A STUDY OF LEXICAL COHESION PERFORMANCE IN NARRATIVE TEXT READING AMONG THE STUDENTS OF THE STATE. This undergraduate thesis titled "A Study of Lexical Cohesion Performance In Narrative Text Reading Among The Students' of The State College of Islamic Studies Jurai Siwo Metro". The author apologizes for all the mistakes I made in this undergraduate thesis.
INTRODUCTION
Background of the Study
Usually students find a problem like this in a text that consists of types of lexical cohesion. The result of the previous research is that the researcher has found the identification errors of lexical cohesion, synonymy, antonymy, meronymy and hyponymy. From the previous study, the writer concludes that most students need to learn more about lexical cohesion.
Focus of the Study
Objectives and Benefits of the Study
REVIEW OF THE LITERATURE
The Concept of Reading
- The Nature of Reading
- The Purpose of Reading
- Types of Reading Skills
This means that the reader will gain knowledge from the reading activity he is doing. Scanning is a speed reading activity. the reader has the information they need first and then skips over the irrelevant word. In this state, the reader will have a prediction and make some educated guesses about this book.
The Concept of Narrative Text
- The Nature of Narrative Text
- Language Features of Narrative Text
- Types of Narrative Text
The nature of narrative text. hand, Blake defined that narrative can be found in picture story books, simple short stories and longer stories with complicated plots.16. According to Blake, narrative text is written to entertain, amuse and interest the reader, but at the same time instruct, explain or inform.19 Narratives always deal with some problem that leads to the climax and turns it into a solution to the problem. Steven Herrick also added in his article, there is a purpose of narrative text, to entertain, to raise social issues, to argue for social.
From all the above explanation, the writer concludes that there are many purposes of narrative text. Plot is the heart structure of a narrative text. this will determine whether the text will be "live" or not. If we consider the narrative text as a "living" text, it will be more interesting to the reader and . bring emotion into the reading process. in literary terms, a complex structure is called a conflict or problem.20.
According to Neu, there are many different types of narrative texts such as humor, romance, crime, true fiction, theoretical fiction, mystery, fantasy, science fiction, dairy novel, adventure.22 On the other hand, Nikki defined that there are two types of narrative . According to Nikki, a real text can also be written in a narrative text.25 This means that the narrative is not only fictional. From the above explanations, the writer concludes that a narrative text is a story that is created in a constructive form and describes a sequence of fictional or non-fictional events.
There are several purposes of narrative text, to entertain, to raise social issues, to argue for social change, to record social events, to evaluate social events, to communicate cultural values.
The Concept of Lexical Cohesion Performance
- The Nature of Performance
- The Nature of Lexical Cohesion
- Types of Lexical Cohesion
Halliday and Hasan explained the cohesive ties and classified them into two categories grammatical cohesion and lexical cohesion.27 The discussion about lexical cohesion is always related to macro-linguistics. According to Halliday, lexical cohesion is the cohesive effect achieved through the selection of vocabulary.28 On the other hand, Gerot and Wignell stated that lexical cohesion refers to relationship between and between words in a text.29. According to David, repetition is a form of lexical cohesion in which the two coherent items refer to the same entity or event.32 Repetition can be shown in texts and it can be something for language teachers to exploit.
In addition, Halliday said that repetition is a form of lexical cohesion that includes the repetition of a lexical item, on the one hand, and a scale: using a general word to refer to a lexical item, on the other hand, and a scale: and many things between the use of synonyms, near-synonyms, or superiors. Additionally, Mickulecky said that collocations are groups of words that often occur together.34 This means that her words are familiar. On the other hand, Rio said that there are two types of collocations, lexical collocation and grammatical collocation.36.
Lexical collocation does not contain grammatical elements.37 Various combinations of lexical collocation are listed here: Verb+noun (close family, keep a secret), Adj+noun (good world, strong tea), Adv+Adj (strongly affected, incredibly beautiful) ) , Verb+Adv (Walk slowly, laugh nervously). They are angry with the children, they are hungry for news. f) Predicate adjective + to + infinitive. She had to figure it out or it (the accident) was going to happen. g) Adjective + that clause.
When one reads a text, it is clear that it is not just made up of a series of unrelated sentences, but that these sentences are actually linked together through the use of two linguistic phenomena, namely cohesion and coherence.
RESEARCH METHODOLOGY
- Background Description and Role of the researcher
- Data Collection Instrument
- Data Validity Procedures
- Research Procedure
- Data recording and Analysis Procedure
The writer has collected the data of the students' performance in Analysis of Lexical Cohesion by using short stories. From the above explanation, the author can conclude that most students cannot name the ninth types of lexical cohesion. Based on the students' performance in analyzing repetition, 100% of students find the repetition from the story.
From the result above, the author deduces that the students should focus in analyzing something. Based on the student's performance in the analysis of hyponymy, only 6.7% of the participants found hyponymy in the story. Based on the student's performance in the analysis of meronymy, only 6.7% of the participants found meronymy in the story.
Based on student performance in analyzing equivalence, only 6.7% of participants failed to find equivalence in the story. Based on the student's performance in analyzing naming, 73% of participants find the naming in the story. From the above student lexical cohesion performance result, all students know the definition of lexical cohesion, although there is the same student who has the same answer.
In the synonym performance, only 33% of the participants find the synonym in the story.
DATA PRESENTATION
Description of Data Analysis
The data was taken from the sixth semester of students' English teaching study program of State Islamic College (STAIN) Jurai Siwo Metro on 10 June 2015. The data contains the students' analysis of lexical cohesion in narrative text where the student learned lexical cohesion. in discourse analysis topic. STAIN (State Islamic College) of Jurai Siwo Metro is one higher education institution in Metro.
English Education Program (PBI) is one of the strata 1 (S1) majors of the Tarbiyah faculty in the State Islamic College (STAIN) Jurai Siwo Metro. Historical S1 PBI STAIN Jurai Siwo Metro comes from Diploma 3 (D3) English Studies opened in 2002. In the implementation of study, the Department of English stands by its vision, namely: creating professional students in English Studies who can integrate Islamic values and academic dimensions.
In the context of IPO (Input, Process and Output), PBI major of STAIN Jurai Siwo Metro can be briefly described as follows. From the family's social and economic condition, some PBI students come from low and middle economies. Secondly, related to the study process, the English Department is handled by the institutional lecturer, non-institutional lecturer and additional lecturer with study classification as follows: 4 people from S3, 19 from S2 and 3 from S1.
Meanwhile, in order to raise academic quality, the English Department regularly develops a conducive academic atmosphere, so that there is a dynamic, open and polite relationship between the academic section.
Description of Finding
Based on the table above, all the students cannot name the nine types of lexical cohesion. More than that some students wrote that the word 'Bring' is the synonym of the word 'Bring'. Based on the students' performance in antonymy, 67% students found the antonymy in the story.
There are three meronyms in the story, but only one student can find the meronym. There are two equivalences in the story, but only one student can find the equivalence. Based on the student's performance in analyzing appearance, all participants could not find appearance in the story.
Based on the student's performance in analyzing collocation, all participants failed to find collocation in the story. There are two collocations in the story, but no students can find it.
Interpretation
Based on the students' success in analyzing the types of lexical cohesion, the author finds the result of this research. In repetition, students can find 100% of the repetition, but only two students find more than 50%. A few students wrote that the word 'Brought' is synonymous with the word 'Bring'.
In the students' performance in analyzing hyponymy, meronymy and equivalence, only 6.7% participants find hyponymy, meronymy and equivalence in the story. Based on student performance in analyzing naming, 73% of participants can find naming in the story. There are two namings in the story, but there are four students who cannot find namings.
Limitation
Based on this research, most students did not understand some lexical types. Of the types of lexical cohesion, most students find only less than 50% of each type. Furthermore, in the analysis of appearance and collocation, all participants could not find similarity and collocation in this story.
Based on this result, students need to learn more about lexical cohesion because students are very low in synonym, hyponym, meronym, equivalence, similarity and collocation. This research can conclude that students need to learn more lexical context, especially in the understanding of synonym, hyponym, meronym, equivalence, similarity and collocation. Therefore, the students cannot be said to have a good ability to analyze lexical context, because most of the students have little understanding of it.
After the writer has done the research and referenced the data in the previous chapter, the writer would like to make some suggestions for. The teacher should have a better understanding of the students' difficulties in learning the types of lexical cohesion. Based on the result of the research, the participants are suggested to increase the mastery of vocabulary and learn more about understanding the types of lexical cohesion.
Sanggam Siahaan, Isu Linguistik, Yogyakarta: Graha Ilmu, 2008 http://www.eduplace.com/rdg/res/teach/def.html, 24 Agustus 2015.
CONCLUSION AND SUGGESTION
Conclusion
Suggestion
Jeremy Harmer, How to Teach English, Essex: Pearson Education Limited, 2007 Jeremy Harmer, The practice of English Language Teaching, tredje udgave,.
