DISERTASI dan TESIS Program Pascasarjana UM, 2016

Ukuran Huruf:  Kecil  Sedang  Besar

The Use of Cohesive Devices in English Blog Contents Written by Indonesian Blog Writers and English Department Students

Gullit Tornado Taufan

Abstrak


ABSTRAK

 

Taufan, Gullit Tornado. 2015. The Use of Cohesive Devices in English Blog Contents Written by Indonesian Blog Writers and English Department Students. Thesis, English Language Teaching, Graduate Program, State University of Malang. Advisors: (1) Prof. Bambang Yudi Cahyono, Ph.D., (2) Prof. A. Effendi Kadarisman, M.A., Ph.D.

 

Keywords: cohesive devices, English blog contents

 

This study was conducted to investigate the use of cohesive devices in English blog contents written by Indonesian blog writers and English department students. The blog writers were Indonesians who actively wrote English blog contents and joined a forum called ads.id. The English department students were the ones who had finished most of their undergraduate courses and in the final year of their study. The study focused on three research problems, i.e. (1) What types of cohesive devices are used by Indonesian blog writers?, (2) What types of cohesive devices are used by English department students?, and (3) How do blog writers differ from English department students in using cohesive devices?

The data to be analyzed in the study were 15 texts gathered from the blog writers and 15 texts written by English department students of the University of Muhammadiyah Malang. The writing samples were written under the topic of “Home Improvement”. For the blog writers’ contents, the writings were ranging from 350- to 526-word long. For the writings written by the students of English department, the students were asked to compose the texts under the similar topic. Those texts were 284- to 537-word long. In investigating the use of cohesive devices in the writings written by both groups, content analysis research design was applied. The data were analyzed based on Halliday and Hasan’s (1976) framework on cohesive devices covering reference, connectives, substitution, ellipsis, and lexical cohesion manually. Next, the writings were analyzed again to picture the difference of the appropriateness of the use of cohesive devices in the writings written by both groups of the subjects.

The results of the analysis revealed that lexical cohesive devices were used most frequently by both groups of the study with 968 (47.60%) items found in blog writers’ texts and 834 (45.25%) items occurred in students’ writings. The references were also used frequently by both groups with 738 (37%) items in blog writers’ texts and 699 (36.33%) in the students’. The connective was the next type that was used 300 (14.70%) times in the texts written by the blog writers while the students used this more with 334 (18.14%) occurrences. There were only 21 items of substitution found in blog writers’ and 4 in students’ writings. In addition, there was only 1 item of ellipsis found in a text written by a blog writer. The analysis also showed that the blog writers were more capable of using more appropriate cohesive devices in their writings rather than the English department students. There were 36 incorrect items found in the writing samples written by the blog writers while 73 incorrect items were found in students’ texts. The issues that were found covered lexical and grammatical incorrectness as well as the inappropriateness in the use of connectives.

From the findings of the study, it is suggested that the students be taught how to effectively and efficiently use the cohesive devices. Next, it is also essential to promote students and blog writers to read a lot more English texts and learn from those to use cohesive devices appropriately in their writings. It is also important to suggest future researchers to conduct different studies with different topics on different linguistic aspects in order gain more information about blog writing which is closely associated with English language teaching.