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Papers by mawardi amin

This study aimed at describing the cohesion and coherence of narrative Essays written by the stud... more This study aimed at describing the cohesion and coherence of narrative Essays written by the students of Nahdlatul Wathan Mataram University (UNW). To meet the purpose, 20 students of the third semester at the faculty of teacher training and education UNW Mataram were used as the subjects of the study. The data were collected through administering writing task and interviewing. The data collected were analyzed qualitatively on the basis of Halliday and Hasan's theory of cohesion (1976) and Lautamatti's TSA (1978, in Connor and Farmer, 1990). The results showed that: (1) the types of cohesive devices used by the students of EED UNW Mataram to build cohesion in their narrative essays were reference (The students' writing experience could be a source of the students' most and least used devices. In such cases, the percentage of least use in substitution was of 0,10%. This was explained in terms of avoidance in that students tended not to use such type because they did not know how, when, and where such substitution could be reached. Besides, this was attributed to the students' overuse of repetition when they wanted to emphasize ideas in their story writing. The percentage of most use in reference was of 50,22% which was explained in terms of awareness; i.e., students were probably familiar with the use of most reference devices. The highest use of reference also conformed to the nature of narrative text which required them to use sufficient reference devices when investigating participant chains. However, some of the cohesive devices were used inappropriately; (2) the types of topical progression used by the students to build coherence in their essays were parallel progression (53,2%), sequential progression (27,9%), and extended parallel progression (18,8%). The highest use of parallel progression indicates that the overall view of the topical progression of the students' narrative texts followed a dominant use of parallel progression, realized by the repetition of I/he/we in the beginning sentence as the sentence topics throughout their story writing. This also implies that the students preferred to string ideas close together rather than linked them across paragraphs; (3) some problems of coherence identified were the problems with reference, ellipsis, conjunction, lexical cohesion, verb forms, noun, sentence structure, prepositions, and structure of English essay. The findings of the study show the necessity of explicit teaching of the elements of coherent writing. The results confirm the obligation of English teachers to explain the role of each element in building coherent text. Besides, it is suggested that TSA could be applied in EFL instruction to assist writing instructors to check the coherence of their students' writing. Concerning the limitation of this study, it is suggested that future studies integrate other genres as the sources of data.

This study aimed at describing the cohesion and coherence of narrative Essays written by the stud... more This study aimed at describing the cohesion and coherence of narrative Essays written by the students of Nahdlatul Wathan Mataram University (UNW). To meet the purpose, 20 students of the third semester at the faculty of teacher training and education UNW Mataram were used as the subjects of the study. The data were collected through administering writing task and interviewing. The data collected were analyzed qualitatively on the basis of Halliday and Hasan's theory of cohesion (1976) and Lautamatti's TSA (1978, in Connor and Farmer, 1990). The results showed that: (1) the types of cohesive devices used by the students of EED UNW Mataram to build cohesion in their narrative essays were reference (The students' writing experience could be a source of the students' most and least used devices. In such cases, the percentage of least use in substitution was of 0,10%. This was explained in terms of avoidance in that students tended not to use such type because they did not know how, when, and where such substitution could be reached. Besides, this was attributed to the students' overuse of repetition when they wanted to emphasize ideas in their story writing. The percentage of most use in reference was of 50,22% which was explained in terms of awareness; i.e., students were probably familiar with the use of most reference devices. The highest use of reference also conformed to the nature of narrative text which required them to use sufficient reference devices when investigating participant chains. However, some of the cohesive devices were used inappropriately; (2) the types of topical progression used by the students to build coherence in their essays were parallel progression (53,2%), sequential progression (27,9%), and extended parallel progression (18,8%). The highest use of parallel progression indicates that the overall view of the topical progression of the students' narrative texts followed a dominant use of parallel progression, realized by the repetition of I/he/we in the beginning sentence as the sentence topics throughout their story writing. This also implies that the students preferred to string ideas close together rather than linked them across paragraphs; (3) some problems of coherence identified were the problems with reference, ellipsis, conjunction, lexical cohesion, verb forms, noun, sentence structure, prepositions, and structure of English essay. The findings of the study show the necessity of explicit teaching of the elements of coherent writing. The results confirm the obligation of English teachers to explain the role of each element in building coherent text. Besides, it is suggested that TSA could be applied in EFL instruction to assist writing instructors to check the coherence of their students' writing. Concerning the limitation of this study, it is suggested that future studies integrate other genres as the sources of data.