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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