Of the problem, researchers wanted to examine the students' narrative text in terms of coherence to determine whether the student text is coherent or not. From the six characteristics of coherence, it will be known whether the student narrates the text coherently, reasonably coherently or incoherently. Based on the statement above, the title that will be taken in this study is “Analysis of Coherency on Writing Recount Text of The Eighth Grade.
To avoid a broad discussion, this study focuses on the coherence of the analysis in the writing of the recount text of the eighth grade students of SMPN 2 Babadan in the academic year 2014/2015. How is the coherence in the writing of the recounting text of the eighth grade students of SMPN 2 Babadan in the academic year 2014/2015. To identify the coherence in students' writing in the renumbering text in the eighth grade of SMPN 2 Babadan in the academic year 2014/2015.
The researcher used the qualitative design/approach to describe, discuss and analyze the study's problem. In this study, descriptive analysis is used to describe the context of writing retelling text. In this step, the researcher analyzes the context of the students' retelling text to get the result, how the analysis context of the written retelling text from eighth grade students in SMPN 2 Babadan in academic 2014/2015 is. c).
At this stage, the researcher draws a conclusion about the result of the coherence of the analysis in the writing of the renumbering text of the eighth grade students of SMPN 2 Babadan in academic.
Theoretical Background 1. Writing
Coherence
For example, if you want to describe what happens in a movie (that is, the plot), your sentences would follow the sequence of actions in the movie, from beginning to end in that order. If, on the other hand, you want to describe the most exciting moments in a movie, you would pick a few moments and decide on a logical order to discuss them, perhaps presenting the least exciting moments first and the most exciting moments last to build tension. One use of a conjunction is to join words or phrases that have the same grammatical function in a sentence.
Types of correlative conjunctions are both…and, not only…but also, or…or, neither…nor, if…or. A subordinating conjunction is the first word in a dependent clause and shows the clause's relationship to the rest of the sentence. Types of relative adverb are also, besides, therefore, moreover, however, actually, instead, also, . moreover, moreover, however, nevertheless, differently, similarly, so, so. 30.
Repetition of key words and phrases: repeating words within a paragraph, especially the controlling ideas in the topic sentence, will make your paragraph feel smoother.31 Repetition of key nouns is an important technique for gaining coherence because if too much information seems new, the paragraph will be difficult to read.32. In both paragraphs above, the subjects of the sentence connect one sentence to the next, mainly because each sentence repeats the order of the previous one. To arrange ideas in chronological order: First, first, second, third, next, then, after that, while, in the meantime, finally, last, last of all, then, now, soon.
Note, for example, the use of the words also and finally in the paragraph about the possum.34. One of the main obstacles to clear and immediate understanding is the incorrect use of pronouns.35 Pronouns in one sentence can refer to words in the preceding sentence.36 He, she, it; who which,. If we use pronouns instead of keywords, make sure we use the same person and number throughout the paragraph.
In addition to using transition cues and repeating important nouns and pronouns, a fourth way to achieve coherence is to arrange your sentences in some logical order. Some common forms of logical order in English are chronological order, logical arrangement of ideas, and comparison/contrast. Parallelism is a quality of correct sentence structure that balances connected parts by using the same form for equally joined ideas.41 Parallelism is an important element in English writing, especially when listing, comparing, and contrasting items or ideas.
If you are writing a list and the first item in the list is a noun, write all the following items as nouns as well. If the first element is an indefinite verb, all the others should be indefinite verbs; if it is a dependent clause, make all others dependent.
The Kind of Text
Its social function is to describe how something is done entirely through a series of sequences. Explanation is a text that tells processes related to the formation of natural, social, scientific and cultural phenomena. Hortatory Exposition is a text that represents the writer's attempt to make the addressee do something or act in a certain way.
Spoof is a text that tells a factual story, which happened in recent times with an unpredictable and funny ending. Recount text has a social function of retelling events for educational or entertainment purposes. Review text has a social function of criticizing art or events for a public audience.
Recount Text
When a writer is telling someone about something that has already happened, then the writer is telling about the events. The audience should also be given descriptions of what happened and when it happened. 45 Risalatul Musngidah, Students' Mastery of Simple Past Tense and Their Ability in Writing Recount Text, Thesis: STAIN Press Ponorogo, 2014.
The storytelling has expressions of attitude and feeling, usually made by the narrator about the events. The generic structure of a recount consists of three parts: it is the setting or orientation, events and reorientation. Events is where you write about the things that happened and are identified and described in chronological order.
And since it describes events in chronological order, you can use words that connect events in time to describe the events, such as next, later, when, then, after, before, first. In other words, this is where you bring yourself to writing to the end: say how things went, say what you felt, what happened, and/or mention something that will or may happen later. That is, the good narrative text that has characteristics that have been described above. 46. d. language function in a retelling text.
Previous Research Finding
The results of the study were (1) that students use the five types of cohesive devices to serve coherence in their writing, which refers to 40.84% with personal reference as the dominant use. Then it was followed by conjunction 19.60%, ellipsis 1.35% and substitution 0.29 (2) the topical progression used was parallel progression with the percentage 56.84%, sequential progression used 24.19% and extended parallel progression some problems in the context of the students' writing were reference conjunction, lexical context, tenses, helping "to be", passive voice, infinitive,. The result of the study indicates that the coherence and coherence must be emphasized in the teaching of writing and that the English teachers must be competent to evaluate the coherence between students writing by using TSA.
The second is from Novika Pujiasi conducted the research under the title The Errors of Unity and Coherence in Writing English Paragraph made by The Sixth Semester Students of D-3 English Study Program of Usu: A Case Study. The percentage of errors made by the students in order: 3.25% in using the subject and controlling idea in a good subject and verb, 9.74% in limiting the controlling idea to the good specific idea, 11.04% in to use the irrelevant sentences, 2, 59% in making the repetition of central nouns, 4, 55% in making the constituent of.
