ANALYZING COHESIVE DEVICES IN THE STUDENTS NARRATIVE TEXT WRITTEN BASED ON FRONT OF THE CLASS MOVIE SCRIPT (A Descriptive Research at the Third Semester in Muhammadiyah University of
Makassar )
A THESIS
Submitted at the Fulfillment to Accomplish Sarjana Degree at Faculty of Teacher Training and Education
Makassar Muhammadiyah University
MARSELLA 10535661515
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION MUHAMMADIYAH UNIVERSITY OF MAKASSAR
UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN PRODI PENDIDIKAN BAHASA INGGRIS
Jalan Sultan Alauddin No. 259Makassar Telp : 0411-860837/860132 (Fax) Email : fkip@unismuh.ac.id Web : www.fkp.unismuh.ac.id
SURAT PERNYATAAN Saya yang bertandatangan di bawah ini:
Nama : Marsella
NIM : 10535 6615 15
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : Analyzing Cohesive Devices In The Students Narrative Text Written Based On Front Of The Class Movie Script
Dengan ini menyatakan bahwa skripsi yang saya buat di depan Tim penguji adalah hasil karya saya sendiri bukan hasil ciptaan orang lain atau pun dibuatkan oleh siapa pun.
Demikianlah pernyataan ini saya buat dengan sebenar-benarnya dan saya bersedia menerima sanksi apabila pernyataan ini tidak benar.
Makassar, 2020 Yang Membuat Pernyataan
UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN PRODI PENDIDIKAN BAHASA INGGRIS
Jalan Sultan Alauddin No. 259Makassar Telp : 0411-860837/860132 (Fax) Email : fkip@unismuh.ac.id Web : www.fkp.unismuh.ac.id
SURAT PERJANJIAN Saya yang bertandatangan di bawah ini:
Nama : Marsella NIM : 10535 6615 15
Jurusan : Pendidikan Bahasa Inggris Fakultas : Keguruan dan Ilmu Pendidikan Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi saya, saya akan menyusun sendiri skripsi saya, tidak dibuatkan oleh siapa pun. 2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan
pembimbing.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi ini.
4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2 dan 3 maka saya bersedia menerima sanksi sesuai dengan aturan yang berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, 2020 Yang Membuat Perjanjian
ABSTRACT
Marsella,2020.Analyzing Cohesive Devices in the Students Narrative Text Written Based on Front Of The Class Movie Script(A Descriptive Research at the Third Semester in Muhammadiyah University of Makassar). Thesis. English Education Department, Faculty of Teacher Training and Education, Muhammadiyah University of Makassar. Guided by Ummi Khaerati Syam and Andi Asri Jumiaty.
This research aimed to know the types of cohesive devices in the students narrative text written based on movie script and this research used writing text as instrument at the third semester in Muhammadiyah University of Makassar.
This research used Descriptive Qualitative Research with 17 Sample and used the teory of Halliday and Hasan to find out the types of cohesive devices used by the students.
The result from this research showed that there were grammatical and lexical cohesion found .the grammatical cohesion is more common found than lexical cohesion. The percentages of grammatical cohesion parts were reference 54.6%, substitution 2.7%, ellipsis 0.5%, conjunction 30.5%. Meanwhile the percentages of lexical part were Repetition 8,2%, synonym 0.5%, Antonym 1.5% and collocation 1.2%.
The researcher concluded that generally the students narrative text written called as a good text because it has good relation among the clauses from the students writing. It was shown from all the types of cohesive devices that was found in this students narrative text written based on front of the class movie script.
ABSTRAK
Marsella. 2020. Menganalisis Perangkat Kohesif Dalam Teks Narasi Siswa Yang di Tulis Berdasarkan Skrif Film dari Front of the Class ( Penelitian Deskriptif di Semester 3 Universitas Muhammadiyah Makassar).Jurusan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Makassar. Dibimbing oleh Ummi Khaerati Syam dan Andi Asri Jumiaty.
Tujuan dari penelitian ini adalah untuk mengetahui jenis-jenis perangkat kohesif dalam teks narasi siswa yang ditulis berdasarkan Front of the Class skrip film dan menggunakan teks menulis sebagai instrumen di semester 3 Universitas Muhammadiyah Makassar.
Metode penelitian ini menggunakan deskriptif kualitatif dengan 17 sampel. dan menggunakan teori dari Halliday dan Hasan untuk menentukan jenis- jenis perangkat kohesif yang digunakan oleh mahasiswa.
Hasil dari penelitian ini menunjukkan bahwa grammatical cohesion lebih banyak ditemukan daripada lexical cohesion. Persentase dari bagian grammatical cohesion adalah reference 54.6%, substitution 2.7%, ellipsis 0.5%, conjunction 30.5%. Sementara itu persentase dari bagian lexical adalah repetition 8.2%, synonym 0.5%, antonym 1.5%, and collocation 1.2%.
Peneliti menyimpulkan bahwa pada umumnya tulisan narasi siswa disebut sebaai teks yang baik. Karena memiliki hubungan yang baik antara klausa dari tulisan siswa. Hal itu ditunjukkan dari semua jenis perangkat kohesif yang ditemukan dalam teks narasi siswa yang ditulis berdasarkan skrip film dari front of the class.
ACKNOWLEDGEMENT
In the name of Allah, Most Gracious, Most Merciful
Al-hamdulillaahirobbil-„alamiin, praise and grateful for Allah SWT on mercy and blessing then writer has great healthiness, opportunity, and patience in other hand marvelous grant of Allah was giving easiness to have done the thesis. Shalawat and salam always pass away to Rasulullah Muhammad SAW as great guidance and marvelous teacher for all of human in the world.
As learners who eventually struggle enhance knowledge so there are many to construct this thesis but the writer believes that the difficulties are able to help increase a good habit how to be a good researcher. The writer was getting a help from several people especially thankful for my parents, my friends, and my families. Consequently, this thesis is able to compose systematically then the gratitude and appreciation for:
1. Prof. Dr. H. Abd.Rahman Rahim, S.E., M.M, as rector of Muhammadiyah University of Makassar.
2. Erwin Akib, M.Pd., Ph.D, as Dean of Faculty of Training Teachers and Education, Muhammadiyah University of Makassar.
3. UmmiKhaeratiSyam, S.Pd.,M.Pd, as head of English department, Faculty of Training Teachers and Education.
4. Ummi Khaerati Syam, S.Pd., M.Pd.asconsultan I and Andi Asri Jumiaty, S.Pd., M.Pd. as consultant II eventually give guidance, and motivation to
finish the thesis. They are always giving knowledge and references how to construct the good research. Great appreciation for parents and my husband always gives neither motivation or spirit to have done proposal. In other hand thank you so much for classmate edelweiss class and My friends on support for me.
There are many less and more on my thesis, hopefully, the advantages of my thesis can useful for a reader . In other hand, the researcher wish suggestion from the reader to increase this thesis.
Hopefully, the thesis of title “ Analyzing Cohesive Devices In the Students Narrative Text Written Based on Front of The Class Movie Script” useful for education side in global era.. The last one, gratefulness for attention then available suggestion from reader is most necessary for the next better.
May Allah, The Almighty, bless them all.
Makassar, January 2020
TABLES OF CONTENTS
TITLE PAGE . ... i
LEMBAR PENGESAHAN ... ii
APPROVAL SHEET ... iii
COUNSELLING SHEET ... iv
SURAT PERNYATAAN ... v
SURAT PERJANJIAN ... vi
MOTTO AND DEDICATION ... vii
ABSTRACT ... viii
ABSTRAK ... ix
ACKNOWLEDGEMENTS ... x
TABLE OF CONTENTS ... xi
LIST OF TABLES ... xii
LIST OF FIGURES ... xiii
LIST OF APPENDINCES ... xiv
CHAPTER I INTRODUCTION A. Background………..1
B. Research Question ... 4
C. Objective of the Research ... 4
D. Significant of the Research ... 4
E. Scope of the Research ... 5
CHAPTER II REVIEW OF RELATED LITERATURE A. Previous Related Findings ... 6
B. Some partinent Ideas ... 8
C. Conceptual Framework ... 20
CHAPTER III RESEARCH METHOD A. Research Method ... 22
B. Research Subject ... 22
C. Research Instrument ... 22
D. Data Collection Procedure ... 23
E. Data Analysis ... 24
CHAPTER VI FINDINGS AND DISCUSSION A. Research Findings ... 25
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ... 58 B. Suggestion ... 59 BIBLIOGRAPHY ... 60 CURRICULUM VITAE ... 63 APPENDICES
LIST OF TABLES
LIST OF FIGURES
LIST OF APPENDINCES Appendix 1 : List of students name
Appendix 2 : The writing text of students Appendix 3 : Script movie of Front of the Class Appendix 4 : Documentation
1 CHAPTER I INTRODUCTION A. Background
English was a global language, English is the most widely used in communicating internationally. In Indonesia English is a foreign language which is taught in the formal educational system from primary level to college level. English is very crucial in this life, people use English as media of communication. For example, they use it in magazine, newspaper, internet, advertisement, and some programs in channel of television like movie, etc. So, it is very necessary for us to study English due to globalization era especially for students it is very important.
In educational English is one of the subject that should be mastered by the student; in junior high school, senior high school, and university level. In Indonesia teaching English focuses on four basic skills, namely; listening, reading, speaking and writing. One of the most important is writing skill. Writing is produce something in written form or use it. Writing is one of the interesting skill because writing allow students to put their feelings and ideas on paper, in writing it does not just write but it is have any form to write sentence or paragraph.Sometimes the students are difficult to understand English because of several factors. One of the obstacles is students have difficulty to understand the sentence meaning. They are hard to understand the sentence meaning that is in a written text or spoken text. Thus, they must
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analyze the sentence meaning by knowing the relation among sentences in written text or utterances in spoken text. They should know about the cohesion in that text to make them more understand about it.
Narrative text is types of text such as imaginary stories, engineered real stories, or fairy tales. Narrative text tells the story that have a series of interconnect chronological events. The purpose of narrative text to the entertain the reader.
In communication , people should concern on comprehension. There are at least two factors that influence the text, cohesion and coherence. Cohesion refers to the relation of meaning that exist within the text and defines as the text. Cohesion is also refered to cohesive devices. Cohesive devices devided in two parts, gramatical cohesive devices and lexical cohesive devices. Grammatical cohesive devices is the way that a gramatical feature is attached across sentences boundaries. It consist of reference, substitution, ellipsis, and conjunction. Meanwhile, lexical cohesive devices is the way vocabulary links to the part s of the text. It consist of reiteration (repetition, synonym, hyponim, and metonym) and collocation.
However, there are many kind of texts and movie script is also considered as a text. Jahn (2003) asserts that movie script is a text containing a film's action narrative and dialogue. A movie script is either a recipe for making a film or a written record of a finished movie. It holds an important role both to the actor involved in the process of performance of the movie. To the actor
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involved in the process of performance of the movie it helps them to inspire their role. it helps them to understand the story of the film.
Related to genre, movie is both narrative and performative genre. It is assumed that movie is a performative genre that comes to life in performance. Jahn(2003) states that a film is a multimedia narrative form based on physical record sound and moving pictures. Like watching a play, watching a movie is a collective public experience and social occasion. Since movie is a narrative genre, it is related to a textual form. Thus, movie analysis can build on the interesting relationship between text and performance just like in drama.analysis. However, analyzing movie in term of its language use is an interesting study, since movie provides real life setting portrayed through sound and moving pictures. Therefore, the writer will make a research concerns with cohesion devices in the script of "Front of the Class" movie. “Front of the Class" movie script is chosen as research instrument because of several considerations. First, the story of the movie is interesting to read by the students because the story will make the students are curious. Second, the storyline in the film can inspire how to be a good teacher and then the students read the script automatically it can improve their reading skill, and then the students not only reading the text but they will also rewrite the script based on their opinions. While based on linguistic consideration, this movie chosen since the writer assumes that it is found cohesive devices expressed by the character. By these reasons, script of movie is chosen as the
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data of this research. In this research the writer focuses on the students rewriting by Front of the Class movie script.
B. Research Question
Related to the background above, research question is formulatedas follows:
1. What are the types of cohesive devices used by the students in rewriting the Front of the class movie script?
2. What is the dominant cohesive devices used by the students in rewriting Front of the Class movie script?
C. Objective of the Research
Based on the research question above, the objective of the research is formulated as follows:
1. To identify the types of cohesive devices used by the students in rewriting the Front of the class movie script.
2. To know the dominant cohesive devices used by the students in rewriting Front of the class movie script.
D. Significance of the research 1. Theoritically
Theoretically, this research gives a valuable finding to the field of discourse studies.
2. Practically
There will be a lot practical significance from the results of this research. It will be useful for the students, lecturer and the researcher
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a) Students
It can be useful and increase the ability of the students in write the coherence sentence or paragraph. And the other hand it can more pay attention to the use of them in writing.
b) Lecturer
It can provide more information about the types of cohesive devices and which is the type of dominant use in sentence or paragraph.
c) The researcher
To find out which cohesive type is often used in sentences and it can help the researcher to complete their researh.
E. Scope Of The Research
In order to make this research manageable, the writer give the scope for this research. In this research, The researcher does not analyze all of text by movie script. The writer just analyse cohesive devices used by the students in rewriting movie script by looking at the form of narrative text . After that, the writer also find out the dominant cohesive devices students used by rewriting the Front of the Class movie script.
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Previous Related Research Findings
Analisis cohesive devices is very important to understand, cohesive is the relationship between grammar in a text or sentence that unites a text and gives it meaning. There are some previous researcher findings about analysis of cohesive devices.
1. Ayub Seken (2013) “ an analysis of the cohesion and coherence of students‟ english writings at the second grade of SMAN 1 LOMBOK” he concluded his thesis that the results of study were the students used the five types of cohesive devices to serve the coherence of their writing and the students dominant use of personal reference in writing and some problems in coherences of students writing were reference, conjunction, lexical cohesion, tenses, auxilary, passive voice, infinitive, gerund, saubject-verb agreement,noun, preposition, and text structure. 2. Reza Andika Hendrayana (2012) “an analysis of cohesive devices used
in the narrrative paragraph” the result of this study showed that three major types from five major types oscohesive devices that were proposed by Halliday and Hasan (1994) were found in the narrative paragraph in students. They were reference, conjunction, and lexical cohesion. The reesearcher found that reference was the dominant use in the students narrative paragraph.
3. Pipit Olva Andayani (2013) “an analysis of the cohesion and coherence of the students‟ narrative writing in Smp 2 Banjar” the results of her thesis is the study show that the students producted the five types of cohesive devices to serve the coherence of their writings of which reference 70,7% with the personal reference dominant used. Conjunnction 28,51%, substitution 0,57%, ellipsis 0,14%, lexical cohesion was used 137 item domination with repetition 78%. Some problems of coherence identified were the problems with reference (personal, demonstrative), conjunction (additive,adversative, causal, temporal) and limited choice of lexical item.
4. Bahaziq, Afnan (2016)”cohesive devices in written discourse: a discourse analysis of a students essay writing” discourse is essential in communicating thoughts and ideas. People around the world communicatetheir ideas through strecthes of languages. The students writing shows clear evidence of cohesion and demonstrates the use of grammatical and lexical devices. The most dominant used were references and conjunction and there is little evidence of using lexical devices. Although the essay is somewhat cohesive, some areas still need improvement.
The conclusion based on the previous researcher above Ayub Seken (2013) is students writing dominant use of personal reference in writing and some problems in coherences of students writing were reference, conjunction, lexical cohesion, tenses, auxilary, passive voice, infinitive, gerund,
saubject-verb agreement,noun, preposition, and text structure.Reza Andika Hendrayana (2012)The conclusion of their thesis is he found that reference was the dominant use in the students narrative paragraph.Pipit Olva Andayani (2013)she concluded her thesis is some problems of coherence identified were the problems with reference (personal, demonstrative), conjunction (additive,adversative, causal, temporal) and limited choice of lexical item. And Bahaziq, Afnan (2016)The most dominant used in students essay writing were references and conjunction and there is little evidence of using lexical devices. Although the essay is somewhat cohesive, some areas still need improvement. Based on the previous researcher above the different between their research and my research is all of them focus on analysis the students english writing and essay. in my research i will try to findings the new results from the analyse the students rewriting by the Eclipse movie script.
B. Some Pertinent Ideas 1. Writing
According to Nystrand (1889:75), writing is a matter of elaborating text in accordance with what the writer can reasonably assume that the reader knows and expects. It means that writing is an activity to share information which is understandable for the readers. So the writer should be able to communicate to the readers through his sentences.
Meanwhile, writing is an ability to make a form of words that in general it may have a higher truth value than the fact that is has set it down. It means that the product of writing should be truly acceptable by the
readers. Besides it must contain meaningful values so that the readers can get the benefits from the writing.
Writing skill is a person‟s ability to express his/her mind and feeling which is expressed in a written language , in graphic symbols so that the readers are able to understand the message inside. From the statement it can be said that writing is a skill where the writer can set idea down in the form of words, sentences, and paragraphs which are easy to understand for the readers.
Harmer (2004:86) states that writing is a process that what we write is often heavily influenced by constrains of genres, then these elements have to be present in learning activities. It means that writing cannot be separated with genres especially in teaching learning activities of writing. In this case, writing activities can be present in a classroom.
For all of the statements above , it can be concluded that writing is an activity of thinking after which is expressed into graphic symbols, in a communicative written language and it needs a good and interesting language.
a. Types of Writing
Every different types of writing have each purposes of writing. It can be formed in paragraph , an essay, a story, a novel, and so on. Every types of writing have their organization. The various of writing above, as regard to their sentence organization generally can be devided into three kinds in university level: narration, description, and exposition.
The narrative tells a story, the descriptive provides accurate details and appeals to the senses, the expository explains how to do something or informs the readers to do something.
1) Descriptive
Descriptive text is a part of factual genres. Its social function is to describe a particular person, place, or thing. Descriptive writing is the process of creating visual image and sensory impression through words. It can also be said that descriptive writing is one of writing typeswhich are functioned to inform audience about how something or someone looked and persuade audience to see something from the writers point of view. Descriptive recreates sense impression by translating into words, the feel, sound, taste, smell, and look of things. Emotion may be describing too, feeling such as happiness, fear, loneliness, gloom, and joy. Description helps the reader, through his or her imagination, to visualize a scene or a person, or to understand a sensation or an emotion.
2) Exposition
Expository writing is a general term given to non-fiction prose. It is not story telling because it depends on facts, opinions supported by facts, and fully developed ideas that must be made clear through the use of example. Expository paragraphs or essays are usually written in the third person. The writer does not use the pronoun “i”, but uses he, she
or it. This gaves the writing more authority (Learning Source Services,2016).
3) Narrative
according to Kane in Aminah (2016) Narative is a piece of text that tells a story and has a purposes to entertain or inform the reader or listener. Narrative has specific features that are different from other text types, for example telling events in chronological orders. Cahyono (1997) also states that narration usually refers to telling story.
Narratives provide human interest and entertaiment, spark our curiousity, and draw us close to the storyteller. In addition, narratives can create a sense of shared history, linking people together, and provide instruction in proper behaviour or moral conduct (McWhortes, 2010).
Generic Structure of Narrative Text
Essentially, the generic structure of narrative text comprise three points, they are: orientation, complication, and resolution (Aminah:2016).
a) Orientation
According to Watkins (2005) every story, no metter how simple, needs an orientation. It tells the audience about who is in the story, when the story is taking place and where the action is happening. b) Complication
Anderson & Anderson (2003) states that the complication is The story pushed along by a series of event, during which we usually expect some sort of complication or problem to arise. It just would not be so interesting if something unexpected did not happen. This complication we face in life and tend to reassure us that they are resolvable.
c) Resolution
It is when the character shorts out the complication. It means that the problem is solved for better or worse, but it is rarely left completely unresolved (althought this is of course possible in certain types of narrative which leaves us wondering “how did it end?”).
2. Cohesion
Texts must have a certain structure which depends on factor quite different from those required in the structure of a single sentence. Some of those factors are described in terms of cohesion, or the ties and connections which exist within texts (Yule, 1985:105). Gerot and Wignel (1995:170) argue that “Cohesive relations are non-structural relation which work to help a text hang together". Then according to Holliday and Hassan (1976:4) the concept of cohesion is a semantic one; it refers to relations of meaning that exist within the text, and that define it as a text. Furthermore, Renkema (1993: 35) asserts that cohesion is the connection which results when the interpretation of a textual element is
dependent on another element in the text. It always deals with the connection evident in the discourse. Cohesion can be defined as the links that hold a text together and give it meaning.
The general meaning of cohesion is embodied in the concept of text. Cohesion is necessary though not sufficient condition for the creation of text. What creates text is the textual, or text-forming, component of linguistic system of which cohesion is one part (Halliday and Hassan, 1976: 298-299). Therefore, cohesion is an important part in creating a text. Furthermore, it refers to the relation of meaning that exists within the text. It is the grammatical and lexical relationship within a text or sentence. It is created by cohesive devices. Cohesive devices will help the participants in interpreting a piece of a text or discourse.
3. Cohesive Devices
Halliday and Hassan (1976: 5) propose that cohesion can be expressed both through grammar and vocabulary. Thus, we can refer to grammatical cohesion and lexical cohesion (Halliday and Hassan 1976:5). Each type of cohesion is realized by linguistic element called by cohesive devices. In addition cohesive devices are devices used to make a text to be cohesive.
Moreover Yule (1985:106) states that the analysis of cohesive devices in a text gives us some insight on how writers structure, what they want to say and may be crucial factors in our judgment on whether
something is well-written or not. There are two main types of cohesive devices; grammatical, referring to the structural content, and lexical, referring to the language content of the piece and a cohesion text is created through many different ways .
a. Grammatical Cohesive Devices
Grammatical cohesion deals with grammatical and semantic connections. Halliday and Hassan (1976: 274) state that grammatical cohesion can be divided into reference, substitution, ellipsis and conjunction
1) Reference
Reference is the relation between an element of the text or something else by reference to which it is interpreted in the given instance (Halliday and Hassan, 1976:308). It is potentially cohesion relation because the thing that serves the source of the interpretation may be element of text.
Reference is the act of referring to a preceding or following element, deals with a semantic relationship (Renkema 1993:38). In the case of reference, the meaning of a 'dummy word' can be determined by what is imparted before or after the occurrence of the dummy word. In general, the dummy word is a pronoun.
Reference can be in exophoric or exophora (situational) and endophoric or endophora (textual). Exophoric reference is one form of
context- dependence, since without the context we cannot interpret what is said. Endophoric is a general name for reference within the text (Halliday and Hassan, 1976: 33). According to Halliday (2004:552) endhoporic means the reference item is recoverable from within th text. Endophora is divided into anaphora (to preceding text) and cataphora (to following text) (Haliday and Hassan 1976: 33). Therefore, if the relation presupposes something that has gone before, it is called by anaphoric. While, if it is presupposed by something in the following part, it is called by cataphoric.
Moreover, Haliday and Hassan (1976:37) state that there arethree types of reference. First is personal/pronominal reference. It is reference by means of function in the speech situation" through the category of person e.g., he, she, him" hers, they, them, theirs, his, it, its. Second is demonstrative reference. It is reference by means of location on scale of proximity e.9., this, that, those, here, there, then. Moreover, it can be achieved by definite article also, e.g., the. The last is comparative reference. It is reference by means of identity (e.g., same, equal, identical, identically), similarity (e.g., such, similar, similarly, likewise), difference (e.g., different, other, else, differently), numerative (so-as-equally + quantifier, e.g., so many), and epithet (better, so-as- more- less- equally * comparative adjective, e.g., equally good).
Halliday and Hassan (1976: 88) propose that substitution is the replacement of one item by another. Additionally, Hatch (1992:224) explains that substitution refers to a specific entity but to a class of item. Substitution is the replacement of a word (group) or sentence segment by a 'dummy' word (Renkema 1993).
Moreover, Halliday and Hassan (1976:90) assert that 'since substitution is a grammatical relation, the different types of substitution are defined grammatically rather than semantically. The criterion is a grammatical function of the substitute item in English the substitute may function is a noun, a verb, or a clause.
Therefore, substitution is divided into three types: nominal, verbal, and clausal. Nominal substitution consist of one, and ones which function as head of a nominal group andcan substitute only for an item which is itself head of a nominal group and same which substitutes for an entire nominal group. Verbal substitution consist of do (do, does, did, doing, done) which function as head of a verbal group and substitutes for a verb which is head of a verbal group. Clausal substitution is a relation in which the entire clause not an element within the clause is presupposed and the contrasting element is outside the clause.
3) Ellipsis
Halliday and Hasan (1976:142) point out that substitution and ellipsis are very similar to each other. Ellipsis is simply “substitution zero". Rahmawati (2011:17) explain that ellipsis can be said that it is
something left unsaid but it can be understood. Furthermore, ellipsis is the omission of a word or part of a sentence is closely related to substitution (Renkema" 1993: 38). In the case of ellipsis, the division that is normally used is the same as that applied to substitution: nominal" verbal and clausal ellipsis.
Moreover, Halliday and Hasan (1976:88) assert that ellipsis is the omission of an item. There are three types of ellipsis; nominal" verbal" and clausal. Nominal ellipsis is the ellipsis within the nominal group. Meanwhile, verbal ellipsis is the ellipsis of verbal group. It is divided into lexical and operator ellipsis. Lexical ellipsis is the type of ellipsis in which the lexical verb is missing (Halliday and Hassan: 170). Moreover, it is ellipsis 'from the right'. It always involves omission of the last word. On the other hand, operator ellipsis is ellipsis 'from the left'. It involves only the omission of the operator in which the lexical verb always remains intact. Clausal ellipsis is the omission of a clause or an element of a clause.
4) Conjunction
Conjunction is somewhat different from the other cohesion relations. It is based on the assumption that there are in the linguistic system forms of systematic relationships between sentences. There are a number of possible ways in which the system allows for the parts of a text to be connected to one another in meaning (Halliday and Hassan 1976:324).
Conjunction is a relationship which indicates how the subsequent sentence or clause should be linked to the preceding or the following (parts of the) sentence (Renkema 1993: 38). Furthermore, Cook (2001) states that conjunction is words and phrases which explicitly draw attention to the type of relationship which exist between one sentence or clause and another. This is usually achieved by the use of conjunction. Halliday and Hassan (1976:241-243) state that conjunction can be divided into additive, adversative, causal, temporal and other conjunctive items (continuatives). Additive consists of and, or,furthermore, similarly, in addition, moreover, likewise, on the other hand, another way, alternatively and so on.
Basic meaningof adversative relation is contrary to expectation including, yet, but, however, thought, nevertheless, still, in spite of this and soon. The causal relation is expressed by so, thus, hence,therefore, consequently, accordingly, as a result, in consequence, because of that and so on. Temporal is relationexpressed by then, next, afterward, before, at once, on which,next time, meanwhile, and so on. Haliday and Hassan (1976:268-270) state that other conjunction are expressed by now, ofcourse, well, anyway, surely, and after all. Renkema (1993: 38-39) gives the example of conjunction as follows:
b) He is not going to school today because he is sick. (Causality) c) After the car had been repaired, we were able to continue our
journey. (Temporality)
d) All the figures were correct; they'd been checked. Yet the total comes out wrong. (Adversative)
e) You needn't apologize. After all, nobody could have known what would happen. (Other conjunction)
b. Lexical Cohesive Devices
Lexical cohesion does not deal with grammatical and semantic connections but with connections based on the words used (Renkema 1993: 39). Hence, lexical cohesion is the relationship of sentences within the text that does not refer to grammatical components. Moreover, Renkema (1993: 39) states that lexical cohesion can be distinguished into two types; they are reiteration as well as collocation. Reiteration is divided into five; they are repetition, synonym, hyponym, metonym and antonym. They will be discussed as follows.
1) Reiteration
Reiteration can occur through the use of word that is systematically linked to a previous one, for example, “young" and “old” (Renkema 1993: 39). In general, reiteration can be divided into repetition, synonym, hyponym, metonym, and antonym.
a) Repetition
According to Halliday and Hassan (2004:571), the most direct of lexical cohesion is the repetition of lexical item. Repetition is the act
of repeating exactly the same word as has been mentioned before. It usually involves reference as the second occurrence which will be matched with definite articles. Consider the following example: A conference will be held on national environmental policy. At this conference the issue of salination will play an important role.
b) Synonym
Synonym is used to mean sameness meaning'. It is possible to define the different word as the intended meaning. Hence, even though the word is changed, the intended meaning may be the same. synonyms are words that have almost the same meaning. Here the example of synonym as follow: A conference will be held on national environmental policy. This environmentalsymposium will be primarily a conference dealing with water.
c) Hyponym
A word whose meaning contains the entire meaning of another word is called hyponym which is known as the subordinate. Renkema (1993: 39) gives the example of hyponym as follow: We were in town today shopping for furniture. We saw a lovely table
d) Metonym
Renkema (1993: 39) proposes that is a relationship of part versus whole. Here is the example of metonym: At six-month checkup, the
brakes had to be repaired. In general, however the car was in a good condition
Antonyms are words that have opposite meaning Renkema (1993: 39) states that the antonym of word “old" is "new” based on the following example; the old movie just doesn‟t do it anymore. The new ones are more appealing.
2) Collocation
Collocation deals with the relationship between words on the basis of the fact that these often occur in the same surroundings (Renkem4 1993: 39). Some examples are: "sheep” and “wool”, “congress" and "politician" or “college" and “university''. Halliday and Hassan (1976) assert that such patterns occur freely both within the same sentence boundaries since they are independent of the grammatical structure.
C. Conceptual Framework
There are some steps of an analysis of cohesive devices, in this research namely analyzing the types of cohesive devices an identification of dominant cohesive devices made by the students of class BG.6H English Department Muhammadiyah University of Makassar. The researcher distribute the movie script to the students and rewriting based on their own opinion by looking at the form of Narrative text after the students rewriting the script of Movie, the writer will analyzing the types of cohesive devices based on Halliday and Hassan teory and counting the dominant cohesive devices based on formula
by Sudjana (1997:4). The conceptual framework underlying this research is ilustrated in the following diagram.
Figure 2.1 Conceptual framework
An analysis of cohesive devices
Using movie script
Rewriting based on narrative text form
Determine the types of cohesive devices
Determine the dominant cohesive devices
CHAPTER III
RESEARCH METHODOLOGY A. Research Design
This research used descriptive qualitative research. It aim to described the students rewriting by the movie script and to explained the types of cohesive devices and the dominant cohesive devices made by the students in rewriting Front of Class movie script.
B. Research subjects
The researcher used movie script as an media to rewrite it based on Narrative text form by the third semester students from English Department students at Makassar Muhammadiyah University class of BG3F, to determined the types of cohesive devices used by the stuents in rewriting front of the class movie script and the dominant cohesive devices. The researcher analyzed with used Halliday and Hasan theory.
C. Research Instrument
. The researcher used writing test as an instrument to collect the data. Without them data will be impossible to put in hand. The researcher asked the students to rewrite the movie script by looking at the form of narrative text. D. Data Collecting Procedure
1. Observation
Observation was the process of taked the data. In this study where the researcher has seen the researh situation. This technique used to observed closely in an effort to find out the object to be examined.
2. Test
In this research data collected procedure decided to investigates students writing by movie script. the writer got the data from the script of “Front of the Class” movie script as a students narrative text written and then the researcher was analyzing the types of cohesive devices by the students rewriting movie script and the percentages of each dominant of the cohesive devices. So, the writer used the script of “Front of the Class” movie as the source of the data. In this part the writer explained about the step of collected the data used by the researcher. The steps were as follows:
a. The researcher explained to the students what is the cohesive devices.
b. The researcher explained the form of Narrative text. c. Distributed the movie script to all of the students in BG3F.
d. The students write narrative text written based on the movie script by looking at the form of Narrative text.
e. The researcher collected the students writing text. f. The researcher analyzed the students writing text. 3. Documentation
Documentation was data collection method by collecting the data such as document or picture.
E. Technique of Data Analysis
Data analysis was the process of systematically the data collected by the researcher . The technique of data analysis can analyzed by following the steps:
1. The researcher has presented the data obtained from the data source.
2. The researcher identified the students narrative text written based on front of the class movie script based on Halliday and Hasan‟s theory.
3. Discussing and interpreting the data from each category, namely grammatical cohesive devices and lexical cohesive devices based on Halliday and Hasan‟s theory.
4. The researcher has cunted the percentages of each type of cohesive devices expressed by the students narrative text written. It used the formula based on Ali (1993:184) which n is for the number of each tie and N is for the number of the entire tie. 5. Drawing conclusion based on the result of data analysis.
CHAPTER IV
FINDINGS AND DISCUSSION
In this chapter, the researcher presented findings of the research and discussion. The research findings showed the data obtained from the result in order to see cohesive devices used by the English students at the third semester class of BG3F in Muhammadiyah University of Makassar. The discussion contained description and interpretation of the research findings.
A. Findings
1. Analyzing the types of Cohesive Devices
The researcher had given a writing test. There were 17 students from BG3F class of the third semester. The test was a writing test about rewriting the Front of the class movie script by looking at the form of Narrative text . The students made a paragraph based on their own paraphrase after they read a script. After collected the test, the researcher analyzed the data from the students test to find out the types of cohesive devices used by the students and the dominant cohesive devices based on Hallliday and Hasan theory. The data analyzed can be seen as the following:
Writing Text 001
Orientation : the story that told a teacher who has Tourette Syndrom but he
still strives and works hard to be a good teacher who is loved by everyone. The story is based on the true story of brad cohen, a sufferer of tourette syndrome.there are many their friends hate him. Because Cohen always made a trouble.
Complication: Tourette Syndrome is a neuropsychiatic disease that makes a person made spontancous speech or movement without being able to control
it.
Resolution: finally when was interview that school i wolly him to involves all components at the school from the people.
Grammatical Cohesion 1. Reference
a. Personal Reference
The personal reference elements which exist within the orientation paragraph are he and him (2), their, it.
b. Demonstrative reference is only that. c. Comprative reference is many. 2. Conjunction
a. Additive Conjunction found in a narrative text is and, but b. Clausal Conjunction is because.
Writing Text 002
Orientation: this film told about a teacher who has Tourette Syndrome. His
name is Brad Cohen. This disease passed down from generation to generation. This illness usually lead to the rude speech and the strange sound so it can make someone unable to control it, he always treated badly in his
school because of his abnormalities. His friends assumed that he was a trouble maker in their school. The teacher in his school already felt disturbed of his disease, and then reported that issue to the head of school.
Complication: Furthermore Cohen felt so scared when the head master called his name to met with him. He thought that head master would forbid to came in the school again because the disease of him. But it didn’t as his expected, the head master told him to attend the orchestra which was held by
the school. Cohen attend to the orchestra. The head master delivered his
speech to all of the students that Cohen would treated same as the other students.
Resolution: However after graduated he choosed to become a teacher, a teacher is one of the good job because it could be inspired him . the principal who had tried to understood the lack of him. Cohen has a unique trick and
strategy in learning, Cohen totally in front of the class to gave the learning, and he did it with the pleasure.
A. Gramatical Cohesion 1. Reference
a. Personal referencein the test 2 are his (6), it (2), he (3), him (3)
b. Demonstrative reference The are this(3), their (1), that (2) on the test 2
2. There is a Verbal Substitution found in the test 2 namely did, and there is a nominal substitution namely one.
3. Conjunction
a. Adversative Conjunctio in test 2 are but and however b. Additive Conjunction found are and (3), and furthermore B. Lexical Cohesion
1. Repetition
The writer repeat a teacher twice in resolution paragraph Writing Text 003
Orientation: in this story, cohen has treated badly at his school, because of his illness. Cohen was a sufferer of Tourette Syndrome.
Complication: because of his un usual behavior upset, the teacher reported cohens behavior to the principal. That’s why the principal called cohen’s parents to report on Cohen’s behaviour at school, however cohen felt scared
because he worried that the principal would forbib cohen from going to school.
Resolution: Finally, cohen was able to went to school like the other students
and was not diservminated again until cohen graduated from the school.
Grammatical Cohesion 1. Reference
a. Personal reference he, his (3), b. Demonstrative reference this, that 2. Conjunction
a. Additive conjunction and
b. Adversative conjunction however c. Causal conjunction because (2) Writing Text 004
Orientation: in this story, Cohen has treated badly at his school, because of his illness. Cohen was a sufferer of Touratte Syndrome. He often made his classmates insulted and laughed at him. This because Cohen usually made strange noises with head and leg movements, during teaching and learning process.
Complication: Because of his un usual behaviour upset. The teacher reported cohens behaviour to the principal. Thats why the principal called cohents parent to report on Cohen’s behaviour at school,and then Cohent felt scared
because he worried that the principal would forbid cohen from going to school. And the head master told Cohen to attend the orchestra program which was held by school. Finally cohen was present at the orchestra. But he worried were provent, cohen made a strange noise and distrubing the entire room.
All the audience looked at cohen with an angry look while warning. And the other hand after the performance the principal orchestra goes on stage while asked the audience “ are you distrubed?”all the participant answered “distrubed”. And Then the head master called cohen up on the stage and in
front of all the audience. And the principal asked cohen “ what could we do to help you?”, Cohen answered “ i want to be treated and given the opportunity as everyone else”. And the sound of appaluse whisked the entire room.
Resolution: Finally cohen was able to go to school like other students and was not diserminated again until cohen graduated from the school. Furthermore
cohen was summoned and given opportunity to become a teacher at the school, and cohen can be a totality teacher with his own tricks during the learning process.
Grammatical Cohesion 1. Reference
a. Personal reference he, i, we, you, his. 2. Conjunction
a. Additive Conjunction furthermore, and (10), in the other hand.
b. Adversative Conjunction but
c. Causal Conjunction because (3), and then d. Temporal Conjunction after
Writing Text 005
Orientation: the title of the story “Front of the class” this story told about a teacher who has Tourette Syndrome. Syndrome is a neuropsychiatric disease
that makes a person make spontaneous speech or movements without being able to control it. This story based on true story of Bad Cohen.
Complication: the complication is when he was often treated badly in his school. He had a mental illness that often made his classmate insulted and
laughed at him.
Resolution: in addition Cohen was interview that school wolly him to involves all component at his school from the principle, teachers, and staff in the interview. And now Cohen being a sufferer of Tourette Syndrome it self.
Grammatical cohesion found 1. Reference
a. Personal reference it, he(2), him (2) b. Demonstrative reference this(3), that (2) 2. Conjunction
a. Additive Conjunction amd (3), or, in addition. Writing Text 006
Orientation: the tittle of the film is “Front of the Class” this film told a story about a teacher who has Tourette Syndrome.
Complication: the Complication when cohen was often treated badly at his school. He had a mental illness that often made his classmate insulted and
laughed at him.
Resolution: Finally when was interview i wolly him to involves all elements at the school from the principal and staff in the interview, and now Cohen being a sufferer a Tourette Syndrome it self.
1. Reference
a. Personal Reference he, him (2) b. Demonstrative reference this 2. Conjunction
There is Additive Conjunction in a test 6. There is and (2) Writing Text 007
Orientation: The title of the story is “Front of the Class” and the film told that a teacher who has Tourette Syndrome but still strives and work hard to be a good teacher. A teacher who was loved by everyone, a teacher who’s presented was eagerly awaited and certainly a teacher who inspirated.
Complication: Tourette Syndrome is neuropsychiatric desease that made a person made spontaneous speech or movements without being able to control
it. Little Cohen was often treated badly at his school. His illness often made
his classmate insulted and laughed at him. Thisbecause Cohen made strange noised with head and leg movement where these activity was very disturbing teaching and learning activitied in the classroom.
Resolution: Cohen never give up of it, and then he always did the best in
teaching. His mother always gave a support for him, and finally cohen became a teacher. He totally in teaching, his students love him so much
because he had a unique trick and strategy in teaching.
A. Gramatical Cohesion found 1. Reference
a. Personal reference in the test 7 are his (4), it , he (3), him (3) a. Demonstrative reference
The are this, these, that on the test 7 2. Substitution
There is a Verbal Substitution found in the test 2 namely did, and there is a nominal substitution namely one.
3. Conjunction
a. Adversative Conjunction in test 7 are but b. Additive Conjunction found are and (6), and or c. Causal conjunction because(2)
d. Temporal Conjunction and then B. Lexical Cohesion
a. Repetition a teacher (3), teaching (3)
Writing Text 008
Orientation: The story about education, the story told about motivation. It is based on the true story. This story start from there was a children namely Bad Cohen who has a Tourette Syndrome which always treated badly in his school because he had a illness.
Complication: Cohen’s chilhood was very sadden. His friend always laughed to him because of his ilness. But Cohen never give up and his mother gave a support and motivation everyday to him.And then his mother ever went to his school for explained the illness of Cohen. And then the staff, teacher and al of the principal understood hislack.
Resolution: Cohen became a teacher. His students love him so much, Cohen try to be a good teacher in front of the class.
A. Gramatical Cohesion found 1. Reference
b. Personal reference in the test 8 are his (5), it , he , him (2) b. Demonstrative reference
The are this, and there. 2. Conjunction
a. Adversative Conjunction in test 8 is but b. Additive Conjunction found is and c. Temporal Conjunction and then (2) B.Lexical Cohesion
1. Repetition a teacher (2)
2. Colloction. Collocation in a test 8 is illness from the word of lack
Orientation: His name is Brad Cohen, but the people called him by a lot of names. When Cohenwas in school he couldn’t wait until he go out. There are so many his friends hate him because Cohen has a Tourette Syndrome. Because they thought that he has a big trouble likewisehis teacher. It just his
mother always support him. So Cohen tried as best what Could could for her. Complication: Althought Cohen is one of the smart students in his school. But
the other students always laughed to him. The people never actually seen a case of Tourette’s Syndrome before. Because of that they difficult to accept
his disorder. Finally Cohen was present at the Orchestra. The headmaster called Cohen up on the stage in front of all the audience. Cohen explain to the all of principal that Cohen would be good treated same with the other students.
Resolution: After adult Cohen succesfully graduated Cohen choose to become a teacher. He though that the teacher is one of the good job for him. there are somany trick and strategy in learning so the students loved him so much.
A.Gramatical Cohesion found 1. Reference
a. Personal reference in the test 9 are his (2), it , he (3), him(5), they, it
b. Demonstrative reference The are is a that(3)
c. Comprative reference are so many(2) 2. Substitution
There are a nominal substitution namely one(2). 3. Conjunction
b. Additive Conjunction found is likewise c. Causal conjunction because of that d. Temporal Conjunction after
B. Lexical Cohesion
1. Repetition a teacher and the other students Writing Text 010
Orientation: Treated differently is not good for the mental of students. When the students descriminated from their friends likewise the teacher. Just because he has abnormality. His name is Cohen, he has a disease namely Tourette Syndrome. He always treated badly when he was in school. In the other hand Cohen’s mother always give him a support to survived of his disease.
Complication: Cohen felt scared when he met by the school principal, because
Cohen was worried that the school principal would forbid Cohen from going to schoolbecause of these ilness. With the sharp eyes of the headmaster telling cohen to attend the orchestra program which was held by the school. And in
there the headmaster delivered his speech to all of principal that Cohen would be treated same with the other stuents and would not descriminated again.
After that incident Cohen was able to go to school like the other students.
Resolution: After graduated Cohen choose to be a teacher. He thought wholeheartedly with love. Unique and funny methods made students really like the class. Cohen’s class is really fun . even students cannot wait for tomorrow, learn, play, and fun with the teacher they loved so much.
A. Gramatical Cohesion found 1. Reference
d. Personal reference in the test 10 are He(6), his (2), him, their, they.
The are there, that(3) on the test 10 2. Conjunction
a. Additive Conjunction found are and (2), on the other hand. b. Causal conjunction because(2)
c. Temporal Conjunction after B.Lexical Cohesion
1. Repetition are school principal, fun, class, the other students.
Writing Text 011
Orientation: Brad Cohen is one of the penderita Tourette’s syndrome.
Tourette Syndrome is a disease when the someone made a spontaneous strange voice.a spontaneous strange voice disturbed in class during the teacher teach. He always made a noises in hisschool. Thereforetheir friends hate cohen. Sometimes cohen thought that he couldn’t wait until he go out from theirschool.
Complication: Cohencoudn’t control a strange noises because it’s a disorder. Everyone which he met descriminated him. But Cohen’s mom always give a
support. Because just a support from his mother can motivated him.and she
brought to the environment who has a disease like him. After a long time finally cohen has enjoyed his illness.
Resolution: his mindset changed between when he was kid than adult. When
he was a kid he hate his teacher but when he was an adult he thought that a teacher is a suitable job for himand totally in teach.
A. Gramatical Cohesion found 1. Reference
e. Personal reference in the test 11 are He(6), his (3), him (4), their, she.
d. Demonstrative reference
The is that demonstrative in a test 11 2. Substitution
there is a nominal substitution namely one. 4. Conjunction
a. Adversative Conjunction in test 11 are but b. Additive Conjunction found is and, sometimes. c. Causal conjunction because
B. Lexical Cohesion
1. Repetition disorder, he was a kid, school, spontaneous strange voice.
2. Synonim
There are two synonim found. They are disease and illness from the word of disorder.
3. Antonym
There is Antonym found namely adult from the word kid. 4. Collocation
There are two collocation found in a test 11. They are class from the word school, and strange noise from the word disorder.
Orientation: this story based on the true story from bad cohen. He has a tourette syndrome morever his father suddenly angry to him because he was sick of his childreen. He has a mother who always support him. His dad has divorce with his mom and Cohen has a step mother. And also she always support him.
Complication: when he was in school. Cohen treated so badlyn like his friends
as well as the teacher. With the help of the principal through orchestra which was held by the school. Cohen called by the head master to on stage, he felt so
scared but in there the head master asked him to what we can do for help
you? And cohens answered that i just want to treated goodly in his
environment without any descriminated again. Finally he get a respect and
applouse to the all of principal.
Resolution: after graduated he choosed to be ateacher. These teacher tought more than just math and writing, but acceptance and open minds. He had his own challenge, challenge for their students and also for him self. So Cohen understood what the teacher had to gave to all of student. This is a beutiful story.
A.Gramatical Cohesion found 1. Reference
a. Personal reference in the test 12 are his (4), he (7), him(3), she, you, i, we
b. Demonstrative reference
The are is are this (2), that, these 2. Substitution
There are a verbal substitution namely do 3. Conjunction
a. Adversative Conjunction in test 12 are but b. Additive Conjunction found are and (4), morever c. Causal conjunction as well as, so(2)
d. Temporal Conjunction after B. Lexical Cohesion
1. Repetition a teacher and the headmaster Writing Text 013
Orientation: the title of the story is “Front of the Class” the story told about how to be a good teacher in front of the class although has a deficiency.
Nevertheless Cohen had a bad past but Cohen try to made it a motivated. When Cohen was kid he treated badly in his school likewise his environment.
His father and mother divorced afterward his dad married with his step mother. Cohen lived with his brother and his mother. She always gave a support for Cohen.
Complication: When Cohen was a kid he treated badly itlooked desolate
because his disease. Not a few people stay away just because his disease likewise his teacher. When the teacher teach suddenly lost control. As a result a lot of people felt disturbed and choosed to report it in to the headmaster of school. And then the headmaster tried to help Cohen’s problem. The head master did the best to help him. He tried to gave a understanding to all of the students likewise the teachers that cohen has a
illness so thats why Cohen always made a strange noises. And then the
headmaster gave an order to treaed goodly and it was not descriminated again. After that Cohen went to school without sad felt again.
Resolution: After adult Cohen succesfully graduated from university and
choosed to become a teacher. Because of his determination to be a teacher, Cohen sent job applications letters to almost all schools in the are where cohen lived. Finally there was a school who received him. Cohen totally in teach and gave any tricts and strategy in learning. He did the best for his job.
A.Gramatical Cohesion found 1. Reference
a. Personal reference in the test 13 are he(4), his (8), him, it, she b. Demonstrative reference
