Main Article Content
Abstract
Kalimat tidak koheren memiliki konten di luar topik paragrapnya. Penelitian ini bertujuan menganalisa efek-efek penggunaan kalimat tidak koheren pada penulisan empat buah latar belakang penelitian skripsi yang dipilih secara selektif. Penelitian ini telah diselesaikan dengan menggunakan design studi kasus. Temuan utama menunjukkan keakuratan informasi mendapatkan efek paling buruk dari penggunaan kalimat tidak koheren. Temuan lain menunjukkan akibat pada kesalahan penyampaian konsep, hipotesis, dan kerangka kerja penelitian. Hal menarik diantara semua temuan adalah penggunaan kalimat yang tidak koheren dapat dilakukan dengan tidak disadari oleh para penulis. Selain itu, efek lain dari penggunaan kalimat yang tidak koheren adalah para pembaca dapat sejutu dengan informasi yang salah dipahami tanpa mereka sadari. Menghindari penggunaan kalimat tidak koheren adalah satu keterampilan yang harus dilatih oleh para penulis. Semua temuan dalam artikel ini belum pernah ditemukan oleh para peneliti lain. Selain itu, semua temuan penelitian ini dapat dipakai untuk mengkonstruksi langkah-langkah dalam penulisan karya ilmiah pada penelitian di masa yang akan datang. Kesimpulan utama bahwa penggunaan kalimat tidak koheren harus dihindari oleh para penulis karena mereka dapat menurunkan tingkat kebenaran dan keterpercayaan pada text
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Article Details
References
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- Yu, A. (2012). Analysis of the problems of the Chinese college students’ EFL classroom writings. International Education Studies, 5(5), 199–203. https://doi.org/10.5539/ies.v5n5p199
References
Agheshteh, H. (2015). On the effects of L2 on Iranian bilinguals’ L1 writing ability. Advances in Language and Literary Studies, 6(4), 48–52. https://doi.org/10.7575/aiac.alls.v.6n.4p.48
Ahmed, A. H. (2010). Students’ problems with cohesion and coherence in EFL essay writing in Egypt: Different perspectives. Literacy Information and Computer Education Journal, 1(4), 211–221. https://doi.org/10.20533/licej.2040.2589.2010.0030
Asakereh, A., Yousofi, N., & Weisi, H. (2019). Critical content analysis of English textbooks used in the Iranian education system: Focusing on ELF features. Issues in Educational Research, 29(4), 1016–1038. Retrieved from http://www.iier.org.au/iier29/asakereh-abs.html
Bozorgi, A., & Jabbari, M. J. (2014). An explanatory vs. supplemental approach to coherence in English translations of the holy quran. Global Journal of Interdisciplinary Social Sciences, 3(6), 55–62. Retrieved from https://www.longdom.org/abstract/an-explanatory-vs-supplemental-approach-to-coherence-in-english-translations-of-the-holy-quran-2443.html
Ciptadi, & Girsang, A. S. (2019). Emotion classification based on public opinion analysis on online news. International Journal of Scientific & Technology Research, 8(6), 176–182.
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (Third). Thousand Oaks, California: SAGE Publication.
Crossley, S. A., & McNamara, D. S. (2016). Say more and be more coherence: How text elaboration and cohesion can increase writing quality. Journal of Writing Research, 7(3), 351–370. Retrieved from https://www.jowr.org/abstracts/vol7_3/Crossley_McNamara_2016_7_3_abstract.html
Crossley, S. A., Varner, L. K., & McNamara, D. S. (2013). Cohesion - based prompt effects in argumentative writing. In C. Boonthum-Denecke & G. M. Youngblood (Eds.), Proceedings of the Twenty-Sixth International Florida Artificial Intelligence Research Society Conference (pp. 202–207). St. Pete Beach, Florida: AAAI Press, Palo Alto, California. Retrieved from https://www.aaai.org/ocs/index.php/FLAIRS/FLAIRS13/paper/view/5896
Dejica-Cartis, D., & Cozma, M. (2013). Using theme-rheme analysis for improving coherence and cohesion in target-texts: A methodological approach. Procedia - Social and Behavioral Sciences, 84, 890–894. https://doi.org/10.1016/j.sbspro.2013.06.668
Fung, Y. M., & Mei, H. C. (2015). Improving undergraduates’ argumentative group essay writing through self-assessment. Advances in Language and Literary Studies, 6(5), 214–224. https://doi.org/10.7575/aiac.alls.v.6n.5p.214
Gafiyatova, E. V., Korovina, I. V., Solnyshkina, M. I., & Yarmakeev, I. E. (2017). Deictic elements as means of text cohesion and coherence in academic discourse. Journal of Social Studies Education Research, 8(3), 190–200. Retrieved from https://www.jsser.org/index.php/jsser/article/view/227
Garing, A. G. (2014). Coherence in the argumentative essays of first year college of liberal arts students at de la salle university. In DLSU research congress toward rigorous, relevant and socially responsive lasallian research (pp. 1–17). Manila. Retrieved from https://ejournals.ph/article.php?id=5702
Ghonsooly, B., & Hassanzadeh, T. (2019). Effect of interactionist dynamic assessment on English vocabulary learning: Cultural perspectives in focus. Issues in Educational Research, 29(1), 70–88. Retrieved from http://www.iier.org.au/iier29/ghonsooly-abs.html
Han, Y. (2014). An analysis of current graduation thesis writing by English majors in independent institute. English Language Teaching, 7(1), 120–127. https://doi.org/10.5539/elt.v7n1p120
Jeon, M. (2014). Analyzing the cohesion of English text and discourse with automated computer tools. Pan-Pacific Association of Applied Linguistics, 18(2), 123–133. Retrieved from https://files.eric.ed.gov/fulltext/EJ1051334.pdf
Jing, W. (2015). Theme and thematic progression in English writing teaching. Journal of Education and Practice, 6(21), 178–188. Retrieved from https://www.iiste.org/Journals/index.php/JEP/article/view/24410
Kafipour, R., Mahmoudi, E., & Khojasteh, L. (2018). The effect of task-based language teaching on analytic writing in EFL classrooms. Cogent Education, 5, 1–16. https://doi.org/10.1080/2331186X.2018.1496627
Lee, I. (2002). Helping students develop coherence in writing. English Teaching Forum, 40(3), 32–39. Retrieved from https://americanenglish.state.gov/resources/english-teaching-forum-2002-volume-40-number-3#child-191
Lee, V. (2018). L1 and L2 writing: The learning journal for pedagogy. The Asian Journal of Applied Linguistics, 5(1), 36–45. Retrieved from http://caes.hku.hk/ajal
Ma, X. (2018). L2 postgraduate students’ conceptions of English academic writing: Perspectives of mainland Chinese students. The Asian Journal of Applied Linguistics, 5(1), 81–92. Retrieved from http://caes.hku.hk/ajal
Plakans, L., & Bilki, Z. (2016). Cohesion features in ESL reading: Comparing beginning, intermediate and advanced textbooks. Reading in a Foreign Language, 28(1), 79–100. Retrieved from https://nflrc.hawaii.edu/rfl/April2016/abstracts.html#plakans
Rustipa, K. (2013). The pedagogical implications of coherence in English argumentative discourse by Indonesian professionals. Excellence in Higher Education, 4, 40–52. https://doi.org/10.5195/ehe.2013.80
Styati, E. W. (2016). Effect of youtube videos and pictures on EFL students’ writing performance. Dinamika Ilmu, 16(2), 307–317. Retrieved from https://journal.iain-samarinda.ac.id/index.php/dinamika_ilmu/article/view/534
Thornbury, S. (2005). Beyond the sentence: Introducing discourse analysis. Oxford: Macmillan Education.
Wenjuan, H., & Rui, L. (2016). The construction of teaching model on college English writing from the perspective of cognitive genre. English Language Teaching, 9(10), 31–38. https://doi.org/10.5539/elt.v9n10p31
Yetiş, V. A. (2017). The role of composing process and coherence/cohesion in FFL writing. Journal of Language and Linguistic Studies, 13(1), 336–351. Retrieved from https://www.jlls.org/index.php/jlls/article/view/545
Yu, A. (2012). Analysis of the problems of the Chinese college students’ EFL classroom writings. International Education Studies, 5(5), 199–203. https://doi.org/10.5539/ies.v5n5p199