices that correctly used in text made by the fourth semester students’ of English Education
Department of IAIN Salatiga
D. Significances of the Study 1. Theoretical benefit
This result of the study is expected to be input in teaching learning process especially for teaching writing subject.
2. Practical benefits
a. The study is intended to be one consideration for English lecturers in applying any strategy or increasing any technique of teaching English, especially writing subject.
6 E. Limitation of this Study
The writer tries to identify the grammar, capitalization and punctuation of the texts. In order that, the sentences which are well structured are analyzed. The sentences which are not well structured are not analyzed, except to identify the logical order, the rules above are not used.
F. Definition of the Key Terms
Definition of the key terms are defined as follow in order to avoid the ambiguity and misunderstanding or misinterpretation about the terms which are used in this study and also to make this study be clear for the reader.
1. Discourse analysis is useful for drawing attention to the language skill, which put users’ knowledge of phonological, grammatical and
lexical resources into action whenever language users achieve successful communication. Discourse analysis is academic discipline which studies about how language is used in real condition or situation. In discourse analysis actually the data are text (Murcia, 2000:3)
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3. Cohesion is the devices available to help link information in writing and help the text flow and hold together. From those
definitions, it is known that cohesion in the text related to the
connection between texts to another text (Knapp and Megan,
2005: 47).
4. Coherence is the arrangement of ideas in a clear and logical way. When a text is unified and coherent, the reader can easily
understand the main points. In other words, coherence means that
the paragraph is easy to read and understand because the supporting
sentences are in some kind of logical order and the ideas are
connected by the use of appropriate transition signals (Zemach and
Rumisek, 2003, 2005: 82).
G. Organization of the Study
8
9
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Previous Studies
A previous study is considered as a helpful element in conducting research. For example, a journal which is usually accompanied by a summary of theories relevant to a particular theme can be used and developed into a major theory in thesis writing. Furthermore, by looking at journals or previous studies, someone can easier arrange his type of research methodology if those studies have the same or similar types with his research. As references, in this study, the writer takes three previous studies: the first is a study by Suwandi, Zia Hisni Mubarak, Hamzah, Desmawati Radjab and Ayub, Seken K, suarnajaya W.
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of cohesive devices like conjunction, reference, substitution or ellipsis so as to make the whole text coherent. Several abstracts of the students’ final
projects were selected randomly to be analyzed. Since it is a qualitative research, the data were in the level of words or sentences. The result shows that the abstracts analyzed have not satisfactorily achieved coherence though some cohesive devices like reference, conjunctions, ellipsis which are used to link one sentence to the other. Some grammatical mistakes are also found such as the plural forms, active-passive voice.
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tenses, auxiliary `to be`, passive voice, infinitive, gerund, subject-verb agreement, noun, preposition, and text structure. The result of the study indicates that cohesion and coherence have to be the emphasis in teaching writing and the English teachers have to be competent in evaluating the coherence of students` writings.
The third study entitled Majohar (2013:1) which identified to students under study in creating cohesion and coherence in their English narrative writings. This study was designed as qualitative study. This study was conducted on 30 students of the ninth grade in SMP Negeri 2 Banjar. The data were collected through students’ narrative writings, students’ questionnaire and teachers’ interview. The data were analyzed by using the theory
introduced by Halliday and Hasan (1976). The analysis was concerned with: grammatical cohesion (reference, substitution, ellipsis, and conjunction), lexical cohesion (reiteration and collocation) and aspect of coherence that were found in the students’ writings. The results of this study show that (a) the
students produced the five types of cohesive devices to serve the coherence of their writings of which reference 70.77% with personal reference as the dominant use. Then, it was followed by conjunction 28.51%, substitution 0.57%, ellipsis 0.14%, lexical cohesion was used 137 item dominated with repetition 78%; (b) the students’ produced coherence of the narratives through
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demonstrative), conjunction (additive, adversative, causal, temporal) and limited choice of lexical item.
The different researches toward the writer’s is the research does not
identify the problem, errors, and ability the students writing of the texts with cohesion and coherence devices. However, researches identify the problems, errors, and ability the students writing of the texts with cohesion and coherence devices.
B. Discourse Analysis
According to Brown and Yule (1983:1), say that “discourse analysis is the analysis of language in used”. It means that discourse is analysis of
language that is used by people both spoken and written. Boey (1975:117) states that “discourse is analysis is a recent development of language in Britain.
It studies the use of language in discourse, the manner which organizes the content of any subject and linguistic expression. It is part of the growing interest that linguistic are showing in the communicative properties of language and the functioning of language in social context.
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Stubbs (1983:30) state that “whereas linguistics studies language,
discourse analysis can study the actual mechanism by which communication, understanding and interaction are maintained”. Expressed more generally, this
means that discourse analysis must be concerned with ways in which information is selected to be known and shared as knowledge, taken for granted and not selected at all. It is therefore concerned, not just with whether statements are true or false but with states of information and differential access to information. From explanation above, the writer concludes that a discourse analysis is study about the use of language that is used by people both spoken and written texts in a social context. Therefore, they will understand what massage that is transferred well.
C. Concept of Cohesion
Halliday and Hasan (1976:3) say that:
“The concept of cohesion is semantic one, it refers to relation of meaning that exist within a text, and to define it as a text. Cohesion occurs where the interpretation of some elements in the discourse depends on that of another, the one presupposes the other, in the sense that it cannot be effectively decoded accept by resource to it. When this happens a relation of cohesion is set up, and the presupposed are there by at least potentially into a text”.
Cohesion is a semantic relation between sentence elements which presupposes an element in another sentence. Thus it is difficult to interpret a sentence when it is isolated from the context in which it occurs, as the sentence the hardly interpretable (Artawa, 2004:18). Its mean that relation sentence with likens another sentence, so very difficult to be explained.
14
There two types of cohesive devices: they are grammatical cohesion and lexical cohesion (Halliday and Hasan, 1976:31), that are:
1. Grammatical Cohesion
Grammatical cohesion is divided into four types: reference, substitution, ellipsis and conjunction.
1) Reference
Halliday and Hasan, 1976:31 say that:
“Reference is the specific nature of the information that is signaled for retrieval. In case of reference, the information to be retrieved is the referential meaning, the identity of the particular thing or class of things that is being referred to; the cohesion lies in the continuity of reference, whereby the something enters into the discourse a second time.
According to Lyons (1968:44), “the relationship that holds between word and things is relationship of reference: word refer to thing”. Its mean that the reference the word refers to something that
to be a subject or something.
In discourse analysis, “reference is treated as an action on the part of the speaker or writer, (Brown & Yule, 1983:28)”. It’s mean that an
action on the speaker or writer as part from of the text. Finnegan (1999:203), states that “reference concern the ability of linguistic
expressions to refer to real entities. It’s mean concern the ability from expressions to refer something.
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cataphora. Endophora is reference, which refers to preceding text; cataphora is reference, which refers to following text.
In addition, exophora is reference which lies outside the text in the context of situation.
Type of Reference is divided into three parts: personal, demonstrative, and comparative reference.
a. Personal Reference
Personal reference is reference by means of function in the speech situation, thought the category of person (Halliday & Hasan, 1976:37). Its mean personal reference refer to the person or something.
Table 2.1. Categories of Personal Reference
Person
Personal pronoun
Possessive determiners
Possessive pronoun Subject Object
First I Me My Mine
We Us Our Ours
Second You You Your Yours
Third
He Him His His
She Her Her Hers
They Them Their Theirs
It It Its Its
Example:
(1). My Husband and I are leaving. We have seen quite enough of this unpleasant.
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From example above, there are two kinds of personal reference which is my as the possessive determiners that refer to the speaker. I and we shows personal pronoun. I refer to the speaker and we refer to my (speaker’s) husband and the speaker (1).
b. Demonstrative Reference
Demonstrative reference is reference by means of location on scale of proximity. It is essentially a form of verbal pointing, as said before the speaker identifies the referent by locating it on scale of proximity (Halliday and Hasan, 1976:37). Its mean refer to the place or location that the people identify.
Table 2.2. Categories of Demonstrative Reference
Example:
(2). Last year we went to Devon for a holliday. The holliday we had, there was the best we‟ve ever had.
(Halliday & Hasan, 1976:73) The demonstrative reference in example above is there which has the function of far proximity. It refer to Devon that is located far from the speaker now. In addition it is the indirect speech.
17 c. Comparative Reference
Comparative reference is indirect reference by means of identity or similarity (Halliday & Hasan, 1976:37). There are two kinds of comparative reference: General and Particular comparison.
a) General Comparison
General comparison expresses likeness between things. The likeness may take the form of identity, where „two things‟ are, in fact, the same thing; or of similarity
where two things like each other. (Halliday & Hasan, 1076:77)
The kinds of general comparison:
i) Identity: same, equal, identical, identically. Example: We have received exactly the same report was submitted two months ago. ii) Similarity: such, similar, so,
similarly, likewise. Example: There are other qualities than conviviality needed for his job. iii) Deference: other, different, else,
differently, otherwise. Example: Find a number equal to the square of the sum an of digits.
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identity general comparison. In (b) other is the comparative reference in a form of difference. It means there are additional qualities needed for this job. In (c) equal is identity general comparison, which means the
number that, same to the square of square of the sum of its digits.
b) Particular Comparison
Particular comparison expresses comparability between things in respect of a particular property. The property in question may be a matter of quantity or of quality. (Haliday & Hasan, 1976:80)
Example:
a. There were twice as many people there as last time.
b. He’s a better man than I am.
c. There are more things in heaven and earth, Horatio, than are dream of in your philosophy.
(Halliday & Hasan, 1976:82)
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In (b), better is particular comparison which better is an epithet. (c) Is enumerative comparison reference which more refers to (the things) that are dreamt of in your
philosophy.
2) Substitution
Substitution is as the replacement of one item by another. It is a relation in wording rather than in the meaning. It is also a relation within the text. “A substitute is a sort of counter, which is
used in place of the repetition of a particular item (Halliday & Hasan, 1976:88-89)”.
Chojimah (2014:10), states that “substitution, which corresponds to the verb to substitute, is the replacement of a word or a group of words with a word which is apparently not related to the replaced words”. It mean that one word stand for an entire
structure.
Type of Substitution is divided into three types; there are nominal, verbal, clausal substitution.
a. Nominal Substitution
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From example above, the nominal substitution is one. It substitutes bus.
b. Verbal Substitution
The substitution form in the verbal group is do, with the usual morphological scatter do, does, did, doing, done. This operates as head of a verbal group, in the place that is occupied by lexical verb, and its position is always final in the group. (Halliday & Hasan, 1976:112) Example:
(6).a. Does Granny look after you every day? She can’t do at weekends, because she has to go to her own house.
b. Have they removed their furniture? They have done the desks, but that’s all so far.
(Halliday & Hasan, 1976:114) In (a) do substitutes look after the addressee (you), and done in (b) substitutes removed.
c. Clausal Substitution
Clausal substitution is a type of substitution in which what is presupposed is not an element within the clause but an entire clause. The clausal substitution is so and not (Halliday & Hasan, 1976:130). Example:
(7). is the mango ripe? – It seems so.
(Halliday & Hasan, 1976:134) In (7), the so presupposes the whole of the clause this is mango ripe.
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In (8), not substitutes for we ough not to declare our winnings.
3) Ellipsis
Ellipsis is simply substitution by zero. The starting point of the discussion of ellipsis can be the familiar notion that it is„something left unsaid (Halliday & Hasan, 1976:142).
Ellipsis is also the omission of an item. It can be interpreted as that form of substitution in which the item is replaced by nothing (Halliday & Hasan, 1976:88).
Type of Ellipsis is divided into three types; there are nominal, verbal, and clausal ellipsis.
a. Nominal Ellipsis
Nominal ellipsis is ellipsis within the nominal group (Halliday & Hasan, 1976:147). Example:
(9). would you like to hear another verse? – I know twelve more.
(Halliday & Hasan, 1976:143) The nominal ellipsis is twelve more. It presupposes the preceding sentence. It can be interpreted as I know twelve more another verse.
b. Verbal Ellipsis
Verbal ellipsis is the omission of an item within the verbal group (Halliday & Hasan, 1976:167). Example:
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B. Thinking.
(Halliday & Hasan, 1976:178) The verbal ellipsis in conversation above is verb thinking. An omission here is I am doing thinking. Thinking
in B can only be interpreted as I am thinking. c. Clausal Ellipsis
Clausal ellipsis is the omission of an item within the clausal. Example:
(11). who taught you to spell? – Grandfather did. (Halliday & Hasan, 1976:199) The clausal ellipsis is did. Here is omission of the verb and the complement the clause that is omitted is taught you to spell.
4) Conjunction
Conjunctive elements are cohesive not in themselves but indirectly by virtue of their specific meaning; there are not primarily devices for reaching out into the preceding (or following) text, but they express certain meaning which presuppose the presence of other components in the discourse. (Halliday & Hasan, 1976:226).
Types of conjunction divided into two types:
a. Additive
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Additive relation is expressed by using of the word and, or, furthermore, similarly, in addition. It can be seen in the table below.
Table 2.3.Classifications of Additive Conjunction External/
Internal Internal (unless otherwise specified) Additive Additive,
simple:
(Halliday & Hasan, 1976:243)
Example:
24
From text above, the additive conjunction is for example which is included as exemplification and this means which is included as expository.
b. Adversative
Adversative relation is contrary to expectation that may be derived from the content of what is being said, or from communication process, the speaker-hearer situation. (Halliday & Hasan, 1976:250)
Adversative relation is expressed by using of word but, however, on the other hand, nevertheless. It can be seen on the
table below:
Table 2.4. Classifications of Adversative Conjunction
External/ internal
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other hand, at the same time
(Halliday & Hasan, 1976:243)
Example:
(13). a. He showed no pleasure at hearing the mews. Instead he looked oven gloomier.
b. I don’t think she minds the cold. It’s the damp she objects to, rather.
(Halliday & Hasan, 1976:254)
Instead in (a) is relation of adversative type in a form of correction meaning. Rather in (b) is the adversative relation in a form of correction of wording.
c. Causal Relation
The simple of causal relation is expressed by so, thus, hence therefore, consequently, accordingly, and a number of
expressions like as result (of that), in consequence (of that),
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The word expression of Causal relation can be seen in the table below:
Table 2.5. Classifications of Causal Conjunction External/
internal
Internal (unless otherwise specified) Causal Causal,
(Halliday & Hasan, 1976:243) Example:
(14). She left that there was no time to be lost, as she was shrinking rapidly; so she got to work at once to sat some of the other bit.
(Halliday & Hasan, 1976: 256) The causal conjunction of that example is so.
27
Temporal relation is expressed in its simplest form by then, next, afterwards, after that, subsequently, etc. (Halliday & Hasan, 1976: 261)
The word expressed of temporal relation can be seen in the table below:
Table 2.6. Classifications of Temporal Conjunction
External/ internal Internal (unless otherwise specified)
28
(Halliday & Hasan, 1976:243) Example:
(15) Alice began by taking the litle golden key, and unlocking the door that led into the garden. Then, she set to work nibbling at the mushroom.
(Halliday & Hasan, 1976:251) Then in (15) is used to mention and also relate to continuity of event in the first sentence and second sentence.
2. Lexical Cohesion
Lexical cohesion is the cohesive effect achieved by the selection of vocabulary. The buildup of a discourse is not merely due to grammatical factors, but rather lexical choice significantly contributes as well. It means that the connection among sentences could be built through the word/lexical choices. (Chojimah, 2014:12)
29
Reiteration is a form of lexical cohesion which involves the repetition of a lexical item, at one end of the scale; the use of a general word to refer back to a lexical item, at the other end of the scale; and a number of things in between – the use of a synonym, near synonym, or super ordinate. (Halliday & Hasan, 1976:278). Chojimah (2014:12) states that reiteration covers repetition, synonymy, hyponymy, metonymy and antonymy.
Reiteration is form of lexical cohesion which involves the repetition of a lexical item, the use of general word to refer back to a lexical item, and a number of things between the uses of synonym, near synonym, or super ordinate. Reiteration can also occur through the use of word that is systematically linked to a previous one. The items of reiteration may be a repetition (other involving reference), a synonym or near synonym, a hyponym (related to the variation or kinds of thing) or superordinate and a general word.
In addition, Rankema (1993) assert that reiteration also involves a metonym (part and whole) and antonym (related to a contradictor position/situation/condition of thing or people).
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Collocation is cohesion on text is subtle and difficult to estimate, it is a systematic relationship between a pair of words. This would include not only synonyms and near synonym and super ordinate, but also pairs of opposites of various kinds, complementary. (Halliday & Hasan, 1976:285) Example:
(17). Why does this little boy wriggle all the time? Girl’s don’t wriggle.
(Halliday & Hasan, 1976:285) Example above, the collocation is boy and girl. They are related by a particular type of oppositeness, called complementary.
E.CONCEPT OF COHERENCE
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coherence mentioned above (Local Coherence, Macrostructure, Cohesion, Information Distribution, and Metadiscourse).
The definition from Halliday and Hasan’s (1976: 23) “coherence
refers to the elements internal to a text which consist of cohesion and register”. Its mean coherence same with cohesion, because the coherence
refer to element internal of cohesion.
Kehler (2002: 15) explains “The theory of coherence as the relation
between utterances. The reason is when we comprehend a discourse; we do not merely interpret each utterance within it, but we attempt to recover ways in which these utterances are related to one another. He also argues that the attempt to identify syntactic and semantic relationships when presented with sequences of words in discourse is the attempt to identify the coherence relationships.
Zemach and Rumisek (2003, 2005: 82) explain that:”coherence is
the arrangement of ideas in a clear and logical way. When a text is unified and coherent, the reader can easily understand the main points”. Its mean that the paragraph is easy to read and understand because the supporting sentences are in some kind of logical order and the ideas are connected by the use of appropriate transition signals.
There are several ways to achieve coherence. According to Oshima & Hogue (1991: 39-50):
32
The fourth way to achieve coherence is to arrange the sentences in logical orders. Three of common logical order is chronological order (order by time), logical division, and order of importance.
Coherence is sometimes called cohesion, even though some would claim that the two terms denote phenomena that are obviously related, but clearly different. We use coherence to cover both the extent to which a text hangs together, as it were, and the various linguistic and structural means of achieving this coherence.
Coherence can be achieved in a number of ways. Oshima & Hogue (2006) suggest the following four: 1) repeating key nouns, 2) Using consistent pronouns, 3) Using transition signals to link ideas, 4) Arranging your ideas in logical order.
Starting with the last point, for the reason that it is a paramount aspect, any academic text will be incomprehensible unless the ideas expressed in it are arranged in some sort of logical fashion.
33
The last but one point - transition signals (sometimes called linking words or linking adverbials) - has to do with the use of specific words and phrases that evoke links and transition between ideas.
As was emphasized above, there is no substitute for ordering the various ideas and parts of a text in a logical way. However, even when this is done in a satisfactory manner, there is often a need to strengthen the organizational pattern of a text passage by inserting logical markers.
There is a multitude of words and phrases like these, and they can be grouped in different classes based on the function they serve. The link below will take you to a list of different transitional and linking words.
Transitions are words or phrases that specify a relationship between sentences and between paragraphs. They help direct the reader from one idea to another. Skilled writers use transitions with care, making sure to use the correct one and also making sure not to overuse them. Commonly used transitions are shown below:
Table.2.7 Table Transition Signal of Coherence
To Specify
Sequence
again, also, and, and then, besides, finally, first . . . second . . . third, furthermore, last, moreover, next, still, too
34
meantime, in the past, lately, later, meanwhile, now, presently, simultaneously, since, so far, soon, then, thereafter, until, when
To Specify
Comparison
again, also, in the same way, likewise, once more, similarly
To Specify
Contrast
although, but, despite, even though, however, in contrast, in spite of, instead, nevertheless, nonetheless, on the contrary, on the one hand . . . on the other hand, regardless, still, though, yet
To Specify
Examples
after all, for example, for instance, indeed, in fact, of course, specifically, such as, the following example, to illustrate
To Specify Cause and Effect
35
To Specify Place above, adjacent to, below, beyond, closer to elsewhere, far, farther on, here, near, nearby, opposite to, there, to the left, to the right
To Specify
Concession
although it is true that, granted that, I admit that, it may appear that, naturally, of course
To Specify
Summary,
Repetition, or Conclusion
as a result, as has been noted, as I have said, as mentioned earlier, as we have seen, in any event, in conclusion, in other words, in short, on the whole, therefore, to summarize
36 CHAPTER III RESEARCH METHOD A. Research Design
This research used descriptive design with qualitative method. Descriptive design was used because there was no treatment given to the students. It means that the use of cohesion and coherence in the students’ writings were only described as what they were, without
giving any treatments (Ary in Sutama, 1997:85). Qualitative method was used because the problems of this research needed to be investigated inductively.
B. Population and Sample
1. Population
“Population is a group of individuals who have the same
characteristics (Creswell, 2008:151)”. It means the group of humans that same of characteristic. L. R. Gay (1987:124) explained that “the population is the group of interest to the
writer, the group of which she or he would like the results of the study to be generalizable”. Its mean group of humans that interesting the writer to research and to can be the result of writer wanted.
37
semester students of English education program at State Islamic Institute of Salatiga in academic year 2016. In State Islamic Institute of Salatiga, the fourth semester students of English Education Department are grouped into four classes, there are A, B, C and D.
2. Sample
According to Arikunto (2008: 116) "Determination of the Sample collection as follows: If less than 100 better taken all until the research is the study population. If a large number of subjects can be taken between 10-15% and 20-55% or more depending somewhat on: 1) the ability of researchers views of time, energy and funds. 2) Narrow the vast area of observations from each subject, because it involves a lot of lack of funds. 3) The size of the risk borne by researchers for researchers is risky, of course if sample of the results will be better
This study used 30 % of the texts students, because the population more than 100 .Texts of students’ sample used 40
38 C. Object of Study
The object of this study are the students’ writing texts which
are taken from the fourth semester students at State Institute for Islamic Studies of Salatiga in the academic year 2016 from class A and B.
The writer taken 25 texts from students because 15 texts from students is errors. Furthermore, the writer did not identify sample errors.
D. Method of Data Collection
Every research always needs an instrument to collecting data. In this study, the writer chose the documentation as instrument to collecting data.
Collecting a required data is one of the important steps in a research. For this reason, the writer had to determiner an appropriate technique to collect data. There are variety of techniques that can be used to collect data in a qualitative study including observation, interview and documentation. In this case, the writer used documentation to collecting the data in this study.
39
texts made by students, which are documented and used as primary data.
E. Method of Data Analysis
“The data analysis procedures will reflect the types of research
question and answering descriptive question (Creswell, 2008:415)”. It means analyzing the classified data by using term of
cohesive and coherent devices. In this case, the writer going to discuss and connect the theories of cohesive and coherent devices in text composed by students.
The taxonomic analysis was conducted to get general types of the cohesive devices, it mean that classifying the data in term of grammatical cohesive devices, and lexical cohesive devices in the texts based on the theories. Based on the description above, the writer used some procedures deals with taxonomic analysis and theoretical analysis as following:
1. Classifying the texts which used coherence and cohesion devices. Choose and then marked some word that contain correctly the used of the coherence and cohesive devices. The next must be classified into some types of coherence and cohesive devices.
40
framework, which data collection method to choose of the texts from students.
3. Counting the frequency of occurrences correctly the used of coherence and cohesion devices
K.yin, (2011:241)” says that:
At the same time, some qualitative studies augment their narratives with other modes of presentation that will appear as exhibits or figures, including tables (and lists), graphics, and pictures. Each alternative presents a distinctive opportunity for displaying data, potentially making the data more understandable than when constrained by narrative descriptions alone. The other modes also can create images in a reader’s
mind to make a study’s data more vivid. When presenting the data from your own qualitative study.
Based on the theory above the writer used
the table and diagram to identify of cohesion and
coherence devices.
F. Code of Analyze Coherence and Cohesion Devices
1. T: Text, T1: Text 1. 2. P: Paragraph.
3. P1.S1: Paragraph 1. Sentence 1. 4. S: Sentence.
41
6. CP: Consistent Pronoun.
7. TS: Transition Signal.
8. Ref: Reference.
9. Reit: Reiteration.
10.Sub: Substitution.
11.Conj: Conjunction.
12.Call: Collocations.
42 CHAPTER IV
FINDINGS AND DISCUSSIONS
A. Types of Cohesive Devices Used in Descriptive Text made by Students
1. Grammatical Cohesive Devices
a. Reference Text 1.
P1. S1. Everyone has friend, because the friend is very necessary in our life. P1. S2. I have some best friends, but I will tell you just one of them. P2. S1. She is Novita Intan Purwasih
P2.S4. She come from, Bancak, Bringin, Semarang P3.S2. She must use glasses when she are reading.
P3.S3. She does not like to make up her face but her skin is white.
P3.S4. She is a simple girl because she never use the glamour dress and does not like to follow the fashion.
P3.S5. She eats much but her body is thin.
43
‘she’ in P2.S1 refer to “friend”, and then she and her” in P1.S4 until end refer to “Friend (Novita)”.
Table.4.1. Table of Reference
b. Substitution
In this study, the writer only found the use of other forms of reimbursement on the word class noun or nominal substitution. The following will be presented the data found in the texts.
T.17
P1.S1. She is one of my best friend
On text 17, ‘one’ which is word substitute for a single numbered object serves as a substitute for the things that have been mentioned earlier at the beginning of that sentence is “one of my best friend” in the sentence is the most important thing or the most important thing.
Table 4.2. Table of Substitution No Type Of reference
occurrences (Sentences)
occurrences (Sentences)
1 Personal Reference 200 100 %
2 Demonstrative Reference 0 0%
3 Clausal Reference 0 0%
Total 200 100%
No Type of Substitution occurrences (Sentences)
44 c. Ellipsis
Ellipsis could not be found in the texts. However, ellipsis consists of nominal ellipsis, verbal, and clauses. In fact there weren’t data occurred in.
Table. 4.3. Table of Ellipsis
d. Conjunction
T.7
P1.S1. But, need a big power to be a farmer
Conjunctions “But” on the data 7 is the simplest additive conjunctions,
which serves to add an idea. Conjunctions and the data serves to connect the two clauses are coordinated in a single sentence that is the clause .The second clause is grammatically two coordinate clauses are not tied to each other.
1 Nominal Substitution 1 100%
2 Verbal Substitution 0 0%
3 Clausal Substitution 0 0%
Total 1 100 %
No Type of Substitution occurrences (Sentences)
occurrences (%)
1 Nominal Ellipsis 0 0%
2 Verbal Ellipsis 0 0%
3 Clausal Ellipsis 0 0%
45
Table. 4.4. Table of Conjunction
2. Lexical Cohesive Devices
T.1
P1. S1. Everyone has friend, because the friend is very necessary in our life. P1. S2. I have some best friends, but I will tell you just one of them. On data 1, there is a marker in the form of lexical cohesion, reiteration. Lexical cohesion markers were found, characterized by the repetition of the word "friend" in the second sentence, which refers to the "friend" that has been previously mentioned in the first sentence. Repetition of this type is a nominal repetition (the repetition that occurs on nouns).
T.38
P1.S3. Borobudur is located in Magelang, central java, Indonesia
On these data, collocation occur the form of the word "Borobudur" which has a close relationship with “Magelang”. They are not the same two words
but have a close relationship between the two. The authors used collocation on the data in thesis above to build cohesive sentence.
No Type of Substitution
occurrences (Sentences)
occurrences (%)
1 Additive 10 24.39%
2 Adversative 10 24.39%
3 Causal Relation 11 26.83%
4 Temporal 10 24.39%
46
Table. 4.5. Table of Lexical Cohesive Devices
No Lexical Cohesive
occurrences (Sentences)
occurrences (%)
1 Reit 36 90%
2 Coll 4 10%
Total 40 100 %
On the table and diagram above, the writer can be conclude that the most dominant of cohesion devices is Reference with percentage 70,30 % or 202 Occurrences
Table.4.6. Table of Cohesive Devices
Cohesion Devices occurrences (Sentences)
occurrences (%)
Reference 200 70.92%
Substitution 1 0.35%
Ellipsis 0 0%
Conjunction 41 14.53%
Reiteration 36 12.76%
Collocation 4 1.41%
47
Diagram. 4.6. Diagram of Cohesive Devices
On the table and diagram above, the writer can be conclude that the most dominant of cohesion devices is Reference with percentage 70.92 % and 200 Occurrences
B. Types of Coherence Devices Used in Descriptive Text made by Students
a. Repeat Key Noun
The Types of Coherence Devices Used in descriptive text made by the Students.
T.38
P1.S2
it was built in the ninety century under Sailendra Dynasty of ancient Mataram Kingdom
P1.S3
Borobudur is located in Magelang, central java, Indonesia
70,92 0,350
14,3
12,76 1,41
COHESION DEVICES
48
P2.S1 Borobudur is well known all over the word
P2.S2
It is construction is influenced by the gupta architecture of India
P2.S3
The design of Borobudur which symbolize the structure of universe influences temple at Angkor, Cambodia
On the above text 38, there is a repetition of the word method "method" as the keyword from the text. Repeating "Borobudur" three times, allegedly to emphasize that what is being discussed in the text is the “Borobudur”. Thus, by repeating the word 'method' to the current paragraph,
has made it into a coherent paragraph. b. Used of Pronoun
T.1
P1. S1. Everyone has friend, because the friend is very necessary in our life. P1. S2. I have some best friends, but I will tell you just one of them. P2. S1. She is Novita Intan Purwasih
P2.S4. She come from, Bancak, Bringin, Semarang P3.S2. She must use glasses when she are reading.
P3.S3. She does not like to make up her face but her skin is white.
P3.S4. She is a simple girl because she never use the glamour dress and does not like to follow the fashion.
49
In the fragment of text above, there is a consistent used of pronouns from the first sentence to the last, the possessive pronouns ‘her' and existentialist pronouns 'she' which refers to the same nouns ‘friend (Novita)'.
The use of pronouns is also right, because both pronouns her and she are the third person singular pronouns to proper friend (Novita) who is the third person singular. Thus, the consistency of the use of pronouns makes a coherent of the text.
c. Transition Signal
P1.S1 Salatiga just have one IAIN P1.S2 That is IAIN salatiga
P1.S3 IAIN salatiga has three campus
P1.S4
The first campus is located at Tentara Pelajar Street, no. 2 Salatiga
P1.S5 And now it become the of FEBI faculty
P1.S6 Then the second campus located in Kembang Arum P2.S1 the Last is third campus
P2.S2
It is located in Pulutan, where is the future planning the center of all campus of IAIN Salatiga
50
to add another idea. In the first paragraph, the author of the text describes the campus 1. Furthermore, in the second paragraph, the author of the text also describes Campus 2 and Campus 3
d. Logical Order
Text 6
“LIONEL MESSI”
He is a good football player, he is from Argentina. The best experience is training in the lamasia and it is the good training football center in Spain. Football is his life.
Lionel Messi is the handsome football player. He is fast and clever to play a ball, but he is tiny. His skin is white enough. He has a good skill and in dribbling and also has a good passing.
He is the best player, he has got so many trophies. Getting trophies of balloon D Or until three times regularly. Her club is Barcelona. With Barcelona he gets so many trophies, not in Spain but also in the world.
Table. 4.7. Table of Logical Order
NO Types of Logical Order
Occurrences (Sentences)
51
1 Chronological Order 0 0 %
2 Logical Division of Ideas 20 76,9 %
3 Comparison /Contrast 6 23,1 %
Total 26 100 %
Based on the text above, it was arrange using logical division of ideas. Then, the topic is divided into part, and each part is discuss separately.
Table 4.8. Table of Types Coherence devices
Coherence Devices
Occurrences (Sentences)
Occurrences (%)
Repeat Key Noun 36 13.95%
Using Consistent Pronoun
200 77.51
Using Transition Signal
22 8.52%
52
Diagram. 4.8. Diagram of Cohesive Devices
On the table and diagram above, the writer can be conclude that the most dominant of coherence devices is Using Consistent Pronoun with percentage 77.51 % or 200 Occurrences
13,95
77,51 8,52
COHERENCE DEVICES
53 CHAPTER V
CLOSURE A. Conclusions
The prominent intention of presenting conclusions is to answer the research questions, thus, the conclusions drawn for this research are:
1. The types of cohesion are: reiteration (12.76%), conjunction (14.53%), reference (70.92%), substitution (0.35%), ellipsis (0%), and collocation (1.41%). 2. The types of coherence are repeat key noun (13.95%),
consistent pronoun (77.51%), and transition signal (8.52%).
B. Suggestions
Considering the conclusion above, the following ideas should be taken into account concerning cohesion and coherence:
1. The teachers are advised to expose their students to models of organized writing in which cohesive and coherent devices are properly used.
54
types of cohesive and coherent devices. Therefore, the teacher works with the students to underline and classify the cohesive and coherence devices into groups according to their types and number of occurrences. Finally, the teacher motivates the students to infer the meaning, the uses of cohesive and coherence devices to what extent these cohesive and coherence devices help the text to be more cohesive and coherence.
55 REFERENCES
Ali, Y, 1983. The Holy Qur’an Text, Translation and Commentary: Beatwood, Maryland: Anama Corp.
Arikunto, S.1998. Penelitian Tindakan Kelas. Jakarta: Bumi Aksara.
Artawa, K. 2004. Cohesive Devices in Indonesian. Denpasar: CV. Bali Media Adikarsa. Brown, G., & Yule, G. 1983. Discourse analysis. Cambridge: C.U.P.
Chojimah, N. 2014. Let’s Analyze Discourse (teaching material/diktat). IAIN Tulungagung. Unpublished.
Creswell, J. 1994. Research Design. USA: Sage Publication Inc.
Crystal, D. 1987. The Cambridge Encyclopedia of Language. Melbourne: University of Cambridge.
Guy, L.R. 1987. Educational research: Competencies for Analysis and Aplication. Macmillan Publishing Company.
Halliday, M.A.K, and Ruqayah, H. 1976. Cohesion in English. USA: Logman Inc., New York. Keraf, G. 2000. Eksposisi dan Deskripsi. Jakarta: Gramedia.
Knapp, P. and Megan W 2005. Genre, Text, Grammar:Technologies for TeachingWriting
and AssessingWriting. Sydney: A UNSW Press Book.
Murcia, M, C. 2000. Discourse and Context in Language Teaching. Cambridge University Press.
Oshima, A. & Hogue, A. (2006). Writing Academic English. California: Addison Wesley Publishing Company.
56
Porte, G, K. 2002. Appraising research in second language learning: A practical approach to critical analysis of quantitative research. Jhon Benjamin B Published.
Renkema, J. 1993. Discourse Studies: An Introductory Text-book. Amsterdam/Philadelphia: John Benjamins Publishing Company.
Richards, J, C. and W.A. Renandya. 2002. Methodology in Language Teaching: An Anthology of Current Practice. Cambridge: Cambridge University Press.
Richard, J., Platt, J. & Weber, H. (1985). Longman Dictionary of Applied Linguistics. London: Longman.
Robert, K. 2011. Qualitative Research from start to finish: New York London: The
Guilford Press.
Stubbs, M. 1983. Discourse Analysis. Chicago: The University of Chicago Press. Tarigan, H, G, S. 1984. Pengajaran Wacana. Bandung: Angkasa
____________________. 1995. Membaca Sebagai Suatu Keterampilan Berbahasa, Bandung: Angkasa,
Trianasari Y. 2013. Thesis: an analysis on cohesion in edgar allan poe’s short story the fall of the house of usher. IAIN Walisongo. Unpublished.
Zemach, D, E. and Lisa, A. Rumisek. 2003. CollegeWriting: From Paragraphto Essay.
57 APPENDICES
1. Subject of the Study
No Name Number Name
1 113-14-200 Lailatul maghfiroh 2 113-14-026 Dian Indra Lukmana 3 113-14-029 Yeni Suci W
4 113-14-028 Utami Rahayu 5 113-14-025 Dewi Maryam
6 113-14- Muh Adip Fathurrohman 7 113-14-125 Muh Fathurrohman 8 113-14-116 Muhammad Iqbal Fauzi 9 113-14-140 Ahmad N
10 113-14- -
11 113-14-138 Firdaus Haqiqi 12 113-14-090 Ahmad Fauzi
13 113-14088 Laila Khusnul Himmah 14 113-14-070 Titik Emiyati
15 113-14-078 Septyas Elfianto 16 113-14-032 Tasfiatun Niswati 17 113-14-061 Nurul Hikmah 18 113-14-169 Uraini Tohyeng
19 113-14-030 Hayyu Nafi’atul Fauziah 20 113-14-020 Nur Khayati
21 113-14-134 Ayu Wulandari 22 113-14-112 Ela Rosita
23 113-14-035 Tika Lutfia Ningsih 24 113-14-110 Putri Dewi M 25 113-14-058 Anida Nur Mayasari 26 113-14- Dian Kusuma 27 113-14-171 Lia Arifatul Faizah 28 113-14-143 Anis Nur Rohmah 29 113-14-081 Tri Agustina 30 113-14-108 Evi Nur LAtifa 31 113-14-054 Lailatul Hidayah 32 113-14-051 Brantas Willy Saputra 33 113-10-145 Noor Aziz Kurniawan 34 113-11-018 Dhanang Saputra 35 113-14-059 Aris JM
58
39 113-13-156 Mar’atus Shalihah 40 113-14-092 Anis Bahirotul Hasanah
APPENDIC 2
Table Analyze Data of Coherence and Cohesion Devices of Descriptive Text Made by Students
TEKS CODE SENTENCE
59 P2. S1
She is Novita Intan Purwasih
She must use glasses when she are because she never use the glamour dress and does not like to follow the fashion. have friend like her.
60
She has curly black hair, beautiful eyes, pointed nose, and small lips.
My young sister very likes barbie doll
Young
Every day she plays with her friend
She
She also like sing and dance
61 she think if
vegetable is not good
P2.S2 Salatiga and she takes English
She wear a glasses because she has problem with her eyes
P2.S4 She graduated from SMK Diponegoro Salatiga
62 cooking and she usually cook the cake
She is friendly, lovely and patient
63 friendly and patient
she CP she Ref
P2.S7
She always give me a good example
she CP she Ref
P2.S8
Usually she teach me cook in the kitchen
she CP she Ref
P2.S9
She also like reciting the holy Qur'an
she CP she Ref
P2.S10
My mother also likes her house to be clean
My doll have funny shape
Doll RKN Doll Reit
P1.S4
64 P2.S3
I very like that doll because it from my beloved sister.
Lionel Messi is the handsome football
Farmer usually need a big farm for
producing a lot of
65 rice, vegetable and
etc. water, fertilizer and better treatment for the plant
They CP They Ref
P2.S4
But it's need measure, because fertilizer will be poison if the plant get over second brother is 14 years old
66 P3.S2
So, my family is very important to me
My family RKN My family Reit
P3.S3
In my family each one another person always support each other
My family RKN My family Reit
9
P1.S1 Salatiga just have one IAIN
IAIN RKN IAIN Reit
P1.S2 That is IAIN salatiga IAIN RKN IAIN Reit
P1.S3 IAIN salatiga has three campus
IAIN RKN IAIN Reit
P1.S4
The first campus is located at Tentara Pelajar Street, no. 2 Salatiga the of FEBI faculty
And TS And Conj
67 Pulutan, where is the future planning the center of all campus of IAIN Salatiga
- - campus is just for FTIK, Faculty
But, Now, TS But, Now, Conj
10
P1.S2
Manchester the build as Newton Heath LYR Football club in 1878, this is club change name as Manchester United in 1902 and move to Old Trafford in 1911
68
In first lyric tell about imagine how the feeling when was be old
In first TS - -
P2.S1
And the second paragraph tell about how can this be happen
And TS And Conj
P2.S2
And think maybe this it’s happened to
everybody alive ever
And TS And Conj
14
P1.S1
I want to describe about my hobby
I
69 P1.S5
She has brown skin, black eyes and a flat
She loves orange color
He live in Pattani, Thailand
He CP He Ref
P1.S6 He have 4 children He CP He Ref
P1.S8
He like eat tamyam and fruit rice
He CP He Ref Her name is Nuryati
70 P1.S2
She has 3 daughter and 1 son ministry religion in porwodadi
She has short black hair
she CP she Ref
P2.S5
Her eyes color are brown and her skin color is white
And
She is very friendly, patient, firmly and
71 she also love to help people
P3.S1
She is a good child, good wife and also good mother
She always love and take care her family
And
She always give support and motivation to her children
She is beautiful women
She is everything for my life
72 P1.S6
She always teach me, give me advice and always
accompany me when I'm sad and other also not short
she CP she Ref
She has slant eyes and black eyes
She
She is great women in my life
she CP she Ref
P2.S2
Every day she works hard to get money to our life without any complain
73 21
P1.S1
I have a friend, her name is Shinta
I
She is from Gunung pati
she CP she Ref
P1.S6 Her height is 153 Her CP Her Ref
P2.S2
She is a good person with beauty face
she CP she Ref
P2.S3
Everyone want to be her boy friend
Her CP Her Ref
P2.S4
She has happy family her parent and two brother
74 not bad, because not slim but not fat too
She has medium nose not flat but not pointed too and she has thick eyebrow
She black with curly and little with in there, because she is 55
When she going out, she always wear hijab
She has beautiful smile and a little and
75 a little molem her
chick
P2.S1
She is very wise person, very kind and love to help
housewife, she like farm and plant anything
In my opinion, Plant give her some pleasure and she enjoy it care her family
She
My mother loves were gathered with her friends
76
anything that I do I
She has beautiful smile
she CP she Ref
P1.S6
She always work every day
she CP she Ref
P1.S7
77 P2.S3
I like her eyes, because her eyes is thin
She is wearing necklace
she CP she Ref
P2.S8
Her skin is bright-brown
