Analysis on Cohesive Devices used in Descriptive Texts of Senior High School Books

Indah, Puspitorini, (2011) Analysis on Cohesive Devices used in Descriptive Texts of Senior High School Books. [ Skripsi ]

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Abstract

Keywords : cohesive devices, descriptive texts. One of four skills should be mastered by English students is reading skill. Reading has positive effect on student’s vocabulary knowledge, their spelling, and their writing. Moreover, reading also encourages students to focus on vocabulary, grammar or punctuation. This research focuses on cohesive devices used in Descriptive Texts of Senior High School Books. Cohesive devices is a part of discourse analysis, since in discourse study attention has been paid to one of the seven criteria of textuality namely cohesion, the apparent connection in discourse. Discourse is frequently studied from perspective of genre, while descriptive text was one of genre. It was chosen because it often used in scientific books to detail explanation about subject matters. The organization of those devices are categorized as cohesion which is also considered as one of the elements helps the readers to be able to see and interpret language well especially the written form. For that reason, this study raised two questions; a) What are the types of cohesive devices used in Descriptive Texts of Senior High School Books? and b) What type of cohesive devices is most widely used in descriptive texts? This study used quantitative survey design in which the data were taken from English Senior High School books. The data collected were analyzed using theories of cohesive devices by Brown and Yule, Michael McCarthy, Jan Renkema, Quirk and Greenbaum, Marianne and Murcia, and Kreidler. The researcher used some theories because those theories are complete each other. The writer found that the types of cohesive devices used in descriptive texts are grammatical cohesion (reference, substitution, conjunction, and ellipsis) and lexical cohesion (reiteration and collocation). While the frequency of occurrence can be explained as follows. The most frequent use is reference (52,6 %), the second is conjunction (28,7 %), and in series followed by reiteration (16%), collocation (1,9%) and the least frequent are substitution and ellipsis that has the same occurrence (0,4). It is expected that this research is helpful for teachers, writers, students, and other professions who have intension to construct more qualified and effective writing, literary works or any other production especially to written form of language to achieve their purposes.

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