Cohesion in Reading Texts “Bahasa Inggris Kelas XI” Published by Ministry of Education and Culture

Fikriyah, Mudawamatul (2019) Cohesion in Reading Texts “Bahasa Inggris Kelas XI” Published by Ministry of Education and Culture. Undergraduate thesis, IAIN Jember.

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Abstract

One of the key skills in learning language is reading skill. To improve the reading skill of students, most teacher gave them reading text providing in the textbook as the main reference because a sequenced and varied reading text would develop the reading comprehension of students. In comprehending the text, students should not only understand the meaning but also the semantic patterns of lexical item and grammatical relationship. Hence, it was important to know whether the reading texts were appropriate with students’ needs or not. In order to know about that, this research aimed to analyse the cohesion in the reading texts by using Halliday and Hasan’s theory. There was one research question in this research, it was: How is cohesion in reading texts “Bahasa Inggris Kelas XI” published by Ministry of Education and Culture? The objective of this research was: To interpret the cohesion in reading texts “Bahasa Inggris Kelas XI” published by Ministry of Education and Culture. To answer the research question, the researcher used descriptive qualitative as the approach in analysing the cohesion in the reading texts. Document analysis was used in collecting the data. The data of this research are reading texts in Enrichment Passage of English textbook entitling “Buku Bahasa Inngris Kelas XI”. In analysing the cohesion, this research used coding scheme of Halliday and Hasan’s theory. After analysing the cohesion, the finding showed that all of the reading texts in Enrichment Passage applied all the types of both grammatical and lexical cohesion. The types found were reference, substitution, ellipsis, conjunction, reiteration and collocation. The author of every texts mostly used anaphoric way in referring back to show the semantic relation in the text. Moreover, all of the six reading texts were good because they applied both grammatical and lexical cohesion but not all the type were used in every reading text. Nevertheless, they were still categorised as highly cohesive text because they mostly used lexical cohesion to make the text more coherent.

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