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CHAPTER I
INTRODUCTION
1.1. Problem Background
The world is empty without language. Language is the most important for each
people as a communication and interaction in society. There are many languages in
the world and we use one or more of them now. Mother tongue is the first language
we got, and after we growing up then we realize that we have many language which
is used to communicate one to another.
English is a foreign language that should be learnt by Indonesian students.
Indonesia Education Department has declared that English is a foreign language
should be taught from elementary school until university or other higher Education
Institution. It is as compulsory subject requirement of graduation. There are four
skills in English learning process, they are listening, speaking, writing, and reading.
The students are expected to be able to communicate both in written and spoken
form.
Writing is one of abilities that should be taught to the students because writing is a
language ability that used for in writing text, we can explore or express our idea,
feeling and thoughts. Besides we should be able to arrange good sentences
grammatically in order the reader understand about the content of our writing. Thus,
structure has an important role in writing text.
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There are many processes involves in writing. In general these can be classified into
pre-writing, writing, and revising (Perl,1980,p.363-369;Raimes,1987, p.439-468).
However, within these broad categories, the art and science of composing and
producing a paragraph consist of a series of complex, recursive, and often uniquely
individual steps. The students are able to make based on their language, it means
that the students are expected to be able to make a paragraph effective and coherent.
In fact, the students writing ability in using cohesive device, as we all know is still
far from the objectives stated in curriculum writing in the English. Most of the
students get many problems when they write their text.
Cohesive device is very confusing to comprehend by students. The students usually
have difficulties in using cohesive device to make a paragraph effective and
coherent. In using cohesive device students usually had errors. The students
problems in using cohesive device in writing descriptive text:
1. Unfamiliarity in adapting the kinds of cohesive device given by the teacher.
Most of student did know some of words in cohesive device.
2. Students concept in learning English writing, where the students found
themselves were in influenced in using Indonesian writing and adapt it directly
in to writing.
3. Students lack of in Cohesive Device mastery and to classify kinds of
Cohesive Device, so it can make errors in arranges the sentences in paragraph.
That condition happen in some schools, moreover its also happen in students
university. Some of problem above are enabled happen in MA Maarif 09 Kota
Gajah Lampung Tengah.
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In this chance, the researcher wants to know about students ability in using
cohesive device that correlated with writing descriptive paragraph skill. The
researcher do the pre survey to get some fact. Based on data pre survey:
Table 1.1 Students score list at the second year of MA Maarif 09 Kota Gajah
Lampung Tengah Academic Year 2010/2011
No Score Category Sum Percentage
1.
2.
3.
5.7
= 5.7
5.7
Good
Enough
Bad
14
10
21
31.11 %
22.22 %
46.66 %
Total 45 100 %
Source: Test of using cohesive device that correlated with writing descriptive
paragraph skill at the second year of MA Maarif 09 Kota Gajah Lampung Tengah
Academic Year 2010/2011 on Saturday, 24 July 2010.
Based on the students test, the researcher gets the point that it need to do the
research, not all yet of the students are passing in material. They got score 5.7,
46.66%. It means that they find some difficulties in using cohesive device that
correlated with writing descriptive paragraph skill. From the problems background
and the result of pre survey above can known that students writing paragraph skill
of MA Maarif 09 Kota Gajah Lampung Tengah still low. So the researcher can
formulate in title Correlation Between Students Ability In Using Cohesive Device
and Writing Descriptive Paragraph Skill of MA Maarif 09 Kota Gajah Lampung
Tengah Academic Year 2010/2011.
In paragraph, cohesive device is a word or phrase that is used to link sentences or
paragraphs to make the paragraph or the text coherent. To be coherent means to
stick lightly to each other. The researcher gets conclusion that the students must
have wide knowledge about cohesive device, like a pronouns, coordinative
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conjunctions, subordinates conjunction and apply it to make a paragraph especially
in writing descriptive text with effective and coherent.
The students can get easily in writing Descriptive Paragraph that can make the
students more enjoy full to express their ideas.
1.2. Problem Identification
From the problem background above, the researcher can identify some problems
which are discovered as follow:
1.2.1. The students ability in writing is still low.
1.2.2. The students do not know kinds of cohesive device which must be used for
supporting sentences.
1.2.3. Unfamiliarity in adapting the kinds of cohesive devise given by the teacher.
1.2.4. The students have difficulty in using Cohesive Device that correlated in
writing descriptive paragraph skill.
1.2.5. The students usually had errors in using Cohesive Device.
1.3. Problem Limitation
Based on the problem identification, the researcher would like to focus the problem
on the correlation between students ability in using cohesive device and writing
descriptive paragraph skill.
1.4. Problem Formulation
Seeing the problem limitation, the formulation of the problem in this research is
determined as follows:
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1.4.1. Is there any correlation between students ability in using cohesive device
and writing descriptive paragraph skill?
1.4.2. Is there any significant correlation between students ability in using
cohesive device and writing paragraph skill?
1.5. Research Objective
Some objectives of this research are drawn as follows:
1.5.1. To know whether any correlation between students ability in using
cohesive device and writing descriptive paragraph skill.
1.5.2. To know the significant correlation between students ability in
using cohesive device and writing descriptive paragraph skill.
1.6. Research Benefit
Based on the research objective above, the researcher can show the research benefit
such as:
1.6.1. For the students
1.6.1.1. To enable the students to get good achievement in writing
descriptive paragraph.
1.6.1.2. To give motivation to the students to increase their ability in using
Cohesive Device that correlated with writing descriptive paragraph skill.
1.6.1.3. The contribution in learning Cohesive Device for the students in
writing Descriptive paragraph.
1.6.2. For the teacher
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1.6.2.1. To give informations for the English teachers that there is
significant correlation between students ability in using Cohesive
Device and writing Descriptive Paragraph skill.
1.6.2.2. As a references to the teacher how to make a good paragraph first
and then introduce other word combining such as sentences
connector, conjunctions, etc.
1.6.3. For the researcher
1.6.3.1. As the consideration to be concerned side the research about
Cohesive Device.
1.6.3.2. To add the experience means knowledge about Cohesive Device
1.6.3.3. To apply the knowledge who the researcher got in her study.
1.7 Research Scope
To avoid some misinterpretation toward the problem in this research, the researcher
defines the scope as follows:
1.7.1. The characteristic of this research is quantitative research
1.7.2. The object of this research is correlation between students ability in using
cohesive device and writing descriptive paragraph skill.
1.7.3. The subject of this research is students at the second year of MA Maarif 09
Kota Gajah Lampung Tengah.
1.7.4. The place of this research is MA Maarif 09 Kota Gajah Lampung Tengah.
1.7.5. The time of this research is academic year 2010/2011.
CHAPTER II
THEORITICAL FRAMEWORK
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2.1. Previous Research Overview
In this proposal the researcher took from Rosalina(2008:8)with her research paper
entitled The Use of Cohesive Device in Selected Short Stories of Ernest
Hemingway: A Discourse Analysis . She explain that the purpose about analysis of
Cohesive Device to identify and describes kinds of cohesive device in a paragraph
from written text, and then determine the form of the word from cohesive device
more dominant. The second research conducted by Cambodian English (2009:11)
with the title Contrastive Rhetoric: Cohesive Device and Topical Structure
Analysis of Editorializing Paragraphs in Newspaper. The state is the cohesion
focuses on reference, substitution, ellipsis, lexical, conjunction, and transitional
expression. The study aims to examine Cohesive Device and topical structure
analysis of editorializing paragraph in newspaper. The result present that there are no
significant differences between the cohesive device and topical structure analysis. It
means that the cohesive devices used to make a text or paragraph more coherent and
that explain just about analysis short story or newspaper without classify the form of
cohesive device. The third research took from Rusmawati (2008:14) with title
Increasing Students Descriptive Paragraph Writing Ability By Using Picture
about the Descriptive text she say that When we describe Someone or something, we
give a picture in words to reader. To make the word picture as real as possible, we
must observe and record specific that appear to our reader senses, such as sight,
hearing, taste, smell and touch. To describe, writer must notice that their senses tell
them. It means that the writer just explain about descriptive text without explained
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about the words or phrase that is used to link sentences or paragraphs to make the
paragraph or the text coherent.
From their statement, the researcher find out that there are many weakness in
previous research and the researcher want to classify kinds of Cohesive Device. So
the researcher give more knowledge about the kinds of Cohesive Device like:
Reference, Substitution, Ellipsis, Conjunction and Lexical Cohesion, and the
differenced from this research is the students had errors in using Cohesive Device
and still confused about classify kinds of it. In writing, the writer explains about
something that their thoughts. For the qualities of the text they should use a words
or phrase to make the paragraph more coherent. It will be a case chosen in this
research.
The distinction of this paper from their statement that this paper explains about
correlation between students ability in using Cohesive Device and writing
Descriptive Paragraph, the researcher had implemented of strategy to know about
correlation between students ability in using cohesive device and writing
descriptive paragraph. The weakness of the statement that we just know the theory
from their research we do not know what the reflection we must do to the problem
happen to the students, so the researcher interest to analyze about the correlation
between students ability in using cohesive device and writing descriptive
paragraph skill. The researcher believe that this research can be better than the
previous research, because the researcher observe the students ability in using
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cohesive device and writing descriptive paragraph skill. The researcher can give
more knowledge about cohesive device and descriptive paragraph.
2.2. Theoretical Review
Theoretical review that explains in this chapter, its connected with ability in using
cohesive device and writing descriptive paragraph skill which take from expert. It
means that theories in this research take from books, report of research overview or
search in internet. Theoretical review contains the theories which support the
research, so the researcher will explains about teaching and learning English as
foreigner language, the concept of ability, the cohesive device, kinds of cohesive
device, the concept of descriptive paragraph skill, and the correlation between
students ability in using cohesive device and writing descriptive paragraph skill
2.2.1 Teaching and Learning English as Foreigner Language
Language is very important in our life, it is impossible to life without language
because the language has primary function in communication, transfer massage
between two or more individual and himself. The first language maintained as
reference system in acquisition of the teacher should build the situation, which
enable the students to study English in the class. The best way to practice foreign is
to use it in communication with the others. We know that English has become
international language. We should realize that it has an important role in mastery
elements of life in our activity use language. By using the language people can
enlarge their knowledge and follow the development of technology. So we will not
be left behind from other country and in the teaching English too.
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In teaching English the teacher should use a suitable technique us method to support
the students learning. Hope it will enrich the students mastery so they will be able
to comprehend the descriptive text
Teaching is multifaceted, and much of complexity involves how to assume
roles that capitalize on our abilities in English while we at the same time
take on roles that contribute to creating interaction in the classroom that is
meaningful for both teacher and students, (Gebhard,2000:55).
It is line with Jerry said that teaching is basically an interactive process involving
teacher, students, and task. In teaching learning is needed interaction in the
classroom for both teacher and students where will make the class is pleasing.
Futhermore Jerry writes some factors to make the classroom interactive.
Factors contributing to making classroom interactive include: reduction in
the centrality of the teacher, chances for students express themselves in
meaningful ways, opportunities for students to negotiate meaning with each
other and teacher and choices both in relation to what students say and how
they say it, (Ibid,2009:53).
Teaching means to enrich knowledge and experience by getting in touch with our
students, who may share much knowledge and experience to our memory. As a
teacher we must be very knowledgeable especially in our matters to teach them. So
that, they can enjoy to express aspirations they have, such as express they idea in
writing.
2.2.2 The Concept of Ability
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Ability is a level or skill or intelligence or quality of being able to do something,
especially the physical, mental, financial or legal power to accomplish something
(Oxford Sixth Edition : 2000). The other meaning of ability is procession of the
necessary skill or power to do something, great skill or competence, the quality of
being able to perform a quality that permits or facilitates achievement or
accomplishment. In the writing ability there are five aspects of writing. These
aspects adopted from (Jacob et.al.:1981-1990), they are :
Content refers to the substance of writing, the experience of the main idea
(unity).
Organization refers to the logical organization of the content (coherence).
Vocabulary refers to the selection of the words those are suitable with
content.
Language use refers to the use of the correct grammatical and syntactic
pattern.
Mechanic refers to the use of the graphic convention of language.
The researcher will explain each point one by one so it can clearly. The first point,
the term unity can be identified by seeing the topic sentence. The topic is a series of
sentences about one idea in the text. The topic sentence contains words that need to
be explained, described and supported in the sentences that follow in the paragraph
(Joy M.Reid:1994:29). The controlling ideas are words about which readers can ask
questions that they expect will be answered in the paragraph. The second is the term
coherence relates to the ideas or though sticks tightly to each other, use a words or
phrase to link sentences or paragraphs to make the text coherent. The third point, in
this point the students must have vocabulary refers to the words choice or diction in
order to extend the idea to the readers. The fourth point, language use is identified
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from the construction of well-fumed sentences. And the last point, is mechanic
refers to spelling, punctuation, and capitalization.
2.2.3. The Cohesive Device
In paragraph, cohesive device is a word or phrase that is used to link sentences or
paragraphs to make the paragraph or the text coherent. The teacher explains about
kinds of word for supporting the paragraph, so the paragraph to be coherent. To be
coherent means that to stick tightly to each other and Cohesive Device is used to
make sentences or paragraph stick together. If the teacher have been explained,
students must have wide knowledge about cohesive device, like a Reference,
Substitution, Ellipsis, Conjunction and Lexical Cohesion and apply it to make a
paragraph especially in writing descriptive text with effective and coherent. The
students can get easily in writing Descriptive Paragraph skill that can make the
students more enjoy full to express their ideas.
2.2.3.1.The Concept of Cohesive Device
Cohesive device are typically single words or phrase that basically make the text
hang together. When sentences, ideas, and details fit together clearly, readers can
follow along easily, and the writing is coherent. The ideas tie together smoothly and
clearly. Cohesive device the unique way to make text coherence. Sequences of
sentences utterances which seem to hang together- contain what are called text
forming device. These are words and phrases which enable the writer or speaker to
establish relationship across sentence or utterance boundaries, and which help to tie
the sentences in a text together. They are chosen in our research because of their
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efficiency and simplicity. Halliday and Hasan (1976) presented different types of
Cohesive Device. They are categorized into five in Cohesive Device : Reference,
Substitution, Ellipsis, Conjunction and Lexical Cohesion. Reference words include
personal ( he, she, it, etc ), demonstratives ( this, that, these, those, two, three etc)
and comparative construction (the same thing, a different person, etc). Reference
words need help from their environment to determine their full meaning. Thus, they
create links between texts. The Benefit from reference words is cohesion
participates in deciding rhetorical relations of text. Another important cohesive
device is ellipsis. This is a special form of substitution, where only a part of a
sentence is omitted. Ellipsis often occurs in question/answer sequence. Therefore,
ellipsis can be used to recognize a solution relation. In this discussion the researcher
also use the example types of Cohesive Device in the second grade lesson of Senior
high school. There are some of Cohesive Devices like : Pronouns, Coordinate
Conjunctions, Correlative Conjunctions, and Subordinate Conjunctions.
2.2.3.2.Kinds of Cohesive Device
To be clearly, the researcher will explain each one point one by one kinds of
cohesive device as follows:
2.2.3.2.1. Referential Cohesion
If a single sentence is taken out of context and presented in isolation, it is likely to
contain elements that are difficult, if not impossible, to interpret (Nunan,1993:21).
Consider the following fragment: He is near the end of Cape Fear shoot, in front
of a grocers attend just outside Fort Lauderdale, Florida . . . He used to have
Armani make his jeans, but he felt guilty wearing them.
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Who is this mysterious figure on the outskirts of Fort Lauderdale, who suffers guilt
over the wearing of jeans by a particular designer? The item he is uninterruptible.
However, if we have access to the context in which the sentence appears, the
question is quite straightforward. In other explains references is used to describe the
different ways in which entities- things, people, events- are referred to within texts.
There are range of linguistic features, which enables speakers and writers to make
such references, for example pronouns, may refer to entities already mentioned or
about to be mentioned. There are certain terms in any language which cannot be
interpreted semantically in their own right rather, they make reference to something
else within the text for the interpretation.
2.2.3.2.1.1. Anaphoric and Cataphoric reference
There are two different ways in which reference items can function within a text.
They can function in an anaphoric way. Or they can function in a cataphoric way. In
text the words Martin Scorsese, he, him, his, he, his, he, his and he all refer to
single individual whose identity is establish in the opening sentences. This type of
device is known as anaphoric reference. Anaphoric reference points the reader or
listener backwards to a previously mentioned entity, process or state of affairs.
Other explains anaphoric reference grammatical term used to describe a linguistic
feature, which refers to a previously mentioned element in any given text. In the
case of the following two sentences, for example: The water system is failing
because of old pipes and shortage of qualified technicians to repair them. These are
the reason why change is necessary. These have an anaphoric function, referring
back to the reasons given in the preceding part of the text.
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Cataphoric reference points the reader or listener forward-it draws us further into
the text in order to identify the elements to which the reference items refer.
Cataphoric reference grammatical term used to describe a linguistic feature, which
refers forward to another element in any given text. For example in the sentence
Here are two examples of fossil fuels: Coal and wood, the word here has a
cataphoric function. Example Child: Why does that one go? Father: that what?
Child: that one Father: that one what? Child: that parrot, that you kept in the cage.
2.2.3.2.1.2. Personal, Demonstrative and Comparative Reference
Haliday and Hasan identify three sub-types of referential cohesion-personal,
demonstrative and comparative (Nunan,1993:23). These various devices enable the
writer or speaker to make multiple references to people and things within a text.
Examples of each type follow. ( The first part of the referential relationship is
underline, the second is in bold).
o PERSONAL REFERENCE
Personal reference items are expressed through pronouns and determiners. They
serves to identify individuals and objects that are named at some other point in
the text. Mikhail Gorbachey didnt have to change the world.He could have
chosen to rule much as his predecessors did.
o DEMONSTRATIVE REFERENCE
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Demonstrative reference is expressed through determiners and adverbs. These
item can represented a single word or phrase, or much longer chunk of text-
ranging across several paragraphs or even several pages.
Recognizing that his country had to change, Gorbachev could have become a
cautious modernizer in the Chinese fashion, promoting economic reform and
sponsoring new technology while holding firm against political change. This
did not happen.
o COMPARATIVE REFERENCE
Comparative is expressed through adjectives and adverbs and serves to compare
items within a text in terms of identify or similarity.
A: Would you like these seats?
B: No, as a matter of fact, Id like the other seats?
2.2.3.2.2. Substitution and Ellipsis
In their 1976 work on cohesion, Halliday and Hasan deal with substitution and
ellipsis separately, although they do point out that these two types of cohesion are
essentially the same. Ellipsis is described a a form of substitution in which the
original item is replaced by zero (Nunan,1993:24). In a letter publication, Halliday
combines substitution and ellipsis into a single category.
2.2.3.2.2.1. Substitution
Substitution is replacement of one linguistic item by another
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There are three types of substitution-nominal, verbal and clausal. When we talk
about replacement of one item by another, we mean replacement of one
word/phrase with another word or phrase. We can say substitution is a relation on
lexical grammatical level. It is used to avoid repetition of a particular item. But
while locating cohesion through substitution semantic is involved. Examples of
each type follow.
o NOMINAL SUBSTITUTION
Nominal substitution is replacement of word by one, ones, same, it is include
type of nominal substitution. The substitutes one/ones always function as head
of a nominal group and can substitute only for an item which is it self head a
nominal group. Example of nominal substitution,
There are some new tennis balls in the bag. These ones ve lost their bounce.
o VERBAL SUBSTITUTION
The verbal substitution in English is do. This operates as head of a verbal
group. Lexical verb is replaced by do and the position of it is on the final in the
group. The word Do other than as substitute, Lexical verb do (he is doing),
General verb do (they did a dance), Pro-verb do (do (action), happen or event).
The verbal group has the logical structure consisting of head and modifier, and
an experiential structure in which the lexical verb express the thing.
Example:
A:Annie says you drink too much
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B: So do you!
o CLAUSAL SUBSTITUTION
Another type of substitution in which what is presupposed is not an element
within the clause but an entire clause. In clausal substitution the entire clause is
presupposed, and the contrasting element is outside the clause. Here
presupposed is not an element within the clause but an entire clause. So and not
are clausal substitutes. Example:
A:Is it going to rain?
B:I think so.
In each of these examples, part of preceding text has been replaced by ones, do,
and so respectively. These words can only be interpreted in relation to what has
gone before.
2.2.3.2.2.2. Ellipsis
Ellipsis occurs when some essential structural element is omitted from a sentence or
clause and can only be recovered by referring to an element in the preceding text.
Consider the following discourse fragment and comprehension question.
Mary: I prefer the green.
Question select the correct alternative: marry prefers the green:
(a) Hat, (b) dress (c) shoes.
As it stands, the question is impossible to answer. However, if we know what was
said before, it becomes relatively straightforward.
Silvi : I like the blue hat
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Mary: I prefer the green
As with substitution, There are three types of ellipsis-nominal, verbal, and clausal.
Example of each type follow. (The point at which material has been omitted from
the second sentences each texts is marked by (0). In each instance, see whether you
can identify the material that has been left out.
o NOMINAL ELLIPSIS
It means ellipsis within the nominal group. On the logical dimensions the
structure is that of a head with optional modification, the modifying element
includes some which precede the head and some which followed it as pre
modifier and post modifier. Example: Those two fast electric trains with
pantographs. In this example Head is train. Pre modifier is formed by those
two fast electric. Post modifier by with pantographs. Other example : My kids
play an awful lot of sport. Both (0) are incredibly energetic.
o VERBAL ELLIPSIS
Verbal ellipsis means the ellipsis within the verbal group. An elliptical verbal
group presupposes one or more words from previous verbal group. Technically,
it is defined as a verbal group whose structure does not fully express in systemic
feature. Example:
A: Have you been working?
B: Yes, i have(0)
o CLAUSAL ELLIPSIS
In clausal ellipsis we look at the ellipsis from another angle. Taking the clause
as the point of departure. The clause in English considered as he expression of
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the various speech functions, such as statement, question, response and so on.
Example:
A: Whyd you only set three places? Pauls staying for dinner, isnt he?
B: Is he? He didnt tell me(0).
2.2.3.2.3. Conjunction
Conjunction defers from reference, substitution end ellipsis in that it is not a device
for remaining the reader for previously mentioned entities, actions and states of
affairs. In other words, it is not what linguists call an anaphoric relation. However,
it is a cohesive because it signals relationships that can only be fully understood
trough reference to other parts of the text. There are four different types of
conjunction temporality, causality, addition and adversity. Example of each type
follow.
o ADVERSATIVE
It means contrary to expectations. Example:
Im afraid Ill be home late tonight. However, I wont have to go in until late
tomorrow. I quite like being chatted up when Im sitting in a barn having a
drink. On the other hand, I hate it if ... you know ... if the guy starts to make a
nuisance of himself.
( The relationships signaled by howeverand on the other handare adversative
because the information in the second sentence of each text moderates or
qualifies the information in the first.)
o ADDITIVE
It means substance added to another. Example:
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From a marketing viewpoint, the popular tabloid encourages the reader to read
the whole page instead of choosing stories. And isnt that what any publisher
wants?.
( HereAndsignals the presentation of additional information).
o TEMPORAL
This relation is expressed in its simplest form then. Example:
Brick tea is a blend that has been compressed into a cake. It is taken mainly by
the minority groups in China. First, it is ground to a dust. Then it is usually
cooked in milk.
( Temporal relationship exist when the events in a text are related in terms of
the timing of their occurrence.)
o CAUSAL
These relations expressed by so, thus, hence, therefore. All these regularly
combine with initial and. Example:
Chinese tea is becoming increasingly popular in restaurants, and even in coffee
shops. This is because of the growing belief that it has several health-giving
properties.( In this type of conjunction, the relationship is one of cause and
consequence.)
At this point, the cohesive devices themselves do not create the relationships in
the text, what they do is to make the relationships explicit. In fact, most clauses
in text can relate to some others without the relationship being explicitly
signaled to the listener or reader by a conjunction. In other explains, the
researcher also explains type of conjunction as follow:
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o COORDINATE CONJUNCTIONS
Coordinate conjunction joins structural units that are equal grammatically. The
conjunction comes before the last unit and is grammatically independent of this
unit. Other meaning, coordinate conjunctions connect grammatically equal parts
of sentence. The parts can be words, phrase, or clause (Oshima,Ann
Hogue:2007:189-190).
Table 2.1 Coordinate Conjunction
Coordinate
ConjunctionUse Example
And Connects equal similar idea. John likes to fish and hunt.
John likes to fish, and he often
goes fishing with friends.
But Connects equal different
ideas.
I like to eat fish but not to catch
them.
John likes to catch fish, but he
doesnt like to eat them.
Or Connects two equal choices. Do you prefer coffee or tea ?
They can register for classes
online, or they can register by
mail.
So Connects a result to reason. I did not breakfast this morning,
so I am a little hungry.
Yet Connects equal contrasting
ideas.
It is sunny yet cold.
John fished all day, yet he didnt
get one bite.
For Connects a reason to result. I am little hungry, for I didnt
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breakfast this morning.
Nor Connects two negative
sentences.
She does not eat meat, nor does
she drink milk.
o CORRELATIVE CONJUNCTIONS
When and, or, but join coordinate elements, the first item may also be preceded
by conjunction. Such paired conjunction, called correlative conjunction, serve to
intensify the coordination.
Both_and : Both Helen and I go to party.
Not only_but ( also ): Not only the women but ( also ) the men loved this
strange little man.
This correlative pair expresses addition, with greater emphasis placed on the
second element. When the correlative joins two independent clauses , also my be
ommited; or it my be separated from but and placed in one of the adverbial
positions.
Not only the women but the men also loved this strange little man. ( also in
adverbial position with the verb )
Either_or : She will either pay for the ring or return it.
Whether_or is sometimes used instead ofeither_or.
Whether out of avarice or out of need, he asked for a much higher price for
his property than it was worth.
Neither_nor : Neither money nor power has made him arrogant.
Instead ofneither, a negative adjective or a negative adverb may function with
the first item. In such a case, or ornor may appear with the last item.
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Usually either_or and neither_nor are used for two items, but sometimes they
appear with three.
Negative adjective with first item is no :
Although shes very rich, she owns no jewelry ( n ) or furs.
Negative adverb with first item is never,seldom orrarely:
He has never( orseldom, rarely ) spoken an unkind word to his wife ( n ) or to
anyone else.
o SUBORDINATE CONJUNCTIONS
A Subordinate Conjunction is the first word in a dependent clause. A
subordinate conjunction introduces a clause that depends on a main, or
independent clause. Common Subordinators include the following.
Table 2.2 Subordinate Conjunction
Subordinate Conjunctions
To tell a Time
After
As
As soon as
Before
Since
He goes to school after he finishes work.
Several overcrowded busses passed as they were
waiting
She felt betteras soon as she took the medicine.
Before you apply to college, you have to take an
trance exam.
It has been a yearsince I left home.
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Until
When
Whenever
While
We cant leave the room until everyone finishes the
test.
When you start college, you sometimes have to take a
placement test.
Whenever I dont sleep well, I feel sick the next day.
Several overcrowded busses passed while we were
waiting.
To give a Reason
Because
Since
As
Jack excels at sports because he trains hard.
Since she works out daily, Jill os in great
condition.
As they want to compete in a marathon,they
run every day
To tell Where
Where
Wherever
I can never remember where I put my house
keys.
A baby animal follows its mother wherever
she goes.
To make a Contrast
Although
Even though
Though
I love my brotheralthough we disagree about
almost everything.
I love my brother even though we disagree
about almost everything.
I love my brother though we disagree about
almost everything.
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While
Whereas
My brother likes classical music, while I prefer
hard rock.
He dresses conservatively, whereas I like to be
a little shocking.
2.2.3.2.4. Lexical Cohesion
Lexical cohesion occurred when two words in a text are semantically related in
terms of their meaning. In Halliday and Hasan, the two major categories of lexical
cohesion are reiteration and collocation.
2.2.3.2.4.1.Reiteration
Reiteration includes repetition, synonym or near synonym, superordinate, general
word. Examples of each type follow. The second underlined word or phrase in each
of the texts refers back to the previously mentioned entity. Reiteration thus fulfils a
similiar semantics function to cohesive reference.
o REPETITION
One of form reiteration is repetition, because 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. Example:
What we lack in a newspaper is what we should get . In a word a popular
newspaper may be the winning ticket
o SYNONYM
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Synonym is a word that have similar or a related meaning to another word.
They can be savers, especially when you want to avoid repeating the same
words over and over. Also, sometimes the word you have in mind might not be
the most appropriate word, which is why finding the right synonym can come in
handy. Example:
You could try reversing the car up the slope. The incline isnt all that steep.
o SUPERORDINATE
Superordinate terms (often also called 'hypernyms,' or 'discourse-organizing
words') are nouns that can be used to stand for an entire 'class' or'category' of
things. Superordinate terms tell the reader what to expect when they occur
before an idea. In this function, superordinate terms serve as the 'class' in
definitions, and describe the items and examples presented in lists. Example:
Pneumonia has arrived with the cold and wet conditions. The illness is striking
everyone from infants to the elderly.
o GENERAL WORD
General words are those that employ expansive categories, such as animals,
sports, occupations, and clothing; specific words are more limiting and
restrictive, lacrosse, computer programmer, and others. Example:
A: Did you try the steamed buns?
B: Yes, I didnt like the things much.
2.2.3.2.4.2. Collocation
Collocation can cause major problems for discourse analysis because it includes all
those items in a text that are semantically related. In some cases this makes it
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difficult to decide for certain whether a cohesive relationship exists or not. In
extract 2d, we could say that the following items are example of lexical collocation
because they all belong to scientific field of biology:synthesis, organic, inorganic,
green plants.
An additional problem is the fact that many lexical relationships are text as well as
context bound. This means that words and phrases that are related in one text may
not be related in another. For example, the words neighbour and scoundrel are not
related at all. However, in the following text they are synonyms.
2.2.4. Descriptive Writing Skill
Writing is medium for communication, it helps us connect to others, and the reader
must understand the purpose of our writing, what we are going to inform or to say.
In writing skill, there are several types of writing form, such as descriptive,
argumentative, narrative and etc. In descriptive, the writer describes a particular
person, place or thing (Augustien, 2005: 15).
Descriptive writing skill, in this research is taken into consideration because
descriptive writing dominates the materials for the student of Senior High School is
naturally descriptive writing skill. When we describe someone or something, we
give a picture or describing in words to our reader. To describe, researcher must
notice that their sense tell them. Noticing is only half of describing however the
other half is finding the language to record the fine discriminations their sense.
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To do this, the researcher develop in using cohesive device to make a Descriptive
paragraph coherent in the sentences, suitable and specific enough to allow them to
describe what they observe with accuracy and precision. Thus, descriptive writing
skill is a type of writing which describe person, places, or thing clearly and presents
details dealing with a pattern that helps the reader understands what the writer
explains.
2.2.5. The Concept of Descriptive Text
Many people like writing descriptive text in which they imagine what they
describing. Their details should appeal to the five sense. They should tell your
reader how something looks, smells, sounds, feels, and taste. Write about colours,
sizes, shapes, odors, noise, and textures.
(Sanggam Siahaan:2007:119) In the descriptive text the writer tries to
picture out an object to his readers. The object can be anything. It can be
concrete object such as a person, an animal, a plan, or a car, etc. It can also
be an abstract object such as an opinion, idea, love, hate, or belief, etc.
It means that when someone writes a descriptive writing, he or she express
anything in his mind about certain object or event into word or sentences.
According to Wishon (Wishon,2009:16) , descriptive reproduces the way
things look, smell, taste, feel, or sound; it may also evoke moods, such as
happiness, loneliness, or fear. It is used to create a visual image of people,places, even of units of time days, tines of day, or seasons. It may be used
also to describe more than outward appearance of people. It may tell about
their traits of character of personality.
In descriptive writing, the topic of people is interesting to the reader, because their
appearance is interesting especially as it reflects personality. And if we want to
describe place, first we describe part of the place then move to describe another. In
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accordance that is stated by Wishon, Keraft (in Ema Wati,2009:16) said
descriptive writing draws important part of thing on writing subject every clearly
and detail. It is clear when one writers, he or she must describe an object clear in
order to make the readers are able to see an object in their minds as clear as
possible. Based on statements that are stated above, Macdonald (in Ema
Wati,2009:17) stated good description begins with good observation looking
closely at someone, something, or some place. It also involves description; dividing
up the details according to pattern. Thus, descriptive writing is a type of writing,
which describes person, place, or thing clearly and presents details dealing with a
pattern that helps the reader understands what the writer explains. There are parts of
descriptive text:
Generic Structure of Descriptive
A descriptive text will consists of the following structure :
1. Identification : Identifies phenomenon to be describe.
2. Description : Describes parts, qualities, character.
By writing the students have more freedom to express ideas in a written form, their
knowledge, imagination, feeling in the text or paragraph. Writing not only involves
the skill of using the target language in the writing form but also the knowledge and
the ability of using grammar and meanings of word.
Language Features of Descriptive: 1) Using nouns ( teacher, house, my cat, etc ). 2)
Detailed noun phrase for give the informations about subject (she a sweet young
lady ). 3) Adjectives to describing ( numbering, classifying), for example two
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strong legs. 4) Relating verbs, give informations about subject ( my mum is really
cool ). 5) Thinking verbs and feeling verb ( I think it is a clever animal). 6)
Adverbials ( fast, at the tree, house etc ). 7) Figurative language ( simile, metaphor,
etc).
Teaching English in Writing Descriptive Text to the student :
Identify how the teaching of writing is to be conducted: teaching students to write
means that, to teach them produce written text with different kinds of purpose. For
different communicative purpose, different kinds of text are produced, a number of
lexical items that are linguistically structure and generically stages must have been
employed in those texts. Related to how a written text to be made, there are
important things are implicitly included in the text, 1) The purpose of the text. 2)
The text elements which are generically structured. 3) The grammatical patterns.
Thus in teaching of writing it is important to consider the three most important
things above. 1) It is started with the decision of intention ( what a text is
purposively intended ). 2) It must be rhetorically constructed through particular text
elements. 3) It must be grammatically correct, realized in a number of lexical items
through appropriate use of word, phrase (Word groups), and clauses (independent
and dependent clause).
Hold up the importance of teaching Genre-based writing: 1) Genre serves as the
frame of reference to which a particular text to be oriented. 2) It is closely tied with
the discussion of communicative purpose to achieve, stages of rhetorical structure
to cover and linguistic features to stick, by which the readers expectations can be
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met effectively. 3) It provides frameworks that recognize and share the same
features among the people in the related field. It mediates the interrelationship
between texts, writer and readers.
Make a paragraph to be coherent. It means that the teacher explains about kinds of
word for supporting the paragraph, so the paragraph to be coherent. To be coherent
means that to stick tightly to each other and Cohesive Device is used to make
sentences or paragraph stick together.
This is example of Descriptive Text:
My Pet
I have a pet. It is a dog and I call it Brownie.
Brownie is a Chinese breed. It is small, fluffy, and cute. It has got thick brown fur.
When I cuddle it, the fur feels soft. Brownie doesnt like bones. Everyday it eats soft
food like steamed rice, fish or bread. Every morning I give her milk and bread.
When I am at school, Brownie plays with my cat. They get along well, and never
fight may be because brownie doesnt bark a lot. It treats the other animals in our
house gently. And never eats shoes. Brownie is really sweet and friendly animal.
2.2.6. Correlation Between Students Ability In Using Cohesive Device
Toward Writing Descriptive Paragraph Skill.
In English learning, writing is one of abilities that should be taught to the students
because writing is a language ability that used for in writing text, we can explore or
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express our idea, feeling and thoughts. Besides we should be able to arrange good
sentences grammatically in order the reader understand about the content of our
writing. Thus, structure has an important role in writing text. The students are able
to make based on their language, it means that the students are expected to be able
to make a paragraph effective and coherent. To be coherent means that to stick
tightly to each other and Cohesive Device is used to make sentences or paragraph
stick together.
In paragraph, cohesive device is a word or phrase that is used to link sentences or
paragraphs to make the paragraph or the text coherent. To be coherent means to
stick tightly to each other. The teaching of Cohesive Device and writing descriptive
paragraph should emphasized on skill to make a good paragraph. To make a good
paragraph the students should have ability in using cohesive device, because if
they dont have ability in using cohesive device, how can they make a sentence
stick tightly to each other.
The meaning of ability in using cohesive device and writing descriptive paragraph
skill is the same inviting the reader to get easily to comprehend some information
in descriptive paragraph. If the student ability in using cohesive device is good, the
researcher is sure that when students make a descriptive paragraph they can make
with effective and coherent, because cohesive device and descriptive paragraph are
relationship to make students writing skill more effective.
2.3. Thinking Framework and Design Theoretical
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2.3.1. Thinking Framework
The language skill is performance of the speaker of language in using their
language as a tool of the communication in their daily activities. Writing is one of
the skill, they are: listening, reading, speaking, and then writing. Writing skill is the
most difficult skill between others, because in writing, the students shouldnt only
make a good text, but also should make a correct text and more coherent. It can
look from the aspects like from discourse, grammatical and choose exact word to
make a paragraph to be coherent, so the readers can understand what the writer
mean and imagine.
The students ability in using cohesive device in writing descriptive paragraph text
will provide wider spaces for the students express and to develop their potency and
their knowledge more intensively in teaching and learning. The students will be
forcedly motivated how to arrange English sentences in accordance with things that
they done. The students can use the words or phrase to link sentences or paragraphs
to make the paragraph or text to be coherent and they try to learn more and more in
writing descriptive text.
2.3.2. Design Theoretical
In this research there are two variables, there are:
1. The first independent variable is ability in using cohesive device. It is the
quality or skill which make the students are able to understand and
comprehend kinds of word from cohesive device. It is a skill of the students to
get information and knowledge from cohesive device.
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2. The second dependent variable is writing descriptive paragraph skill. It is the
students ability in writing descriptive paragraph with use cohesive device.
The correlation of variable, based on two variables above in this researcher
look for the correlation as follow:
Note :
X : Independent Variable
Y : Dependent Variable
: Correlation
2.4.Hypothesis
Hypothesis is temporary answer for research object. Based on the thinking
framework above, the researcher formulates the hypothesis as follow:
1. There is correlation between students ability in using cohesive device and
writing descriptive paragraph skill.
2. There is significant correlation between students ability in using cohesive
device and writing descriptive paragraph skill.
35
X
Ability in Using Cohesive
Device
Y
Writing Descriptive
Paragraph Skill
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CHAPTER III
RESEARCH METHOD
3.1. Research Design
This research is quantitative. The researcher want to know whether any correlation
between students ability in using cohesive and writing descriptive paragraph skill.
This research would be conductive at the second grade of MA MaArif 09 Kota
Gajah Lampung Tengah Academic Year 2010-2011.
The researcher will like to investigate the significant correlation between ability in
using cohesive device and writing descriptive paragraph skill. The research design
is correlation study. The research will not apply any treatment to the samples. The
researcher will analyse the collected data taken from students answer to the test
about ability in using cohesive device and writing descriptive paragraph skill.
3.2. Research Variable
There are two main variables of research, they are independent variable and
dependent variable. Variable which has ability than effect of research is named
Independent Variable while variable functions as the situation of effect is named
Dependent Variable. The researcher has determined variables of the research, as
follow:
1. The Independent variable (X) is ability in using cohesive device.
2. The Dependent variable (Y) is writing descriptive paragraph skill.
3.2.1. The Operational Definition of X Variable
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Operational definition of cohesive device is in paragraph, cohesive device is a word
or phrase that is used to link sentences or paragraphs to make the paragraph or the
text coherent. When sentences, ideas, and details fit together clearly, readers can
follow along easily, and the writing is coherent. Cohesive Device can make a
paragraph coherent.
Based on the previous citation the researcher do the test about cohesive device. This
test conducted to the students at the second grade of MA MaArif 09 Kota Gajah
Lampung Tengah Academic Year 2010/2011.
3.2.2. The Operational Definition of Y Variable
Operational definition of writing descriptive paragraph skill is when they should tell
your reader how something looks, smells, sounds, feels, and taste. Write about
colours, sizes, shapes, odors, noise, and textures. It means that he or she can express
anything in his mind about certain object or event into word or sentences.
From the previous citation above the researcher do the test abou writing descriptive
paragraph skill. This test conducted to the students at the second grade of MA
MaArif 09 Kota Gajah Lampung Tengah Academic Year 2010/2011.
3.3. Research Population and Sample
3.3.1. Population
Arikunto ( 2006:130) said that popolasi adalah keseluruhan subjek. It means that
all of the subjects in a research place is population. According to Encyclopedia of
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Educational Evaluation in Arikunto (2006:130),population is asset (or collection)
of all elements possessing, one or more attributes or interest.
Based on Arikunto the population of this research is the students of MA Maarif 09
Kota Gajah Lampung Tengah Academic Year 2010/2011. Every class consist of 40
until 45 students. The total populations are 597 students.
3.3.2. Sample
To get sample in this research, the writer according to Suharsimi Arikunto
(2006:134) said that, if the subject is less than 100 it should be take all, but if the
subject is more than 100 it could be 10 15% or 20 25% or more. It is clear, that
is the subject in this research less than 100, we will be better taken all of the
research will be population research. But if the students in this research are more
than 100, we can take 10 15% or 20 25% or more.
3.3.3. Technique Sampling
Sampling technique adopted in this research was stratified cluster random sampling
technique because population consist of level and every level consist of cluster
random technique. Every unit in the population has a chance of being selected in the
sample, and this probability can be accurately determined, based on Suharsimi
Arikunto above, the researcher would like to take the sample 20% from 180
students at the second grade that are 20% x 180 = 36 students, so the sample of
research is the students from second grade and each class for sample which consists
of 9 students.
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3.4. Research Instrument
3.4.1. Procedure
According to Sukardi Fungsional kegunaan instrumen penelitian ini adalah untuk
memperoleh data yang diperlukan ketika penelitian sudah menginjak pada langkah
pengumpulan informasi di lapangan. It means that if we want to do the research
we must use instrument. The instrument is used to get the data which needed when
the research will collect the information.
In a effort of collecting the data on both ability in using cohesive device (X) and
writing descriptive paragraph skill (Y). The researcher uses the test to do the
research first. The process of this test is in the first in cohesive device test the
researcher used multiple choice test which consist of 50 items, and there were four
option a, b, c and d. Every item has 1 score. The second test is the researcher asks to
the students to write a descriptive text that uses cohesive device to make sentences
or paragraph to be coherent based on the theme. And the students do the task to
make descriptive text, and they make descriptive text with title My House. The
researcher will be constructed based on the indicators of ability in using cohesive
device and writing descriptive paragraph skill. This test requires the students to
show their ability in using cohesive device and writing descriptive paragraph skill.
The researcher wants to know that when the students use cohesive device in their
sentences, they can produce descriptive paragraph with good paragraph or not.
3.4.2. Kind of Instrument
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To get the data of this research, the researcher will use test as a primer method, and
interview, observation also documentation as supporter method to collect the data at
MA MaArif 09 Kota Gajah Lampung Tengah academic year 2010/2011.
In this research the first test is ability in using cohesive device. The researcher use
multiple choice test, the researcher will be distributed 50 items to the students. The
multiple choice is about cohesive device. The second test is about writing test, to
know students writing skill the researcher used written test, that is ask to the
students to make a descriptive paragraph with title my house that correlated with
kind of cohesive device.
3.4.3. Scoring of Test
3.4.3.1.Cohesive Device Test
In cohesive device test the researcher use multiple choice test that consist of 50
items. There were four option a,b,c and d. Every items has 1 score.
3.4.3.2. Writing Descriptive Paragraph Test
To know the students ability in writing, the researcher uses writing test, where the
students make descriptive paragraph with the title my house. The writing score
in this research as follow:
Table 3.1 The Profile of Writing Ability
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M.Soenardi Djiwodono (1996:130)
The details of
writing abilityScore Level
Criteria
Content 30-27
26-22
21-17
16-13
Excellent
Good
Sufficient
Low
The writer extremely understands
the content. The content is very
complete and very specific. It is
very suitable with the title.
The writer understands the content.
The content is very complete and
specific although it is le detail.
The writer understands the content
limitedly. The content is les
complete, less specific and less
detail.
The writer does not understand the
content, disconnected and not
sufficient to be evaluated.
Organization 20-18
7-14
13-10
9-7
Excellent
Good
Sufficient
Low
The organization is very regular,
very neat and very clear. It consists
of much idea. It has the logical
order and the high cohesion.
The organization is regulars, neat
and clear. It consists of much idea.
It has logical order and the high
logical order.
The organization is le regulars, less
neat, and less clear. It is limited in
the idea and has not logical order.
The cohesion is not high.
The organization is not irregulars,
unclear. It lacks of the idea and has
not the logical order. There is not
cohesion. It is not sufficient to be
evaluated.
Vocabulary 20-18 Excellent The writing has the extremely large
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3.5. Validity and Reliability
3.5.1. Try Out
Before the test will be distributed to the respondents, a try out will be conducted to
decide its validity and reliability of the test.
3.5.2. Validity Test
To get the validity of the test, the researcher uses internal validity. In doing a
research, we must know validity level of the in doing a research, we must know
validity level of the instrument is used. The instrument may be used for the
researcher if the instrument has been tested the validity before.
According to Arikunto (2009:64) said Sebuah instrumen dikatakan valid apabila
dapat menggunakan instrumen dari variabel yang diteliti secara tepat. ( An
instrument could be said valid if it can be used the instrument of the variable which
is researched exactly). It means that a measure of instrument could be said valid if it
can be used to measure the investigated object without a mistake.
3.5.3. Reliability Test
The test can be said reliability if the test has been given in some place but the result
as the test is the same with another place. The reliable instrument will produce
reliable data too. Reliabilitas menunjuk pada satu pengertian bahwa sesuatu
instrumen cukup dapat dipercaya untuk dapat karena instrumen tersebut sudah
baik, (Arikunto,2009:86). It means that reliability shows that the instrument be
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able to reliable to use ase the data instrument because the instrument was good
enough.
To know the reliabilty of test, the researcher using product moment formula as
follow:
( )( )
( ){ } ( ){ }
=
2222YYNXXN
YXXYNrxy
Where :
rxy = coefficient of correlation
N = numbers of student
X = sum of uneven item
Y = sum of even item
X2
= sum of square uneven item
Y2 = sum of square even item
(Arikunto,2009:72)
After that to know the whole reliability is used Spearmen Brown Formula as
Follow:
xy
xy
RxRr+
=1
211
Note:
r11 : The full coefficient correlation regularity level (reliability).
Rxy : The coefficient correlation between X and Y
2 and 1 : The constant number
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After then the result is consulted the criteria the reliability, as follow:
0.99 1.00 = high
0.50 0.89 = sufficient
0.00 0.49 = low
3.6. Data Collecting Method
3.6.1. Primary
1) Test
Test is one of instrument to collect the data. This test is to get information from
respondents about their ability. It is used to mention the method or instrument. This
instrument to support the data and correlation between in using cohesive device and
writing descriptive paragraph skill are written test form. The process of this test is
in the first the researcher asks to the students to write a descriptive paragraph that
uses cohesive device to make sentences to be coherent. The students do the task to
make descriptive paragraph and they make it with title My House.
3.6.2. Secondary
1) Interview
Interview is a dialog between two people, one person as a interviewer and other as a
person who is a source of information. In this research, the researcher used
structured interview. It means that the researcher provided questionnaires about
points and the researcher have known definitely about the result that will be gotten,
so the researcher have been provided the questions and also alternative answers.
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This method is showed for the English teacher at second grade of MA MaArif 09
Kota Gajah Lampung Tengah academic year 2010/2011.
2) Observation
Bogdan (in Karwono:1993:78) observation ask about guide and instruction
observation the generally give away of change show up response opened method
and attractive sociable for observer to observation and data collecting about topic is
not assume. Observation is a systematic perception about phenomenon that is
investigated. There are kinds of observation:
a. Participant observation/non participant
b. Systematic observation/non systematic
c. Experimental observation/non experimental
In this research, the writer used observation non participant, it is the writer just
performing perception at the research area and the researcher not do activity in
object that is observed by the researcher. The data that is observed in this research
is a supporting data; consist of students ability and students skill.
3) Documentation
Documentation the source of information is all of kind in the source information
that is related with document. Actually, it is can formal document or informal
document. In this method, the writer used it to get data of the students at the second
grade of MA MaArif Kota Gajah Lampung Tengah in academic year 2010/2011
and also to get the supporter data at environment of the research.
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3.7. Data Analysis Technique
Data analysis is the process of organizing the data in order to put the pattern of
other explanation form, where as data interpretation is the process of giving
meaning to the result of data analysis. These data were analyzed to present the
result of the study to the reader.
In order to analyze the data from ability in using cohesive device and writing
descriptive paragraph skill, the researcher used the product-moment correlation to
process the data from the test.
For counting the validity test, the researcher uses the correlation product moment
below:
( )( )
( ){ } ( ){ }
=
2222
YYNXXN
YXXYNrxy
Notes:
rxy = coefficient of correlation between variable X and variable Y, two
variables which is correlated.
N = numbers of students
X = score of students abilty in using cohesive device
Y = score of students writing descriptive paragraph
Xy = crossing between X and Y
(Arikunto,2006:274)
Coefficient of correlation is always between -1.00 up to+1.00
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Between 0.000 up to 0.200 = very low
Between 0.200 up to 0.400 = low
Between 0.400 up to 0.600 = average
Between 0.600 up to 0.800 = high
Between 0.800 up to 1.000 = very high
(Bambang,2006:167)
After that, the correlation coefficient (rxy) value from the formula is intended to
compare with the critical value of the person product moment correlation
coefficient from the table (see appendix 12). To interpret the result that is obtained
from this research, we can see from the significations as follow:
rxy robserved (ro) r table (rt) -> there is significant and the null hypothesis is
rejected.
rxy robserved (ro) < rtable (rt) -> there is not significant and the null hypothesis is
accepted.
3.8. The Hypothesis In This Research
To analysis hypothesis statistics, the researcher uses criteria as follow:
Ha : There is significant and positive correlation between students ability in
using cohesive device and writing descriptive paragraph skill. This
hypothesis can be accepted if r observation (ro) is higher than r table (rtab).
H0 : There is no significant and positive correlation between students ability in
using cohesive device and writing descriptive paragraph skill. This
hypothesis can be accepted if r observation (ro) is lower than rtable (rtab).
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In this research, the researcher hopes that the collected data will reject H o and
accept Hi.
1. If r observed (ro) is higher than rtable (rt).
2. If r table (rt) is lower than robserved (ro).
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CHAPTER IV
RESULTS AND DISCUSSION
4.1. Results
In order to gather the data of the research, which was conducted to the second year
of MA MaArif 09 Kota Gajah, the researcher used test, namely students ability in
using cohesive device and writing descriptive paragraph skill tests. The sample of
the research was chosen from two classes: XII IPA2 consisting 10 students for try
out and 9 students in every class especially students at the second grade that would
become as the sample of this research so the sample consist of 36 students.
The researcher administrated each of the tests twice. First, try out test which was
conducted to the 10 students (XII IPA2) to examine the reliability and the validity
of the tests before the tests were used to collect the data. Second, to the 36 students
(XI IPA1, XI IPA2, XI IPS1, XI IPS2) was used to get the data on students ability
in using cohesive device and their writing descriptive paragraph skill.
And then, after the data were collected, the researcher analyzed by using Person
Product Moments Correlation Coefficient with the following result.
4.2. Validity And Reliability Instruments
Before the instrument was used in this research, the instrument must be know its
validity level. For knowing the validity test, the researcher did try out of the
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instrument. The researcher gave multiple choices test for ability in using cohesive
device that consist of 50 items and make a paragraph descriptive. The test was used
as the instrument of test validity in class XII IPA2 of MA MaArif 09 Kota Gajah
that consist of 10 students.
While to investigate the reliability of writing test, the researcher used inter rater, it
means that there is another person who scores the result of writing beside the
researcher herself. In this case, it did by English teacher Mrs Hesti Tumirah S.Pd..
Then, the result of scoring of both the researcher and the other rater were added and
divided by two.
For the complete calculation about try out result table of multiple choice form
cohesive device and try out of writing descriptive paragraph skill. It could be seen
on table below.
4.2.1. The Reliability of Cohesive Device Test
Based on the data of appendix 4, the researcher could calculated the reliability of
cohesive device test as follows:
Table 4.1. The Reliability of Cohesive Device Test
NoX
ODD
Y
EVENX.Y X2
Y2
1 20 22 440 400 484
2 21 20 420 441 400
3 23 18 414 529 324
4 21 17 357 441 289
5 20 17 340 400 289
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6 19 18 342 361 324
7 18 16 288 324 256
8 16 17 272 256 289
9 17 14 238 289 196
10 13 11 143 169 121
Tot 188 170 3254 3610 2972
The source: The data Analysis result, on March 7th 2011, analysis of score can seen
in appendix 4.
After having the data above, the researcher tried to find out the correlation between
variable X and Y, the researcher used product moment formula and the result are
0.7371. And to know the whole reliability is used Spearman Brown formula. The
computation result of instrument are 0.8486. Based on the criteria of the reliability,
it know that 0.50-0.89 is sufficient. It knows that the cohesive device test has
sufficient reliability. So, this test can be used in this research. This below are the
criteria of the reliability. Consult the criteria of the reliability:
0.99 1.00 = high
0.99 0.89 = sufficiency
0.00 0.49 = low
4.2.2. The Reliability Of Writing Descriptive Paragraph
Based on the data on appendix 5, the researcher could calculated the reliability of
writing descriptive paragraph test as follow:
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Table 4.2. The Reliability of writing descriptive paragraph
NoX Y
X.Y X2Y2
R1 R2
1 67 68 4556 4489 4624
2 71 70 4970 5041 4900
3 61 56 3416 3721 3136
4 69 69 4761 4761 4761
5 63 65 4098 3969 4225
6 54 46 2454 2916 2116
7 63 73 4599 3969 5329
8 60 60 3600 3600 3600
9 65 64 4160 4225 4096
10 60 66 4536 4356 4356
Tot 639 637 40967 41047 41143
The source: The data analysis result, on March 7th 2011. Analysis of score can seen
in appendix 5.
After having the data above, the researcher tried to find out the correlation between
variable X and Y, the researcher uses product moment and the result is 0.753. And
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to know the whole reliability is used Spearmen Brown formula and the result is
0.859.
Based on consult to the criteria of the reliability, it knows that 0.800 1.000 is very
high. Seeing the result above, it knows that the writing descriptive paragraph test
has high reliability. So this test can be used in this research. This below are the
criteria table of reliability.
Table 4.3. Criteria table of the reliability
Score of r Interprets
Between 0.000 up to 0.200 Very low
Between 0.200 up to 0.400 Low
Between 0.400 up to 0.600 Average
Between 0.600 up to 0.800 High
Between 0.800 up to 1.000 Very high
4.3. The Result of Cohesive Device Test (X)
After the researcher was given the instrument to the students, the researcher
analyzed the data. The researcher administrated ability in using cohesive device and
writing descriptive paragraph skill test to the 36 students ( IPA 1, IPA 2, IPS 1, IPS
2, and every class consist of 9 students) of MA MaArif 09 Kota Gajah.
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To explore the cohesive device test, the researcher distributed 50 items test for the
participants. This below is frequency table of vocabulary test using SPSS 13
program.
Table 4.4. Frequency table of cohesive device test
skortotal
1 2.8 2.8 2.8
3 8.3 8.3 11.1
4 11.1 11.1 22.2
2 5.6 5.6 27.8
2 5.6 5.6 33.3
1 2.8 2.8 36.1
3 8.3 8.3 44.41 2.8 2.8 47.2
1 2.8 2.8 50.0
1 2.8 2.8 52.8
1 2.8 2.8 55.6
1 2.8 2.8 58.3
2 5.6 5.6 63.9
1 2.8 2.8 66.7
5 13.9 13.9 80.6
7 19.4 19.4 100.0
36 100.0 100.0
30
32
34
36
38
42
4648
52
62
72
76
78
80
82
84
Total
Valid
Frequency Percent Valid Percent
Cumulative
Percent
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Source: The result of students ability in using cohesive device (x)
To be clearly the researcher give explains with the diagram as follow :
The result of the students ability in using cohesive device can be seen in appendix
7. It can be seen that the highest score for cohesive device test was 84 (7 students),
the lowest was 30 (1 students) and the average score was 59.28. There were 18
students was got score above or the same as 60.
4.4. The Result Of Writing Descriptive Paragraph Test (y)
While for writing descriptive paragraph test, the result can be seen in the appendix
8. This bellow is frequency table of writing descriptive paragraph test using SPSS
program.
Table 4.5 Frequency table of writing descriptive paragraph
cohesive device test (x)
90807060504030
12.5
10.0
7.5
5.0
2.5
0.0
Histogram
Mean =59.28Std. Dev. =22.092
N =36
Fre
quency
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skor total
4 11.1 11.1 11.1
8 22.2 22.2 33.3
1 2.8 2.8 36.1
3 8.3 8.3 44.4
2 5.6 5.6 50.0
1 2.8 2.8 52.8
2 5.6 5.6 58.3
3 8.3 8.3 66.7
11 30.6 30.6 97.2
1 2.8 2.8 100.0
36 100.0 100.0
30
35
40
45
50
60
65
68
70
75
Total
Valid
Frequency Percent Valid PercentCumulative
Percent
Source: The result of writing descriptive paragraph skill (y)
To be clearly the researcher explains using the diagram as follow:
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It can be seen that the highest score was 75 (1 students), the lowest was 30 (4
students) and the average was 53.17 (see appendix 8). There were 18 students who
get score above or the same as 60. It can be interpret that in general, the students
writing descriptive paragraph was good. There was a half of students got score
above or the same as 70. That the students who got score above or the same as also
a half of students, so, it reflected that the students ability in using cohesive device
scores really correlated their writing descriptive paragraph skill score also good.
Referring to the explanation above, it can be interpreted that the students writing
descriptive paragraph writing was closely related to their important aspect that
influenced the students writing descriptive paragraph was their cohesive device
ability. When the students ability in using cohesive device was good, their writing
descriptive paragraph skill must be good.
skor total807060504030
Frequency
12
10
8
6
4
2
0
Histogram
Mean =53.17
Std. Dev. =16.7
N =36
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Based on the explanation above the researcher makes the table of descriptive
statistics of cohesive device test and writing descriptive paragraph using SPSS.
Table 4.6. Descriptive statistic of cohesive device and writing descriptive paragraph
Descriptive Statistics
N Minimum Maximum Mean
Std.
Deviation
The students ability in
using cohesive device (x)36 30 84 59.28 22.092
Writing descriptivepargraph skill (y)
36 30 75 53.17 16.700
Valid N (listwise) 36
Source: The result of Descriptive Statistics
4.5. The Correlation Of Students Ability In Using Cohesive Device And
Writing Descriptive Paragraph Skill
In order to know whether there is significant correlation between students ability in
using cohesive device and writing descriptive pargraph skill or not, both variables
were calculated by using formula of Pearson Product Moment Coofecient
correlation, the data was gained before (see appendix 11).
After processing and computing the data obtained, the result of the computation
show that observer value of r was 0.982.
Table 4.7. The correlation of students ability in using cohesive device and writing
descriptive paragraph skill
Correlations
The students ability in Writing descriptive
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using cohesive device (x) pargraph skill (y)
The students ability in
using cohesive device (x)
Pearson
Correlation 1 .982(**)Sig. (2-
tailed).000
N 36 36
Writing descriptive
pargraph skill (y)
Pearson
Correlation.982(**) 1
Sig. (2-
tailed).000
N 36 36
** Correlation is significant at the 0.01 level (2-tailed).
Source: The result of the correlation of students ability in using cohesive device
and writing descriptive paragraph skill.
So, the interpretation of robserver is very high correlation based on Bambang. It can be
inferred that there is significant and correlation of students ability in using
cohesive device to descriptive paragraph writing at the second year of MA MaArif
09 Kota Gajah academic year 2010/2011.
4.6. Hypothesis Test
There are two variables that are examined in this analysis; they are students ability
in using cohesive device and writing descriptive paragraph skill. Coefficient
correlation of (r) product moment between students ability in using cohesive
device and writing descriptive paragraph skill is 0.982.Value of probability that
shown by the column sig. (2-tailed) 0.000.
If probability > 0.000, Ho is accepted
If probability < 0.000, Ho is rejected
Because 0.000 < 0.000, Ho is rejected another word, Ha is accepted.
The numbers of subjects in this research are 36 the researcher has formulated the
alternative hypothesis (Ha) and Null Hypothesis (Ho), as follows :
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1. Alternative Hypothesis (Ha)
There is positive and significant correlation between students ability in using
cohesive device and writing descriptive paragraph skill at the second year of
MA MaArif 09 Kota Gajah academic year 2010/2011.
2. Null hypothesis (Ho)
There is no positive and significant correlation between students ability in
using cohesive device and writing descriptive paragraph skill at the second year
of MA MaArif 09 Kota Gajah academic year 2010/2011.
After Hi and Ho above were formulated, the researcher consulted r observed to r
table as follows:
1. If r observed is higher than r table, alternative hypothesis (Ha)
is accepted and Null hypothesis (Ho) is rejected.
2. If r observed is smaller than r table, alternative hypothesis (Ha)
is rejected and Null hypothesis (Ho) is accepted.
After processing and computing the data obtained, the result of the computation
show that observed value r was 0.982. The critical value of Pearson Product
Moment correlation as follows:
1) The critical value r product moment (r table) for the 5 % level is 0.329.
2) The critical value of r product moment (r table) for the 1 % level is 0.424.
From all of data analysis above, it can be known that:
1. r observed = 0.982
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2. r table = 0.329 or 0.424
Finally, the data confirmed that robserved is higher than rtable. Therefore, it can be
inferred that Ha is accepted and Ho is rejected. It means that there is positive
significant correlation ability in using cohesive device to writing descriptive
paragraph skil at the second year of MA MaArif 09 Kota Gajah academic year
2010/2011. The researcher measured the level of the correlation of the students
ability in using cohesive device and writing descriptive paragraph at the second
year of MA MaArif 09 Kota Gajah academic year 2010/2011 by quadrate of
robserved and multiplying it by 100%.
Therefore, the level of the influence of the students ability in using cohesive device
to writing descriptive writing skill = (robserved)2 x 100%= (0.982)2 x 100%=
96.43%. Based on the analysis above, it can be inferred that the level correlation of
the students ability in using cohesive device to writing descriptive paragraph skill
is 96.43%. The result of this research show that there is positive and significant
correlation of the students ability in using cohesive device are high will tend to
have high score in writing descriptive paragraph. So, the students should have good
knowledge about their ability in using cohesive device that they can make a
descriptive paragraph writing well.
4.7. Discussion
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The data in this research show that the coefficient correlation is very high. The
critical value of rtable = 0.982 > 0.329 with the significant level of 0.01. In other
words, students ability in using cohesive device correlates to their writing
descriptive paragraph skill. If the students have good knowledge about cohesive
device, they can easy to make a good descriptive paragraph. It means that the
students who get high score in cohesive device tend to get high in their writing. The
students who get good score in cohesive device test tended to have good score also
in writing. On the contrary, the students who got bad score in cohesive