Cognitive Apprenticeship Approach to Teaching Cohesion in Writing

ETERNAL (English, Teaching, Learning, and Research Journal), 2018

I t is important to keep the cohesion and coherence when writing; this is where the use of cohesive devices starts to be taken into account. This study sought the types of cohesive devices used by undergraduate students in their writing. The qualitative discourse analysis was used as the design of this research. The data were collected from seven undergraduate students as the respondents who were in the 6th semester at a private university in Aceh. These respondents were asked to write a descriptive text approximately 200 words in length and they were given forty-five minutes to finish their writing. The result unveiled that the type of cohesion devices which was majorly used was addition, as there are 94% of the additive device usage. Then, 75% refers to the use of cohesive devices as comparison, 56% as consequential, and 40% as temporal device. In can be concluded that the students use more addition in writing. As a suggestion, it is essential to shed light on their ability to employ cohesive devices more on other types in balance as it is necessary in contrasting, comparing, sequencing, giving exception, and illustrating.

2022

Introduction: Cohesive devices are regarded as an important linking marker in organizing the sequence of the idea. The purpose of this study was to find out the cohesive English devices used by Indonesian EFL students in their writing. It also dealt with the factors affecting students' writing ability with regard to English cohesive mastery. Methodology: Participants in the current study were 100 sixth-semester EFL students studying at universities in Kupang, Indonesia. The instruments used were fill-in-theblank tests and a sequence of pictures. The analysis of collected data revealed that the respondents were able to use references and conjunction in the fill-the-blank writing tasks. Results: It was found that substitution and ellipsis were considered difficult cohesive devices for students. The findings also confirmed that the respondents had problems using an ellipsis based on a sequence of pictures in their writing. The obtained results indicated that the Indonesian students favored using reference and conjunction cohesive devices. Various factors, such as a lack of teachers' knowledge in introducing cohesive devices to students, can affect Indonesian learners' use of cohesive devices. The results of this research provided a general understanding of cohesive devices in Indonesian EFL learners' writing. This will help to identify students' problems in using cohesive devices, such as overuse, underuse, or never use of certain cohesive devices. Teachers are suggested to introduce the devices, such as substitution and ellipsis, in writing class.

Forum, 2002

TESL Canada Journal

Coherence is central to effective writing. However, it is often regarded as a fuzzy and elusive concept that is difficult to teach and difficult to learn. This article attempts to identify the text-based and reader-based features that are crucial to the creation of coherence and describes a number of classroom tasks that can be exploited to enhance ESL students' awareness of coherence-creating mechanisms in writing.

International Journal of Multicultural and Multireligious Understanding, 2021

The present research aimed at investigating kinds of cohesive devices and the problems of using those cohesive devices in writing English paragraphs. 10 undergraduate English students from an institute in Curup, Bengkulu, Indonesia were involved as the participants purposively. Document analysis was conducted towards students’ written paragraphs to garner the data about kinds of cohesive devices, and they were then interviewed to reveal information with respect to their problems of using cohesive devices. The data were analyzed using an interactive model. The present research revealed that the students had used some kinds of cohesive devices such as references in the form of personal pronoun and demonstrative reference. They used conjunctions in the form of additive, adversative, and clausal conjunctions. They used reiteration in the form of making repetitions of the same words. This condition indicated that they had moderately been able to use general cohesive devices. However, the...

Research on Language & Social Interaction, 1984

Current research in textual topic, foreground and background, with special attention paid to applications -

2020

The present scenario fact that the English is a language of modern technological and scientific developments, text is a primary tool for students to gain the knowledge in writing skills. However, most male Saudi students show minimum efficient in L2 writing skill and do not have sufficient competence for writing the authentic English passages. To enhance this various study were undergone to cope up the gap between the student's use of lexical and cohesive ties by applying task-oriented teaching. However, the immediate need to fill the gap, the researchers made pioneer study on this filed. The present study investigates analysis of lexical and cohesive ties usage in undergraduate students' writing by applying task-based language learning methodology. The study was performed by thirty-five students from an advanced ESL Reading class at King Saud University, Arts College in Riyadh for 15 weeks. This study has been investigated by Four English passages including behavioral psychology, scientific and two general passages throughout the semester respectively. The analysis of the obtained data proved that the students' language abilities in grammar and vocabulary significantly improved especially in the discourse analysis passages. In addition, the results of the study evidenced that students are more engaged and motivated during group work activities, and learn more about structure, identifying, cause and effect, purpose and function and if clause of analyzing passages. Proficiency of grammatical category results concluded among the 35 students, average 60% of the students were prefect in tenses, passive structures, if clause, cause and effect, purpose and function, documented 37.14,57.14,54.28 and 77.14% respectively. Overall, the present study concludes with pedagogical implications that ESL teachers might consider a task in their ESL classrooms.

2020

Coherence is considered as one of the most important qualities of writing. It is defined as the semantic unity that binds the whole text together. Yet, in spite of its fundamental importance, it is still considered a fuzzy and abstract concept in most English Second Language (ESL) contexts. As a result, a large number of ESL learners struggle to produce a coherent text. Morphological, phonological and orthographic awareness, as well as vocabulary knowledge and grammatical competence, have been identified as predictors of writing quality in novice writers. There is, however, a lack of data which can be used to assess whether these language skills are predictors of coherence in adult ESL learners' writing. The purpose of this study is to provide data on which to determine the potential ability of such basic language skills to predict coherence in ESL writing. University students from Pakistan (N=127), both male and female, participated in the study. They were given measures of mor...

European Online Journal of Natural and Social Sciences, 2013

Cohesive devices are necessary elements in writing since they link different clauses, sentences and paragraphs to make the thread of meaning the writer is trying to communicate obvious. These devices seem to be problematic for English language learners so this study aimed at investigating the effectiveness of explicit teaching of cohesive devices on Iranian EFL learners' use of these features and the extent to which it can improve the learners' writing quality. For this purpose from among 86 intermediate two homogenous groups were formed. The experimental group had the advantage of attending a course on grammatical cohesive devices and a pretest and a post test were administered at the beginning and at the end of the course. By comparing the results of the tests it was found that the instruction could promote the learners' use of cohesive devices, it could help the learners develop more cohesive writings but the learners' writing quality didn't improve by the instruction.

Syntax Literate ; Jurnal Ilmiah Indonesia

Mastery of English as a foreign language (EFL) is an important skill in today's globalized world. One important aspect of language acquisition is good writing skills. However, students learning English as a foreign language often need help developing cohesion and coherence in writing. This study aims to examine whether a simple view of writing can improve EFL students' cohesion and coherence. This study utilized a quantitative method. Data were collected using two instruments: cohesion and coherence tests and student response questionnaires. The data were analyzed using descriptive statistical analysis and regression tests. The results showed that a simple view of writing can improve EFL students' cohesion and coherence. Students who used a simple view of writing learning had higher cohesion and coherence scores than students who did not use a simple view of writing learning. English teachers can use this technique to help students write more coherence and cohesive texts.