Abstract
Cohesion is an important element in writing that must be fulfilled by students as competence to develop systematic and logical texts in expressing ideas. The paper describes the cohesion mastered by the students in writing narrative, recount, and report texts. It belongs to quantitative method. The data are authentic written data of grammatical and lexical cohesion mastered by the students in writing narrative, recount, and report texts. The writers analysed the students' written texts in terms of their cohesion employment. The paper reports the findings that all of cohesive devices are mastered by the students but in different intensity: the most dominant grammatical cohesive device used by the students is reference, while for that of lexical cohesive device is repetition. The students' competence in mastering cohesion is different from one text to another, but in general it is sufficient. Their competence in writing narratives is better than that in recounts and reports. It indicates that the students' narrative texts are readable than the other texts. Cohesion needs to be emphasized in teaching writing so that students can be competent in writing texts.
Highlights
In this globalization era, the developing country needs to improve the students’ competence; Indonesia is not an exception
Description of the cohesive devices used in the texts includes the description of the dominant cohesive devices which appeared in the texts
This paper focuses on two types of cohesion: grammatical and lexical cohesion
Summary
The developing country needs to improve the students’ competence; Indonesia is not an exception. University level students focus on improving text-level composition and lexical development components [1]. There are four skills in English, namely listening, speaking, reading, and writing. Writing is not easy because it demands the ability of the students to express their ideas clearly as well as to use the language appropriately [2]. It is not a spontaneous activity and needs stages and continues practices. That is why there are lots of people who are proficient at speaking, for example, but not so proficient at writing. Writing assessments are linguistic and neural analyses that become two common approaches to develop the writing process [3]
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