i

AN ANALYSIS OF COHESION AND COHERENCE IN

THE STUDENTS’ WRITING TEXT

(A Descriptive Qualitative Study of the 4th

Semester Students of English

Education Department of IAIN Salatiga in the Academic Year of 2015/2016)

A GRADUATING PAPER

Submitted to the Board of Examiners as a partial fulfillment of the

requirements for the degree of Sarjana Pendidikan (S.Pd)

English Education Department of Teacher Training and Education Faculty

State Institute for Islamic Studies (IAIN) Salatiga

By:

WAHYU DYAH NUR ANIS WACHIDAH

11312169

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2016

ii

DECLARATION

Bismillahirrahmanirrahim

In the name of Allah, the Most Gracious and Merciful.

Hereby the researcher fully declares that this graduating paper is written

by the researcher herself. This paper does not contain any materials which have

been published by other people; and it does not cite any other people ideas except

the information from the references.

This declaration is written by the researcher to be understood.

Salatiga, 2 September 2016

The researcher

Wahyu Dyah Nur Anis W.

NIM. 113 12 169

iii

Salatiga, 2 September 2016

Rr. Dewi Wahyu Mustikasari, M.Pd.

The Lecturer of English Education Department

State Institute for Islamic Studies (IAIN) Salatiga

ATTENTIVE COUNSELOR‟S NOTE

Case: Wahyu Dyah Nur Anis Wachidah Graduating Paper

Dear,

Dean of Teacher Training and

Education Faculty

Assalamu’alaikum wr. wb.

After reading and correcting Wahyu Dyah Nur Anis Wachidah‟s graduating paper

entitled AN ANALYSIS OF COHESION AND COHERENCE IN THE

STUDENTS’ WRITING TEXT, I have decided and would like to propose that

this paper can be accepted by the Teacher Training and Education Faculty. I hope

this paper will be examined as soon as possible.

Wassalamu’alaikum wr. Wb.

Counselor,

Rr. Dewi Wahyu Mustikasari, M.Pd.

NIP. 19790821 201101 2 007

iv

A GRADUATING PAPER

AN ANALYSIS OF COHESION AND COHERENCE IN THE

STUDENTS’ WRITING TEXT

WRITTEN BY:

WAHYU DYAH NUR ANIS WACHIDAH

NIM: 11312169

Has been brought to the board of examiners of English and Education Department

of Teacher Training and Education Faculty at State Institute for Islamic Studies

(IAIN) Salatiga on September 21th

2016, and hereby considered to complete the

requirements for the degree of Sarjana Pendidikan (S.Pd) in English and

Education.

Board of Examiners,

Head : Sari Famularsih, M.A.

Secretary : Rr. Dewi Wahyu Mustikasari, M.Pd.

First examiner : Dr. H. Sa‟adi, M.Ag.

Second examiner : Ruwandi, M.A.

Salatiga, September 21th

2016

Dean of Teacher Training and

Education Faculty

Suwardi, M.Pd.

NIP. 19670121 199903 1 002

v

MOTTOS

Even the best can be improved

(Researcher’s Documentation)

Effort without pray is arrogant, pray without effort is lie

(Researcher’s Documentation)

اد ْ ا ْ منْ ل مْ ف ع ل ي هْ ن ي ا الد ْ ر نْ وْ ب ال ع اد ْ ا ْ م ة ْال ْ ر رِخ هْ ل مْ ف ع ل ي نْ ب ال ع م اد ْ و ا ا ر هْ ُهم ف ع ل ي

ل مْ (الحديث) ب ال ع

Those who want the (prosperous) life of the world, then obligatory for

him to master science, and those who want the (prosperous) life of the

hereafter, then obligatory for him to master science, and those who want

both (the world and hereafter), then obligatory for him to master science

as well.

(Al-Hadith)

vi

DEDICATIONS

This graduating paper is sincerely dedicated to:

My beloved superheroes, Mr. H. M. Shodikin, S.Pd.I and Mrs. Hj.

Sulastri, thank you for the support, prayer, and everything you give to

me. The words could not explain how important you are in my life.

My beloved two brothers M. Fahmi Ilham Akbar Mahendra and M.

Mukhtar Luthfi Anshori Majid who always support me to be better.

The best partner I have ever had, Ahmad Baihaqi. Thanks for all the aids,

motivation, and invocation during this time.

My best friends of ICP 2012, who cannot mentioned one by one.

vii

AKNOWLEDGEMENTS

Bismillahirrahmanirrahim,

The deepest thanks into Allah SWT, the most gracious and merciful, so

that the researcher is able to finish this graduating paper. This graduating paper

entitled “An Analysis of Cohesion and Coherence in the Students‟ Writing Text”

is presented to the Teacher Training and Education Faculty of State Institute for

Islamic Studies (IAIN) of Salatiga as one of the requirements for Sarjana

Pendidikan (S.Pd) of English Education Department of Teacher Training and

Education Faculty of State Institute for Islamic Studies (IAIN) of Salatiga.

However, this success would not be achieved without those support,

guidance, advice, help, and encouragement from individual and institution. It is an

appropriate moment for the researcher to deepest gratitude for:

1. Dr. Rahmat Haryadi, M.Pd. as the Rector of State Institute for Islamic Studies

(IAIN) of Salatiga.

2. Suwardi, M.Pd. as the Dean of Faculty of Teacher Training and Education,

State Institute for Islamic Studies (IAIN) of Salatiga.

3. Noor Malihah, Ph.D. as the Head of English Education Department of Teacher

Training and Education Faculty of State Institute for Islamic Studies (IAIN) of

Salatiga.

4. Rr. Dewi Wahyu Mustikasari, M.Pd. as the Secretary of English Education

Department of Teacher Training and Education Faculty State Institute for

viii

Islamic Studies (IAIN) of Salatiga and as the counselor of this graduating

paper. Thanks for all your support, advise, suggestion, and recommendation

for this graduating paper from beginning until the end. Thanks for your

patience and care.

5. Sari Famularsih, M.A. as the Head of International Class Program (ICP) of

State Institute for Islamic Studies (IAIN) of Salatiga.

6. All lecturers in English Education Department of Teacher Training and

Education Faculty of State Institute for Islamic Studies (IAIN) of Salatiga.

7. All lecturers of International Class Program (ICP) of State Institute for Islamic

Studies (IAIN) of Salatiga.

Eventually, this graduating paper is expected to be able to provide useful

knowledge and information to the readers. The researcher is pleased to accept

more suggestion and contribution for the improvement of this graduating paper.

Salatiga, 2 September 2016

Researcher

Wahyu Dyah Nur Anis. W.

NIM. 113 12 169

ix

ABSTRACT

Wachidah, Anis Nur Dyah Wahyu. 2016. “AN ANALYSIS OF COHESION

AND COHERENCE IN THE STUDENTS’ WRITING TEXT”.

Graduating Paper. English Education Department, Faculty of

Teacher Training and Education, State Institute for Islamic Studies of

Salatiga. Advisor: Rr. Dewi Wahyu Mustikasari, M.Pd.

Keywords: cohesion, coherence, explanation text.

The objective of this study is to identify the types of cohesion and

coherence made by the students at their writing texts. This study applied

descriptive qualitative method. The object of the study were 30 explanation texts

which written by the 4th

semester students of English Education Department of

IAIN Salatiga in the academic year of 2015/2016, who were taking Writing 3

subject. The data were collected through documentation. Furthermore, the data

were analyzed using qualitative content analysis proposed by Mayring (2014:82).

The technique of analysis involved categorization, abstraction, coding the text,

and in addition, the reduction of the grammatical error of the texts except for

logical order. To find the results the researcher used tabulation in counting the

data, then the results showed that there are 1316 instances of cohesion from the

total of occurrences and 940 instances of coherence from the total of occurrences

in 30 of the students‟ explanation texts. It can be concluded that the students to be

competent well in producing cohesion and coherence at their writing texts. They

utilized all the types of cohesion at their writing texts except ellipsis, and they

applied all the types of coherence at their writing texts.

x

TABLE OF CONTENTS

TITLE ............................................................................................................ i

DECLARATION ........................................................................................... ii

ATTENTIVE COUNSELOR NOTES ........................................................ iii

PAGE OF CERTIFICATION ...................................................................... iv

MOTTOS ....................................................................................................... v

DEDICATIONS ............................................................................................. vi

ACKNOWLEDGMENTS ............................................................................ vii

ABSTRACT ................................................................................................... ix

TABLE OF CONTENTS ............................................................................... x

LIST OF TABLES AND FIGURE ............................................................... xv

LIST OF CHARTS ........................................................................................ xvii

CHAPTER I INTRODUCTION

A. Background of the Study ...................................................................... 1

B. Problems of the Study .......................................................................... 6

C. Objectives of the Study ........................................................................ 6

D. Limitation of the Study ........................................................................ 6

E. Significance of the Study ..................................................................... 7

F. Definition of the Key Terms ................................................................ 8

G. Organization of Graduating Paper ....................................................... 9

CHAPTER II THEORETICAL FRAMEWORK

A. Previous Studies ................................................................................... 11

B. Cohesion .............................................................................................. 13

xi

1. Grammatical Cohesion ................................................................... 15

a. Reference.................................................................................. 15

1) Personal Reference ............................................................ 17

2) Demonstrative Reference ................................................... 18

3) Comparative Reference ...................................................... 20

b. Substitution .............................................................................. 21

1) Nominal Substitution ......................................................... 22

2) Verbal Substitution ............................................................ 22

3) Clausal Substitution ........................................................... 23

c. Ellipsis ...................................................................................... 24

1) Nominal Ellipsis ................................................................. 24

2) Verbal Ellipsis .................................................................... 25

3) Clausal Ellipsis ................................................................... 25

d. Conjunction .............................................................................. 26

1) Additive .............................................................................. 27

2) Adversative ........................................................................ 28

3) Causal ................................................................................. 30

4) Temporal ............................................................................ 32

2. Lexical Cohesion ............................................................................ 34

a. Reiteration ................................................................................ 34

b. Collocation .............................................................................. 35

C. Coherence ............................................................................................. 37

1. Repeat key nouns ........................................................................... 38

xii

2. Use consistent pronouns ................................................................. 38

3. Use transition signals to link ideas ................................................. 39

a. Transition words, phrases and conjunctive adverbs ................. 41

b. Coordinators ............................................................................. 42

c. Subordinators ........................................................................... 43

d. Others ...................................................................................... 43

4. Logical Order ................................................................................ 43

a. Chronological order ................................................................. 44

b. Logical division of ideas .......................................................... 45

c. Comparison/ contrast paragraph .............................................. 46

D. Explanation Text .................................................................................. 46

1. Definition and Purpose ................................................................... 46

2. Types of Explanation Text ............................................................. 47

3. Structure of Explanation Text ........................................................ 48

4. Language Feature of Explanation Text .......................................... 48

CHAPTER III RESEARCH METHODOLOGY

A. Research Design ................................................................................... 50

B. Object of the Study............................................................................... 51

C. Data Source .......................................................................................... 51

D. Technique of Data Collection .............................................................. 52

E. Technique of Data Analysis ................................................................. 52

CHAPTER IV FINDINGS AND DISCUSSION

A. Cohesion ............................................................................................... 57

xiii

1. Findings .......................................................................................... 57

a. Grammatical Cohesion ............................................................. 60

1) Reference............................................................................ 60

2) Substitution ........................................................................ 61

3) Ellipsis ................................................................................ 61

4) Conjunction ........................................................................ 62

b. Lexical Cohesion ...................................................................... 63

2. Discussions ..................................................................................... 64

a. Grammatical Cohesion ............................................................. 65

1) Reference............................................................................ 65

a) Personal reference ........................................................ 66

b) Demonstrative Reference ............................................. 69

c) Comparative Reference ................................................ 71

2) Substitution ........................................................................ 73

3) Ellipsis ................................................................................ 73

4) Conjunction ........................................................................ 74

b. Lexical Cohesion ...................................................................... 75

1) Reiteration ......................................................................... 76

2) Collocation ......................................................................... 77

B. Coherence ............................................................................................. 78

1. Findings .......................................................................................... 78

2. Discussion ...................................................................................... 80

a. Repeating key nouns ................................................................ 81

xiv

b. Using consistent pronouns ....................................................... 82

c. Using transition signals ............................................................ 82

d. Logical order ........................................................................... 83

CHAPTER V CLOSURE

A. Conclusion ........................................................................................... 86

B. Suggestions .......................................................................................... 87

REFERENCES

APPENDICES

xv

LIST OF TABLES AND FIGURES

Figure 2.1 Reference Items .............................................................................. 16

Table 2.1 Personal Reference .......................................................................... 18

Table 2.2 Demonstrative Reference ................................................................ 19

Table 2.3 Comparative Reference ................................................................... 21

Table 2.4 Summary of Conjunctive Relations of the Additive Type ............... 28

Table 2.5 Summary of Conjunctive Relations of the Adversative Type ......... 29

Table 2.6 Summary of Conjunctive Relations of the Causal Type .................. 31

Table 2.7 Summary of Conjunctive Relation of the Temporal Type ............... 32

Table 2.8 Transition Signals ............................................................................ 40

Table 3.1 Data Abstraction .............................................................................. 53

Table 3.2 Data Codes ....................................................................................... 55

Table 4.1 Number of Occurrences and Percentages of Types of Cohesion in

the Students‟ Explanation Texts ...................................................... 57

Table 4.2 Number of Occurrences and Percentages of Types of Reference

in the Students‟ Explanation Texts .................................................. 60

Table 4.3 Number of Occurrences and Percentages of Types of Substitution

in the Students‟ Explanation Texts .................................................. 61

Table 4.4 Number of Occurrences and Percentages of Types of Ellipsis in

the Students‟ Explanation Texts ...................................................... 62

Table 4.5 Number of Occurrences and Percentages of Types of

Conjunction in the Students‟ Explanation Texts ............................. 62

xvi

Table 4.6 Number of Occurrences and Percentages of Types of Lexical

Cohesion in the Students‟ Explanation Texts .................................. 63

Table 4.7 Number of Occurrences and Percentages of Types of Reiteration

in the Students‟ Explanation Texts .................................................. 64

Table 4.8 Number of Occurrences and Percentages of Types of Coherence

in the Students‟ Explanation Texts .................................................. 78

xvii

LIST OF CHARTS

Chart 4.1 Number of Percentages of Types of Cohesion in the Students‟

Explanation Texts ............................................................................ 59

Chart 4.2 Number of Percentages of Types of Coherence in the Students‟

Explanation Texts ............................................................................ 80

1

CHAPTER 1

INTRODUCTION

A. Background of the Study

“English is now become a global language and an international

language for human communication” (Crystal, 2003:2). This is meant that

English is the language communication used by all humans in the world. It

can be seen especially in the context of English language teaching as a

foreign language taught in Indonesia, started from elementary school up to

university, they study English. Listening, reading, writing, and speaking are

the four importance skills in English teaching and learning. From the fourth

language skills, writing is one of the language skills which is important in our

life. Through writing, the writers can inform others, carry out transactions,

persuade, infuriate, and tell what we feel. However, the writers know that

writing or learning to write especially in a second language is not simply a

matter of “writing things down”. It is one of the four basic skills that are very

complex and difficult to learn.

For the students of universities at English Department, writing has

significant purpose as the main tool for learning and it is generally assumed to

be the most essential for a successful study. This is because the university

students are expected to be able to express their ideas both in non-academic

and academic writing such as writing a text, an article, and a thesis as their

final project. It is explained by Artkinson and Curtis (1998:17) as cited in

2

Paltridge and Starfield (2007:46) that “Academic writing in this progression

degree students are not only write their ideas down on paper, but also they

have to understand the writing patterned well”. It can be assumed that while

the students writing, they have to comprehend the pattern, that there is a

reciprocal connection between thinking and writing. It is a fundamental ways

of getting across their thoughts to develop their understanding.

Writing at first comes from an idea in the head, then the person who has

the idea reveals and expresses it in the form of written language. However,

writing is not simply a matter of expressing the ideas in good language and

using a good grammar on a piece of paper. Writing will not be easy to

understand if the relation among parts is not tightly related. Therefore, writing

is not just a matter of using good language, but also a matter of using ability

to create unity in a text. It can be concluded that to create a good writing,

students have to combine their skill of using a well-patterned language and

their ability to relate sentences and paragraphs to become a united text.

Writing a text as a kind of discourse, should have a good construction

and need the cohesion and coherence to be unified. As Halliday and Hasan

(1989:2) explain that “a text or a paragraph which use cohesion and

coherence it must be a good writing”. This can be meant that to build a good

writing, the writers have to use cohesion and coherence at their writing

paragraph or text. Cohesion and coherence are important properties in the

writing text because it will complete the sentences among the paragraph.

According to them, cohesion is internal property, while coherence is

3

contextual properties of paragraph. Furthermore, Halliday (1994:309) notes

that “in writing a text, it is required to use a connection that involve the

elements both within clause and beyond it which can make the text flow

smoothly. The connection which used within the text are cohesion and

coherence. It can be meant that cohesion and coherence are the tools which

used in the writing text, and those function as the connection among the

sentences to make the text stream smoothly. Concerning that thing,

Tanskanen (2006:19) states that “cohesion and coherence are one of the ways

to attain the unity of the text within its sentences and paragraph”. This

statement is exactly true because the cohesive devices in a text can be only fit

together through coherence devices that will link them to be one unity.

Cohesion and coherence mean that all of the parts of the sentences are

connected logically and linguistically to form a whole. It is an important

factor which is necessary to convey the exact information that the author

wishes. In coherent writing the writers make connection between sentences,

paragraphs, and texts, so that it will be clear to the reader. The writers are not

only making connection for themselves but also to their reader. Also in

cohesion the property of flow and connection in a written text that stems from

the linguistics links among its surface elements. Thus the reader will

understand the plot of the text.

Let us start with Halliday and Hasan, who in 1976 introduced the

concept of cohesion in his book Cohesion in English, which the main

explanation is to examine carefully how sentences are related in a text.

4

Cohesion is the use of cohesive ties to sequence and connect sentences

together, and facilitate text to be understood as connected discourse. As

Halliday & Hasan (1976:4) sensibly point out:

The concept of cohesion is a semantic one; it refers to relations of

meaning that exist within the text and that define it as a text. It happens

where the interpretation of some element in the discourse is dependent

on that of another.

Cohesion is expressed partly through grammar and vocabulary.

Halliday and Hasan (1976:6) divide cohesion into grammatical and lexical

cohesion. Grammatical cohesion includes devices such as reference,

substitution, ellipsis and conjunction, while lexical cohesion is divided into

reiteration (repetition, synonymy, etc.) and collocation (co-occurrence of

lexical items). Furthermore, Halliday and Hasan (1976:31–33) emphasize that

“grammatical and lexical elements are interpreted through their relation to

other elements in the text, a cohesive tie is formed. There is no single element

can be cohesive by itself except if it is related to another”. It can be informed

that the text will form cohesive if the unit of the sentences are related each

other.

Besides cohesion, there is another important element that writers need

in order to make their texts united, that is coherence. The Latin verb cohere

means “hold together”. Lepionka (2008:118) proposes that “coherence is the

quality of sequentially and integrity, or togetherness. Sentences and

paragraphs progress in a logical or natural order, flowing smoothly from one

to the next while sticking together in meaning”. It can be concluded that

coherence is used to make the ideas in the text relate each other. The

5

movement from one sentence to the next should flow smoothly and logically.

Then, the context in the text will make sense. Moreover, de Beaugrande &

Dressler (1981) as quoted by Tanawong (2014:2), argues that “coherence

refers to the quality of text when it make sense among the part of idea in the

text. It occurs through the expression of the text which makes sense to the

reader”. Coherence can be reached by four ways, they are; the use of a

repeating key nouns, the use of consistent pronoun, the use of transition

signals to link ideas, and through logical order (Oshima and Hogue, 2006:22).

Therefore, the writers should use the four ways above in writing the text to

make the text coherent.

Based on the explanation above, it can realize that it is not an easy step

to make a good writing. To be a good writer, the writers must apply the

theory of writing they have learned at class into an actual and continuous

practice. One of the ways to do it is by practicing the cohesion and coherence

principle appropriately in writing. Conscious of its function, the researcher

observes that writing has become one of the basic English language subjects

at schools beside the other language skills. It is proven by the fact that at the

State Institute of Islamic Studies (IAIN) Salatiga, for instance, Writing

subject is one of the basic compulsory subjects besides Listening, Reading,

and Speaking. Basically, what is taught in Writing classes is how to get the

skill of Writing, both practically and theoretically. By doing so, it is hoped

that the students are not only able to understand the theory, but also able to

apply it in a good writing.

6

However, not all texts written by students of English Education

Department of IAIN Salatiga have fulfilled the requirements of a good

writing which applies cohesive and coherent such those proposed by Halliday

and Hassan (1976) and Oshima and Hogue (2006). That conclusion is drawn

from the pre-survey in International Class Program of State Institute of

Islamic Studies (IAIN) Salatiga in the academic year 2014/2015. The

researcher used observation and interview one of Writing lecturer when the

researcher studied Writing in fourth semester. The result showed that the

students were actually able to write with good idea and good grammar, but

unfortunately, they were lack of paying attention to the cohesion and

coherence that construct unity of the complete writing. For this reason, the

researcher desires to analyze the cohesion and coherence in students‟ writing

texts of fourth semester students of English Education Department of IAIN

Salatiga.

B. Problems of the Study

This study particularly aimed at finding the answers to the following

research questions:

1. How are the students‟ competence in producing cohesion at their writing

texts?

2. How are the students‟ competence in producing coherence at their

writing texts?

7

C. Objectives of the Study

From this study the researcher wants to achieve some objectives:

1. To describe the students‟ competence in producing cohesion at their

writing texts.

2. To describe the students‟ competence in producing coherence at their

writing texts.

D. Limitation of the Study

In line with the topic, this study focuses on analyzing cohesion and

coherence in the students‟ writing explanation texts and this study is not

discuss about the grammatical error of the text. Furthermore, the researcher is

only adopt the correct sentences and reduce the wrong sentences which

involve the grammatical error. Nevertheless, there is no reduction of

grammatical error in logical order, because to interpret logical order in the

text, it should be from the whole text. The reduction of the wrong sentences

are decrease the comprehension of the text.

E. Significance of the Study

The result of the research is expected to give some useful benefits as

follows:

1. Theoretical benefit

8

The result of this study is expected to be encouragement in

teaching learning process especially for teaching cohesion and coherence

in writing subject.

2. Practical benefits

a. The result of this study is intended to be one consideration for

English lecturers in applying any strategy or increasing any

technique of teaching English, especially cohesion and coherence in

writing subject.

b. The result of this study can help writers understanding about

cohesion and coherence so that they are able to compose a good

writing.

c. The result of this study can be used as a reference, and give

additional information for other researchers who want to conduct

research about cohesion and coherence.

F. Definition of the Key Terms

1. Explanation text

Explanation text is a non-fiction text which describes a process.

Based on Barwick (1999:50) “explanation text is written to explain how

and why something in the world happens. It is about actions rather than

about things. Explanation plays a valuable role in building and storing

our knowledge. Technical and scientific writing are often expressed in

9

this form”. This is meant that explanation text is a text which contains the

processes associated with natural phenomena, social, science, culture,

and more.

2. Cohesion

“Cohesion is a surface phenomenon, it concerns the grammatical

and lexical features that create ties between sentences, most importantly

lexical repetition, use of pronouns and link words. A lack of cohesion

results in a choppy and unconnected style” (Blanpain, 2006:25). It can be

informed that cohesion is used to connect the sentences together, so that

the text should not in a wavy and it can be understood for the readers.

3. Coherence

According to Blanpain (2006:25), “coherence refers to the

underlying logical relations which make the text unified whole rather

than a sequence of unconnected sentences. To a large extent, coherence

depends on readers‟ familiarity with text schemata, their expectation of

how the text will develop are shaped by their knowledge of typical

discourse patterns (e.g. problem/ solution)”. It clearly states that

coherence is achieved when sentences and ideas are connected and flow

together smoothly. So that it allow the readers to move easily from one

idea to the next.

10

G. Organization of Graduating Paper

In writing this research, the researcher divided into five chapters. The

systematic organized as follows:

Chapter 1 is introduction that consists of the background of the study,

which mentions the researcher‟ reasons why the researcher chooses the topic

as a research topic, then problems of the study that explain the problems of

the study that is observed by the researcher, next is limitation of the study,

which mentions the specific problems that the researcher explains. Besides

that it includes the objectives of the study that consist of the aims of the

study, significances of the study that describe the advantages of the study, and

then the definition of the key terms, and the last is an organization of the

paper.

Chapter II is the theoretical framework. It presents the review of related

literature of the research such as theoretical foundation which includes

theoretical reviews of cohesion, coherence and explanation text.

Chapter III is the research methodology. It tells about why and how this

study uses qualitative research as the type of study. It elaborates the

methodology of the research including research design, object of the study,

data sources, technique of data collection, and technique of data analysis.

Chapter IV is the findings and discussion of the research. It consists of

data findings, data analysis, and discussion.

11

Chapter V is closure. It is the last chapter of the research. It ends of the

research and the researcher stated the conclusions and suggestions. For the

attachment there are references and appendices.

12

CHAPTER II

THEORITICAL FRAMEWORK

A. Previous Studies

The analysis of cohesion and coherence has been conducted previously

by some researchers. The related researchers are the following:

1. The first previous research was taken from research report of Bae in the

year of 2001 from University of California. The research title was about

Cohesion and Coherence in Children‟s Written English: Immersion and

English-only Classes. This research investigated the nature of cohesion,

coherence, content and grammar emergent in children‟s essays, with a

greater emphasis given to understanding of cohesion and coherence. In

this research he asked 192 first or second graders from an immersion

program and English-only classes to compose the cohesion, coherence,

content, and grammar in English writing samples which operationalized

into a picture-based narrative writing task. The method of this research is

described in terms of study participants, study variables, writing task,

administrative, and scoring procedures. Furthermore, the techniques of

data analysis in this research were percentages, correlations, multiple

regression, and qualitative analysis. The results showed that: (a) the

measurement of cohesion and coherence can be operationalized; (b)

referential and lexical cohesion correlate highly with the overall writing

quality defined as the sum of the ratings of coherence, content, and

13

grammar; (c) ellipses and substitution show a weak correlation with the

overall writing quality; (d) lexical and referential cohesion are significant

predictors of coherence while other types of cohesion are not; (e)

dominant reference types are pronominal forms and proper nouns, and

prominent types of conjunctive relation are temporal and additive; and (f)

the most common error in cohesion is inaccurate reference.

2. The second related research was written by Astuti, Suryani, and Kurniati

in the year of 2010 from Muria Kudus University. The research title was

The Analysis of Coherence in the Background of Graduating Paper. The

data source of this research is the seven backgrounds of study of

graduating paper written by the students in 2009. They used descriptive

qualitative research that is discourse analysis as the research design,

while to analyzed the data they used thematic analysis and thematic

progression suggested by Eggins (1994). There are three points to be

discussed in this research; they are: the types of theme, the thematic

progression, and the coherence in the background of graduating paper.

The results informed that (1) the types of theme mostly used is

unmarked-topical theme, (2) only 8 paragraphs from 55 paragraphs in

seven backgrounds have one constant type of thematic progression, (3)

from all seven backgrounds of graduating paper, it is concluded that it

has lack of coherence.

3. The last is a research report from Kuncahya in the year of 2015 from

State University of Yogyakarta. The research title was Cohesion in

14

Narrative Texts Presented in the Electronic Textbook of Senior High

School Grade X Entitled “Developing English Competence”. She

analyzed 16 narrative texts presented in electronic textbook of senior

high school grade x entitled “Developing English Competence”. This

research applied qualitative method, and the data were in the form of

sentences and were collected by note taking. In addition, trustworthiness

was achieved by employing investigator triangulation. The objects of this

research were to identify the types of cohesion and to interpret the

occurring types of cohesion in terms of compatibility as language inputs

in the narrative text. Finally, she found that reiteration appeared to be the

most frequent types of all subcategories of cohesion, and the narrative

texts analyzed in this research contain dense lexical cohesion and thus are

compatible as language inputs.

The three previous researches above were analyze about cohesion and

coherence in writing text. On the contrary, the results of the research are

different each other. In this study, I investigate cohesion and coherence in the

students‟ explanation text in different framework. First, I use documentation

for collecting the data. Then, the source of data for my study is from the

students‟ writing task in form of explanation text. Thus, it is clear that this

study is different from Bae (2001), Astuti, Suryani, and Kurniati (2010), and

Kuncahya (2015) work. In this study, I identify the students‟ competence in

producing cohesion and coherence at their writing texts.

15

B. Cohesion

The connection between sentences may play a role in connected

discourse. To connect the sentences together, a writers need cohesion.

“Cohesion is all about the relation of meaning in a text. It defines something

as a text because a text is a unit of meaning, not a form. It is the source of the

text that has a range of meanings related to what is being spoken and written

to its semantic environment”. (Jabeen, et al. (2013:139) cited in Kuncahya

(2015:16). It is meant that cohesion is clarified through ties in which every

one of the text refers to a single instance of cohesion and expressed partly

through grammar and partly through vocabulary. That is why there are

grammatical cohesion and lexical cohesion.

According to Halliday & Hasan (1976:5) as defined earlier, “cohesion

is a set of linguistics devices which connect ideas making explicit the

semantic relations underlying them”. It means that the tool for relating the

ideas in the text explicitly through cohesive elements. Moreover, “cohesion

refers to the range of grammatical and lexical possibilities that exist for

linking an element of language with what has gone before or what follows in

a text. This linking is achieved through relations in meaning that exist within

and across the sentences” (Halliday & Hasan, 1976:10). Therefore, cohesion

utilizes cohesive ties to sequence and connect sentences together causing a

text to be in one piece, not a group of unrelated sentences.

Halliday & Hasan (1976:6) in the book of Cohesion in English, classify

cohesion into grammatical and lexical cohesion. The grammatical cohesion

16

includes reference, substitution, ellipsis, conjunction. Meanwhile, lexical

cohesion includes reiteration and collocation. This is because both of them

are determined by two different elements. They are grammar and words. In

the lexico-grammatical level, the distinction can absolutely be drawn. The

concept of each types of cohesion and its subtypes are as follows:

1. Grammatical Cohesion

The grammatical cohesion is established by use of the grammatical

elements of the text that expresses the semantic links within and between

the sentences. It includes reference, substitution, ellipsis, and

conjunction.

a. Reference

Based on Halliday & Hasan (1976:31) explanation that

“reference is the use of a word to refer to an item in the real world or

in a text”. This can be meant that reference is used to indicate the

signaling items which represent in the text. Furthermore, Halliday &

Hasan (1976:33) state that “when a reference is pointing to an item

outside the text, it is define as exophoric reference. But when it is

pointing to an item within the text, it is define as endorphoric

reference”. It can be conclude that there are two reference items

which are exophoric and endophoric reference. Nevertheless,

according to Halliday & Hasan (1976)‟s definition, cohesion is the

connection of sentences in a text. Therefore, exophoric reference is

17

out of the cohesion framework, because exophoric reference pints to

items outside the text, to the items in the real world. Only

endorphoric reference shows cohesive property.

Endorphoric reference consists of two subtypes which are

anaphoric and cataphoric reference. Anaphoric reference is the

referring to an item in the preceding sentence and cataphoric

reference is the referring to an item in the following sentence. The

details of reference items are described in the following diagram.

Figure 2.1

Reference Items

*source: Cohesion in English (p.33), by Halliday, M. A. K. & Hasan, R.

1976, London: Longman.

The diagram in figure 2.1.is the categorization of reference in

terms of the position of the referred items. The items can be either

situational (endophoric) which refers to a thing as identified in the

context of situation, or textual (exophoric) which refers to a thing as

Anaphora

(To preceding text)

Reference

Endophora

(Textual)

Exophora

(Situational)

Cataphora

(To following text)

18

identified in the surrounding text. And either in the previous

sentence (anaphoric) which refers back to the preceding sentences, or

in the upcoming sentence (cataphoric) which refers to the following

sentence. A reference items is an item that has a potential reference

and a systematic account on the different types of reference, and

their place has to be based on generalized concept of reference (not

particular form). In addition, “English reference cohesion is

categorized into three subtypes which are personals, demonstratives,

and comparatives” (Halliday & Hasan, 1976:37). Their concepts are

as follow.

1) Personal reference

“Personal reference is reference by means of function in

the speech situation, through the category of person” (Halliday

& Hasan, 1976:37). This is meant that personal reference

represents person by specifying its role in the speech situation.

A lexical item can be referred by a pronoun, a possessive

determiner, or a possessive pronoun. Such references are define

as personal reference, they can be either exophoric or

endophoric. For example, item “I” in example (1) is exophoric,

because it refers to the speaker which resides in the real world,

while item “He” in example (2) is endophoric, because it refers

to John in the text and also person could notice that “He” is also

19

anaphoric, because “John” is in the preceding sentence.

However, only endophoric personal reference such as “He” in

example (2) corresponds to the definition of cohesion defined by

Halliday & Hasan (1976). The analysis of cohesion in the

present study will not determine exophoric reference such as “I”

in example (1) as it refers to the item in the real world, and it

does not contain cohesive property which connects the sentences

together.

(1) I had a cat

(2) John has just bought a car. He loves it very much. (Halliday

& Hasan, 1976:45)

Table 2.1

Personal Reference

Semantic category Existential Possessive

Grammatical function Head Modifier

Class Noun (pronoun) Determiner

Person:

Speaker (only)

Addressee(s), with/without

other person(s)

Speaker & other person

Other person, male

Other person, female

Other persons; objects

Object; passage of text

I me

You

We us

He him

She her

They them

It

Mine

Yours

Ours

His

Hers

Theirs

Its

My

Your

Our

His

Her

Their

Its

20

Generalized person One One‟s

*source: Cohesion in English (p.38), by Halliday, M. A. K. & Hasan,

R. 1976, London: Longman.

2) Demonstrative reference

“Demonstrative reference is used to identify an item

relates to location through the scale of proximity” (Halliday &

Hasan, 1976:37). It can be informed that demonstrative

reference is essentially a form of verbal pointing, which

identifies the referent by locating it on a scale of proximity.

Furthermore, the usage proximity of demonstrative reference

such as this, these, that, those, here, there, and the. Similarly to

personal reference, demonstrative reference can be exophoric

and endophoric. For example:

(1) Leave that there and come here!

(2) John has gone to Thailand. This time he will be there for a

year. (Halliday & Hasan, 1976:58)

In example (1) the speaker and the listener both implicitly

know that “there” is a place around the listener and “here” is a

place around the speaker. These two demonstrative references

are exophoric and they are not considered to have cohesive

property. In example (2) “there” refers to “Thailand” and is

endophoric, because it refers to an item in the text. Also “there”

in example (2) is anaphoric reference, because it refers to

“Thailand” which is in the preceding sentence.

21

Table 2.2

Demonstrative Reference

Semantic category Selective Non-selective

Grammatical

function Modifier/Head Adjunct Modifier

Class Determiner Adverb Determiner

Proximity:

Near

Far

Neutral

This these

That those

Here (now)

There then

The

*source: Cohesion in English (p.38), by Halliday, M. A. K. & Hasan,

R. 1976, London: Longman.

3) Comparative reference

“Comparative reference is used to refer to an item via

identity and similarity” (Halliday & Hasan, 1976:37). It means

that comparative reference is based on the thing in terms of

likeness and unlikeness. The usage adopts adjectives such as

same, equal, similar, different, else, better, more, etc., and

adverbs such as so, such, similarly, otherwise, so, more, etc. to

signal the reference. For example:

(1) It is the same cat as we saw yesterday.

(2) The distance of the earth from the sun makes it suitable to

sustain life. Searching for the other planets with the same

distance from their mother stars is to search for an extra-

terrestrial life.

22

(3) The blue t-shirt has the same size as the green one.

(Halliday & Hasan, 1976:70)

From example (1) and (2), the item “same” is used as

comparative references. In example (1) the item “same” help

referring to a cat, which both persons have seen the other day in

their real world situation. Therefore, item “same” in (1) is

exophoric and does not have cohesive property. In example (2)

the item “same” refers to the specific distance between the earth

and the sun. The reference endophoric because it points to an

item within a text, therefore, it has cohesive property and it is

anaphoric, because it points to the preceding sentence. In

sentence (3), the word “same” is used to show both t-shirt share

a character, the size in this case. The item “same” in example (3)

does not refer to any items in the text; therefore it is a reference

and does not have cohesive property.

Table 2.3

Comparative Reference

Grammatical function Modifier Sub modifier

Class Adjective Adverb

General comparison:

Identity

General similarity

Difference (ie non-

Same, identical, equal

Similar, additional

Other, different, else

Identically

Similarly, likewise,

so, such

differently, otherwise

23

identity or similarity)

Particular

comparison

Better, more, etc.

(comparative

adjectives and

quantifiers)

So, more, less, equally

*source: Cohesion in English (p.39), by Halliday, M. A. K. & Hasan,

R. 1976, London: Longman.

b. Substitution

“Substitution is a replacement of an item by a general word to

avoid repetition” (Halliday & Hasan, 1976:88). This is meant that

substitution is the replacement of one item by another. “There are

three types of substitution which are nominal substitution, verbal

substitution, and clausal substitution” (Halliday & Hasan, 1976:90).

1) Nominal substitution

According to Halliday and Hasan (1976:90) “nominal

substitution is a replacement of one or ones instead of

repeating the same word in nominal group”. It means that the

item that substituted with one or ones always functions as head

of a nominal group. In example (1), item “ones” is used to

replace item “biscuits” in the preceding sentence and it is head

of the nominal group “fresh ones”. The replacement avoid the

repetition of item “biscuits”, however if item “biscuits” is

repeated in example (1), the sentences could still be

meaningful.

24

(1) These biscuits are stale. Get some fresh ones. (Halliday &

Hasan, 1976:92)

2) Verbal substitution

“Verbal substitution is a replacement of an element in

verbal group and its position is always final in the group. In

English, the device used as verbal substitution is do” (Halliday

& Hasan, 1976:112). It can be informed that verbal

substitution operates as head of a verbal group, and “do” is the

item used to substitute either a verb or other element which

represents an action, event, or relation. This is mostly used in

spoke language. It can expressed by “do”, “do so”, “can do”,

“does”, “did”, and “done”. For example, “do” in example (1) is

used to substitute “come” and item “do” in example (2) is used

to substitute “like to go to Bangkok”.

(1) ….the words did not come the same as they use to do.

(2) Do you like to go to Bangkok? – Yes, I do. (Halliday &

Hasan, 1976:112)

3) Clausal Substitution

Based on Halliday & Hasan (1976:130), “clausal

substitution is a replacement of an entire clause. It‟s the

substitution of elements in both nominal and verbal group. The

items to be used to substitute are so and not”. It can be

conclude that clausal substitution substitutes an entire clause

25

instead of within the clause, and it may take either positive or

negative form which expressed by “so” and “not”. Item “so” in

example (1) substitute the clause “he‟s guilty” in the preceding

sentence. In example (2) “not” replace the clause “recognize

him”. It is worth nothing that and and but are used here to

merge the preceding and the following sentence in the example

(1) and (2). They are conjunction, another type of cohesion

which will discussed later in this chapter.

(1) Everyone seems to think he’s guilty. If so, no doubt he’ll

offer to resign.

(2) We should recognize him when we see him.

Yes, but supposing not. What do we do? (Halliday &

Hasan, 1976:134)

c. Ellipsis

Ellipsis determining semantic relation by using grammatical

elements. “The function of ellipsis is the same as substitution but the

item is replace by nothing, in other word, it is omitted. Although it is

the same with substitution, it has different structure and pattern. In

ellipsis, something is understood without saying” (Halliday &

Hasan, 1976:142). This is meant that ellipsis is simply “substitution

by zero”, the omission of an item is to avoid the item repetition. The

omission would not ruin the quality of the text if the context is

26

obvious for the readers to comprehend. “As ellipsis and substitute

are similar, so the subtypes of ellipsis are classified identically to

substitution, they are nominal, verbal, and clausal” (Halliday &

Hasan, 1976:146).

1) Nominal ellipsis

Halliday & Hasan (1976:147) state that “nominal ellipsis

is the ellipsis of an item in nominal group, which generally is the

subject of the sentence”. It means that nominal group is used to

replace the element in the nominal group. In example (1),

“student” is omitted in the second sentence, but a reader could

assume that it is “Indonesian student…” from the preceding

sentence.

(1) There are two English students and one Indonesian student

in the class. The Indonesian has been here for one year.

(Researcher’s Documentation)

2) Verbal ellipsis

Verbal ellipsis according to Halliday & Hasan (1976:167)

is “the omission of an item in verbal group, which is a group of

verbs in a sentence. An elliptical verbal group presuppose one or

more words from a previous verbal group, which is not fully

express in its systemic features”. This can be meant that verbal

ellipsis refers to ellipsis within the verbal group. In example (1),

27

the sentence “Yes, I have” is the shortened form of “Yes, I have

been swimming”. Most readers can guess the full form of the

sentence from the question sentence of example (1).

(1) Have you been swimming?

Yes, I have. (Halliday & Hasan, 1976:167)

In example (2), the item “might”, “was to”, “may not”,

and “should” indicate that there is an omission of items in verbal

groups. A reader could predict that verb “do” is omitted.

(2) Is Jane going to do this?

She might,

She was to,

She may not,

She should if she wants her homework done. (Halliday &

Hasan, 1976:170)

3) Clausal ellipsis

The clause in English have two parts structure which

contain of modal and propositional element. The modal element

consists of subject and finite element in the verbal group. While

the propositional element consists of the reminder of the verbal

group and any complements or adjunct that may be appear.

“Clausal ellipsis is the omission of items both in nominal and

verbal group” (Halliday & Hasan, 1976:197). It can be informed

that clausal ellipsis includes the omission in the modal and

28

prepositional elements. Generally, would be looked like the

whole clause is omitted but leave some elements for the reader

to recognize the omitted items. In example (1), the modal

element is omitted in the answer, whereas in the example (2),

the prepositional element is omitted.

(1) What was Duke going to do? Plant a row of poplars in the

park.

(2) Who was going to plant a row of poplars in the park? The

Duke was. (Halliday & Hasan, 1976:197-198)

d. Conjunction

A conjunction can be used as cohesive tie. Conjunctive

elements are primarily devices to create cohesion by the virtue of

their specific meanings. It means that they by themselves express

certain meanings and their meanings enable them to presuppose the

presence of the other elements. They can relate to the preceding or

following text. By specifying the way that is the next is semantically

connected to what has gone before, conjunction can establish the

semantic relation. “A conjunction is not used to refer any particular

items in the text, but it is used to connect sentences in terms of

meanings” (Halliday & Hasan, 1976:226). Therefore, the

conjunction is not only a matter of connecting two sentences, but

also relating two events semantically. “Conjunction ties are

29

categorized into additive, adversative, causal, and temporal”

(Halliday & Hasan, 1976:238).

1) Additive

Halliday & Hasan (1976:224) explain that “additive refers

to a type of cohesion that structurally appears and coordinates

each other. “The function of additive conjunction is to add

information to a sentence using the ties such as and, also, too,

additionally, furthermore, etc. the tie can negate the sentence

using the ties such as nor, and…not, and…not…either, neither,

and…neither, etc. it means that additive depends on the structure

of the sentence, and it functions to add the existing information

by the virtue of coordination. For example:

(1) For the whole day he climbed up the steep mountainside,

almost without stopping. And in all this time he met no one.

(Halliday & Hasan, 1976:238)

(2) Camp meals are not great problem. Neither are beds,

thanks to air mattresses and sleeping bags. (Researcher’s

Documentation)

Item “And” in example (1), adds information about the

loneliness of the climber climbing up the hill. In example (2),

the item “Neither” is a negated additive conjunction. It signals

that the beds are also not a problem like the camps meals.

30

Table 2.4

Summary of Conjunctive Relations of the Additive Type

Classification Type Example

Simple additive

relation (external

and internal)

Additive and; and also, and...too

Negative nor; and...no, not either,

neither

Alternative or; or else

Complex additive

relations (internal):

emphatic

Additive further(more), moreover,

additionally, besides that,

add to this, in addition, and

another thing

Alternative Alternatively

Complex additive

relations (internal):

de-emphatic

Afterthought incidentally, by the way

Comparative

relations (internal)

Similar likewise, similarly, in the

same way, in (just) this way

Dissimilar on the other hand, by

contrast, conversely

Appositive

relations (internal)

Expository that is, I mean, in other

words, to put it another way

Exemplificatory for instance, for example,

thus

*source: Cohesion in English (p.249), by Halliday, M. A. K. &

Hasan, R. 1976, London: Longman.

2) Adversative

“Adversative refers to the contrary of expectation. The

function of adversative conjunction is to indicate a contrary to a

reader‟s and listener‟s expectation, which derived from what is

mentioned before” (Halliday & Hasan, 1976:250). It can be

meant that adversative is gained by contrasting expectation

which come from the content of what is being said or from the

31

speaker-hearer situation. The advertise ties such as yet, though,

only, but, in fact, rather, etc. for example:

(1) For the whole day he climbed up the steep mountainside,

almost without stopping. Yet he was hardly aware of being

tired. (Halliday & Hasan, 1976: 239)

Item “Yet” in the second sentence of example (1) is used

to give information which is contents contradicts to the

expectation of the reader reading the first sentence in example

(1).

Table 2.5

Summary of Conjunctive Relations of the Adversative Type

Classification Type Example

Adversative

relations „proper‟

(in spite of)

(external and

internal)

Simple yet; though; only

Containing “and” But

Emphatic however, nevertheless,

despite this, all the same

Contrastive

relations („as

against‟) (external)

Simple but, and

Emphatic however, on the other

hand, at the same time, as

against that

Contrastive

relations („as

against‟) (internal)

Avowal in fact, as a matter of fact,

to tell the truth, actually,

in point of fact

Corrective relations

(„not...but‟)

(internal)

Correction of

meaning

instead, rather, on the

contrary

Correction of

wording

at least, rather, I mean

Dismissive

(generalized

adversative)

Dismissal, closed in any/either case/event,

any/other way,

whichever...

32

relations („no

matter..., still‟)

(external and

internal)

Dismissal, open-

ended

anyhow, at any rate, in

any case, however that

may be

*source: Cohesion in English (p.255), by Halliday, M. A. K. &

Hasan, R. 1976, London: Longman.

3) Causal

Based on Halliday & Hasan (1976:256) “the function of

causal conjunction is to express the sentences‟ relationship

between the cause and the result. The causal relation includes

result, reason, and purpose to form a cohesive chain”. It means

that causal conjunction represents one of clause becomes the

cause and the rest is becomes the result. The ties such as so, the,

for, because, for this reason, as a result, in this respect, etc., are

used to perform this function. For example:

(1) For the whole day he climbed up the steep mountainside,

almost without stopping. So by night time the valley was far

below him. (Halliday & Hasan, 1976:239)

The second sentence in example (1) is the result of the first

sentence and the device “So” is used to signal this cause and

result relationship.

33

Table 2.6

Summary of Conjunctive Relation of the Causal Type

Classification Type Example

Causal relations,

general(„because...,so‟)

(external and internal)

Simple so, thus, hence,

therefore

Emphatic consequently,

accordingly, because of

this

Causal relations,

specific

Reason (mainly external) for

this reason, on account

of this

(internal) it follows

(from this), on this basis

Result (mainly external) as a

result (of this), in

consequences (of this)

(internal) arising out of

this

Purpose (mainly external) for

this purpose, with this

mind/view, with this

intention

(internal) to this end

Reversed causal

relations

Simple for; because

Conditional relations

(„if..., then‟) (external

and internal)

Simple then

Emphatic

in that case, that being

the case, in such an

event, under those

circumstances

Generalized under the circumstances

Reversed

polarity

otherwise, under the

circumstances

Respective relations

(„with respect to‟)

(internal)

Direct

in this

respect/connection, with

regard to this; here

Reversed

polarity

otherwise, in other

respects; aside/apart

from this

34

*source: Cohesion in English (p. 260-261), by Halliday, M. A. K.

& Hasan, R. 1976, London: Longman.

4) Temporal.

The last type of conjunction is temporal conjunction. As

Halliday & Hasan (1976:261) declare that “the function of

temporal conjunction is to signal the sequence of events and

time. It exist when the events in the text are related in terms of

timing of their occurrence”. This is meant that temporal

conjunction represents the sequence of time. The ties such then,

next, after that, next day, until then, at the same time, at this

point, etc., are used for temporal conjunction. For example:

(1) For the whole day he climbed up the steep mountainside,

almost without stopping. Then, as duck fell, he sat down to

rest. (Halliday & Hasan, 1976:239)

Item “Then” in example (1) is a temporal tie used to signal

the sequence of events related to the climber in example (1).

Table 2.7

Summary of Conjunctive Relation of the Temporal Type

Classification Type Example

Simple temporal

relations (external)

Sequential (and) then, next,

afterwards, after that,

subsequently

Simultaneous

(just) then, at the same

time, simultaneously

Preceding

earlier, before then/that,

previously

Complex temporal Immediate at once, thereupon, on

35

relations (external) which; just before

Interrupted

soon, presently, later,

after a time; some time

earlier, formerly

Repetitive next time, on another

occasion; this time, on

this occasion; the last

time, on a previous

occasion

Specific next day, five minutes

later, five minutes

earlier

Durative meanwhile, all this time

Terminal by this time; up till that

time, until then

Punctiliar next moment; at this

point/ moment; the

previous moment

Conclusive relations

(external)

Simple finally, at last, in the

end, eventually

Sequential and

conclusive relations

(external): correlative

forms

Sequential

first...then, first...next,

first...second...

conclusive at first... finally, at

first... in the end

Temporal relations

(internal)

Sequential then, next, secondly...

Conclusive finally, as a final point,

in conclusion

Temporal relations

(internal): correlative

forms

Sequential first..next, first...then,

first...secondly, in the

first place...; to begin

with...

Conclusive ..finally; ...to conclude

with

“Here and now”

relations (internal)

Past up to now, up to this

point, hitherto,

heretofore

Present at this point, here

36

Future from now on,

henceforward

Summary relations

(internal)

Culminative to sum up, in short,

briefly

Resumptive to resume, to get back to

the point, anyway

*source: Cohesion in English (p. 266-267), by Halliday, M. A. K. &

Hasan, R. 1976, London: Longman.

2. Lexical cohesion

Lexical cohesion is different from the previous types of cohesion

because lexical cohesion is non-grammatical. “It is constructed from the

selection of vocabulary. This type of cohesion is achieved by the

selection of vocabulary” (Halliday & Hasan, 1976:276). It means that

lexical cohesion refers to the cohesive effect by non-grammatical

elements or the selections of vocabulary. There are two types of lexical

cohesion which are reiteration and collocation.

a. Reiteration.

Reiteration according to Halliday & Hasan (1976:278) is “the

repetition of a presupposed item. It is a form of lexical cohesion

which involves the repetition of lexical item, the use of general word

to refer back to lexical item, and a number of things in between the

use of synonym, near-synonym, or superordinate”. In conclusion, the

words used to establishes the semantic links by means of using

repetition, synonym, superordinate, and general word. In most case,

reiteration is accompanied by demonstrative reference “the”. For

example:

37

(1) I saw a small dog in the kitchen again.

The dog (repetition) was very dirty.

I was thinking to keep that animal (superordinate) out.

The puppy (synonym) was obviously not up to it.

The kitchen is for us not for the four legs (general word).

(Researcher’s Documentation)

From the examples above, the word “the dog” is the repetition

of “a small dog” in the previous sentence. Then, the word “animal”

is the superordinate of the word “a small dog” in the previous

sentence. Next, “the puppy” is name of the small dog. It is

exemplifies synonym. And the last is the word “the four legs”, which

expresses the general word of “a small dog”.

b. Collocation.

“Collocation is achieved through the association of lexical

items that regularly co-occur. It is not depend on any semantic

relationships. Collocation is the use of words that are commonly

found together. This group of words work as a network conveying

meanings from a text”. The words could be words with opposite

meaning (e.g. love/hate, man/woman, tall/short), pairs of words from

the same other series (e.g. days of the week, months, etc.), pairs of

words from unordered lexical sets e.g. metonym (e.g. body/arm,

car/wheel, hand/fingers, mouth/chin), co-hyponyms (e.g.

black/white, chair/table) or association based on history of co-

38

occurrence (e.g. rain, pouring, torrential) (Halliday & Hasan,

1976:294-285). The above explanation clearly stated that collocation

refers to tendencies of common occurrence. The tendency is derived

from the same lexical environment. When lexical cohesion occurs in

a text, it occurs in a series. Example (1) shows a use of lexical

cohesion.

(1) My neighbor has just let one of his trees fall into my garden.

And the scoundrel refuses to pay for the damage he has caused.

(Nunan, 1993: 29)

In example (1), the words my neighbor and the scoundrel refer

to the same context which is the person who treats others badly. Out

of this context, it is widely known that neighbor and scoundrel are

not related at all.

Analyzing lexical cohesion is obviously more difficult than

other cohesive type because there is no exact keyword to look for.

Halliday and Hasan (1976:290) suggested that “when analyzing

lexical cohesion in a text, it is important thing to use common sense

on the nature and the structure of the language vocabulary”. It means

that the use of common sense, the nature, and the structure of

vocabulary will help the writers in analyzing the lexical cohesion.

Halliday and Hasan (1976)‟s cohesion has potential to connect

sentence together to generate the continuity of text. However, solely

cohesion is inadequate to make a text make sense. It is because

39

cohesion is just the surface connection of a text. In order to make a

text make sense, the text needs coherence, which does not equate to

cohesion.

C. Coherence

The Latin verb cohere means “stick together”. Coherence means

sticking together logically. Oshima and Hogue (2006:21) proposed

“coherence achieved when the sentences and ideas are connected and flow

together smoothly. Each sentence should move from one sentence to the next

one logically and smoothly. There must be no sudden jumps”. This can be

meant that coherence allow the readers to move easily from one idea to the

next, from one sentence to the next, and from one paragraph to the next.

Coherence involves connection, the connection between parts of sentences,

paragraphs, and even larger units will be clear to the reader. The writer should

make the connection available to readers and the text meaningful to the

readers.

Coherence refers to the functioning of the text as a unified whole.

Moreover, “coherence refers to the relationships of ideas and the ability of

those ideas to function together for the purpose of conveying the meaning”

(Mclinn, 1998:15, as cited in Maghfiroh, 2013:20). In fact, any piece of

writing has coherence if it represents its argument in a clear, plausible,

convincing and comprehensible order. This piece of writing should have no

logical gaps in its line of reasoning and it avoids unnecessary digression.

40

There is a strong connection between the text and the readers

concerning coherence. According to Kies (1995) cited in Abusharkh

(2012:15) quoted by Maghfiroh (2013:20), “any piece of writing can be

coherent if the authors: 1. Know their subject well and 2. Have an eye on their

audience and tailor their writing to what their readers probably know and are

able to understand”. It is meant that to create coherence, the writers should

cut what is irrelevant or unintelligible for the readers.

Oshima & Hogue (2006:22) clarified that here are four ways to achieve

coherence in writing:

1. Repeat key nouns.

“Repeating key nouns (key words) or use synonyms, and focus

ideas through the text, are used to help the readers remain focused and

headed in the right direction. It can keep the thought of the paragraph

flowing from sentence to sentence, so that the sentence are linked

together” (Oshima & Hogue, 2006:22). It can be meant that through the

use of repeating key nouns, the paragraphs or sentences will connect each

other. For example:

(1) Most students are intimidated by the works of William Shakespeare.

They believe Shakespeare’s sonnets and play are far to complicated

to read and understand. (Southeastern Writing Center, 2011)

The word “Shakespeare” is repeated in the second sentence.

41

2. Use consistent pronouns.

Pronouns are used to link or connect sentences by referring to

preceding nouns and pronouns. It can help to create paragraph that are

easy to read by eliminating wordiness and unnecessary repetition.

According to Oshima & Hogue (2006:24), “when use pronouns in the

text, make sure that it is use the same person and number throughout the

sentence or paragraph. Don‟t change from „you’ to „he’ or „she’ (change

of person) or from „he’ to „they’ (change of number)”. It can be

concluded that the use of pronoun should be consistent, it refers to the

previous nouns or pronouns. Roberts (1985:131) illustrated the example:

The most persistent disputes between Eden and Churchill, apart

from DeGaulle, concerned relations with Soviet Russia. After

Hitler’s attack on Russia, Eden was strongly pro-Soviet at the start

and cooled off later; Churchill was cautious in the early days and

became enthusiastic later. Their first dispute came over the Soviet

demand, made even when the Germans were at the gates of Moscow,

that the Western powers should recognize unconditionally the Soviet

frontiers of 1941. Eden was for agreeing, Churchill against.

Curiously, Molotov finally stilled the argument by agreeing to an

Anglo Soviet alliance without any mention of frontiers. In the end it

was Churchill at Yalta who agreed to the Soviet demand.

The name “Eden” was repeat three times, “Churchill” four times,

and the pronoun “their” once. There is no fixed rule about how often to

repeat key nouns or when to substitute pronouns. It is prominent to use

repeat a key noun instead of using a pronoun when the meaning is not

clear.

42

3. Use transition signals to link ideas.

To achieve coherence, the writer needs to use transition signals.

Oshima & Hogue (2006:25) proposed that “transition signals are like

traffic marks, they tell the readers when to go forward, turn around, slow

down, and stop”. This can be meant that transition signals are used to

guide the readers from one idea to the next. Transition signals are

connecting words or phrases that strengthen the internal cohesion and

coherence of the writing. It is similar to change from one item of idea to

another. Transition signals act like bridges between parts of the writing.

However, without transition signals it is difficult for the writers to

produce a coherent paragraph. “Using appropriate transition signals, the

writers will not jump out of the blue or sound too abrupt. Their ideas will

flow smoothly one after the other” (Bram, 1995:22). Those explanations

lead to the conclusion that coherence is the important element used by

the writers in their writing text.

Transition signals are expressions such as first, finally, and

however, or phrase such as in conclusion, on the other hand, and as a

result. Other kinds of words such as subordinators (when, although),

coordinators (and, but), adjectives (another, additional), and prepositions

(because of, in spite of) can serve as transition signals.

Transition signals are like traffic signs; they tell your reader when

to go forward, turn on, slow down, and stop. In other words, they tell

your reader when you are giving a similar idea (similarly, and, in

43

addition), an opposite idea (on the other hand, but, in contrast), an

example (for example), a result (therefore, as a result), or a conclusion

(in conclusion).

Transition signals give paragraph coherence because they guide

your reader from one idea to the next. There are different kinds of

transition signals. Some of them are listed in the chart below.

Table 2.8

Transition Signals

Meaning

/function

Transition

Phrases

Conjunctive

Adverbs

Coordinating

Conjunctions

Subordinating

Conjunctions

Others

To introduce

an additional

idea

In addition Furthermore

Moreover

Besides

Also

Too

And Another

(+noun)

An

additional

(+noun)

To introduce

an opposite

idea or

contrast

On the other

hand

In contrast

However

Nevertheless

Instead

Still

nonetheless

But

Yet

Although

Though

Even though

Whereas

While

In spite

of

(+noun)

Despite

(+noun)

To introduce

a choice or

alternative

Otherwise Or If

Unless

To introduce

a restatement

or

explanation

In fact

Indeed

That is

To list in

order

First,

second,

third

Next, last,

finally

The first,

second,

third, etc.

The next,

last, final

To introduce

an example

For example

For instance

An

example

of

(+noun)

Such as

44

(+noun)

To introduce

a conclusion

or summary

Clearly

In brief

In

conclusion

Indeed

In short

In summary

To introduce

a result

Accordingly

As a result

As a

consequence

Therefore

Consequently

Hence

Thus

So

* source: Writing Academic English (p.27), by Oshima, A. and Hogue, A.

2006, London: Longman.

a. Transition words, phrases and conjunctive adverbs.

Most words and phrases in the first two columns in the table

2.1. can appear at the beginning, in the middle, or at the end of one

independent clause and are usually separated by commas. For

example:

(1) In addition, he is one of the best player on soccer team

(2) Luthfi likes camping in the mountains. Also, Luthfi is an

experienced hiker.

(3) The Merbabu Mountain is higher than Lawu Mountain,

however. (Researcher’s Documentation)

Exceptions.

1) The words and phrases in the last four groups in the table 2.1.

(For listing ideas and time sequences, for emphasizing, for

giving reason, and for conclusion) usually appear only at the

beginning of a sentence, not in the middle or at the end.

45

2) Too usually appears only at the end of a sentence, sometimes

preceded by a comma.

3) The short time words then, now, and soon usually do not need

commas.

b. Coordinators

This group includes the seven coordinating conjunctions and,

but, so, or, nor, for, and yet and the five correlative (“paired”)

conjunctions both…and, not only…but also, neither…nor,

either…or, and whether…or. Coordinators may or may not commas.

When they connect two independent clauses, use a comma. For

example:

(1) Tom walked the dog, and he grabbed the mail.

(2) Children not only need love, but also need discipline. (Oshima

& Hogue, 2006:28)

When coordinators connect two words or phrases, do not use a

comma. For example:

(1) Do you like tea or coffee?

(2) Children need not only love but also discipline. (Oshima &

Hogue, 2006:28)

c. Subordinators

A subordinator (subordinating conjunction) is the first word in

dependent clause. A dependent clause is always connected to an

46

independent clause to make a sentence. The sentence may or may not

have a comma. For example:

(1) Although I have been here before, he is just too hard to ignore.

(2) Sefty begins to sneeze whenever she opens the door to greet a

fresh air. (Researcher’s Documentation)

d. Others

The transition signals in this group include nouns such as

example, adjective such as additional, prepositions such as in

addition to, verbs such as cause, and adverbs such as too. There are

no punctuation rules for this group, but it is important to notice what

kind of words follow the signals.

4. Arrange your ideas in logical order.

The choice of one kind of logical order over another will, of course,

depend on the topic and the purpose of the text. The combination of two

or more different logical orders are recommended in the same paragraph.

The important point to remember is to arrange the ideas in some kind of

order that is logical to the readers accustomed to the English way of

writing.

Oshima & Hogue, (2006:34) define “some common kinds of

logical order in English, they are chronological order, logic division of

ideas, and comparison/contrast”.

a. Chronological order.

47

“It is order by time, a sequence of events or steps in a process”

(Oshima & Hogue, 2006:34). It means that the text which contain of

the sequence of events, or describing the steps of a process is include

chronological order. Oshima & Hogue, (2006:33) illustrate the

example in the following paragraph on how to grow an avocado tree

uses time order to organize the steps.

How to Grow an Avocado Tree

After you have enjoyed the delicious taste of an avocado,

do not throw out the seed! You can grow a beautiful

houseplant or even your own tree by following these simple

steps. First, wash the seed. Second, dry it. Third, insert three

toothpicks into thickest part. Then fill a glass or empty jar with

water. After that, suspend the seed in the water with the

pointed end up and the broad end down. The water should

cover about an inch of the seed. Next, put the glass in a warm

place, but not in direct sunlight. Add water when necessary to

keep the bottom of the seed under water at all times. In two too

to six weeks, you should see roots being to grow. Furthermore,

the seed will crack open and then a stem will emerge from the

top. However, wait until the stem 6 to 7 inches long. Then cut it

back to about 3 inches. Now wait until the roots are thick and

the stem has leased out again. Then fill an 8-10 inch diameter

clay pot with enriched potting soil. Plant the seed, leaving the

top half exposed. Then water it well. After that, water

frequently but lightly; also give the plant an occasional deep

soaking. However, do not overwater your little tree. Yellow

leaves are sign of too much water. Then place the potted plant

in a sunny window and watch it grow. The more sunlight, the

better. Then, when the stem is 12 inches high, cut it back to 6

48

inches to encourage the growth of side branches. In just a few

more weeks, you will have a beautiful indoor plant. In

conclusion, enjoy your new plant, but do not expect to bear

fruit. Avocados grown from seed occasionally flower and bear

fruit; however, first you will have to plant it outside and then

wait anywhere from five to thirteen years.

b. Logical division of ideas.

Oshima & Hogue (2006:34) state that “logical division is

when a topic is divided into parts and each parts is discussed

separately”. This is meant that logical division is a pattern of

organization in which the writers divide a topic into points and

discuss each point separately. Oshima & Hogue, (2006:3) illustrate

the example in the following paragraph about gold uses logical

division. First, it discusses gold‟s beauty, and second it‟s utility.

Gold

Gold, a precious metal, is prized for two important

characteristics. First of all, gold has a lustrous beauty that is

resistant to corrosion. Therefore, it is suitable for jewelry,

coins, and ornamental purposes. Gold never needs to be

polished and will remain beautiful forever. For example, a

Macedonian coin remains as untarnished today as the day it

was made 25 centuries ago. Another important characteristic

of gold is its usefulness to industry and science. For many

years, it has been used in hundreds of industrial applications,

such as photography and dentistry. The most recent use of gold

is in astronauts’ suits. Astronauts wear gold-plated heat

shields for protection when they go outside spaceships in

49

space. In conclusion, gold is treasured not only for its beauty

but also for its utility.

c. Comparison/contrast paragraph.

“Comparison or contrast paragraph is the similarities and/or

differences between two or more items are discussed” (Oshima &

Hogue, 2006:34). It can be meant that the writers should write about

the similarities and differences between two or more people, places,

things, or ideas to interpret the comparison and contrast paragraph.

Oshima & Hogue, (2006:5) illustrate the example in the following

paragraph about synonyms compare and contrast word meanings.

Synonyms

Synonyms, word that have the same basic meaning, do not

always have the same emotional meaning. For example, the

words stingy and frugal both mean “careful with money”.

However, calling someone stingy is an insult, but calling

someone frugal is a compliment. Similarly, a person wants to

be slender but not skinny, aggressive but not pushy. Therefore,

you should be careful in choosing words because many so-

called synonyms are not really synonymous at all.

D. Explanation Text

1. Definition and Purpose

Stubbs (2000:76) argued that “explanation text account for

phenomena that occur in the world. They explain how and why

something happens. It is about actions rather than about things”. It means

that explanation text is written to explain how and why something

50

happens in the world. Explanations are important, because they help

make sense of the world we live in and allow us to store this knowledge

for future use. In addition, “explanation also play a valuable role in

building and storing our knowledge. Technical and scientific waiting are

often expressed in this form” (Barwick, 1999:50).

2. Types of Explanation

According to Stubbs (2000:76), “explanation text types occur in a

variety of places. The most common explanation texts are found in

textbooks and lectures”. It informed that explanation text mostly

presented in the textbooks and lectures. Sometimes, the explanation may

be part of a larger text, it may be found in an information report or in a

procedural text. When writing explanation, the writers establish that the

phenomenon exist and then explain why or how this came about. The

writers should acquire a great deal of content knowledge before

beginning the explanation. There are different types of explanation:

a. Explaining an occurrence or how something works. For example,

how a television works or a plant grows or a computer functions.

b. Describing why things happen. For example, why volcanoes erupt or

why our breath becomes misty in the cold.

c. Comparing the similarities and differences between objects. For

example, compare the performance of detergent in hot or cold water.

d. Explaining how to approach a problem that has to be resolved. For

example, how to approach a problem could be one which details the

51

precautions that could be taken to survive a nuclear attack or natural

disaster.

3. Structure of Explanation Text

Based on Barwick (1999:50), explanation text have the following

structures:

a. Title.

b. General statement introducing or identifying the phenomenon.

c. Series of sequenced paragraphs.

d. Labelled diagrams and flow charts.

4. Language Feature of Explanation Text

Barwick (1999:50) divides explanation text to the following

language features:

a. Use of present tense.

b. Use of complex noun groups to build detailed descriptions, e.g. the

enormous expanse of arid land; the rampaging; threatening river.

c. Use of abstract nouns, e.g. heat, earthquakes.

d. Use of pronoun for words already introduced in the text.

e. Usually the subject is not human, e.g. mountains, rain, video.

f. Use of sentences that have a clear subject and verb agreement.

g. Use of action verbs to explain clause, e.g. from, started from.

h. Use of adverbial phrases of time and place to tell where and when

actions occurred, e.g. it is to be found in North America.

52

i. Use of connectives to link time sequences in a cause and effect

sequence, e.g. first, then, after, finally, so, as a sequence.

j. Use of passive voice and nominalization to link the event through

cause and effect.

k. Use of time conjunctions, e.g. when, as, to sequence and link events

and to keep the text flowing. Placing of these conjunctions first in

the sentence in order to focus the reader‟s attention, e.g. when he

reached the summit of the mountain, he felt exhilarated.

l. Use of technical terms or word chains about a subject, e.g. a spider

falls into the family of arachnids.

53

CHAPTER III

RESEARCH METHODOLOGY

A. Research Design

Research methodology is an important part in conducting a research.

The study is used descriptive qualitative study because it needs data, analysis,

and interpretation of the meaning. According to Denzin & Lincoln (1994:2)

as quoted by Benz & Newman (1998:14) that “qualitative research is multi

method in focus, involving as interpretive, naturalistic approach to its subject

matter”. It is meant that qualitative research studies thing in natural setting,

attempts to make sense, or interprets the phenomena in term of the meaning.

Meanwhile, this study deals with a research procedure that generates

descriptive data in words and linguistic form. As Moleong (2009:6) states that

“qualitative research is a study to assimilate the phenomena in relation to

what the subjects are experienced. This method interprets the research by

using words in a certain natural context, and uses several scientific methods”.

This is meant that qualitative research uses words to show the result of the

research, and this method has various methods to analyze the research.

In addition, Creswell (1994:145) explains that “qualitative research is

descriptive in which the researcher is interested in process, meaning and

understanding gained through words or picture. The data of the study are

collected in the form of the words rather than the numbers”. This can be

54

concluded that qualitative research uses words to present the result instead of

numbers.

B. Object of the Study

The object of this study is texts which consist of 30 explanation texts.

Those texts are written by the 4th

semester students at English Education

Department of IAIN Salatiga who were taking Writing 3 subject.

C. Data Source

Arikunto (2006:129), states that “the data resource is the subject

from which the data can be found”. It can be meant that the data which used

or found by the researcher is called data source. In this study, the researcher

gained the data from writing assignments of Writing class at English

Department of IAIN Salatiga in the academic year of 2015/2016 that consist

of 200 students who were taking Writing 3 at English Education Department.

However, the researcher used random sampling to gain the sample.

According to Arikunto (2006:139) “random sampling is a method used for

selecting the sample based on the number of research subject which are not

the same”. It is meant that the sample taken based on the total of the research

subject. “If the subject less than 100, then it better to take all the subjects, so

the research is called as population research. And if the subject more than

100, then it can take 10% - 15% or 20% - 25% or more than 25% of the

existing populations” (Arikunto, 2006:112). This can be meant that the

55

population research is used if the subject is less than 100, and the sample

research is used if the subject more than 100. Based on the explanation above,

the researcher took 15% of the number of the students. Then, the corpus of

this study was 30 students‟ texts.

D. Technique of Data Collection

Data collection is considered as the most prominent step in a research

due to the fact that main purpose of conducting a research is to obtain needed

data. To achieve the research purposes the writer needs to collect the data

through the informants of this research. Thus, the technique that were utilized

in the process of gathering the research is:

Documentation, the researcher used documentation (the students‟ paper

assignment) for collecting the data. Arikunto (2006:231) states that

“documentation is a number of data that presents the verbal data such as

correspondence, journal, memory, report, and others‟ written text that can be

mutually responsible”. This is meant that documentation is in the form of

written data. This kind of documentation is used to know students‟ writing

performance and competence. Meanwhile, for collecting the data to this

research, the researcher had to make an appointment with the Writing 3

lecturers and had to ask them for permission to borrow the students‟

assignment texts, and then make the copies of the texts later on.

56

E. Technique of Data Analysis

In this study, to analyze the data, the writer used qualitative content

analysis method. The qualitative content analysis is a methodology for

determining the content of written, or published communications via a

systematic, objective, and quantitative procedure. Cole (1988:53) as quoted in

Elo & Kyngas (2008:107) argue that “content analysis is a method of

analyzing written, verbal, or visual communication messages”. It can be

meant that content analysis is the study which emphasizes an integrated view

of speech/ texts and their specific contexts. In addition, “content analysis is a

procedure for the categorization of verbal or behavioral data, for purposes of

classification, summarization, and tabulation. It can be analyzed in two levels.

The basic level of analysis is descriptive account of the data and the higher

level of analysis is interpretative” (Hancock, 1998:17). It can be concluded

that content analysis is a quantitative method for analyzing qualitative data.

According to Mayring (2014:82) the steps of content analysis are listed

below:

1. Categorization

Categorization is the process of selecting each unit which have the

similarities to determine the relevant material from the texts, it has to be

an explicit definition, and theoretical references can be useful. Hence, the

data is categorized into: cohesion and coherence.

57

2. Abstraction

Abstraction means formulating a general description of the research

topic through generating the categories. It shows how specific or general

the categories have to be formulated. The abstraction of the data are as in

the table below:

Table 3.1

Data Abstraction

Main category Generic category Sub-category

Cohesion

Grammatical cohesion

Reference Personal

Demonstrative

Comparative

Substitution Nominal

Verbal

Causal

Ellipsis Nominal

Verbal

Clausal

Conjunction Additive

Adversative

Clausal

Temporal

Lexical cohesion

Reiteration

Repetition

Synonym

Superordinate

General word

58

Collocation

Coherence Repeat Key nouns

Use consistent

Pronouns

Use Transition

signals

Logical order

*Researcher’s Documentation

3. Coding the text

To begin the coding, the researcher read the texts from the

beginning, line by line, and check if material occurs that is related to the

category definition. All other materials are ignored within this procedure.

The researcher had to code the passage which fits with the categorization.

It is aimed to facilitate the researcher in looking for the needed data.

The researcher made some codes in relation to this research. The

codes are as in the following table:

Table 3.2

Data Codes

Types of Cohesion Codes

Grammatical Cohesion

1 Reference A1

Personal Reference A1.1

Demonstrative Reference A1.2

Comparative Reference A1.3

2 Substitution A2

59

Nominal Substitution A2.1

Verbal Substitution A2.2

Causal Substitution A2.3

3 Ellipsis A3

Nominal Ellipsis A3.1

Verbal Ellipsis A3.2

Causal Ellipsis A3.3

4 Conjunction A4

Additive A4.1

Adversative A4.2

Clausal A4.3

Temporal A4.4

Lexical Cohesion

5 Reiteration A5

Repetition A5.1

Synonym A5.2

Superordinate A5.3

General word A5.4

6 Collocation A6

Types of Coherence Codes

7 Repeat Key nouns B1

Use Consistent Pronouns B2

Use Transition signals B3

Logical order B4

*Researcher’s Documentation

4. Results

This step involves making sense of the themes or categories

identified, and their properties. In this stage, the researcher made the

60

inferences and presented the reconstructions of meanings derived from

the data. The researcher describe the results of the properties and

dimension of categories and abstraction. Then, identify the results based

on the research questions.

5. In addition, the researcher found the wrong sentences which involve the

grammatical errors in each texts. Then, the researcher reduced it, and

only took the correct sentences. Even so, the full texts are used or there

is no reduction especially for logical order, because the reduction of the

wrong sentences would decrease the interpretation of the text.

61

CHAPTER IV

FINDINGS AND DISCUSSION

A. Cohesion

1. Findings

The findings below describe how are the students‟ competence in

producing cohesion at their writing explanation texts. The researcher

collected the data and calculate each of the types through the codes

which has been written in the texts. Furthermore, the following table

shows the data of number of occurrence and percentage of types of

grammatical cohesion and lexical cohesion.

Table 4.1

Number of Occurrences and Percentages of Types of Cohesion in the

Students’ Explanation Texts

Text

Type of cohesion

Grammatical cohesion Lexical cohesion

Reference Substitution Ellipsis Conjunction Reiteration Collocation

1 11 0 0 5 15 6

2 4 1 0 6 12 9

3 6 3 0 4 19 3

4 0 0 0 4 20 10

5 7 2 0 5 19 5

6 3 0 0 5 18 7

7 4 1 0 8 8 1

8 8 0 0 7 24 6

9 6 0 0 4 14 5

62

10 1 0 0 7 10 7

11 5 1 0 9 20 3

12 0 0 0 3 9 4

13 11 1 0 7 17 6

14 4 0 0 6 19 5

15 1 0 0 5 10 4

16 3 0 0 7 19 7

17 6 0 0 4 18 7

18 5 0 0 4 17 13

19 81 1 0 32 86 34

20 15 0 0 5 15 5

21 13 0 0 11 21 10

22 8 0 0 7 13 6

23 4 0 0 3 4 0

24 1 0 0 11 10 4

25 0 0 0 2 10 8

26 14 0 0 12 21 11

27 14 0 0 13 23 14

28 6 0 0 6 18 12

29 12 0 0 10 32 12

30 15 1 0 16 32 12

Total 268 11 0 228 573 236

(%) 20, 36 0, 83 0 17, 32 43, 54 17, 93

Table 4.1 indicates that there are 1316 cohesive ties in 30 of

students‟ explanation texts. The lexical and grammatical cohesion

appear. They include 4 sub categories of grammatical cohesion such as

reference, substitution, ellipsis, and conjunction, and 2 sub categories

such as reiteration and collocation.

63

Reiteration is the most frequent types among all types of

grammatical and lexical cohesion which appears 573 times or 43, 54%.

The second stage is reference which emerges 268 times or 20, 36%. The

third position is collocation which occurs 236 times or 17, 93%.

Meanwhile, conjunction appears 228 times or 17, 32%, substitution

appears 11 times or 0, 83% and ellipsis is not appears in the explanation

texts.

In order to make the reader easy to understand the number of

percentages of types of cohesion in the students‟ explanation texts, the

researcher provided it in the following chart.

Chart 4.1.

Number of Percentages of Types of Cohesion in the Students’ Explanation

Texts

20.36

0.83 0

17.32

43.54

17.93 Reference

Substitution

Ellipsis

Conjunction

Reiteration

Collocation

64

a. Grammatical Cohesion

Grammatical cohesion appears 507 times of total occurrences.

They include reference, substitution, ellipsis and conjunction. The

details are described as follows.

1) Reference

As mentioned before that reference is the most frequent

type among all sub categories of cohesive ties after reiteration. It

appears 268 times or 20, 36%, of total occurrences of cohesive

ties. However, reference is in the first rank of grammatical

cohesion. Reference is divided into three types such as personal

reference, demonstrative reference and comparative reference.

The following table describes the number of occurrences and

percentages of each types of reference.

Table 4.2

Number of Occurrences and Percentages of Types of Reference in the

Students’ Explanation Texts

No Types of Reference F %

1 Personal Reference 181 67, 53

2 Demonstrative Reference 53 19, 78

3 Comparative Reference 34 12, 69

Total 268 100

The most frequent type of reference is personal reference.

Personal reference appears 181 times or 67, 53%. The second

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rank is demonstrative reference. It occurs 53 times or 19, 78%.

While the last is comparative reference. It emerges 34 times or

12, 69%.

2) Substitution

Substitution is less frequent than reference. It appears 11

times or 0, 83% of total occurrences. Substitution consists of 3

sub categories which are nominal, verbal, and clausal

substitution. The statement is presented in the following table.

Table 4.3

Number of Occurrences and Percentages of Types of Substitution in the

Students’ Explanation Texts

No Types of Substitution F %

1 Nominal Substitution 10 90, 90

2 Verbal Substitution 1 9, 09

3 Clausal Substitution 0 0

Total 11 100

The most frequent type of substitution is nominal

substitution. It occurs 10 times or 90, 90%. The second position

is verbal substitution, which appears 1 time or 9, 09%. Whereas

clausal substitution does not appear in the texts.

3) Ellipsis

Compared to other types of cohesion, ellipsis is the less

frequent type. The findings show that there is no instance of

ellipsis in the explanation texts. Ellipsis involves nominal,

66

verbal, and clausal ellipsis. It appears only in the form of verbal

ellipsis. The details can be seen as follows.

Table 4.4

Number of Occurrences and Percentages of Types of Ellipsis in the Students’

Explanation Texts

No Types of Ellipsis F %

1 Nominal Ellipsis 0 0

2 Verbal Ellipsis 0 0

3 Clausal Ellipsis 0 0

Total 0 100

4) Conjunction

Conjunction takes place in the fourth position of most

frequent types of cohesion. However, conjunction is the second

rank of grammatical cohesion after reference. It shows 228 times

or 17, 32%, of total occurrences. Conjunction includes additive,

adversative, causal, and temporal. The description is explained

in the following table.

Table 4.5

Number of Occurrences and Percentages of Types of Conjunction in the

Students’ Explanation Texts

No Types of Conjunction F %

1 Additive 107 46, 92

2 Adversative 6 2, 63

3 Causal 50 21, 92

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4 Temporal 65 28, 50

Total 228 100

Additive is the most frequent type of conjunction. It

appears 107 times, or 46, 92%. The second position is temporal

which occurs 65 times, or 28, 50%. Meanwhile, causal emerges

50 times, or 21, 92% and it is in the third rank. The last is

adversative, it appears 6 times, or 2, 63%.

b. Lexical Cohesion

As previously mentioned, lexical cohesion is a type of

cohesion that determines the semantic link through the choice of

vocabulary. Lexical cohesion consists of reiteration and collocation.

It occurs 809 times in the students‟ explanation texts. The following

table shows the details of the occurrences and percentages of lexical

cohesion.

Table 4.6

Number of Occurrences and Percentages of Types of Lexical Cohesion in the

Students’ Explanation Texts

No Types of Lexical Cohesion F %

1 Reiteration 573 70, 82

2 Collocation 236 29, 17

Total 809 100

Reiteration is the most frequent type of lexical cohesion. It

occurs 573 times, or 70, 82%. It is also the most frequent

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occurrences of all types of cohesion. The next is collocation, which

appears 236 times, or 29, 17%. Collocation is the third position of

the most frequent types of cohesion after reiteration and reference.

Reiteration consists of repetition, synonym, superordinate, and

general word. The details can be seen as follows.

Table 4.7

Number of Occurrences and Percentages of Types of Reiteration in the

Students’ Explanation Texts

No Types of Ellipsis F %

1 Repetition 497 86, 73

2 Synonym 63 11

3 Superordinate 11 1, 91

4 General word 2 0, 34

Total 573 100

The findings show that repetition is the most frequent type of

reiteration. It appears 497 times, or 86, 73%. The second rank is

synonym which occurs 63 times, or 11%. The third position is

superordinate which appears 11 times, or 1, 91%. And the last is

general word which emerges 2 times, or 0, 34%.

2. Discussions

The discussions below is presented based on the findings before.

As previously mentioned, the findings showed that the occurrences of

lexical cohesion is the most frequent than the occurrences of grammatical

cohesion in students‟ explanation texts. Lexical cohesion determines

69

semantic relation within and between the sentences using vocabulary. It

occurs 809 times that consists of 573 times instances of reiteration and

236 instances of collocation.

Reiteration is the first rank among all sub categories of cohesion.

While reference is the first rank among all sub categories of grammatical

cohesion. It is less frequent compared to reiteration. It emerges 268

times.

Hence, the explanation texts that analyzed in the research mostly

use vocabulary to determine semantic relation within and between

sentences. The intention are made from one to another aim mostly

through vocabulary rather than grammar.

a. Grammatical Cohesion

Grammatical cohesion is a type of cohesion that uses grammar

to determine the semantic relation. It consist of reference,

substitution, ellipsis, and conjunction. Reference sits in the first

position among all sub categories of grammatical cohesion. Then it

is followed by conjunction, substitution, and ellipsis.

1) Reference

Reference cohesion occurs when one item in a text points

to another element for interpreting the preceding or the

following sentence. The interpretation can be found via sentence

structure and inferred using anaphoric and cataphoric ways. In

the explanation texts in this research, reference uses both

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anaphoric and cataphoric ways to show the semantic relation.

The anaphoric mostly explicit.

Example:

(1) Rainbow has many colors. They are red, yellow, orange,

green, blue, indigo, and violet (Text 9, sentence 8 & 9).

In the example (1) the signaling word they refers to

colors and use explicit anaphoric way to refer back to its

referential meanings. While cataphoric way used by reference

in the texts is implicit. The use of cataphoric way in the

explanation text is less frequent than the anaphoric way.

(1) It‟s usually called cocoon or pupa (Text 28, sentence 13).

In the example (3) to know what it’s refer to, the reader

should go forward to the next clause. The signaling word it’s

refers to cocoon or pupa and use implicit cataphoric way to

refer to its referential meanings.

The two examples above show the way of referring used

by writers to build the semantic relation within and between

sentences. The ways of referring are varied, namely explicit

anaphoric way and implicit cataphoric way. These ways of

referring are used together in the adjoining sentences to ease

the comprehension for the readers.

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a) Personal reference

Reference is divided into personal pronoun,

demonstrative pronoun, and comparative pronoun.

Personal reference uses personal pronouns to refer to

category of person. There are 181 instances of personal

pronoun used in the explanation texts in this research.

The personal pronoun employed in the explanation

texts in this research mostly refer to things such as

rainbow, rain, colors, etc. and animals such as butterfly,

caterpillar, chrysalis, etc. and it also refer to people.

The personal reference “it” refer to things such as

rainbow, sky, sun, cloud, egg, wing, etc. It also used to

refer to animals such as butterfly, caterpillar, chrysalis,

etc. Meanwhile, there are personal reference “its” in the

explanation texts and it represent the possessive pronoun

of the animals and the things.

Example:

(1) So the caterpillar has to shed its old skin. It then

gets a new skin (Text 19, sentence 33 & 34).

From the example above, its and it refer to the

caterpillar and function as possessive pronoun and

subject.

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The personal reference “we” refer to people and

personal pronoun “our” used to present possessive

pronoun of “we”.

Example:

(2) From our place, we only see a maximum of a half

circle rainbow (Text 5, sentence 9).

In the example above, our and we are mentioned to

represent people. Our function as possessive pronoun and

we as subject.

The personal reference “they” represent a group of

animals such as the caterpillar and the chrysalis. The word

“their”, “themselves” and “them” are also used in the

explanation texts.

Example:

(3) Caterpillars shed their skin four or more times

while they are growing (Text 19, sentence 35 & 36).

From the example above, they and their refer to

caterpillars and function as subject and possessive

pronoun.

Personal pronoun “she” refer to animals such as a

girl butterfly and butterfly mother. And the personal

pronoun “her” also used in the explanation texts.

Example:

73

(4) A girl butterfly lays the eggs on a leaf. She lays the

eggs really close together (Text 19, sentence 11 &

12).

(5) This is important because the butterfly mother

needs to lay her eggs on the type of leaf (Text 21,

sentence 6).

In the example (4), the word she refers to a girl

butterfly, it functions as subject in the second clause. The

word her in example (5) refers to butterfly mother, it acts

as possessive pronoun.

From the explanation above, it is known that

reference mostly employs personal pronoun to establish

semantic relation within and between the sentences. It

ranges from “she”, “her”, “it”, “its”, “they”, “their”,

“them”, “themselves”, “we”, and “our”. The referential

meanings can be derived from the sentence structure.

b) Demonstrative reference

Demonstrative reference is essentially a form of

verbal pointing. The speaker identified the referent by

locating it on a scale of proximity. It uses words such as

“this”, “that”, “these”, “those”, “here”, “there”, and “the”.

Demonstrative reference, somehow, is used to represents a

scale of quantity as well.

74

The demonstrative references “this” and “these” are

used to point things which is near the speaker. “This”

represents single thing such as phenomenon, pattern,

stage, etc. Whereas the demonstrative reference “these” is

used to represent things in the amount of more than one

such as colors.

Example:

(1) Hence, the colors separate. This phenomenon is

known as dispersion (Text 17, sentence 10 & 11).

(2) Rainbow is a light with a lot of colors. These colors

are reflected parallel in the droplets (Text 11,

sentence 4 & 5).

In the example (1), this represents the colors

separate in previous sentence. While in the example (2),

these is used to show the amount of colors.

The demonstrative references “that” and “those” are

used to point things which are far from the speaker. “That”

represent the explanation of the process how rainbow is

happened. Whereas the demonstrative reference “those” is

used to represent things in the amount of more than one

such as colors.

75

Example:

(3) That is the explanation about how rainbow is

happened and how we can make it true (Text 1,

sentence 19).

(4) There is more light separated from each other in the

droplets. Finally, those colors form a light curve

called rainbow (Text 6, sentence 10 & 11).

In the example (3) that is refers to the explanation

about how rainbow is happened in the previous sentence.

Meanwhile, in the example (4) those is used to show the

amount of colors.

The demonstrative references “here” and “there” are

used to point place. “Here” is used to point place near the

speaker, and “there” is used to point place far from the

speaker. Meanwhile, there is no instance of “here” found

in the texts.

Example:

(5) The white light, now separated from each other into

a spectrum of colors. The process does not stop

there (Text 1, sentence 8 & 9).

In the example above, there is used to point the

process of how rainbow is happened.

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The last, demonstrative reference “the” is used to

point something neutral. There is no instance of “the”

found in the narrative texts.

c) Comparative reference

Comparative reference refers a type of reference that

is used as a means of similarity or identity. All the

occurrences in the explanation texts indicate the general

comparison of difference and identity, the comparison

using adjective; namely comparative and superlative

degree of comparison, and particular comparison in

numerative element. General comparison of difference is

used when two or more things are in fact, the different

thing. General comparison of identity is used when two or

more things are in fact, the same thing. Meanwhile, both

of comparative and superlative are used to compare things

between sentences. And particular comparison of

numerative element is used to compare in terms of

quantity.

Example:

(1) So the different colors will make up the beam

separate (Text 2, sentence 7).

77

(2) The third stage is chrysalis, the caterpillars make

their body to be chrysalis which have the same color

with leaves or branch (Text 26, sentence 12).

(3) The size of larva can be one hundred times bigger

than the size of larva was mature (Text 28, sentence

11).

(4) Therefore, the red one is highest order and purple

one is in lowest order (Text 3, sentence 11).

(5) There is more light separated from each other in the

droplets (Text 8, sentence 9).

The word different in example (1), shows that the

colors are different each other. In the example (2), the

word same is used to show that the caterpillar and the

chrysalis have the same color as leaves or branch. The

next example (3) bigger than is used to compare the size

of larva and the size of larva that was mature. In the

example (4) the words highest and lowest are used to

compare the color order between all colors. While in the

example (5), more light is used to show the additional

quantity of light.

2) Substitution

Substitution is a relation within the text. It is used when

the writers wish to avoid repetition of lexical item and use

78

grammatical resource of language to replace the item.

Substitution can be further classified as nominal, verbal, and

clausal substitution. In the explanation texts in this research,

there are 11 instances of substitution in which the 10 of them are

represented by nominal substitution, and one of them is

represented by verbal substitution.

Example:

(1) Rainbow is one of optic phenomena that happens in the

atmosphere of the earth naturally (Text 3, sentence 1).

(2) This is to get them working and flapping. After it does

this, it can now learn to fly (Text 19, sentence 69 & 70).

From example (1), one is used to replace rainbow that

include to the optical phenomenon. Whereas in the example (2),

does is used to replace to get them working and flapping.

3) Ellipsis

Ellipsis is involves a deletion of a word, phrase, or clause.

It is the omission of parts of a sentence when they can be

presumed from what has already taken place in the text. Ellipsis

consists of nominal, verbal, and clausal ellipsis. There is no

instance of ellipsis in the students‟ explanation texts.

4) Conjunction

Conjunction is semantic cohesive relations with a

specification of the way in which what is follow is

79

systematically connected to what has gone before. It conjunctive

elements are not in themselves cohesive, but they do express

certain meanings which presuppose the presence of other

components in the discourse. It helps to connect the idea within

and between sentences. There are four categories of conjunction,

namely additive, adversative, temporal and causal. In the

explanation texts, there are 228 instances of conjunction. It

consists of 107 instances of additive, 6 instances of adversative,

50 instances of causal, and 65 instances of temporal.

Additive is represented by “and”, “or”, “in other word”,

and “also”. Adversative is represented by “but” and “however”.

Causal represented by “so”, “because of”, “therefore”, and “for”.

The last of conjunction is temporal, which presented by “the

first”, “the second”, “third”, “fourth”, “then”, “and then”,

“finally”, “soon”, “in conclusion”, “the last”, “previously” and

“before that”.

Example:

(1) When the sun is shining and the light passing through

water droplets, we can see a reflection because of a wide

variety of colors (Text 8, sentence 3).

(2) In conclusion, the rainbow happens when the rain stop,

then the sunlight pass through the droplets (Text 6,

sentence 11).

80

From example above, and is used to connect activities that

are done in the same time. Because is used to show the causal

relationship between a clause. Meanwhile, in conclusion is used

to show the summary of the previous sentences, and then is used

to show the sequence of the next clause.

From the findings above, it is know that the writers mostly

used additive conjunction to connect the ideas in the explanation

texts. It arrange semantic relation using familiar words even for

neophyte readers. Additive is easy to understand because it adds

presenting idea with new one instead of adversative or causal

which prosecutes more readers‟ cognitive competence.

b. Lexical Cohesion

Lexical cohesion is a type of cohesion that establishes

semantic relation using vocabulary. Lexical cohesion consists of

reiteration and collocation.

1) Reiteration

Reiteration is a form of lexical cohesion which involves

the repetition of a lexical item. It uses the words that have the

same or near the same meaning to establish the semantic relation

within and between sentences. Reiteration contain of repetition,

synonym, superordinate, and general word.

Reiteration determines the semantic links using the same

words. It repeats the words that are used before. Repetition is the

81

easiest relation for readers to understand the sentences in the

texts. Because they do not need to use the structure or the

context to understand the meanings. It occurs 497 times. While

synonym or near synonym is used the word that have resemble

or near resemble meanings. It occurs 63 times.

Example:

(1) Rainbow often appears after the rain stops. Rainbow

consists of a big bow spectrum and happens from water

droplets which reflected parallel because of the light of the

sun (Text 8, sentence 1 & 2).

From example above, the writers use the same word in

order to ease the comprehension for the readers. By using the

same words, the readers will easily expect the topic that is being

written. Whereas the word rain and water droplets are

synonymous. The writers uses these word to determine the

semantic relation between sentences.

Superordinate uses the words that are more general than

the words mention before. It appears 11 times. Lastly, general

word uses the words that are most general than the previous

words mentioned. It only appears 2 times in the explanation

texts.

82

Example:

(1) Butterfly is a kind of insect that has a long thin body and

brightly colored wings (Text 22, sentence 1).

In the example above, the word insect is the superordinate

of butterfly. It is more general than butterfly. While a long thin

body and brightly colored wings is the most general words of

butterfly.

2) Collocation

Collocation uses the words that do not have the same

meaning or are not classified in the same categories with the

previous words. It uses the same context that the previous words

appear. In the explanation texts, there are 236 instances of

collocation.

Example:

(1) Rainbow happens when sunlight and rain combine in a

very specific way (Text 2, sentence 4).

The word sunlight and rain do not have correlation

meaning with rainbow but they appear in the same context that

is something that happen when rainbow emerge. That is why it

indicates the collocation.

83

B. Coherence

1. Findings

The findings below describe how are the students‟ competence in

producing coherence at their writing explanation texts. The researcher

collected the data and calculate each of the types through the codes

which has been written in the texts. Furthermore, the following table

shows the data of number of occurrence and percentage of types of

coherence.

Table 4.8

Number of Occurrences and Percentages of Types of Coherence in the

Students’ Explanation Texts

Text

Type of coherence

Repeating

key nouns

Using

pronouns

Using transition

signals Logical order

1 6 11 8 1

2 1 4 10 1

3 5 1 6 1

4 6 1 7 1

5 8 9 6 1

6 5 2 8 1

7 3 4 8 1

8 9 9 10 1

9 2 8 7 1

10 2 3 9 1

11 7 5 11 1

12 2 0 3 1

13 4 11 12 1

84

14 10 4 11 1

15 6 2 6 1

16 7 4 10 1

17 5 6 7 1

18 14 6 7 1

19 68 79 47 1

20 11 17 7 1

21 19 11 15 1

22 9 10 9 1

23 3 4 3 1

24 7 1 13 1

25 7 0 4 1

26 15 16 14 1

27 20 13 15 1

28 15 8 8 1

29 26 12 12 1

30 22 11 21 1

Total 324 272 314 30

(%) 34, 47 28, 93 33, 40 3, 19

Table 4.7 illustrates that there are 940 coherent in the 30 of

students‟ explanation texts. All the coherent types appear. Coherence

divided the types into 4, there are: repeating key nouns, using pronouns,

using transition signals, and logical order.

Repeating key nouns is the most frequent type among all types of

coherence. It appears 324 times, or 34, 47%. The second level is using

transition signals which occurs 314 times, or 33, 40%. While using

pronouns emerges 272 times, or 28, 93% and the last is logical order

85

which occurs 30 times, or 3, 19%. Logical order is the less frequent type

of coherent.

In order to make the reader easy to understand the number of

percentages of types of coherence in the students‟ explanation texts, the

researcher provided it in the following chart.

Picture 4.2.

Number of Percentages of Types of Coherence

in the Students’ Explanation Texts

2. Discussions

The discussions below is presented based on the findings before.

Coherence is defined principally as a feature of text, either in terms of the

linking of sentences (cohesion) or as the relationships among

propositions in the text (sticking to the point). Coherence is categorized

34.47

28.93

33.4

3.19 Repeating Key Nouns

Using Pronouns

Transition Signals

Logical Order

86

into repeating keywords, using consistent pronouns, using transition

signals, and using logical order.

As mentioned before, the findings showed that there are 940

coherent in the 30 of students‟ explanation text. The explanation texts

that analyze in this research establishes all types of coherence. Repeating

keywords is the most frequent type than the other types of coherence. It

occurs 324 times. The less frequent type of coherence is logical order

which appears 30 times. It is the less frequent because it seen from the

whole texts, whether the texts involve the logical order or not.

Hence, the explanation texts that analyzed in this research mostly

use repeating key nouns to make the paragraphs seem solid and

permanent unit. Coherent paragraph make all the sentences related

smoothly within and between them. It is easy for the reader to move from

sentence to sentence.

a. Repeating key nouns

As previously mentioned, the findings of repeating key nouns

is the most frequent type of coherence. It appears 324 times.

Repeating key nouns is the easiest way for writers to make the

sentences in the texts coherent, and it is also the easiest relation for

readers to comprehend the sentences in the texts. The readers will

get the connection of new material to material that already presented.

Example:

87

(1) Butterfly is a wonderful animal which has many kinds.

Butterfly has four stages in its life (Text 26, sentence 1 & 2).

From example above, the writers repeat the key noun butterfly

in order to ease the comprehension for the readers and to strengthen

the argumentation of the readers. By repeating the key nouns, the

readers will easily expect the topic that is being written.

b. Using consistent pronouns

Using consistent pronouns is one of coherent type. Pronoun is

a word that takes the place of a noun. There are 272 instances of

using consistent pronoun in the students‟ explanation texts. The

pronouns that are used in the explanation texts in this research

involve personal pronoun, relative pronoun, demonstrative pronoun,

and possessive pronoun. Personal pronoun such as “it”, “we”,

“they”, “them”, and “she”. Relative pronoun such as “that”.

Demonstrative pronoun such as “this”, “these”, and “those”.

Possessive pronoun such as our, their, and its.

Example:

(1) Rainbow is one of optic phenomena that happens in the

atmosphere of the earth naturally. This phenomenon often

appears after rain. We can see it at the mountain range,

waterfall, or when it is cloudy, or when it is raining and rising

of the sun (Text 13, sentence 1 & 2).

88

From the example above, the word that is relative pronoun

which refers to rainbow. The words this and it that occur firstly in

the second sentence are used to represent rainbow. It is acts as

object. The word we refers to people, it functions as subject. While it

refers to the earth and it functions as subject.

c. Using transition signals

Transition signals are used to signal relationship between ideas

in the writing. It is similar to change from one item of idea to

another. There are 314 instances of transition signals in the

explanation texts analyzed in this research. It is the second position

of the most frequent type of coherence after the use of key nouns. It

used words such as “when”, “then”, “and”, “or”, “finally”,

“because”, “in conclusion”, “therefore”, “before that”, “the first”,

“the last”, “second”, “third”, “fourth”, “until”, “while”, “also”, “so”,

“after that”, “but” and so forth.

Example:

(1) Rainbow often appears after the rain stops. Rainbow consists

of a big bow spectrum and happens from water droplets which

reflected parallel because of the light of the sun (Text 8,

sentence 1 & 2).

(2) First, a butterfly starts life as a very small, round, oval or

cylindrical eggs (Text 22, sentence 3).

89

In both example, after is used to indicate the sequence of

rainbow. It functions as clause connectors. The word and is used to

add idea between the clause, it also acts as clause connectors. The

next is because of which is used to introduce the cause or reason of

the previous condition. First is used to show the chronological order

of the idea in the text. Meanwhile, the word or is used to show an

alternative of the previous clause. It is functions as clause

connectors.

d. Logical order

The use of logical order in the text is based on the topic and the

purpose of the text. Logical order help the writers create a paragraph

with a clear purpose that is easy for the readers to follow. Logical

order categorized into three common kinds, there are chronological

order, logical division of ideas, and comparison or contrast

paragraph. There is only one instance of logical order in the

explanation texts analyzed in this research, it is chronological order.

Because in the 30 explanation texts analyzed in this research are in

the same topics, which explain the sequence of events or steps in a

process, then each of the texts involve chronological order.

Example:

The Metamorphosis of Butterfly

Butterfly is very beautiful God creature. Butterfly has

four stages in his life cycle, each stage is different. Each stage

also has a different goal, is called metamorphosis.

90

First stage a girl butterfly lays eggs on the leaf. She lays

the eggs really close together. The eggs are really small and

round. Until five days the eggs will hatch and tiny worm will

come out.

The second stages is the caterpillar, and sometimes

called larva. A caterpillar is a long creature. It looks like a

worm caterpillar grows really fast. This is because they eat a

lot. It grow so fast that it becomes too big for its skin. So the

caterpillar has to shed its old skin and then get a new skin.

Caterpillar do not stay in this stage very long. While they are

in this stage all they do is eat.

In this stage the caterpillar goes into a resting stage

and it called pupa. This stage may last two weeks, it may last a

whole winter. During this period the caterpillar changes into a

full grown butterfly.

In the final stages the caterpillar opens. Soon the

butterfly comes out. A butterfly is sometimes called imago.

Butterfly is very colorful when the butterfly first come out its

wings are damp. The wings are folded against it body so the

butterfly rest. Once the butterfly has rested. It will be ready to

start flying. It will start to pump his blood to its wings, to get

them working and flapping. It can now learn to fly and then an

old butterfly fly around the world.

From the example above, the chronological order appear, it

organized by the time in which each event occurred. Such as in the

sentences below:

“First stage a girl butterfly lays eggs on the leaf.”

91

“The second stages is the caterpillar, and sometimes called

larva.”

“In this stage the caterpillar goes into a resting stage and it

called pupa.”

“In the final stages the caterpillar opens. Soon the butterfly

comes out.”

92

CHAPTER V

CLOSURE

A. Conclusions

Based on the findings and discussions from the previous chapter, the

researcher draws conclusions as follow:

1. The students‟ competence in producing cohesion at their writing texts

In the 30 explanation texts which written by the students, there are

1316 cohesive ties used in their texts. Grammatical and lexical cohesion

occur in their explanation texts. Reiteration is the most frequent types

among all the types of grammatical and lexical cohesion. There are 573

instances, or 43, 54% of the total occurrences. The second position is

reference with 268 instances, or 20, 36% of the total occurrences.

Collocation emerges as the third rank with 236 instances, or 17, 93% of

the total occurrences. The next position is conjunction with 228

instances, or 17, 32% of the total occurrences. Then, it is followed by

substitution with 11 instances, or 0, 83% of the total occurrences, and the

last is ellipsis with 0 instance, or 0 % of the total occurrences. It means

that the students have good competence in producing cohesion at their

writing texts, because they utilized all the types of cohesion at their

writing texts except ellipsis.

2. The students‟ competence in producing coherence at their writing texts

93

In the 30 explanation texts which written by the students, there are

940 coherent used in their texts. All the coherent types appear. Repeating

key nouns appear as the first rank with 324 instances, or 34, 47% of the

total occurrences. The second rank is transition signals with 314

instances, or 33, 40% of the total occurrences. Then, it is followed by

using consistent pronouns with 272 instances, or 28, 93% of the total

occurrences. And the last position is logical order with 30 instances, or 3,

19% of the total occurrences. This is meant that the students have good

competence in producing coherence at their writing texts, because they

applied all the types of coherence at their writing texts.

B. Suggestions

The researcher would like to give some suggestions which described as

follow:

1. For the writers, based on the findings above, the researcher would like to

suggest that using cohesion and coherence in the writing text is

important. It makes the text can be understood by the readers. Further,

the writers should apply the cohesion and coherence at their writing texts.

2. For the teachers, it has been known that using cohesion and coherence is

very important. The researcher suggests the teachers to be able to teach

and make use knowledge about cohesion and coherence to their students

at their writing texts.

94

3. For the next researchers, the next researchers can investigate more than

this research has achieved. They can look for cohesive and coherent

devices in the different types of texts.

4. For English Education Department of Teacher Training and Education

Faculty of State Institute for Islamic Studies (IAIN) Salatiga, the

researcher suggests that findings of this research about cohesion and

coherence are important to be included for enrichment of method in

teaching writing material.

95

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“Developing English Competence”.

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Edition. USA: Atlantic Path Publishing.

Maghfiroh, Siti. 2013. Coherence Breaks in Essay Made by the 6th

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Tanawong, Parin. 2014. The Relationship between Cohesion and

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98

99

100

101

102

103

DAFTAR NILAI SKK

Nama : Wahyu Dyah Nur Anis Wachidah

NIM : 113 12 169

Jurusan/ Progdi : Tarbiyah/ Tadris Bahasa Inggris

No Nama Kegiatan Waktu Status Skor

1 OPAK STAIN Salatiga 05-07 September 2012 Peserta 3

OPAK Jurusan Tarbiyah STAIN Salatiga 08-09 September 2012 Peserta 3

2 Orientasi Dasar Keislaman STAIN Salatiga 10 September 2012 Peserta 2

3

Seminar Entrepreneurship dan

Perkoperasian oleh MAPALA

MITAPASA dan KSEI STAIN Salatiga

11 September 2012 Peserta 2

4 Achievement Motivation Training dengan

AMT, Bangun Karatkter Raih Prestasi

12 September 2012 Peserta 2

5

Semalam Sehati “Satu Malam

Meningkatkan Integritas Mahasiswa

Syariah” oleh HMJ STAIN Salatiga

13-14 Oktober 2012 Peserta 2

6

Lomba Karya Tulis Ekonomi Syariah

“Ekonomi Islam Kini dan Nanti” oleh KSEI

STAIN Salatiga

20 Oktober 2012 Panitia 3

7 Entrepreneurship Training STAIN Salatiga 25 Maret 2013 Peserta 2

8

Seminar Nasional & Dialog Publik

“Penyesuaian Harga BBM Bersubsidi”

STAIN Salatiga

27 Juni 2013 Panitia 8

9 Akhirussana Ma‟had STAIN Salatiga 30 Juni 2013 Peserta 2

10

Seminar Internasional “Politik Jihad dan

Terorisme” oleh Jurusan Syari‟ah dan

Ekonomi Islam STAIN Salatiga

11 September 2013 Peserta 8

11 Islamic Public Speaking Training di 9 Juni 2014 Peserta 2

104

Festival Dakwah Milad xii LDK Darul

Amal STAIN Salatiga

12

TOEFL Prediction Score Certificate of

Achievement oleh Easy Language

Education

12 Oktober 2014 Peserta 2

13 Sekolah Pasar Modal Syariah “Level Basic

1 atau Pendidikan Tingkat 1”

13 Oktober 2014 Peserta 2

14

Seminar Nasional “Optimalisasi Sumber

Daya Insani Terhadap Lembaga Keuangan

Syariah” oleh KSEI STAIN Salatiga

14 Oktober 2014 Peserta 8

15

Tabligh Akbar “Membangun Karakter

8Mahasiswa Islamic Entrepreneurship”

oleh KSEI STAIN Salatiga

14 Oktober 2014 Peserta 2

16

Diklat Ekonomi Islam “Be The Generation

of Sharia Economics” oleh KSEI STAIN

Salatiga

19-20 Oktober 2013 Panitia 3

17

Seminar Nasional Bahasa Arab

“Implementasi Kurikulum 2013 pada

Mapel Bahasa Arab Tingkat Dasar dan

Tingkat Menengah dalam Upaya Menjawab

Tantangan Pengajaran Bahasa Arab” oleh

ITTAQO STAIN Salatiga

4 November 2014 Peserta 8

18

Talkshow Pra Nikah “Menjemput Jodoh

Impian” oleh LDK Daarul Amal STAIN

Salatiga

9 November 2014 Peserta 2

19 Workshop Jurnalistik Program PPP IAIN

Salatiga di Asrama MAN Model Kendal

7 Agustus 2015 Panitia 3

20

Workshop Fashion and Beauty Program

PPP IAIN Salatiga di Asrama MAN Model

Kendal

14 Agustus 2015 Panitia 3

105

21

Workshop Keterampilan Recycle Program

PPP IAIN Salatiga di Asrama MAN Model

Kendal

21 Agustus 2015 Panitia 3

22

The Exclusive One Day Workshop Trading

for Living. In the event of Workshop Forex

trading system and Live Demo IAIN

Salatiga

20 Oktober 2015 Peserta 2

23

“Hari Pahlawan” Ceremony at Embassy of

the Republic of Indonesia Bangkok,

Thailand

10 November 2015 Panitia 3

24

Praktek Kerja Lapangan/ Magang dalam

rangka mengaplikasikan ilmu yang didapat

dari IAIN Salatiga di Kedutaan Besar

Republik Indonesia Bangkok, Thailand

29 Oktober-27

November 2015

Praktik

an

4

25

Seminar “Stay Positive! Can‟t Live a

Positive Life with a Negative Mind” IAIN

Salatiga

8 Desember 2015 Peserta 2

26 Seminar “Scholarship Guideline Seminar”

IAIN Salatiga

28 Desember 2015 Peserta 2

27

Pelatihan Murottal untuk Santriwan/wati

TPA Masjid Safinatussalam di Posko 63

Dusun Sabatan, Desa Ringinanom,

Magelang

01-27 Februari 2016 Pemate

ri

4

28

Panitia Perlombaan TPA dengan tema

“Festival Anak Shaleh” tingkat dusun di

Dusun Sabatan Ringinanom Kec.

Tempuran, Magelang

7 Februari 2016 Panitia 3

29

Panitia Perlombaan TPA dengan tema

“Festival Anak Shaleh” tingkat desa di

Desa Ringinanom Kec. Tempuran,

21 Februari 2016 Panitia 3

106

Magelang

30

Seminar Nasional “Reinventing

Kebudayaan Indonesia Untuk Kebangkitan

HMI di Era Modern”

28 Mei 2016 Peserta 8

31

Pesantren Romadlon tingkat Sekolah dalam

rangka meingkatkan Akhlaqul Karimah

sebagai wujud pembinaan karakter peserta

didik di SMP Negeri 9 Salatiga

23 Juni 2016 Pemate

ri

4

Jumlah 110

107

Appendix 1. Data Sheets of Cohesion and Coherence Analysis in the

Students’ Explanation Texts

Notes:

Text : 1

Name : Tika Lutfia N

NIM : 113-14-035

Title : How a Rainbow Happen

No Sentence

Number of

cohesive

ties

Cohesive item

Number of

coherent

ties

Coherent

item Type

Presupposed

item

1 This phenomenon

often appears after

rain

3 This

Phenomenon

Rain

2

This

After

A1.2

A5.1

A6

B2

B3

Rainbow

Phenomena

Rainbow

Rainbow

-

2 We can see it at

mountain range,

waterfall, or when

it is raining and

rising of the sun

7 We

It

Or

It

Raining

And

Sun

6

We

It

Or

When

It

And

A1.1

A1.1

A4.1

A1.1

A5.1

A6

A4.1

A6

B2

B2

B3

B3

B2

B3

People

Rainbow

-

Earth

Rain

Rainbow

-

Rainbow

People

Rainbow

-

-

Earth

-

3 Rainbow is an arc

spectrum which is

so large refracted

by sunlight

3 Rainbow

Arc

Sunlight

3

Rainbow

A5.1

A5.2

A6

B1

Rainbow

Rainbow

Rainbow

Rainbow

1. A1.1 : Personal Reference

2. A1.2 : Demonstrative Reference

3. A1.3 : Comparative Reference

4. A2.1 : Nominal Substitution

5. A2.2 : Verbal Substitution

6. A2.3 : Clausal Substitution

7. A3.1 : Nominal Ellipsis

8. A3.2 : Verbal Ellipsis

9. A3.3 : Clausal Ellipsis

10. A4.1 : Additive

11. A4.2 : Adversative

10. A4.3 : Causal

11. A4.4 : Temporal

12. A5.1 : Repetition

13. A5.2 : Synonym

14. A5.3 : Superordinate

15. A5.4 : General Word

16. A6 : Collocation

17. B1 : Repeating keywords

18. B2 : Using consistent pronoun

19. B3 : Using transition signals

20. B4 : Logical order

108

Arc

Which

B1

B2

Rainbow

-

4 Light is refracted

like light passing

through a glass

prism

2 Light

Prism

1

Prism

A5.1

A5.2

B1

Light

Rainbow

Rainbow

5 Rainbow is

happening begin

when the sunlight

passing through the

raindrops

5 Rainbow

Sunlight

Raindrops

2

Rainbow

When

A5.1

A5.1

A6

A5.2

A6

B1

B3

Rainbow

Sunlight

Rainbow

Water droplets

Rainbow

Rainbow

-

6 The white light,

now separated

from each other

into a spectrum of

colors

2 Spectrum

Colors

A5.1

A5.1

Spectrum

Colors

7 The process does

not stop there

1 There A1.2 The white

light, now

separated from

each other into

a spectrum of

colors

8 There is more light

separated from

each other in the

droplets

3 More

Light

Droplets

A1.3

A5.1

A5.1

Light

Light

Droplets

9 We can make a

rainbow through

the water spray

2 We

Rainbow

2

We

Rainbow

A1.1

A5.1

B2

B1

People

Rainbow

People

Rainbow

10 Spray lots of water

and we will see a

small rainbow that

we can touch

easily

4 And

We

Rainbow

We

5

And

We

Rainbow

That

We

A4.1

A1.1

A5.1

A1.1

B3

B2

B1

B2

B2

-

People

Rainbow

People

-

People

Rainbow

-

People

11 That is the

explanation about

how rainbow

happen and how

we can make it true

5 That is

Rainbow

And

We

It

A4.4

A5.1

A4.1

A1.1

A1.1

-

Rainbow

-

People

Rainbow

109

5

That is

Rainbow

And

We

It

B3

B1

B3

B2

B2

-

Rainbow

-

People

Rainbow

Text : 2

Name : Lailatul Maghfiroh

NIM : 113-14-200

Title : How Rainbow Happens?

No Sentence Number of

cohesive ties Cohesive item

Number of

coherent

ties

Coherent

item Type

Presupposed

item

1 Rainbow is one of

optic phenomena

that happens in the

atmosphere of the

earth naturally

1 One

1

That

A2.1

B2

-

-

2 We can see it when

the sky is cloudy,

or when it is

raining and rising

of the sun

8 We

It

Sky

Or

It

Raining

And

Sun

6

We

It

When

Or

When

It

And

A1.1

A1.1

A6

A4.1

A1.1

A6

A4.1

A6

B2

B2

B3

B3

B3

B2

B3

People

Rainbow

Earth

-

Sky

Rainbow

-

Rainbow

People

Rainbow

-

-

-

Sky

-

3 The phenomenon

is caused by

reflection,

refraction, and

dispersion of light

in water droplets

appearing in the

sky

4

The

phenomenon

And

Water

droplets

1

And

A5.1

A4.1

A5.2

A6

B3

Phenomenon

-

Raining

Rainbow

-

4 Rainbow happens

when sunlight and

rain combine in a

very specific way

5 Rainbow

Sunlight

And

Rain

A5.1

A6

A4.1

A5.1

Rainbow

Rainbow

-

Raining

110

3

Rainbow

When

And

A6

B1

B3

B3

Rainbow

Rainbow

-

-

5 When the white

light of the

sunlight comes

down to the earth,

but the light beam

hit raindrops on the

way down

8 Sunlight

Earth

But

Light

Beam

Raindrops

2

When

But

A5.1

A6

A5.1

A4.2

A5.1

A5.1

A5.1

A6

B3

B3

Sunlight

Rainbow

Earth

-

Light

Beam

Raindrops

Rainbow

-

-

6 So the different

colors will make

up the beam

separate

4 So

Different

Colors

Beam

1

So

A4.3

A1.3

A5.1

A5.1

B3

-

-

Colors

Beam

-

Text : 3

Name : Tri Agustin

NIM : 113-14-081

Title : How the Rainbow Happen

No Sentence Number of

cohesive ties

Cohesive

item

Number of

coherent ties

Coherent

item Type

Presupposed

item

1 Rainbow is one of

optic phenomena

that happens in the

atmosphere of the

earth naturally

1 One

1

that

A2.1

B2

-

-

2 Rainbow is a circle

form, not a

parabola form

1 Rainbow

1

Rainbow

A5.1

B1

Rainbow

Rainbow

3 A rainbow caused

by many factors

like sunlight, drop

of water,

refraction, etc.

2 A rainbow

Sunlight

1

A

rainbow

A5.1

A6

B1

Rainbow

Rainbow

Rainbow

4 A rainbow

identified as red,

orange, yellow,

green, blue, indigo,

and violet.

2 A rainbow

And

2

A

rainbow

And

A5.1

A4.1

B1

B3

Rainbow

-

Rainbow

-

5 Rainbow is formed 7 Rainbow A5.1 Rainbow

111

because refraction

of sunlight by

drops of water in

the atmosphere

Because

Refraction

Sunlight

Drops of

water

Atmosphere

2

Rainbow

Because

A4.3

A5.1

A5.1

A6

A5.1

A5.1

B1

B3

-

Refraction

Sunlight

Rainbow

Drops of

water

Atmosphere

Rainbow

-

6 Rainbow color

formation process

occurs when white

light become a

spectrum of color

through raindrops

5 Rainbow

Color

Color

Raindrops

2

Rainbow

When

A5.1

A5.1

A5.1

A5.1

A6

B1

B3

Rainbow

Colors

Color

Raindrops

Rainbow

Rainbow

-

7 Rainbow has

different color

caused by

electromagnetic

waves, especially

wavelength of

color

4 Rainbow

Different

Color

Color

1

Rainbow

A5.1

A1.3

A5.1

A5.1

B1

Rainbow

-

Color

Color

Rainbow

8 Red is more

dominant than

another color

caused by having

biggest wave

between others

6 More

Color

Biggest

Wave

Others

1

Another

A1.3

A5.1

A5.3

A1.3

A5.1

A1.3

B3

-

Color

Red

-

Wave

-

-

9 Therefore, the red

one is the highest

order and purple

one is in lowest

order

7 Therefore

Red

One

Highest

And

One

Lowest

2

Therefore

And

A4.3

A5.1

A2.1

A1.3

A4.1

A2.1

A1.3

B3

B3

-

Red

-

-

-

-

-

-

-

112

Text : 4

Name : Dewi Mariam

NIM : 113-14-025

Title : How The Rainbow Happen?

No Sentence Number of

cohesive ties Cohesive item

Number of

coherent

ties

Coherent

item Type

Presupposed

item

1 Rainbow is a

natural

phenomenon

1 Rainbow

1

Rainbow

A5.1

B1

Rainbow

Rainbow

2 Phenomenon

occurs only in the

rain along with the

sun shining, and

therefore, the

rainbow always

appears directly

8 Phenomenon

Rain

Sun

And

Therefore

Rainbow

2

Rainbow

And

therefore

A5.1

A5.1

A6

A5.1

A6

A4.1

A4.2

A5.1

B1

B3

Phenomenon

Rain

Rainbow

Sun

Rainbow

-

-

Rainbow

Rainbow

-

3 Rainbow occurs

when rain or

drizzle after heavy

rain stopped

8 Rainbow

Rain

Or

Drizzle

Heavy rain

4

Rainbow

When

Or

After

A5.1

A5.1

A6

A4.1

A5.2

A6

A5.2

A6

B1

B3

B3

B3

Rainbow

Rain

Rainbow

-

Rain

Rainbow

Rain

Rainbow

Rainbow

-

-

-

4 After the heavy

rain stopped, the

air filled with the

vapors of water

2 Heavy rain

1

After

A5.1

A6

B3

Heavy rain

Rainbow

-

5 Rainbow can occur

anytime and

anywhere

2 Rainbow

And

2

Rainbow

And

A5.1

A4.1

B1

B3

Rainbow

-

Rainbow

-

6 Rainbow formed

by the refraction of

sunlight by water

pressure in the

atmosphere

3 Rainbow

Sunlight

Water

1

Rainbow

A5.1

A6

A5.1

B1

Rainbow

Rainbow

Water

Rainbow

113

7 When sunlight

through water

droplets, the light

is bent in such a

way that makes the

colors

6 Sunlight

Water

droplets

Light

Colors

2

When

That

A5.1

A6

A5.2

A6

A5.1

A5.1

B3

B2

Sunlight

Rainbow

Raindrops

Rainbow

Light

Colors

-

-

8 All colors of the

rainbow produced

by sunlight begin

4 Colors

Rainbow

Sunlight

1

Rainbow

A5.1

A5.1

A5.1

A6

B1

Colors

Rainbow

Sunlight

Rainbow

Rainbow

Text : 5

Name : Nur Kayati

NIM : 113-14-020

Title : How Rainbow Occur

No Sentence Number of

cohesive ties Cohesive item

Number of

coherent

ties

Coherent

item Type

Presupposed

item

1 A rainbow is a

meteorological

phenomenon that

is caused by

reflection,

refraction, and

dispersion of light

in water droplets,

resulting in a

spectrum of light

appearing in the

sky

4 And

Water

droplets

Light

Sky

2

That is

And

A4.1

A6

A5.1

A6

B2

B3

-

Rainbow

Light

Rainbow

-

-

2 Rainbow is one of

the most beautiful

or wonderful thing

in the world

4 Rainbow

One

Most

beautiful

Or

2

Rainbow

Or

A5.1

A2.1

A1.3

A4.1

B1

B3

Rainbow

-

-

-

Rainbow

-

3 Rainbow happen to

begin when the

sunlight passing

through the

raindrops

4 Rainbow

Sunlight

Raindrops

A5.1

A6

A5.2

A6

Rainbow

Rainbow

Water droplets

Rainbow

Rainbow

114

2 Rainbow

When

B1

B3

-

4 The light is

deflected to the

center of droplets

2 The light

Droplets

A5.1

A5.2

Light

Water droplets

5 The white light is

separated from

each other into a

spectrum of colors

1 Spectrum A5.1

Spectrum

6 The colors that

have been

separated, then

separate again into

very small portions

2 The colors

Then

2

That

Then

A5.1

A4.4

B2

B3

Colors

-

-

-

7 There is more light

separated from

each other in the

droplets

3 More

Light

Droplets

A1.3

A5.1

A5.1

-

Light

Droplets

8 Finally, those

colors form a light

curve called

rainbow

6 Finally

Those

Colors

Light

Curve

Rainbow

4

Finally

Those

Curve

Rainbow

A4.4

A1.2

A5.1

A5.1

A5.2

A5.1

B3

B2

B1

B1

-

Colors

Colors

Light

Rainbow

Rainbow

-

Colors

Rainbow

Rainbow

9 From our place, we

only see a

maximum of a half

circle rainbow

3 Our

We

Rainbow

3

Our

We

Rainbow

A1.1

A1.1

A5.1

B2

B2

B1

We

People

Rainbow

We

People

Rainbow

10 Because rainbow

created involving

distance with water

droplets, the

rainbow always

moves to follow

the movement of

anyone who seen it

6 Because

Rainbow

Water

droplets

Rainbow

It

5

Because

Rainbow

Rainbow

Anyone

It

A4.3

A5.1

A5.1

A6

A5.1

A1.1

B3

B1

B1

B2

B3

-

Rainbow

Water droplets

Rainbow

Rainbow

Rainbow

-

Rainbow

Rainbow

People

Rainbow

11 It makes our 3 It A1.1 Water droplets

115

distance with

rainbow constant

Our

Rainbow

3

It

Our

Rainbow

A1.1

A5.1

B2

B2

B1

We

Rainbow

Water droplets

We

Rainbow

Text : 6

Name : Afidhatus Sholihatul K

NIM : 113-14-020

Title : -

No Sentence Number of

cohesive ties Cohesive item

Number of

coherent

ties

Coherent

item Type

Presupposed

item

1 Rainbow often

appears after the

rain stops

1 Rain

1

After

A6

B3

Rainbow

-

2 Rainbow consists

of a big bow

spectrum

2 Rainbow

Bow

2

Rainbow

Bow

A5.1

A5.2

B1

B1

Rainbow

Rainbow

Rainbow

Rainbow

3 Rainbow happens

from water

droplets which

reflected because

of the light of the

sun

4 Rainbow

Water

droplets

Because of

Sun

2

Rainbow

Because

of

A5.1

A6

A4.3

A6

B1

B3

Rainbow

Rainbow

-

Rainbow

Rainbow

-

4 When the sun is

shining and the

light passing

through water

droplets, we can

see a reflection

because of a wide

variety of colors

8 Sun

And

The light

Water

droplets

We

Because of

4

When

And

We

Because

of

A5.1

A6

A4.1

A5.1

A5.1

A6

A1.1

A4.3

B3

B3

B2

B3

Sun

Rainbow

-

The light

Water

droplets

Rainbow

People

-

-

-

People

-

5 The light is

deflected to the

center of the

droplets

2 The light

Droplets

A5.1

A5.1

The light

Droplets

116

6 The white light is

separated from

each other into a

spectrum of colors

2 Spectrum

Colors

A5.1

A5.1

Spectrum

Colors

7 There is more light

separated from

each other in the

droplets

3 More

Light

Droplets

A1.3

A5.1

A5.1

-

Light

Droplets

8 In conclusion, the

rainbow happens

when the rain stop,

then the sunlight

pass through the

droplets

8 In

conclusion

Rainbow

Rain

Then

Sunlight

Droplets

4

In

conclusion

Rainbow

When

Then

A4.4

A5.1

A5.1

A6

A4.4

A5.1

A6

A5.1

B3

B1

B3

B3

-

Rainbow

Rain

Rainbow

-

Sunlight

Rainbow

Droplets

-

Rainbow

-

-

9 From the ground,

we can see a half

circle of variety

colors, called

rainbow

3 We

Colors

Rainbow

2

We

rainbow

A1.1

A5.1

A5.1

B2

B1

People

The colors

Rainbow

People

Rainbow

Text : 7

Name : Ira Kusumawati

NIM : 113-14-065

Title : How Does Rainbow Form?

No Sentence Number of

cohesive ties Cohesive item

Number of

coherent

ties

Coherent

item Type

Presupposed

item

1 The third, each

color will be

curved on the

corner

2 The third

Color

1

The third

A4.4

A5.1

B3

-

Colors

-

2 The first color that

will be curved is

purple, and the last

one is red

5 The first

Color

And

The last

One

4

The first

That

A4.4

A5.1

A4.1

A4.4

A2.1

B3

B2

-

Color

-

-

-

-

-

117

And

The last

B3

B3

-

-

3 It makes the red

color is more

dominant

3 It

Red color

More

1

It

A1.1

A5.1

A1.3

B2

Color that will

be curved

Red

-

Color that will

be curved

4 The last process is

the other colors

being apart, so it

will make a

beautiful rainbow

5 The last

Color

So

It

Rainbow

4

The last

So

It

Rainbow

A4.4

A5.1

A4.3

A1.1

A5.1

B3

B3

B2

B1

-

Color

-

The other

colors being

apart

Rainbow

-

-

The other

colors being

apart

Rainbow

5 The rainbow

happens because of

four processes

2 The

rainbow

Because of

2

The

rainbow

Because of

A5.1

A4.3

B1

B3

Rainbow

-

Rainbow

-

6 We can see the

rainbow in rainy

season or in the

high place

5 We

The

rainbow

Rainy

Or

3

We

The

rainbow

Or

A1.1

A5.1

A5.2

A6

A4.1

B2

B1

B3

People

The rainbow

Raindrops

Rainbow

-

People

The rainbow

-

Text : 8

Name : Umi Laelatul K

NIM : 113-14-173

Title : How Does Rainbow Happen?

No Sentence Number of

cohesive ties Cohesive item

Number of

coherent

ties

Coherent

item Type

Presupposed

item

1 Rainbow often 1 Rain A6 Rainbow

118

appears after the

rain stops

1 After B3 -

2 When the sun is

shining and the

light passing

through water

droplets, we can

see a reflection

because of a wide

variety of colors

8 The sun

And

The light

Water

droplets

We

Because of

4

When

And

We

Because of

A5.1

A6

A4.1

A5.1

A5.1

A6

A1.1

A4.3

B3

B3

B2

B3

The sun

Rainbow

-

The light

Water

droplets

Rainbow

People

-

-

-

People

-

3 The light passes

and reflects like a

light passing

through a prism

mirror

4 The light

And

A light

Prism

2

And

Prism

A5.1

A4.1

A5.1

A5.2

B3

B1

The light

-

The light

Rainbow

-

Rainbow

4 Rainbow happen to

begin when the

sunlight passing

through the

raindrops

4 Rainbow

The

sunlight

Raindrops

2

Rainbow

When

A5.1

A6

A5.2

A6

B1

B3

Rainbow

Rainbow

Water

droplets

Rainbow

Rainbow

-

5 The light is

deflected to the

center of the

droplets

2 The light

The

droplets

A5.1

A5.2

The light

Water

droplets

6 The white light is

separated from

each other into a

spectrum of colors

1 Colors A5.1 Colors

7 The colors that

have been

separated, then

separate again into

very small portions

2 The colors

Then

2

That

Then

A5.1

A4.4

B2

B3

Colors

-

-

-

8 There is more light

separated from

each other in the

3 More

Light

The

A1.3

A5.1

A5.1

-

The light

The droplets

119

droplets droplets

9 Finally, those

colors from a light

curve called

rainbow

6 Finally

Those

Colors

Light

Curve

Rainbow

4

Finally

Those

Curve

Rainbow

A4.4

A1.2

A5.1

A5.1

A5.2

A5.1

B3

B2

B1

B1

-

Colors

Colors

The light

Rainbow

Rainbow

-

Colors

Rainbow

Rainbow

10 On the ground, we

only see a

maximum of a half

circle rainbow

2 We

Rainbow

2

We

Rainbow

A1.1

A5.1

B2

B1

People

Rainbow

People

Rainbow

11 Because rainbow

created involving

distance with water

droplets, the

rainbow always

move to follow the

movement of

anyone who seen it

6 Because

Rainbow

Water

droplets

Rainbow

It

5

Because

Rainbow

Rainbow

Anyone

It

A4.3

A5.1

A5.1

A6

A5.1

A1.1

B3

B1

B1

B2

B2

-

Rainbow

Water

droplets

Rainbow

Rainbow

Rainbow

-

Rainbow

Rainbow

People

Rainbow

12 It makes our

distance with

rainbow constant,

in other word, we

could never

approach the

rainbow

6 It

Our

Rainbow

In other

word

We

Rainbow

6

It

Our

Rainbow

In other

word

We

Rainbow

A1.1

A1.1

A5.1

A4.1

A1.1

A5.1

B2

B2

B1

B3

B2

B1

Water

droplets

We

Rainbow

-

People

Rainbow

Water

droplets

We

Rainbow

-

People

Rainbow

120

Text : 9

Name : Dwi Jayanti

NIM : 113-14-163

Title : How does rainbow happen?

No Sentence Number of

cohesive ties Cohesive item

Number of

coherent

ties

Coherent

item Type

Presupposed

item

1 Rainbow is a

meteorological

phenomenon that

is caused by

reflection,

refraction, and

dispersion of light

in water droplets,

resulting in a

spectrum of light

appearing in the

sky

4 And

Water

droplets

Light

Sky

2

That

And

A4.1

A6

A5.1

A6

B2

B3

-

Rainbow

Light

Rainbow

-

-

2 Sunlight is actually

made up of

different colors

that we don't

usually see

5 Sunlight

Different

Colors

We

2

That

We

A5.1

A6

A1.3

A5.1

A1.1

B2

B2

Sunlight

Rainbow

-

Colors

People

-

People

3 When a beam of

sunlight comes

down to earth, the

light is white

4 A beam

Sunlight

The light

1

When

A5.1

A5.1

A6

A5.1

B3

The beams

Sunlight

Rainbow

Light

-

4 But, if the light

beam happens to

hit raindrops on the

way down at a

certain angle

5 But

The light

Beam

Raindrops

2

But

If

A4.3

A5.1

A5.1

A5.1

A6

B3

B3

-

The light

Beam

Raindrops

Rainbow

-

-

5 The different

colors that make

up the beam

separate

5 Different

Colors

The beam

1

That

A1.3

A5.1

A5.1

B2

-

Colors

Beam

-

6 So that we can see

them

3 So

We

Them

4

So

A4.3

A1.1

A1.1

B3

-

People

Colors

-

121

That

We

Them

B2

B2

B2

-

People

Colors

7 Rainbow has many

colors

2 Rainbow

Colors

1

Rainbow

A5.1

A5.1

B1

Rainbow

Colors

Rainbow

8 They are red,

yellow, orange,

green, blue, indigo,

and violet

2 They

And

2

They

And

A1.1

A4.1

B2

B3

Colors

-

Colors

-

9 When the rainbow

came, it is

beautiful too

2 Rainbow

It

3

When

Rainbow

It

A5.1

A1.1

B3

B1

B2

Rainbow

Rainbow

-

Rainbow

Rainbow

Text : 10

Name : Tasfiatun Niswati

NIM : 113-14-032

Title : Rainbow

No Sentence Number of

cohesive ties Cohesive item

Number

of

coherent

ties

Coherent

item Type

Presupposed

item

1 It may appears

after the rain, that

caused by

reflection,

refraction, and

dispersion of light

in water droplets,

resulting in a

spectrum of light

appearing in the

sky

7 It

Rain

And

Water

droplets

Light

Sky

4

It

After

That

And

A1.1

A6

A4.1

A5.2

A6

A5.1

A6

B2

B3

B2

B3

Rainbow

Rainbow

-

Rain

Rainbow

Light

Rainbow

Rainbow

-

-

-

2 The first thing

before the rainbow

is coming is the

rain stops and then

the sunlight

appears

6 The first

Rainbow

Rain

And then

Sunlight

4

The first

Before

Rainbow

And then

A4.4

A5.1

A5.1

A6

A4.1

A6

B3

B3

B1

B3

-

Rainbow

Rain

Rainbow

-

Rainbow

-

-

Rainbow

-

3 The last is the 8 The last A4.4 -

122

color separates and

bounces back

towards the rain

drops, and formed

the warped light

like colors curve

Color

And

Raindrops

And

Light

Colors

Curve

4

The last

And

And

Curve

A5.1

A4.1

A5.1

A6

A4.1

A5.1

A5.1

A5.2

B3

B3

B3

B1

Color

-

Raindrops

Rainbow

-

Light

Color

Rainbow

-

-

-

Rainbow

4 The wonderful

phenomenon

appears after the

rain makes the

eyes and the heart

feels peaceful

4 Phenomenon

Rain

And

2

After

And

A5.1

A5.1

A6

A4.1

B3

B3

Phenomenon

Rain

Rainbow

-

-

-

Text : 11

Name : Hayyu Nafi’atul Fauziyah

NIM : 113-14-030

Title : Rainbow

No Sentence Number of

cohesive ties Cohesive item

Number

of

coherent

ties

Coherent

item Type

Presupposed

item

1 Rainbow is one of

life impressive

phenomenon and

often we meet

3 One

And

We

2

And

We

A2.1

A4.1

A1.1

B3

B2

-

-

People

-

People

2 The rainbow

phenomenon often

occurs after the

rain stops

3 The rainbow

Phenomenon

Rain

1

After

A5.1

A5.1

A6

B3

Rainbow

Phenomenon

Rainbow

-

3 Rainbow or often

called as Bianglala

is an optical

phenomenon in the

world of

meteorology

4 Rainbow

Or

Bianglala

Phenomenon

2

Rainbow

Or

A5.1

A4.1

A5.2

A5.1

B1

B3

Rainbow

-

Rainbow

Phenomenon

Rainbow

-

4 Rainbow is a light

with a lot of colors

1 Rainbow

1

Rainbow

A5.1

B1

Rainbow

Rainbow

5 These colors are

reflected parallel

3 These

Colors

A1.2

A5.1

Colors

Colors

123

into the droplets The droplets

1

These

A5.2

B2

Rain

Colors

6 We can see the

rainbow on the

heavy and high

waterfall

3 We

The rainbow

And

3

We

The

rainbow

And

A1.1

A5.1

A4.1

B2

B1

B3

People

Rainbow

-

People

Rainbow

-

7 How does the

rainbow work?

1 Rainbow

1

Rainbow

A5.1

B1

Rainbow

Rainbow

8 Then, the sunlight

is deflected into

the center of the

water droplets

5 Then

Sunlight

Water

droplets

1

Then

A4.4

A5.1

A6

A5.1

A6

B3

-

Sunlight

Rainbow

Water

droplets

Rainbow

-

9 Before that, the

light has white

colors, now they

are separated and

changed into

spectrum colors

6 Before that

The light

Colors

They

And

Colors

4

Before that

Now

They

And

A4.4

A5.1

A5.1

A1.1

A4.1

A5.1

B3

B3

B2

B3

-

A light

Colors

White colors

-

Colors

-

-

White colors

-

10 Then, the light

turns into the

curve, and now we

can see a rainbow

6 Then

The light

Curve

And

We

Rainbow

5

Then

Curve

And

We

Rainbow

A4.4

A5.1

A5.2

A4.1

A1.1

A5.1

B3

B1

B3

B2

B1

-

The light

Rainbow

-

People

Rainbow

-

Rainbow

-

People

Rainbow

11 Rainbow has seven

colors, they are

red, orange,

yellow, green,

blue, pink, and

purple

4 Rainbow

Colors

They are

And

3

Rainbow

They are

And

A5.1

A5.1

A1.1

A4.1

B1

B2

B3

Rainbow

Colors

Colors

-

Rainbow

Colors

-

124

Text : 12

Name : Ayu Wulandari

NIM : 113-14-134

Title : How Does Rainbow Happen

No Sentence Number of

cohesive ties Cohesive item

Number

of

coherent

ties

Coherent

item Type

Presupposed

item

1 Rainbow occurs

because of the

refraction of light

4 Rainbow

Because of

The

refraction

Light

2

Rainbow

Because of

A5.1

A4.3

A5.1

A5.1

B1

B3

Rainbow

-

The refraction

Light

Rainbow

-

2 The sunlight that

passes through a

raindrop and

refracted through

the middle of the

raindrops, will

separate the white

light into the colors

of the spectrum

5 The

sunlight

A raindrop

And

The

raindrops

Colors

1

And

A6

A6

A4.1

A5.1

A6

A5.1

B3

Rainbow

Rainbow

-

A raindrop

Rainbow

Colors

-

3 Then the colors

bouncing in the

backdrop of rain,

which is a result of

visible light into a

rainbow arched

6 Then

Colors

Rain

Light

Rainbow

2

Then

Rainbow

A4.4

A5.1

A5.1

A6

A5.1

A5.1

B3

B1

-

Colors

Raindrop

Rainbow

Light

Rainbow

-

Rainbow

Text : 13

Name : Wahyu Tri Lestari

NIM : 113-14-068

Title : How Does Rainbow Happen?

No Sentence Number of

cohesive ties Cohesive item

Number

of

coherent

ties

Coherent

item Type Presupposed item

1 Rainbow is one of

optic phenomena

that happens in the

atmosphere of the

earth naturally

1 One

1

That

A2.1

B2

-

-

2 We can see it at the 9 We A1.1 People

125

mountain range, or

when it is cloudy

or when it is

raining and rising

of sun

It

Or

It

Or

It

Raining

And

The sun

9

We

It

Or

When

It

Or

When

It

And

A1.1

A4.1

A1.1

A4.1

A1.1

A6

A4.1

A6

B2

B2

B3

B3

B2

B3

B3

B2

B3

Rainbow

-

Earth

-

Earth

Rainbow

-

Rainbow

People

Rainbow

-

-

Earth

-

-

Earth

-

3 We can see it

perfectly, if it is

seen by standing in

the high place

3 We

It

It

4

We

It

If

It

A1.1

A1.1

A1.1

B2

B2

B3

B2

People

Rainbow

Rainbow

People

Rainbow

-

Rainbow

4 When the sun is

shining and the

light passing

through water

droplets, we can

see a refraction

because of wide

variety of colors

8 The sun

And

The light

Water

droplets

We

Because of

4

When

And

We

Because of

A5.1

A6

A4.1

A5.1

A5.1

A6

A1.1

A4.3

B3

B3

B2

B3

The sun

Rainbow

-

The light

Water droplets

Rainbow

People

-

-

-

People

-

5 Rainbow happen to

begin when the

sunlight passing

through the

raindrops

3 Rainbow

The

sunlight

The

raindrops

2

Rainbow

When

A5.1

A6

A5.1

A6

B1

B3

Rainbow

Rainbow

The raindrops

Rainbow

Rainbow

-

6 The light is

deflected to the

center of the

2 The light

The

droplets

A5.1

A5.2

The light

Water droplets

126

droplets

7 The white light is

separated from

each other into a

spectrum of colors

2 Spectrum

Colors

A5.1

A5.1

Spectrum

Colors

8 The colors that

have been

separated, then

separate into very

small portions

2 The colors

Then

1

Then

A5.1

A4.4

B3

Colors

-

-

9 There is more light

separated from

each other in the

droplets

3 More

Light

The

droplets

A1.3

A5.1

A5.1

-

The light

The droplets

10 Finally, those

colors form a light

curve called

rainbow

6 Finally

Those

Colors

Light

Curve

Rainbow

4

Finally

Those

Curve

Rainbow

A4.4

A1.2

A5.1

A5.1

A5.2

A5.1

B3

B2

B1

B1

-

Colors

Colors

Light

Rainbow

Rainbow

-

Colors

Rainbow

Rainbow

Text : 14

Name : Utami Rahayu

NIM : 113-14-028

Title : How Rainbow is Happen?

No Sentence Number of

cohesive ties Cohesive item

Number

of

coherent

ties

Coherent

item Type Presupposed item

1 Rainbow or

Bianglala is an

optical

phenomenon in the

world of

meteorology

4 Rainbow

Or

Bianglala

Phenomenon

3

Rainbow

Or

Bianglala

A5.1

A4.1

A5.2

A5.1

B1

B3

B1

Rainbow

-

Rainbow

Phenomenon

Rainbow

-

Rainbow

2 Rainbow has a lot

of colors

1 Rainbow

1

Rainbow

A5.1

B1

Rainbow

Rainbow

3 The colors are

reflected parallel

into the droplets

2 The colors

The droplets

A5.1

A5.2

Colors

Rain

4 Rainbow is formed 4 Rainbow A5.1 Rainbow

127

start when the

sunlight runs

through the water

droplets

The sunlight

The water

droplets

1

Rainbow

A6

A5.2

A6

B1

Rainbow

Droplets

Rainbow

Rainbow

5 Then, the sunlight

is deflected into

the center of the

water droplets

5 Then

The sunlight

The water

droplets

1

Then

A4.4

A5.1

A6

A5.1

A6

B3

-

The sunlight

Rainbow

The water

droplets

Rainbow

-

6 Previously, the

light just has white

color

2 Previously

Color

1

Previously

A4.4

A5.1

B3

-

Colors

-

7 Finally, those

colors form a light

curve and it is

called rainbow

8 Finally

Those

Colors

Light

Curve

And

It

Rainbow

6

Finally

Those

Curve

And

It

Rainbow

A4.4

A1.2

A5.1

A5.1

A5.2

A4.1

A1.1

A5.1

B3

B2

B1

B3

B2

B1

-

Colors

The colors

The light

Rainbow

-

Light curve

Rainbow

-

Colors

Rainbow

-

Light curve

Rainbow

8 Rainbow is

beautiful scenery

in the sky

2 Rainbow

Sky

1

Rainbow

A5.1

A6

B1

Rainbow

Rainbow

Rainbow

9 Many people often

wait when rainbow

will appear

1 Rainbow

2

When

Rainbow

A5.1

B3

B1

Rainbow

-

Rainbow

10 Many of them also

often take the

picture of it

2 Them

It

3

Them

Also

It

A1.1

A1.1

B2

B3

B1

People

Rainbow

People

-

Rainbow

11 In addition, besides

rainbow is formed

naturally, rainbow

also can form

deliberately

3 In addition

Rainbow

Rainbow

5

In

addition

Besides

Rainbow

A4.1

A5.1

A5.1

B3

B3

B1

-

Rainbow

Rainbow

-

-

Rainbow

128

Rainbow

Also

B1

B3

Rainbow

-

Text : 15

Name : Zalsa Febrina Syabilla

NIM : 113-14-118

Title : How Does Rainbow Happen?

No Sentence Number of

cohesive ties Cohesive item

Number

of

coherent

ties

Coherent

item Type Presupposed item

1 Rainbow is a

meteorological

phenomenon that

is caused by

reflection,

refraction, and

dispersion of light

in water droplets,

resulting in a

spectrum of light

appearing in the

sky

4 And

Water

droplets

Light

Sky

2

That is

And

A4.1

A6

A5.1

A6

B2

B3

-

Rainbow

Light

Rainbow

-

-

2 The colors of

rainbow are red,

orange, yellow,

green, blue, indigo,

and violet

2 Rainbow

And

2

Rainbow

And

A5.1

A4.1

B1

B3

Rainbow

-

Rainbow

-

3 Rainbow occurs

when white light

passes the prism,

then the prism

disentangles white

light into seven

colors

5 Rainbow

Prism

Then

The prism

Colors

4

Rainbow

Prism

Then

The prism

A5.1

A5.2

A4.4

A5.1

A5.1

B1

B1

B3

B1

Rainbow

Rainbow

-

Prism

The colors

Rainbow

Rainbow

-

Rainbow

4 On cloudy days,

raindrops act like

prisms and break

sunlight

5 Raindrops

Prisms

And

Sunlight

2

Prisms

And

A5.1

A6

A5.1

A4.1

A6

B1

B3

The raindrops

Rainbow

Prisms

-

Rainbow

Rainbow

-

129

5 So we can see a

rainbow

3 So

We

A rainbow

3

So

We

A rainbow

A4.3

A1.1

A5.1

B3

B2

B1

-

People

Rainbow

-

People

Rainbow

Text : 16

Name : Hanik Saida M

NIM : 113-14-047

Title : How Does Rainbow Happen?

No Sentence Number of

cohesive ties

Cohesive

item

Number of

coherent

ties

Coherent

item Type Presupposed item

1 Rainbow often

appears after the

rain stops

2 Rainbow

Rain

2

Rainbow

After

A5.1

A6

B1

B3

Rainbow

Rainbow

Rainbow

-

2 Rainbow consists

of big bow

spectrum and

happens from

water droplets,

which reflected

parallel because of

the light of the sun

7 Rainbow

Bow

And

Water

droplets

Because of

The sun

5

Rainbow

Bow

And

Which

Because of

A5.1

A5.2

A4.1

A5.1

A6

A4.3

A6

B1

B1

B3

B2

B3

Rainbow

Rainbow

-

Water droplets

Rainbow

-

Rainbow

Rainbow

Rainbow

-

-

-

3 When the sun is

shining and the

light passing

through water

droplets, we can

see a reflection

because of a wide

variety of colors

7 The sun

And

The light

Water

droplets

We

Because of

4

When

And

We

Because of

A5.1

A6

A4.1

A5.1

A5.1

A6

A1.1

A4.3

B3

B3

B2

B3

The sun

Rainbow

-

The light

Water droplets

Rainbow

People

-

-

-

People

-

4 The light passes

and reflect like a

4 The light

And

A5.1

A4.1

The light

-

130

light passing

through a prism

mirror

A light

A prism

2

And

A prism

A5.1

A5.2

B3

B1

The light

Rainbow

-

Rainbow

5 Rainbow happen to

begin when the

sunlight passing

through the

raindrops

4 Rainbow

The

sunlight

Raindrops

2

Rainbow

When

A5.1

A6

A5.2

A6

B1

B3

Rainbow

Rainbow

Water droplets

Rainbow

Rainbow

-

6 Light is deflected

into the middle of

the drops

2 Light

The drops

A5.1

A5.2

A light

Raindrops

7 We often familiar

with the

abbreviation

"Mejikuhibiniu"

1 We

1

We

A1.1

B2

People

People

8 The colors have

been split, then

split again into

very small portions

2 The color

Then

1

Then

A5.1

A4.4

B3

Colors

-

-

9 Finally those

colors form a light

curve called

rainbow

6 Finally

Those

Colors

A light

Curve

Rainbow

4

Finally

Those

Curve

Rainbow

A4.4

A1.2

A5.1

A5.1

A5.2

A5.1

B3

B2

B1

B1

-

Colors

Colors

Light

Rainbow

Rainbow

-

Colors

Rainbow

Rainbow

Text : 17

Name : Nurul Hikmah

NIM : 113-14-061

Title : How Rainbow Happen?

No Sentence Number of

cohesive ties

Cohesive

item

Number of

coherent

ties

Coherent

item Type Presupposed item

1 A rainbow is a

meteorological

phenomenon that

is caused by

reflection,

refraction, and

4 And

Water

droplets

Light

Sky

2

That is

A4.1

A6

A5.1

A6

B2

-

Rainbow

Light

Rainbow

-

131

dispersion of light

in water droplets,

resulting in a

spectrum of light

appearing in the

sky

And

B3

-

2 It takes the form of

a multicolored arc

2 It

Arc

2

It

Arc

A1.1

A5.2

B2

B1

Rainbow

Rainbow

Rainbow

Rainbow

3 Rainbow caused

by sunlight always

appear in the

section of sky

directly opposite

the sun

5 Rainbow

Sunlight

Sky

Sun

1

Rainbow

A5.1

A6

A5.1

A6

A6

B1

Rainbow

Rainbow

Sky

Rainbow

Rainbow

Rainbow

4 Rainbow happens

when sunlight and

rain combine in a

very specific way

6 Rainbow

Sunlight

And

Rain

3

Rainbow

When

And

A5.1

A5.1

A6

A4.1

A5.2

A6

B1

B3

B3

Rainbow

Sunlight

Rainbow

-

Water droplets

Rainbow

Rainbow

-

-

5 The light hat is not

refracted crosses

the air-water

interface

(boundary layer)

1 The light A5.1

Light

6 The reduction of

speed caused the

path of the light to

bend this is called

refraction

3 The light

This is

Refraction

1

This is

A5.1

A1.2

A5.1

B2

The light

-

Refraction

-

7 Hence, the colors

separate.

1 Hence B3 -

8 This phenomenon

is known as

dispersion

3 This

Phenomen

on

Dispersion

2

This

As

A1.2

A5.1

A5.1

B2

B3

Rainbow

Phenomenon

Dispersion

Rainbow

-

9 The angle for each

color of a rainbow

is different

4 For

Color

Rainbow

Different

A4.3

A5.1

A5.1

A1.3

-

The colors

Rainbow

-

132

2 For

Rainbow

B3

B1

-

Rainbow

10 Light at different

angles coming

through many

raindrops form the

rainbow that we

see, in stripes of

red, orange,

yellow, green,

blue, indigo and

violet

8 Light

Different

Angles

Raindrops

Rainbow

We

And

4

Rainbow

That

We

And

A5.1

A1.3

A5.1

A5.2

A6

A5.1

A1.1

A4.1

B1

B2

B2

B3

The light

-

Angle

Water droplets

Rainbow

Rainbow

People

-

Rainbow

-

People

-

Text : 18

Name : Khoirina Hasyin

NIM : 113-14-100

Title : -

No Sentence

Number

of

cohesive

ties

Cohesive

item

Number

of

coherent

ties

Coherent item Type Presupposed item

1 Metamorphosis is a

change of body

shape that occurs in

an organism

(meta= changes,

morfom= form)

1 That B2

-

2 Butterfly includes

in the perfect

metamorphosis

2 Butterfly

Metamorp

hosis

1

Metamorphosis

A6

A5.1

B1

Metamorphosis

Metamorphosis

Metamorphosis

3 The eggs of

butterfly are very

small, it is usually

on the leaf

3 The eggs

Butterfly

It

3

The eggs

Butterfly

It

A5.1

A5.1

A1.1

B1

B1

B2

The eggs

Butterfly

The eggs

The eggs

Butterfly

The eggs

4 The eggs will grow

until a certain time

1 The eggs

2

The eggs

Until

A5.1

B1

B3

The eggs

The eggs

-

5 After the

development of the

embryo in the eggs,

5 The eggs

The

embryo

A5.1

A5.1

The eggs

The embryo

The eggs

133

the embryo will be

prepared out of the

eggs, and form the

larva

The eggs

And

Larva

4

After

The eggs

The eggs

And

A5.1

A4.1

A6

B3

B1

B1

B3

-

Butterfly

-

The eggs

The eggs

-

6 Larva is also called

caterpillar

4 Larva

Caterpillar

3

Larva

Also

Caterpillar

A5.1

A6

A5.2

A6

B1

B3

B1

Larva

Butterfly

Larva

Butterfly

Larva

-

Larva

7 The size of larvae

can be one hundred

times bigger than

the size of larva

was mature

5 Larva

Bigger

Larva

2

Larva

Larva

A5.1

A6

A1.3

A5.1

A6

B1

B1

Larva

Butterfly

-

Larva

Butterfly

Larva

Larva

8 It's usually called

cocoon or pupa

5 It‟s

Cocoon

Or

Pupa

4

It‟s

Cocoon

Or

Pupa

A1.1

A6

A4.1

A5.2

A6

B2

B1

B3

B1

Larva

Butterfly

-

Cocoon

Butterfly

Larva

Cocoon

-

Pupa

9 In this phase needs

a much of energy

which is obtained

by the larva phase

3 In this

phase

Larva

3

In this phase

Which

Larva

A1.2

A5.1

A6

B2

B2

B1

Cocoon or pupa

Larva

Butterfly

Cocoon or pupa

-

Larva

10 The cells of larva

will change form of

the wings, legs,

eyes, and other

parts of the body

5 Larva

Wings

And

The body

2

Larva

And

A5.1

A6

A6

A4.1

A5.1

B1

B3

Larva

Butterfly

Butterfly

-

Body

Larva

-

11 Butterfly usually

eats the honey of

7 Butterfly

Honey

A5.1

A6

Butterfly

Butterfly

134

the flowers, so it

can help the

pollination process

of the flowers

Flowers

So

It

Flowers

3

Butterfly

So

It

A6

A4.3

A1.1

A5.1

A6

B1

B3

B2

Honey

-

Butterfly

Flowers

Honey

Butterfly

-

Butterfly

Text : 19

Name : Eko Nur Cahyono

NIM : 113-14-066

Title : The Lifecycle of a Butterfly

No Sentence

Number

of

cohesive

ties

Cohesive

item

Numbe

r of

cohere

nt ties

Coherent item Type Presupposed item

1 A butterfly has four

(4) stages in its life

cycle

3 A

butterfly

Its

Lifecycle

3

A butterfly

Its

Lifecycle

A5.1

A1.1

A5.1

B1

B2

B1

Butterfly

Butterfly

Life cycle

Butterfly

Butterfly

Life cycle

2 Each stage is

different

1 Different A1.3 -

3 Each stage also has

a different goal

1 Different

1

Also

A1.3

B3

-

-

4 A butterfly

becoming an adult

is called

metamorphosis

3 A

butterfly

Metamorp

hosis

2

A butterfly

Metamorphosis

A5.1

A5.2

A6

B1

B1

A butterfly

Life cycle

Butterfly

A butterfly

Life cycle

5 The life cycle

process can take a

month to a year

1 Lifecycle

1

Lifecycle

A5.1

B1

Life cycle

Life cycle

6 It depends on the

type of butterfly

2 It

Butterfly

2

It

Butterfly

A1.1

A5.1

B2

B1

Life cycle

A butterfly

Life cycle

A butterfly

7 Stages in butterfly

life cycle, there are:

Stage 1: eggs; in

the first stage, a girl

butterfly lays eggs

5 Butterfly

Life cycle

The first

A girl

butterfly

A5.1

A5.1

A4.4

A5.2

Butterfly

Life cycle

-

Butterfly

135

Eggs

5

Butterfly

Life cycle

The first

A girl butterfly

Eggs

A5.1

B1

B1

B3

B1

B1

Eggs

Butterfly

Life cycle

-

Butterfly

Eggs

8 A butterfly first

starts out as an egg

3 A

butterfly

First

An egg

4

A butterfly

First

As

An egg

A5.1

A4.4

A5.1

B1

B3

B3

B1

Butterfly

-

Eggs

Butterfly

-

-

Eggs

9 A girl butterfly lays

the eggs on a leaf.

She lays the eggs

really close

together

4 A girl

butterfly

The eggs

She

The eggs

2

A girl butterfly

The eggs

She

The eggs

A5.1

A5.1

A1.1

A5.1

B1

B1

B2

B1

A girl butterfly

An egg

A girl butterfly

The eggs

A girl butterfly

An egg

A girl butterfly

An egg

10 The eggs are really

small and round

2 The eggs

And

2

The eggs

And

A5.1

A4.1

B1

B3

The eggs

-

The eggs

-

11 About five days

after the eggs are

laid. A tiny worm-

like creature will

hatch from the eggs

2 The eggs

The eggs

3

After

The eggs

The eggs

A5.1

A5.1

B3

B1

B1

The eggs

The eggs

-

The eggs

The eggs

12 Stage 2: caterpillar

(larva); the second

stage is the

caterpillar

2 The

second

stage

The

caterpillar

1

The second

A4.4

A6

B3

-

A butterfly

-

13 A caterpillar is

sometimes called

larva

4 A

caterpillar

Larva

2

A caterpillar

Larva

A5.1

A6

A5.2

A6

B1

B1

The caterpillar

A butterfly

The caterpillar

A butterfly

The caterpillar

The caterpillar

14 A caterpillar is a

long creature

2 A

caterpillar

1

A caterpillar

A5.1

A6

B1

A caterpillar

A butterfly

A caterpillar

136

15 It looks like a worm 2 It

A worm

1

It

A1.1

A5.1

B2

A caterpillar

Worm

A caterpillar

16 This pattern has

stripes or patches

2 This

pattern

Or

2

This pattern

Or

A1.2

A4.1

B2

B3

A cool pattern

-

A cool pattern

-

17 The caterpillar is

hungry once it has

hatched.

3 The

caterpillar

It

2

The caterpillar

It

A5.1

A6

A1.1

B1

B2

A caterpillar

A butterfly

A caterpillar

A caterpillar

A caterpillar

18 It starts to eat

leaves and flowers

3 It

And

Flowers

2

It

And

A1.1

A4.1

A6

B2

B3

A caterpillar

-

Leaves

A caterpillar

-

19 It eats these all the

time. It first eats the

leaf that it was born

on

7 It

These

It

First

The leaf

It

6

It

These

It

First

That

It

A1.1

A1.2

A1.1

A4.4

A5.1

A6

A1.1

B2

B2

B2

B3

B2

B2

A caterpillar

Leaves and

flowers

A caterpillar

-

A leaf

Flowers

A caterpillar

A caterpillar

Leaves and

flowers

A caterpillar

-

-

A caterpillar

20 This is the eating

and growing stage

2 This is

And

2

This is

And

A1.2

A4.1

B2

B3

It first eats the

leaf that it was

born on

-

It first eats the

leaf that it was

born on

-

21 A caterpillar grows

really fast

1 A

caterpillar

A5.1

A6

A caterpillar

A butterfly

137

1 A caterpillar B1 A caterpillar

22 A caterpillar is

really small when it

is born

3 A

caterpillar

It

3

A caterpillar

When

It

A5.1

A6

A1.1

B1

B3

B2

A caterpillar

A butterfly

A caterpillar

A caterpillar

-

A caterpillar

23 It starts to grow fast 1 It

1

It

A1.1

B2

A caterpillar

A caterpillar

24 This is because it

eats all the time

3 This is

Because

It

3

This is

Because

It

A1.2

A4.3

A1.1

B2

B3

B2

It starts to grow

fast

-

A caterpillar

It starts to grow

fast

-

A caterpillar

25 It grows so fast that

it becomes too big

for its skin

4 It

It

For

Its

5

It

That

It

For

Its

A1.1

A1.1

A4.3

A1.1

B2

B2

B2

B3

B2

A caterpillar

A caterpillar

-

A caterpillar

A caterpillar

-

A caterpillar

-

A caterpillar

26 So the caterpillar

has to shed its old

skin

5 So

The

caterpillar

Its

Skin

3

So

The caterpillar

Its

A4.3

A5.1

A6

A1.1

A5.1

B3

B1

B2

-

A caterpillar

A butterfly

A caterpillar

Skin

-

A caterpillar

A caterpillar

27 It then gets new

skin

3 It

Then

Skin

2

It

Then

A1.1

A4.4

A5.1

B2

B3

The caterpillar

-

Skin

The caterpillar

-

28 Caterpillars shed

their skin four or

more times while

they are growing

7 Caterpillar

s

Their

Skin

Or

More

They

A5.1

A6

A1.1

A5.1

A4.1

A1.3

A1.1

The caterpillar

A butterfly

Caterpillars

Skin

-

-

Caterpillars

138

5 Caterpillars

Their

Or

While

They

B1

B2

B3

B3

B2

The caterpillar

Caterpillars

-

-

Caterpillars

29 A caterpillar

shedding its

outgrown skin is

called molting

4 A

caterpillar

Its

Skin

2

A caterpillar

Its

A5.1

A6

A1.1

A5.1

B1

B2

Caterpillars

Butterfly

A caterpillar

Skin

Caterpillars

A caterpillar

30 Caterpillars do not

stay in this stage

very long

3 Caterpillar

s

In this

stage

2

Caterpillars

In this stage

A5.1

A6

A1.2

B1

B2

A caterpillar

Butterfly

Molting

A caterpillar

Molting

31 While they are in

this stage, all they

do is eat

3 They

In this

stage

They

4

While

They

In this stage

They

A1.1

A1.2

A1.1

B3

B2

B2

B3

Caterpillars

Molting

Caterpillars

-

Caterpillars

Molting

Caterpillars

32 Stage 3: chrysalis

(pupa); stage three

is the chrysalis

1 The

chrysalis

1

The chrysalis

A6

B1

A butterfly

The chrysalis

33 The caterpillar

makes a chrysalis

4 The

caterpillar

A

chrysalis

2

The caterpillar

A chrysalis

A5.1

A6

A5.1

A6

B1

B1

Caterpillars

A butterfly

The chrysalis

A butterfly

Caterpillars

The chrysalis

34 Another name for

chrysalis is a pupa

5 For

Chrysalis

Pupa

3

For

Chrysalis

Pupa

A4.3

A5.1

A6

A5.2

A6

B3

B1

B1

-

A chrysalis

A butterfly

A chrysalis

A butterfly

-

A chrysalis

A chrysalis

35 It is mostly brown

or green

2 It

Or

2

It

Or

A1.1

A4.1

B2

B3

Chrysalis

-

Chrysalis

-

139

36 It is the same color

as the things around

it

4 It

Same

Color

It

2

It

It

A1.1

A1.3

A5.3

A1.1

B2

B2

Chrysalis

-

brown and

green

Chrysalis

Chrysalis

Chrysalis

37 Things like the

trees, leaves, or

branches

1 Or

1

Or

A4.1

B3

-

-

38 This is so that other

animals cannot see

it

4 This is

So

Animals

It

4

This is

So

That

It

A1.2

A4.3

A5.3

A1.1

B2

B3

B2

B2

It is the same

color as the

things around it

-

Butterfly,

caterpillar,

chrysalis

Chrysalis

It is the same

color as the

things around it

-

-

Chrysalis

39 This protects them 2 This

Them

2

This

Them

A1.2

A1.1

B2

B2

The same color

as the things

around it

Chrysalis

The same color

as the things

around it

Chrysalis

40 This keeps them

from getting hurt

2 This

Them

2

This

Them

A1.2

A1.1

B2

B2

The same color

as the things

around it

Chrysalis

The same color

as the things

around it

Chrysalis

41 This is the resting

stage

1 This is

1

This is

A1.2

B2

The chrysalis

The chrysalis

42 It also is the

changing stage

1 It

2

It

A1.1

B2

The resting

stage

The resting

stage

140

Also B3 -

43 The caterpillar

starts to changes

2 The

caterpillar

1

The caterpillar

A5.1

A6

B1

The caterpillar

A butterfly

The caterpillar

44 It starts to turn into

a butterfly

2 It

A

butterfly

2

It

Butterfly

A1.1

A5.1

B2

B1

The caterpillar

A butterfly

The caterpillar

A butterfly

45 It starts to look

different

2 It

Different

1

It

A1.1

A1.3

B2

The caterpillar

-

The caterpillar

46 Its shape starts to

change

1 Its

1

Its

A1.1

B2

The caterpillar

The caterpillar

47 It changes quickly 1 It

1

It

A1.1

B2

The caterpillar

The caterpillar

48 It then turns into a

butterfly

3 It

Then

A

butterfly

3

It

Then

Butterfly

A1.1

A4.4

A5.1

B2

B3

B1

The caterpillar

-

A butterfly

The caterpillar

-

A butterfly

49 Stage 4: butterfly

(adult) (imago); in

stage four, the

chrysalis opens

2 The

chrysalis

1

The chrysalis

A5.1

A6

B1

The chrysalis

A butterfly

The chrysalis

50 Soon a butterfly

comes out

2 Soon

A

butterfly

2

Soon

A butterfly

A4.4

A5.1

B3

B1

-

A butterfly

-

A butterfly

51 A butterfly is

sometimes called

an imago

2 A

butterfly

An imago

2

A butterfly

An imago

A5.1

A5.2

B1

B1

A butterfly

A butterfly

A butterfly

A butterfly

52 It is also called an

adult

2 It

Adult

3

It

Also

Adult

A1.1

A5.2

B2

B3

B1

A butterfly

A butterfly

A butterfly

-

A butterfly

53 When the butterfly

first comes out its

wings are damp

3 The

butterfly

First

Its

A5.1

A4.4

A1.1

A butterfly

-

A butterfly

141

4 When

The butterfly

First

Its

B3

B1

B3

B2

-

A butterfly

-

A butterfly

54 The wings are also

soft

2 The wings

A5.1

A6

Wings

Butterfly

55 The wings are

folded against its

body

2 The wings

Its

1

Its

A5.1

A6

A1.1

B2

The wings

The butterfly

The butterfly

The butterfly

56 The butterfly is also

very tired

1 The

butterfly

2

The butterfly

Also

A5.1

B1

B3

The butterfly

The butterfly

-

57 So the butterfly

rests

2 So

The

butterfly

2

So

The butterfly

A4.3

A5.1

B3

B1

-

The butterfly

-

The butterfly

58 Once the butterfly

has rested, it will be

ready to start flying

2 The

butterfly

It

2

The butterfly

It

A5.1

A1.1

B1

B2

The butterfly

The butterfly

The butterfly

The butterfly

59 It will start to pump

blood into its wings

4 It

Its

Wings

2

It

Its

A1.1

A1.1

A5.1

B2

B2

The butterfly

The butterfly

The wings

The butterfly

The butterfly

60 This is to get them

working and

flapping

3 This is

Them

And

3

This is

Them

And

A1.2

A1.1

A4.1

B2

B2

B3

Pump blood

into its wings

Wings

-

Pump blood

into its wings

Wings

-

61 After it does this, it

can now learn to fly

5 It

Does

This

It

Now

A1.1

A2.2

A1.2

A1.1

A1.3

The butterfly

Pump blood

into its wings

Pump blood

into its wings

The butterfly

-

142

4 After

It

This

It

B3

B2

B2

B2

-

The butterfly

Pump blood

into its wings

The butterfly

62 They need a lot of

practice

1 They

1

They

A1.1

B2

Butterflies

Butterflies

63 It does not take

long for them to

learn

3 It

For

Them

3

It

For

Them

A1.1

A4.3

A1.1

B2

B3

B2

Practice

-

Butterflies

Practice

-

Butterflies

64 They learn fast 1 They

1

They

A1.1

B2

Butterflies

Butterflies

65 When it can fly, it

will go look for

food

4 It

Fly

It

For

4

When

It

It

For

A1.1

A5.1

A1.1

A4.3

B3

B2

B2

B3

Butterfly

Fly

Butterfly

-

-

Butterfly

Butterfly

-

66 The butterfly will

also go look for a

mate

2 The

butterfly

For

3

The butterfly

Also

For

A5.1

A4.3

B1

B3

B3

The butterfly

-

The butterfly

-

-

67 It will soon find a

mate. It will then

lays eggs

6 It

Soon

A mate

It

Then

Eggs

5

It

Soon

It

Then

Eggs

A1.1

A4.4

A5.1

A1.1

A4.4

A5.1

B2

B3

B2

B3

B1

The butterfly

-

A mate

The butterfly

-

The eggs

The butterfly

-

The butterfly

-

The eggs

68 The life cycle will

start all over again

1 The life

cycle

1

The life cycle

A5.1

B1

The life cycle

The life cycle

69 Butterflies go

through a life cycle

2 Butterflies

The life

cycle

A5.1

A5.1

The butterfly

The life cycle

143

2 Butterflies

The life cycle

B1

B1

The butterfly

The life cycle

70 This is where a girl

butterfly lays eggs

3 This is

A girl

butterfly

Eggs

3

This is

A girl butterfly

Eggs

A1.2

A5.1

A5.1

B2

B1

B1

The first stage

A girl butterfly

Eggs

The first stage

A girl butterfly

Eggs

71 She lays them on a

leaf

4 She

Them

A leaf

2

She

Them

A1.1

A1.1

A5.1

A6

B2

B2

A girl butterfly

Eggs

A leaf

Flowers

A girl butterfly

Eggs

72 This is where the

eggs hatch

2 This is

The eggs

2

This is

The eggs

A1.2

A5.1

B2

B1

The second

stage

Eggs

The second

stage

Eggs

73 It takes about five

days for the eggs to

hatch

3 It

For

The eggs

3

It

For

The eggs

A1.1

A4.3

A5.1

B2

B3

B1

The eggs hatch

-

The eggs

The eggs hatch

-

The eggs

74 A caterpillar then

comes out

2 A

caterpillar

Then

2

A caterpillar

Then

A5.1

A6

A4.4

B1

B3

The caterpillar

The butterfly

-

The caterpillar

-

75 At this stage, the

caterpillar eats all

the time

3 At this

stage

The

caterpillar

2

At this stage

The caterpillar

A1.2

A5.1

A6

B2

B1

The second

stage

The caterpillar

The butterfly

The second

stage

The caterpillar

76 It also grows really

fast

1 It

2

It

Also

A1.1

B2

B3

The caterpillar

The caterpillar

-

77 The stage is the

chrysalis

2 The

chrysalis

1

The chrysalis

A5.1

A6

B1

The chrysalis

The butterfly

The chrysalis

78 The caterpillar 4 The A5.1 The caterpillar

144

makes a chrysalis caterpillar

The

chrysalis

2

The caterpillar

The chrysalis

A6

A5.1

A6

B1

B1

The butterfly

The chrysalis

The butterfly

The caterpillar

The chrysalis

79 The caterpillar is

inside the chrysalis,

it starts to change

5 The

caterpillar

The

chrysalis

It

3

The caterpillar

The chrysalis

It

A5.1

A6

A5.1

A6

A1.1

B1

B1

B2

The caterpillar

The butterfly

The chrysalis

The butterfly

The chrysalis

The caterpillar

The chrysalis

The chrysalis

80 It soon changes into

a butterfly

3 It

Soon

A

butterfly

3

It

Soon

A butterfly

A1.1

A4.4

A5.1

B2

B3

B1

The caterpillar

-

The butterfly

The caterpillar

-

The butterfly

81 Once the caterpillar

has changed into a

butterfly, the fourth

stage starts

4 The

caterpillar

A

butterfly

The fourth

stage

3

The caterpillar

A butterfly

The fourth stage

A5.1

A6

A5.1

A4.4

B1

B1

B3

The caterpillar

A butterfly

A butterfly

-

The caterpillar

A butterfly

-

82 The fourth stage is

the butterfly

2 The four

stage

The

butterfly

2

The four stage

The butterfly

A4.4

A5.1

B3

B1

-

A butterfly

-

A butterfly

83 A butterfly comes

out of the chrysalis

3 A

butterfly

The

chrysalis

2

A butterfly

The chrysalis

A5.1

A5.1

A6

B1

B1

A butterfly

The chrysalis

A butterfly

A butterfly

The chrysalis

84 It can now learn to

fly

3 It

Now

Fly

1

It

A1.1

A1.3

A5.1

B2

A butterfly

-

Fly

A butterfly

85 It can also find a 2 It A1.1 A butterfly

145

mate A mate

1

It

A5.1

B2

A mate

A butterfly

86 When it finds a

mate, it lays eggs

4 It

A mate

It

Eggs

4

When

It

It

Eggs

A1.1

A5.1

A1.1

A5.1

B3

B2

B2

B1

A butterfly

A mate

A butterfly

The eggs

-

A butterfly

A butterfly

The eggs

87 Then the lifecycle

process starts all

over again

2 Then

The life

cycle

2

Then

The life cycle

A4.4

A5.1

B3

B1

-

The life cycle

-

The life cycle

Text : 20

Name : Mega Aji Pangarso

NIM : 113-14-105

Title : Metamorphosis Butterfly

No Sentence

Number

of

cohesive

ties

Cohesive

item

Numbe

r of

cohere

nt ties

Coherent item Type Presupposed item

1 Butterfly is very

beautiful god

creature

- - - - - -

2 She lays the eggs

really close together

2 She

The eggs

2

She

The eggs

A1.1

A5.1

B2

B1

A girl butterfly

Eggs

A girl butterfly

Eggs

3 The eggs are really

small and round

2 The eggs

And

2

The eggs

And

A5.1

A4.1

B1

B3

The eggs

-

The eggs

-

4 A caterpillar is a

long creature

2 A

caterpillar

1

A caterpillar

A5.1

A6

B1

A caterpillar

Butterfly

A caterpillar

5 It looks like a worm 1 It

1

It

A1.1

B2

A caterpillar

A caterpillar

6 Caterpillar grows

really fast

2 Caterpillar

1

Caterpillar

A5.1

A6

B1

A caterpillar

Butterfly

A caterpillar

7 It grows so fast that

it becomes too big

for its skin

4 It

It

For

A1.1

A1.1

A4.3

Caterpillar

Caterpillar

-

146

Its

5

It

That

It

For

Its

A1.1

B2

B2

B2

B3

B2

Caterpillar

Caterpillar

-

Caterpillar

-

Caterpillar

8 So the caterpillar

has to shed its old

skin, and then get a

new skin

7 So

The

caterpillar

Its

Old skin

And then

New skin

4

So

The

caterpillar

Its

And then

A4.3

A5.1

A6

A1.1

A5.2

A4.4

A5.2

B3

B1

B2

B3

-

The caterpillar

Butterfly

The caterpillar

Skin

-

Skin

-

The caterpillar

The caterpillar

-

9 Caterpillars do not

stay in this stage

very long

3 Caterpillar

s

In this

stage

2

Caterpillars

In this stage

A5.1

A6

A1.2

B1

B2

The caterpillar

Butterfly

Caterpillar has to

shed its old skin,

and then get a new

skin

The caterpillar

Caterpillar has to

shed its old skin,

and then get a new

skin

10 While they are in

this stage, all they

do is eat

3 They

In this

stage

They

4

While

They

In this stage

They

A1.1

A1.2

A1.1

B3

B2

B2

B2

Caterpillars

Caterpillar has to

shed its old skin,

and then get a new

skin

Caterpillars

-

Caterpillars

Caterpillar has to

shed its old skin,

and then get a new

skin

Caterpillars

11 This stage may last

two weeks, it may

last a whole winter

2 This stage

It

A1.2

A1.1

The caterpillar

goes into a resting

stage

This stage

147

2 This stage

It

B2

B2

The caterpillar

goes into a resting

stage

This stage

12 During this period,

the caterpillar

changes into a full-

grown butterfly

4 This

period

The

caterpillar

Butterfly

4

During

This period

The

caterpillar

Butterfly

A1.2

A5.1

A6

A5.1

B3

B2

B1

B1

The caterpillar

goes into a resting

stage

Caterpillars

Butterfly

Butterfly

-

The caterpillar

goes into a resting

stage

Caterpillars

Butterfly

13 The wings are

folded against its

body, so the

butterfly rest

4 The wings

Its

So

The

butterfly

3

Its

So

The butterfly

A5.1

A1.1

A4.3

A5.1

B2

B3

B1

Wings

Butterfly

-

Butterfly

Butterfly

-

Butterfly

14 Once the butterfly

has rested, it will be

ready to start flying

2 The

butterfly

It

2

The butterfly

It

A5.1

A1.1

B1

B2

The butterfly

The butterfly

The butterfly

The butterfly

Text : 21

Name : Eka Mahardika

NIM : 113-14-097

Title : Butterfly Life Cycle

No Sentence

Number

of

cohesive

ties

Cohesive

item

Number

of

coherent

ties

Coherent item Type Presupposed item

1 A butterfly starts as

a very small, round,

oval or cylindrical

egg, some butterfly

eggs may be round,

some oval, and some

may be ribbed,

6 Or

Butterfly

Eggs

And

Others

Other

4

Or

A4.1

A5.1

A5.1

A4.1

A1.3

A1.3

B3

-

A butterfly

Egg

-

-

-

-

148

while others may

have other features

Butterfly

Eggs

And

B1

B1

B3

A butterfly

Egg

-

2 The egg shape

depends on the type

of butterfly laid the

egg

3 The egg

Butterfly

The egg

3

The egg

Butterfly

The egg

A5.1

A5.1

A5.1

B1

B1

B1

Eggs

Butterfly

Eggs

Eggs

Butterfly

Eggs

3 When the egg

finally hatches, it

become butterfly

larva, or what we

call caterpillar

9 The egg

Finally

It

Butterfly

Larva

Or

We

Caterpillar

7

When

The egg

Finally

It

Butterfly

Or

We

A5.1

A4.4

A1.1

A5.1

A6

A4.1

A1.1

A5.2

A6

B3

B1

B3

B2

B1

B3

B2

The egg

-

The egg

Butterfly

Butterfly

-

people

Larva

Butterfly

-

The egg

-

The egg

Butterfly

-

People

4 Caterpillar will start

his work and eat the

leaf

4 Caterpillar

His

And

3

Caterpillar

His

And

A5.1

A6

A1.1

A4.1

B1

B2

B3

Caterpillar

Butterfly

Caterpillar

-

Caterpillar

Caterpillar

-

5 This is really

important because

the butterfly mother

needs to lay her eggs

on the type of leaf.

6 This is

Because

Butterfly

mother

Her

Eggs

Leaf

5

This is

Because

Butterfly

A1.2

A4.3

A5.2

A1.1

A5.1

A5.1

B2

B3

B1

Caterpillar will

start his work and

eat the leaf

-

Butterfly

Butterfly mother

The egg

Leaf

Caterpillar will

start his work and

eat the leaf

-

Butterfly

149

mother

Her

Eggs

B2

B1

Butterfly mother

The egg

6 The caterpillar will

eat, each caterpillar

type likes only

certain types of

leaves

4 The

caterpillar

Caterpillar

2

The

caterpillar

Caterpillar

A5.1

A6

A5.1

A6

B1

B1

Caterpillar

Butterfly

The caterpillar

Butterfly

Caterpillar

The caterpillar

7 Inside of the pupa,

the caterpillar is

rapidly changing

4 The pupa

The

caterpillar

2

The pupa

The

caterpillar

A5.1

A6

A5.1

A.6

B1

B1

Pupa

Butterfly

Caterpillar

Butterfly

Pupa

Caterpillar

8 Finally, when

caterpillar has done

all of its forming

and changing inside

the pupa, if you are

lucky, you will get

to see a butterfly

emerges

10 Finally

Caterpillar

Its

And

The pupa

You

You

Butterfly

9

Finally

When

Caterpillar

Its

And

The pupa

You

You

Butterfly

A4.4

A5.1

A6

A1.1

A4.1

A5.1

A6

A1.1

A1.1

A5.1

B3

B3

B1

B2

B3

B1

B2

B2

B1

-

The caterpillar

Butterfly

Caterpillar

-

The pupa

Butterfly

People

People

Butterfly

-

-

The caterpillar

Caterpillar

-

The pupa

People

People

Butterfly

9 When the first time

butterfly emerges

from the chrysalis,

both of the wings

are going to be soft

and folded against

its body

6 The first

Butterfly

The

chrysalis

And

Its

6

When

The first

Butterfly

The

A4.4

A5.1

A5.1

A6

A4.1

A1.1

B3

B3

B1

B1

-

Butterfly

A chrysalis

Butterfly

-

Butterfly

-

-

Butterfly

A chrysalis

150

chrysalis

And

Its

B3

B2

-

Butterfly

Text : 22

Name : Naim K. Ihsan

NIM : 113-14-139

Title : How Caterpillar Become Butterfly

No Sentence

Number

of

cohesive

ties

Cohesive

item

Number

of

coherent

ties

Coherent

item Type Presupposed item

1 Butterfly is a kind of

insect that has a long

thin body and

brightly colored

wings

5 Insect

A long

thin body

And

Brightly

colored

wings

2

That

And

A5.3

A6

A5.4

A4.1

A5.4

B2

B3

Butterfly

Butterfly

Butterfly

-

Butterfly

-

-

2 First, a butterfly

starts life as a very

small, round, oval,

or cylindrical eggs

3 First

A

butterfly

Or

3

First

A butterfly

Or

A4.4

A5.1

A4.1

B3

B1

B3

-

Butterfly

-

-

Butterfly

-

3 The coolest thing

about butterfly eggs

is that, if you look

close enough, you

can actually see the

tiny caterpillar

growing inside of it

6 Butterfly

Eggs

You

You

Caterpillar

It

7

Butterfly

Eggs

That

If

You

You

It

A5.1

A5.1

A1.1

A1.1

A6

A1.1

B1

B1

B2

B3

B2

B2

B2

Butterfly

Eggs

People

People

Butterfly

Butterfly eggs

Butterfly

Eggs

-

-

People

People

Butterfly eggs

4 Fourth, when the

caterpillar has done

all of its forming

and changing inside

10 Fourth

The

caterpillar

Its

A4.4

A5.1

A6

A1.1

-

The caterpillar

Butterfly

The caterpillar

151

the pupa, a butterfly

emerges from the

pupa

And

The pupa

A

butterfly

The pupa

8

Fourth

The

caterpillar

Its

And

The pupa

A butterfly

The pupa

A4.1

A5.1

A6

A5.1

A5.1

A6

B3

B1

B2

B3

B1

B1

B1

-

The pupa

Butterfly

Butterfly

The pupa

Butterfly

-

The caterpillar

The caterpillar

-

The pupa

Butterfly

The pupa

5 Both of its wings are

going to be soft and

folded against its

body

3 Its

And

Its

3

Its

And

Its

A1.1

A4.1

A1.1

B2

B3

B2

A butterfly

-

A butterfly

A butterfly

-

A butterfly

6 This is because the

butterfly had to fit

all its new parts

inside of the pupa

6 This is

Because

The

butterfly

Its

The pupa

5

This is

Because

The

butterfly

Its

The pupa

A1.2

A4.3

A5.1

A1.1

A5.1

A6

B2

B3

B1

B2

B1

Its wings are

going to be soft

and folded against

its body

-

A butterfly

The butterfly

The pupa

The butterfly

Its wings are

going to be soft

and folded against

its body

-

A butterfly

The butterfly

The pupa

152

Text : 23

Name : Mahardika Bima Sakti

NIM : 113-14-070

Title : Butterfly

No Sentence

Number

of

cohesive

ties

Cohesive

item

Number

of

coherent

ties

Coherent

item Type Presupposed item

1 The first stage is the

eggs, the eggs hatch

into a worm-like

creatures known as

larva

2 The first

The eggs

2

The first

The eggs

A4.4

A5.1

B3

B1

-

The eggs

-

The eggs

2 The common name

is caterpillar

1 Caterpillar A5.2 Larva

3 Caterpillars may eat

once or twice, their

own weight in

leaves each day

3 Caterpillars

Or

Their

3

Caterpillars

Or

Their

A5.1

A4.1

A1.1

B1

B3

B2

Caterpillar

-

Caterpillars

Caterpillar

-

Caterpillars

4 This stage may last

two weeks, during

this period,1 the

caterpillar changes

into a full-grown

butterfly

3 This stage

This period

The

caterpillar

3

This stage

This period

The

caterpillar

A1.2

A1.2

A5.1

B2

B2

B1

In the third stage

The caterpillar

goes into a resting

state

The caterpillar

In the third stage

The caterpillar

goes into a resting

state

The caterpillar

5 Then, a beautiful

flying adult emerges

1 Then

1

Then

A4.3

B3

-

-

6 This adult will

continue the cycle

1 This

1

This

A1.2

B2

A beautiful flying

adult

A beautiful flying

adult

153

Text : 24

Name : Moh Adib Fathurrohman

NIM : 113-14-121

Title : The Butterfly Life Cycle

No Sentence Number of

cohesive ties

Cohesive

item

Number of

coherent ties

Coherent

item Type

Presupposed

item

1 The butterfly is a

beautiful animal

- - - - - -

2 The first process is

begin with egg

1 The first

1

The first

A4.4

B3

-

-

3 Finally, to be a

beautiful butterfly

2 Finally

Butterfly

2

Finally

Butterfly

A4.4

A5.1

B3

B1

-

Butterfly

-

Butterfly

4 And after that, the

egg is hatched and

to be a caterpillar

6 And

After that

The egg

A

caterpillar

5

And

After that

The egg

A

caterpillar

A4.1

A4.3

A5.1

A5.1

A6

B3

B3

B1

B1

-

-

Egg

Caterpillar

A butterfly

-

-

Egg

Caterpillar

5 And after a few

weeks, the

caterpillar to be a

cocoon

4 And

The

caterpillar

A cocoon

3

And

The

caterpillar

A cocoon

A4.1

A5.1

A6

A6

B3

B1

B1

-

A caterpillar

Butterfly

Butterfly

-

A caterpillar

Butterfly

6 And maybe for a

week the cocoon to

be a beautiful

butterfly, and it can

fly to the sky

7 And

For

The

cocoon

Butterfly

And

It

6

And

For

The

cocoon

Butterfly

And

A4.1

A4.3

A5.1

A6

A5.1

A4.1

A1.1

B3

B3

B1

B1

B3

-

-

A cocoon

The butterfly

The butterfly

-

Butterfly

-

-

A cocoon

The butterfly

-

154

It B2 Butterfly

7 Finally, the butterfly

appears in the sky

and waiting for

producing the egg

and die

7 Finally

The

butterfly

The sky

And

For

The egg

And

6

Finally

The

butterfly

And

For

The egg

And

A4.4

A5.1

A5.1

A4.1

A4.3

A5.1

A4.1

B3

B1

B3

B3

B1

B3

-

Butterfly

The sky

-

-

Egg

-

-

Butterfly

-

-

Egg

-

Text : 25

Name : Miftakhurrohman

NIM : 113-14-075

Title : Metamorphosis of Butterfly

No Sentence Number of

cohesive ties

Cohesive

item

Number of

coherent ties

Coherent

item Type Presupposed item

1 Metamorphosis is a

process from worm

become new animals

(perfect phase):

butterfly

2 Animals

Butterfly

A5.3

A6

Worm

Metamorphosis

2 First phase is an egg 1 First

1

First

A4.4

B3

-

-

3 Larva will walk to

side tree leaves

1 Larva A6 Butterfly

4 Pupa (cocoon) 4 Pupa

Cocoon

1

Cocoon

A5.2

A6

A5.1

A6

B1

Cocoon

Butterfly

Cocoon

Butterfly

Cocoon

5 Butterfly. After out

from the cocoon,

create the butterfly

4 Butterfly

Cocoon

Butterfly

4

After

Butterfly

Cocoon

Butterfly

A5.1

A5.1

A6

A5.1

B3

B1

B1

B1

Butterfly

Cocoon

Butterfly

Butterfly

-

Butterfly

Cocoon

Butterfly

155

Text : 26

Name : Abdullah Firdaus

NIM : 113-14-138

Title : The Lifecycle of Butterfly

No Sentence Number of

cohesive ties

Cohesive

item

Number of

coherent ties

Coherent

item Type Presupposed item

1 Butterfly is a

wonderful animal

which has many

kinds

1 Animal

1

Which

A5.3

B2

Butterfly

-

2 Butterfly has four

stages in its life

2 Butterfly

Its

2

Butterfly

Its

A5.1

A1.1

B1

B2

Butterfly

Butterfly

Butterfly

Butterfly

3 A butterfly

becoming an adult

is called by

metamorphosis

2 A

butterfly

Metamor

phosis

1

A

butterfly

A5.1

A6

B1

Butterfly

Butterfly

Butterfly

4 The life cycle

process can take a

month to year, it

depends on the kind

2 The life

cycle

It

1

It

A5.2

A1.1

B2

Metamorphosis

The life cycle

The life cycle

5 The four stages are

eggs, caterpillar,

chrysalis, and

butterfly

4 Caterpill

ar

Chrysalis

And

Butterfly

2

And

Butterfly

A6

A6

A4.1

A5.1

B3

B1

Butterfly

Butterfly

-

A butterfly

-

A butterfly

6 The first, female

butterfly lays eggs

on the leaf, about

five days after the

eggs are laid

4 The first

Butterfly

Eggs

The eggs

5

The first

Butterfly

Eggs

After

The eggs

A4.4

A5.1

A5.1

A5.1

B3

B1

B1

B3

B1

-

Butterfly

Eggs

Eggs

-

Butterfly

Eggs

-

Eggs

7 A tiny worm-like

creature will hatch

from the eggs

1 The eggs

1

The eggs

A5.1

B1

The eggs

The eggs

8 Second, caterpillar

likes to eat leaf and

flower

5 Second

Caterpill

ar

A4.4

A5.1

A6

-

Caterpillar

Butterfly

156

Leaf

And

Flower

3

Second

Caterpill

ar

And

A5.1

A4.1

A6

B3

B1

B3

Leaf

-

Leaf

-

Caterpillar

-

9 It eats all time, it

grows so fast that it

becomes too big for

its skin

5 It

It

It

For

Its

6

It

It

That

It

For

Its

A1.1

A1.1

A1.1

A4.3

A1.1

B2

B2

B2

B2

B3

B2

Caterpillar

Caterpillar

Caterpillar

-

Caterpillar

Caterpillar

Caterpillar

-

Caterpillar

-

Caterpillar

10 So it can shed its

old skin

4 So

It

Its

Old skin

3

So

It

Its

A4.3

A1.1

A1.1

A5.2

B3

B2

B2

-

Caterpillar

Caterpillar

Skin

-

Caterpillar

Caterpillar

11 Caterpillars don't

stay in this stage for

so long, because all

they do is eat

6 Caterpill

ars

In this

stage

For

Because

They

5

Caterpill

ars

In this

stage

For

Because

They

A5.1

A6

A1.2

A4.3

A4.3

A1.1

B1

B2

B3

B3

B2

Caterpillar

Butterfly

Shed its old skin

-

-

Caterpillars

Caterpillar

Shed its old skin

-

-

Caterpillars

12 The third stage is

chrysalis, the

caterpillars make

their body to be

chrysalis which

have the same color

with leaves or

14 The third

Chrysalis

The

caterpilla

rs

Their

A4.4

A5.1

A6

A5.1

A6

A1.1

-

Chrysalis

Butterfly

Caterpillars

Butterfly

The caterpillars

157

branches, so

another animal

cannot see them

Chrysalis

Same

Or

Branches

So

Animal

Them

9

The third

Chrysalis

The

caterpilla

rs

Their

Chrysalis

Which

Or

So

Them

A5.1

A6

A1.3

A4.1

A6

A4.3

A5.3

A1.1

B3

B1

B1

B2

B1

B2

B3

B3

B2

Chrysalis

Butterfly

-

-

Leaves

-

Chrysalis

Chrysalis

-

Chrysalis

Caterpillars

The caterpillars

Chrysalis

-

-

-

Chrysalis

13 And the last is

butterfly. Butterfly

comes out from the

chrysalis

5 And

Butterfly

Butterfly

Chrysalis

5

And

The last

Butterfly

Butterfly

Chrysalis

A4.1

A5.1

A5.1

A5.1

A6

B3

B3

B1

B1

B1

-

Butterfly

Butterfly

Chrysalis

Butterfly

-

-

Butterfly

Butterfly

Chrysalis

14 It has many colors 2 It

Colors

1

It

A1.1

A5.1

B2

Butterfly

Color

Butterfly

Text : 27

Name : Muhammad Luqman I

NIM : 113-14-145

Title : Stage of Butterfly Metamorphosis

No Sentence Number of

cohesive ties

Cohesive

item

Number of

coherent

ties

Coherent

item Type Presupposed item

1 Eggs. In the first

stage, a girl

butterfly lays eggs

2 The first

Eggs

2

The first

Eggs

A4.4

A5.1

B3

B1

-

Eggs

-

Eggs

2 A girl butterfly lays

the eggs on a leaf

2 A girl

butterfly

A5.1

A girl butterfly

158

The eggs

2

A girl

butterfly

The eggs

A5.1

B1

B1

Eggs

A girl butterfly

Eggs

3 She lays the eggs

are really small and

round

3 She

The eggs

And

3

She

The eggs

And

A1.1

A5.1

A4.1

B2

B1

B3

A girl butterfly

The eggs

-

A girl butterfly

The eggs

-

4 About five days

after the eggs are

laid, a tiny worm-

like creature hatch

from the eggs

2 The eggs

The eggs

3

After

The eggs

The eggs

A5.1

A5.1

B3

B1

B1

The eggs

The eggs

-

The eggs

The eggs

5 Caterpillar (larva).

The second stage is

the caterpillar or

larva

8 Caterpill

ar

Larva

The

second

The

caterpilla

r

Or

Larva

4

The

second

The

caterpillar

Or

Larva

A6

A5.2

A6

A4.4

A5.1

A6

A4.1

A5.1

A6

B3

B1

B3

B1

Butterfly

Caterpillar

Butterfly

-

Caterpillar

Butterfly

-

Larva

Butterfly

-

Caterpillar

-

Larva

6 The caterpillar is a

long creature

2 The

caterpilla

r

1

The

caterpillar

A5.1

A6

B1

The caterpillar

Butterfly

The caterpillar

7 This pattern has

stripes or patches

2 This

pattern

Or

2

This

pattern

Or

A1.2

A4.1

B2

B3

A cool pattern

-

A cool pattern

-

8 The larva hatch

from an egg and

eats leaves or

7 The larva

An egg

A5.1

A6

A5.1

Larva

Butterfly

The eggs

159

flower almost

constantly

And

Leaves

Or

Flower

4

The larva

An egg

And

Or

A4.1

A5.1

A4.1

A6

B1

B1

B3

B3

-

Leaves

-

Leaves

Larva

The eggs

-

-

9 Chrysalis (pupa).

Stage three is the

chrysalis

5 Chrysalis

Pupa

The

chrysalis

1

The

chrysalis

A6

A5.2

A6

A5.1

A6

B1

Butterfly

Chrysalis

Butterfly

Chrysalis

Butterfly

Chrysalis

10 It's mostly brown

or green, it is the

same color as the

things around it

6 It‟s

Or

It is

Same

Color

It

4

It‟s

Or

It is

It

A1.1

A4.1

A1.1

A1.3

A5.3

A1.1

B2

B3

B2

B2

The chrysalis

-

The chrysalis

-

Brown and green

The chrysalis

-

The chrysalis

The chrysalis

11 Things like the

trees, leaves, or

branches

4 Leaves

Or

Branches

1

Or

A5.1

A6

A4.1

A6

B3

Leaves

The trees

-

The trees, leaves

-

12 This protects them 2 This

Them

2

This

Them

A1.2

A1.1

B2

B3

It is the same

color as the things

around it

The chrysalis

It is the same

color as the things

around it

The chrysalis

13 This keeps them

from getting hurt

2 This

Them

2

This

Them

A1.2

A1.1

B2

B2

It is the same

color as the things

around it

Chrysalis

It is the same

color as the things

around it

Chrysalis

160

14 It's also is the

changing stage

2 It‟s

Also

2

It‟s

Also

A1.1

A4.1

B2

B3

Resting stage

-

Resting stage

-

15 Butterfly (adult),

(imago).

In stage four, the

chrysalis open

5 Butterfly

Adult

Imago

The

chrysalis

4

Butterfly

Adult

Imago

The

chrysalis

A5.1

A5.2

A5.2

A5.1

A6

B1

B1

B1

B1

Butterfly

Butterfly

Butterfly

The chrysalis

Butterfly

Butterfly

Butterfly

Butterfly

The chrysalis

16 Soon a butterfly

comes out

2 Soon

A

butterfly

2

Soon

A

butterfly

A4.4

A5.1

B3

B1

-

Butterfly

-

Butterfly

17 When the butterfly

first comes out its

wings are damp

3 The

butterfly

First

Its

4

When

The

butterfly

First

Its

A5.1

A4.4

A1.1

B3

B1

B3

B2

A butterfly

-

The butterfly

-

A butterfly

-

The butterfly

18 The wings are also

soft

2 The

wings

Also

1

Also

A5.1

A4.1

B3

Wings

-

-

19 There is no growth

during this stage

1 This

1

This

A1.2

B2

-

-

20 This adult will

continue the cycle

and reproduce

4 This

Adult

And

Reprodu

ce

3

This

Adult

And

A1.2

A5.1

A4.1

A6

B2

B1

B3

The flying adult

Adult

-

The cycle

The flying adult

Adult

-

161

Text : 28

Name : Ahmad Nasirun

NIM : 113-14-140

Title : Butterfly Metamorphosis

No Sentence

Number

of

cohesive

ties

Cohesive item

Number

of

coherent

ties

Coherent

item Type Presupposed item

1 Metamorphosis is a

change of body

shape that occur in

an organism

(meta=changes,

morfom=form)

- - 1 That B2 -

2 There are two types

of metamorphosis

which occurs in

insects, perfect and

imperfect

3 Metamorphosis

Insects

And

3

Metamorp

hosis

Which

And

A5.1

A5.1

A4.1

B1

B2

B3

Metamorphosis

Insects

-

Metamorphosis

-

-

3 Butterfly includes

in the perfect

metamorphosis

3 Butterfly

Metamorphosis

1

Metamorp

hosis

A6

A5.1

A6

B1

Metamorphosis

Metamorphosis

Butterfly

Metamorphosis

4 The first shape of

metamorphosis is

the eggs

2 The first

Metamorphosis

2

The first

Metamorp

hosis

A4.4

A5.1

B3

B1

-

Metamorphosis

-

Metamorphosis

5 The eggs of

butterfly is very

small, it is usually

on the leaf

3 The eggs

Butterfly

It

3

The eggs

Butterfly

It

A5.1

A5.1

A1.1

B1

B1

B2

The Eggs

Butterfly

The eggs

The Eggs

Butterfly

The eggs

6 The eggs will grow

until a certain time

1 The eggs

2

The eggs

Until

A5.1

B1

B3

The eggs

The eggs

-

7 After the

development of the

embryo in the eggs,

the embryo will be

prepared out of the

eggs and form the

5 The eggs

The embryo

The eggs

And

Larva

3

After

A5.1

A5.1

A5.1

A4.1

A6

B3

The eggs

The embryo

-

Butterfly

-

The eggs

162

larva The eggs

And

B1

B3

-

8 Larva is also called

caterpillar

5 Larva

Also

Caterpillar

3

Larva

Also

Caterpillar

A5.1

A6

A4.1

A5.2

A6

B1

B3

B1

Larva

Butterfly

-

Larva

Butterfly

Larva

-

Larva

9 The size of larva

can be one hundred

times bigger than

the size of larva

was mature

5 Larva

Bigger

Larva

2

Larva

Larva

A5.1

A6

A1.3

A5.1

A6

B1

B1

Larva

Butterfly

-

Larva

Butterfly

Larva

Larva

10 It's usually called

cocoon or pupa

4 It‟s

Cocoon

Or

Pupa

2

It‟s

Or

A1.1

A6

A4.1

A6

B2

B3

larva will form

structure which

is formed by his

spittle

Butterfly

-

Butterfly

larva will form

structure which

is formed by his

spittle

-

11 In this phase, needs

a much of energy

which is obtained

by the larva phase

3 In this phase

Larva

3

In this

phase

Which

Larva

A1.2

A5.1

A6

B2

B2

B1

Cocoon or pupa

Larva

Butterfly

Cocoon or pupa

-

Larva

12 It is the imago (the

last changes) or

butterfly

3 It

Or

Butterfly

3

It

Or

Butterfly

A1.1

A4.1

A5.1

B2

B3

B1

The cells of

larva will

change form

-

Butterfly

The cells of

larva will

change form

-

Butterfly

163

13 Butterfly usually

eats the honey of

flowers, so it can

help the pollination

process of the

flowers

6 Butterfly

The honey

The flowers

So

It

The flowers

3

Butterfly

So

It

A5.1

A6

A6

A4.3

A1.1

A5.1

B1

B3

B2

Butterfly

Butterfly

The honey

-

Butterfly

The flowers

Butterfly

-

Butterfly

Text : 29

Name : Rifki M Lazim

NIM : 113-14-155

Title : Butterfly Life Cycle

No Sentence

Number

of

cohesive

ties

Cohesive item

Number

of

coherent

ties

Coherent item Type Presupposed

item

1 Butterflies go

through a life cycle

known as complete

metamorphosis

2 Metamorph

osis

1

Metamorphosis

A5.2

A6

B1

Life cycle

Butterflies

Life cycle

2 The stages of their

life cycle include:

egg, larva,

caterpillar and

butterfly

6 Their

Life cycle

Larva

Caterpillar

And

Butterfly

4

Their

Life cycle

And

Butterfly

A1.1

A5.1

A6

A6

A4.1

A5.1

B2

B1

B3

B1

Butterflies

Life cycle

Butterflies

Butterflies

-

Butterflies

Butterflies

Life cycle

-

Butterflies

3 Every butterfly

begins its life as an

egg

3 Butterfly

Its

An egg

3

Butterfly

Its

An egg

A5.1

A1.1

A5.1

B1

B2

B1

Butterfly

Butterfly

Egg

Butterfly

Butterfly

Egg

4 When a butterfly

first hatches from

its egg, it is very

small

5 A butterfly

First

Its

Egg

It

6

When

A butterfly

First

A5.1

A4.4

A1.1

A5.1

A1.1

B3

B1

B3

Butterfly

-

A butterfly

An egg

A butterfly

-

Butterfly

-

164

Its

Egg

It

B2

B1

B2

A butterfly

An egg

A butterfly

5 But the skin grow

new to change the

old skin

3 But

The skin

The old skin

1

But

A4.2

A5.1

A5.2

B3

-

Skin

The skin

-

6 This process called

"molt"

1 This

process

1

This process

A1.2

B2

The skin grow

new to change

the old skin

The skin grow

new to change

the old skin

7 After that, the

caterpillar is ready

to pupate

5 After that

The

caterpillar

2

After that

The caterpillar

A4.4

A5.1

A6

B3

B1

-

The caterpillar

Butterfly

-

The caterpillar

8 On this stage, the

caterpillar has

already spun a silk

girdle, which

attaches it to the

stem of the plant

4 On this

stage

The

caterpillar

It

4

On this stage

The caterpillar

Which

It

A1.2

A5.1

A6

A1.1

B2

B1

B2

B2

Pupate

The caterpillar

Butterfly

The caterpillar

Pupate

The caterpillar

-

The caterpillar

9 The fifth instar eats,

grows, and

becomes too big for

its skin

4 And

For

Its

Skin

3

And

For

Its

A4.1

A4.3

A1.1

A5.1

B3

B3

B2

-

-

The caterpillar

The skin

-

-

The caterpillar

10 This final

caterpillar instar

different result molt

4 This

Caterpillar

Different

2

This

Caterpillar

A1.2

A5.1

A6

A1.3

B2

B1

-

The caterpillar

Butterfly

-

-

The caterpillar

11 The new skin

underneath forms

the outer shell of

the chrysalis

2 The new

skin

The

chrysalis

A5.2

A6

The skin

Butterfly

165

12 The body of the

caterpillar is

transforming into

an adult butterfly

3 The

caterpillar

Butterfly

2

The caterpillar

Butterfly

A5.1

A6

A5.1

B1

B1

Caterpillar

Butterfly

Butterfly

Caterpillar

Butterfly

13 Wings are formed

in the chrysalis

2 The

chrysalis

1

The chrysalis

A5.1

A6

B1

The chrysalis

Butterfly

The chrysalis

14 After

approximately 10-

14 days as

chrysalis, the

butterfly is ready to

emerge

3 Chrysalis

The

butterfly

3

After

Chrysalis

The butterfly

A5.1

A6

A5.1

B3

B1

B1

The chrysalis

Butterfly

Butterfly

-

The chrysalis

Butterfly

15 When the butterfly

out from the

chrysalis, the wings

are small and wet

so the butterfly

can't fly. The wings

must dry.

8 The

butterfly

The

chrysalis

The wings

And

So

The

butterfly

The wings

6

When

The butterfly

The chrysalis

And

So

The butterfly

A5.1

A5.1

A6

A5.1

A4.1

A4.3

A5.1

A5.1

B3

B1

B1

B3

B3

B1

The butterfly

The chrysalis

The butterfly

The wings

-

-

The butterfly

The wings

-

The butterfly

The chrysalis

-

-

The butterfly

16 The main job of an

adult butterfly's life

is to reproduce

1 Butterfly‟s

1

Butterfly‟s

A5.1

B1

The butterfly

The butterfly

17 So, butterfly life

cycle through four

stages

3 So

Butterfly

Life cycle

3

So

Butterfly

Life cycle

A4.3

A5.1

A5.1

B3

B1

B1

-

The butterfly

Life cycle

-

The butterfly

Life cycle

18 Eggs, larva, pupa,

and then butterfly

7 Eggs

Larva

Pupa

A5.1

A5.1

A6

A5.2

A6

Egg

Larva

Butterfly

Chrysalis

Butterfly

166

And then

Butterfly

5

Eggs

Larva

Pupa

And then

Butterfly

A4.4

A5.1

B1

B1

B1

B3

B1

-

Butterfly

Egg

Larva

Chrysalis

-

Butterfly

19 But they through a

long time process to

reach the final

shape of their life,

become a beautiful

butterfly

4 But

They

Their

Butterfly

4

But

They

Their

Butterfly

A4.2

A1.1

A1.1

A5.1

B3

B2

B2

B1

-

Butterflies

Butterflies

Butterfly

-

Butterflies

Butterflies

Butterfly

Text : 30

Name : Muhammad Muhsin

NIM : 113-14-113

Title : Butterfly Metamorphosis

No Sentence

Numbe

r of

cohesiv

e ties

Cohesive

item

Number

of

coherent

ties

Coherent item Type Presupposed item

1 Butterfly is one of

the beautiful

animals

2 One

Animals

A2.1

A5.3

-

Butterfly

2 Before being a

butterfly, it goes

through four simple

metamorphosis

processes

3 A butterfly

It

Metamorph

osis

2

A butterfly

It

A5.1

A1.1

A6

B1

B2

Butterfly

A butterfly

A butterfly

Butterfly

A butterfly

3 Metamorphosis of

butterfly is

basically unknown,

because it forms

differently in every

process

6 Metamorph

osis

Butterfly

Because

It

Differently

4

Metamorphosis

Butterfly

Because

It

A5.1

A5.1

A4.3

A1.1

A1.3

B1

B1

B3

B2

Metamorphosis

Butterfly

-

Butterfly

-

Metamorphosis

Butterfly

-

Butterfly

4 At first,

metamorphosis

4 At first

Metamorph

A4.4

A5.1

-

Metamorphosis

167

occurs when the

butterfly places an

egg on the leaf

osis

The

butterfly

4

At first

Metamorphosis

When

The butterfly

A5.1

A6

B3

B1

B3

B1

Butterfly

Metamorphosis

-

Metamorphosis

-

Butterfly

5 The female

butterfly needs to

put it on the leaf

because it,

however, survives

by eating the leaf

7 Butterfly

It

The leaf

Because

It

However

The leaf

5

Butterfly

It

Because

It

However

A5.1

A1.1

A5.1

A4.3

A1.1

A4.2

A5.1

B1

B2

B3

B2

B3

The butterfly

An egg

The leaf

-

Butterfly

-

The leaf

The butterfly

An egg

-

Butterfly

-

6 Commonly,

butterfly tends to

put the egg under

the leaf

3 Butterfly

The egg

The leaf

3

Commonly

Butterfly

The egg

A5.1

A5.1

A5.1

B3

B1

B1

Butterfly

An egg

The leaf

-

Butterfly

An egg

7 It might be to

protect the egg

from the sun shines

2 It

The egg

2

It

The egg

A1.1

A5.1

B2

B1

Butterfly tends

to put the egg

under the leaf.

The egg

Butterfly tends

to put the egg

under the leaf.

The egg

8 In the last of the

first process,

butterfly will stick

in the egg to create

the hole, so the egg

has the space to get

out over right there

through that small

hole

6 The first

Butterfly

The egg

So

The egg

There

7

In the last

The first

Butterfly

The egg

So

The egg

That

A4.4

A5.1

A5.1

A4.3

A5.1

A1.2

B3

B3

B1

B1

B3

B1

B2

-

Butterfly

The egg

-

The egg

The hole

-

-

Butterfly

The egg

-

The egg

-

168

9 The fetus will keep

growing in the

certain time

- - - - - -

10 Then, fetus form is

the second process

2 Then

The second

2

Then

The second

A4.4

A4.4

B3

B3

-

-

-

-

11 However, larva

actively eats the

leaf it sticks on

5 However

Larva

The leaf

It

3

However

Larva

It

A4.2

A5.1

A6

A5.1

A1.1

B3

B1

B2

-

Larva

Butterfly

The leaf

Larva

-

Larva

Larva

12 Then, during this

process, larva

grows bigger and

put off its crust up

to five times

7 Then

This

process

Larva

Bigger

And

Its

5

Then

This process

Larva

And

Its

A4.4

A1.2

A5.1

A6

A1.3

A4.1

A1.1

B3

B2

B1

B3

B2

-

Larva actively

eats the leaf it

sticks on

Larva

Butterfly

-

-

Larva

-

Larva actively

eats the leaf it

sticks on

Larva

-

Larva

13 Larva shapes can be

100 times bigger

than the final forms

3 Larva

Bigger

1

Larva

A5.1

A6

A1.3

B1

Larva

Butterfly

-

Larva

14 The fetus also

keeps the food to

use in the third

phase

3 The fetus

Also

The third

2

Also

The third

A5.1

A4.1

A4.4

B3

B3

Fetus

-

-

-

-

15 Cocoon is the third

phase

metamorphosis

process

3 Cocoon

The third

Metamorph

osis

2

The third

Metamorphosis

A6

A4.4

A5.1

B3

B1

Butterfly

-

Metamorphosis

-

Metamorphosis

169

16 Larva will

completely grow

and it will stop

eating to form a

cocoon

6 Larva

And

It

Cocoon

4

Larva

And

It

Cocoon

A5.1

A6

A4.1

A1.1

A5.1

A6

B1

B3

B2

B1

Larva

Butterfly

-

Larva

Cocoon

Butterfly

Larva

-

Larva

Cocoon

17 Larva cells will

change into wings,

feet, eyes, and other

parts of the body

4 Larva

And

Parts of the

body

2

Larva

And

A5.1

A6

A4.1

A5.3

B1

B3

Larva

Butterfly

-

Wings, feet,

eyes

Larva

-

18 Having got out

from the cocoon, a

young butterfly will

creep on the leaf

4 Cocoon

A young

butterfly

The leaf

2

Cocoon

A young

butterfly

A5.1

A6

A5.2

A5.1

B1

B1

Cocoon

Butterfly

Butterfly

The leaf

Cocoon

Butterfly

19 As soon as young

butterfly's wings

dried. It will open-

close the wing to

try flying

4 Young

butterfly‟s

Wings

It

The wing

3

As soon as

Young butterfly

It

A5.1

A5.1

A1.1

A5.1

B3

B1

B2

A young

butterfly

Wings

Butterfly

Wings

-

A young

butterfly

Butterfly

Appendix 2. Students’ Explanation Texts

Text 1

Tika Lutfia N

113-12-035 How a Rainbow Happen?

Rainbow is one of topic phenomenon that happens in the atmosphere of the earth

naturally. This phenomenon often appears after rain. We can see it at mountain range,

waterfall, or when it is raining and rising of the sun. Rainbow is an arc spectrum which is so

170

large refracted by sunlight. Light is refracted like light passing through a glass prism. When

the light of sun passing through water droplets. Then, you will see a refraction that cause a

wide variety of colors.

Rainbow is happening begin when the sunlight passing through the raindrops. Then,

the light is deflected to the center of the droplet. The white light, now separated from each

other into a spectrum of colors. The process does not stop there. The colors that have been

separated then separate again into the very small portions. There is more light separated from

each other in the droplets. Then, there are more curved and finally those color form a light

curve that called a rainbow.

We can make a rainbow through the water spray. Spray the water under the sun, look

at the water droplets flying. Spray lots of water and we will see a small rainbow that we can

touch easily. The other manner is used piece of video discs then reflected to the light of the

sun. Navigate to the wall, we will see a colorful light that have the same color with the

rainbow.

That is the explanation about how rainbow happen and how we can make it true.

Note: The words “after, when, then, now, and finally” indicate the chorological order of the

text. It explain the sequences or steps of how the rainbow happen.

Text 2

Lailatul Maghfiroh

113-14-200 How rainbow happens?

Rainbow is one of optic phenomena that happens in the atmosphere of the earth

naturally. We can see it when the sky is cloudy, or when it is raining and rising of the sun.

The phenomenon is caused by reflection, refraction, and dispersion of light in water

droplets appearing in the sky. Rainbow happens when sunlight and rain combine in a very

specific way. The beams of sunlight separate into the colors and they light will enter a

raindrops. When the white light of the sunlight comes down to the earth, but the light beam

hit raindrops on the way down. So the different colors will make up the beam separate.

So you can see the beautiful rainbow with the color like red, green, yellow, pink,

violet, etc.

Note: The word “when” indicates the chorological order of the text. It explain the sequences

or steps of how the rainbow happen.

Text 3

Tri Agustina

113-14-081

How the Rainbow Happen

Rainbow is one of optic phenomena that happens in the atmosphere of the earth

naturally. Rainbow is a circle form, not a parabola form. A rainbow caused by many factors

like sunlight, drop of water, refraction, etc. A rainbow identified as red, orange, yellow,

green, blue, indigo, and violet.

Rainbow is formed because refraction of sunlight by drops of water in the

atmosphere. The process of rainbow is formed begin when sunlight through a raindrops and

then refracted into the middle of the raindrops. And then separated colors are bounching

behind drops of rain and more separated when leaving. Rainbow color formation process

occurs when white light become a spectrum of color through raindrops. Rainbow has

different color caused by electromagnetic waves, especially wavelength of color. Red is

171

more dominant than another color caused by having biggest wave between others. Therefore,

the red one is the highest order and purple one is in lowest order.

In conclusion, rainbow happened because many factors and appeared in big arc with

many color, so we can see the beautiful rainbow.

Note: The words “when and then” indicate the chorological order of the text. It explain the

sequences or steps of how the rainbow happen.

Text 4

Dewi Mariam

113-14-025

How the rainbow happen?

Rainbow is an arch in the sky made up of different colors that forms when the sun's

rays are refracted by rain drops or any display of different colors formed by the spectrum of

light or any display of vibrant or colorful things. Rainbow is a natural phenomenon.

Phenomenon occurs only in the rain along with the sun shining, and therefore, the rainbow

always appears directly.

Rainbow occurs when rain or drizzle after heavy rain stopped. After the heavy rain

stopped, the air filled with the vapors of water. Rainbow can occur anytime and anywhere.

Rainbow formed by the refraction of sunlight by water pressure in the atmosphere. When

sunlight through water droplets, the light is bent in such a way that makes the colors. All

colors of the rainbow produced by sunlight begin. There are seven color: red, orange, yellow,

green, blue, indigo, purple.

In conclusion, rainbow happen when sunlight and rain combine in very specific way

and rainbow has seven colors.

Note: The words “when and after” indicate the chorological order of the text. It explain the

sequences or steps of how the rainbow happen.

Text 5

Nur Kayati

113-14-020

How Rainbow Occur

A rainbow is a meteorological phenomenon that is caused by reflection, refraction,

and dispersion of light in water droplets, resulting in a spectrum of light appearing in the sky.

Rainbow is one of the most beautiful or wonderful thing in the world.

Rainbow happen to begin when the sunlight passing through the raindrops. The light

is deflected to the center of droplets. The white light is separated from each other into a

spectrum of colors. The colors that have been separated, then separate again into very small

portions. There is more light separated from each other in the droplets. Finally, those colors

form a light curve called rainbow.

From our place, we only see a maximum of a half circle rainbow. Because rainbow

created involving distance with water droplets, the rainbow always moves to follow the

movement of anyone who seen it. It makes our distance with rainbow constant.

Note: The words “when, then, and finally” indicate the chorological order of the text. It

explain the sequences or steps of how the rainbow happen.

172

Text 6

Afidhatus Sholikatul K

113-13-020

Rainbow often appears after the rain stops. Rainbow consists of a big bow spectrum.

Rainbow happens from water droplets which reflected because of the light of the sun. When

the sun is shining and the light passing through water droplets, we can see a reflection

because of a wide variety of colors.

Rainbow happen to begin when the sunlight pass through the raindrops. The light is

deflected to the center of the droplets. The white light is separated from each other into a

spectrum of colors. The colors that have been separated, then separated again into very small

portions. There is more light separated from each other in the droplets. Finally those colors

form a light curved that called as rainbow.

In conclusion, the rainbow happens when the rain stop, then the sunlight pass

through the droplets. The colors separated into small portion, because of the reflection of the

sunlight that pass through the droplets. From the ground, we can see a half circle of variety

colors, called rainbow.

Note: The words “after, when, then, and finally” indicate the chorological order of the text.

It explain the sequences or steps of how the rainbow happen.

Text 7

Ira Kusumawati

113-14-065

How Does Rainbow Form?

Rainbow is one of phenomenas atmosphere . It is contained of many color, as like

red, orange, yellow, green, blue, indigo, and purple. Rainbow looked a half of circle form.

The process of rainbow included four parts.

Firstly, the rainbow forms because of there is refrection of sunlight which is curve

and moved in other direction by one medium to another by raindrops. The second, when the

sunlight pass away the droprains, the light will be curve. It is make the colors spread each

others. The third, each color will be curved on the corner. The first color that will be curved

is purple, and the last one is red. It makes the red color is more dominant. The last process is

the other colors being apart, so it will make a beautiful rainbow.

The rainbow happens because of four processes. We can see the rainbow in rainy

season or in the high place.

Note: The words “firstly, the second, when, the third, and the last” indicate the chorological

order of the text. It explain the sequences or steps of how the rainbow happen.

Text 8

Umi Laelatul K

113-14-173 How Does Rainbow Happen?

Rainbow often appears after the rain stops. Rainbow consists of a big bow spectrum

and happens from water droplets which reflacted pararel because of the light of the sun.

When the sun is shining and the light passing through water droplets, we can see a reflection

because of a wide variety of colors. The light passes and reflects like a light passing through

a prism mirror.

Rainbow happen to begin when the sunlight passing through the raindrops. The light

is deflected to the center of the droplets. The white light is separated from each other into a

173

spectrum of colors. The colors that have been separated, then separate again into very small

portions. There is more light separated from each other in the droplets. Finally, those colors

from a light curve called rainbow.

On the ground, we only see a maximum of a half circle rainbow. Because rainbow

created involving distance with water droplets, the rainbow always move to follow the

movement of anyone who seen it. It makes our distance with rainbow constant, in other

word, we could never approach the rainbow.

Note: The words “after, when, then, and finally” indicate the chorological order of the text.

It explain the sequences or steps of how the rainbow happen.

Text 9

Dwi Jayanti

113-14-163

How does rainbow happen?

Rainbow is a meteorological phenomenon that is caused by reflection, refraction,

and dispersion of light in water droplets, resulting in a spectrum of light appearing in the sky.

Rainbows happen when sunlight and rain combine in a very specific way. The beams

of sunlight separate into the colours we see in the rain as they enter a raindrop. Sunlight is

actually made up of different colors that we don't usually see. When a beam of sunlight

comes down to earth, the light is white. But, if the light beam happens to hit raindrops on the

way down at a certain angle. The different colors that make up the beam separate. So that we

can see them.

Rainbow has many colors. They are red, yellow, orange, green, blue, indigo, and

violet. When the rainbow came, it is beautiful too.

Note: The word “when” indicates the chorological order of the text. It explain the sequences

or steps of how the rainbow happen.

Text 10

Tasfiatun Niswati

113-14-032

Rainbow

Rainbow is one of the great phenomenon in nature occurrence. It may appears after

the rain, that caused by reflection, refraction, and dispersion of light in water droplets,

resulting in a spectrum of light appearing in the sky.

The first thing before the rainbow is coming is the rain stops and then the sunlight

appears. Then the sunlight throughs the rain drops and occurs the long-short waves

disversification forms colored ribbon line. The last is the color separates and bounces back

towards the rain drops, and formed the warped light like colors curve.

That how the rainbow is happened. The wonderful phenomenon appears after the

rain makes the eyes and the heart feels peaceful.

Note: The words “after, the first, before, and then, then, and the last” indicate the

chorological order of the text. It explain the sequences or steps of how the rainbow happen.

174

Text 11

Hayyu Nafi’atul Fauziyah

113-14-030

Rainbow

Rainbow is one of life impressive phenomenon and often we meet. The rainbow

phenomenon often occurs after the rain stops. Rainbow or often called as Bianglala is an

optical phenomenon in the world of meteorology. Rainbow is a light with a lot of colors.

These colors are reflected parallel into the droplets. We can see the rainbow on the heavy

and high waterfall.

How does the rainbow work?

All the occurrings start when the sun light run through the water droplets. Then, the

sunlight is deflected into the center of the water droplets. Before that, the light has white

colors, now they are separated and changed into spectrum colors. The process does not

stopped until here. The separated colors then separated again one by one from on the water

droplets. Then, the light turns into the curve, and now we can see a rainbow.

Rainbow has seven colors, they are red, orange, yellow, green, blue, pink, and

purple. They are how the rainbow works. And some people are take picture the rainbow.

Note: The words “after, when, then, now, and before that” indicate the chorological order of

the text. It explain the sequences or steps of how the rainbow happen.

Text 12

Ayu Wulandari

113-14-134

How does rainbow happen?

The rainbow is a natural phenomenon in the form of an optical and meteorological

had a wonderfully collorful aligned in the heavens. Rainbow formed through the process of

distorting the lightor what is called the refraction, the refraction of rainbow will be organized

structurally and will produce beautifull colors in a rainbow. That is red, orange, yellow,

green, blue, indigo, violet.

Rainbow occurs because of the refraction of light. The sunlight that passes through a

raindrop and refracted through the middle of the raindrops, will separate the white light into

the colors of the spectrum. Then the colors bouncing in the backdrop of rain, which is a

result of visible light into a rainbow arched.

Note: The word “then” indicates the chorological order of the text. It explain the sequences

or steps of how the rainbow happen.

Text 13

Wahyu Tri Lestari

113-14-068 How Does Rainbow Happen?

Rainbow is one of optic phenomena that happens in the atmosphere of the earth

naturally. We can see it at the mountain range, or when it is cloudy or when it is raining and

rising of sun. We can see it perfectly, if it is seen by standing in the high place. Rainbow

often appears after the rain stopped.

Rainbow consists of a big spectrum and happens from water droplets which

refraction paralel because of the light of the sun. When the sun is shining and the light

passing through water droplets, we can see a refraction because of wide variety of colors.

The light passes and refraction like passing through a prism mirror.

175

When the white light from sun passed one of rain drops, the colors of komponen

light slowed down to the speed of different depending on them frequency.

Rainbow happen to begin when the sunlight passing through the raindrops. The light

is deflected to the center of the droplets. The white light is separated from each other into a

spectrum of colors. The colors that have been separated, then separate into very small

portions. There is more light separated from each other in the droplets. Finally, those colors

form a light curve called rainbow.

Rainbow is a electromagnetic waves that can see. Whith many of refraction occurs

can create the different shapes of rainbow. There are some processes to be beautiful rainbow

that it appears in the sky.

Note: The words “when, after, then, and finally” indicate the chorological order of the text.

It explain the sequences or steps of how the rainbow happen.

Text 14

Utami Rahayu

113-14-028

How Rainbow is Happen?

Rainbow is one of the life phenomenon that often appears after the rain stops.

Rainbow or Bianglala is an optical phenomenon in the world of meteorology. Rainbow has a

lot of colors. The colors are reflected parallel into the droplets.

Rainbow is formed start when the sunlight runs through the water droplets. Then, the

sunlight is deflected into the center of the water droplets. Previously, the light just has white

color. Now the color are separated and changed into spectrum colors. The colors which have

been separated, the colors will separate again into smaller parts. Finally, those colors form a

light curve and it is called rainbow.

Rainbow is beautiful scenery in the sky. Many people often wait when rainbow will

appear. Many of them also often take the picture of it. In addition, besides rainbow is formed

naturally, rainbow also can form deliberately. Usually it use when the teacher teachs to their

students how rainbow is happen.

Note: The words “after, when, then, previously, now, and finally” indicate the chorological

order of the text. It explain the sequences or steps of how the rainbow happen.

Text 15

Zalsa Febrina Syabilla

113-14-118 How Does Rainbow Happen?

Rainbow is a meteorological phenomenon that is caused by reflection, refraction,

and dispersion of light in water droplets, resulting in a spectrum of light appearing in the sky.

Rainbow have half a circle form. The colors of rainbow are red, orange, yellow, green, blue,

indigo, and violet. Rainbow occurs when white light passes the prism, then the prism

disentangles white light into seven colors. The raindrops as small prisms and the bright sun,

that is white light pass into prisms. Prisms break down light in seven colours. On cloudy

days, raindrops act like prisms and break sunlight. So we can see a rainbow.

This phenomenon usually occur when the air is very hot but raining just raindrops.

Also, rainbow form cause fog, it can see in waterfall. We just can see rainbow maximum half

of circle to see rainbow in full circle, so we must be stand in high place.

176

Note: The words “when and then” indicate the chorological order of the text. It explain the

sequences or steps of how the rainbow happen.

Text 16

Hanik Saida M

113-14-047

How Does Rainbow Happen?

Rainbow is one of the optical phenomenon that occurs naturally in the earth's

atmosphere.

Rainbow often appears after the rain stops. Rainbow consists of big bow spectrum

and happens from water droplets, which reflected parallel because of the light of the sun.

When the sun is shining and the light passing through water droplets, we can see a reflection

because of a wide variety of colors. The light passes and reflect like a light passing through a

prism mirror.

Rainbow happen to begin when the sunlight passing through the raindrops. Light is

deflected into the middle of the drops. White lights is separated from the others into a

spectrum of colors. Spectrum color is red, orange, yellow, green, blue, indigo, and violet. We

often familiar with the abbreviation "Mejikuhibiniu". The colors have been split, then split

again into very small portions. There is more light is split in the drops. Finally those colors

form a light curve called rainbow.

Note: The words “after, when, then, and finally” indicate the chorological order of the text.

It explain the sequences or steps of how the rainbow happen.

Text 17

Nurul Hikmah

113-14-061 How Rainbow Happen?

A rainbow is a meteorological phenomenon that is caused by reflection, refraction,

and dispersion of light in water droplets, resulting in a spectrum of light appearing in the sky.

It takes the form of a multicolored arc. Rainbow caused by sunlight always appear in the

section of sky directly opposite the sun.

Rainbow happens when sunlight and rain combine in a very specific way. When

light from the sun hits a water droplets some of the light is reflected. The light hat is not

refracted crosses the air-water interface (boundary layer). When this happens it slows down

because the water is more dense than the air. The reduction of speed caused the path of the

light to bend this is called refraction. Different wavelengths travel at different speed and

when they encounter a change to medium that is more dense or less dense the speeds are

effected by different amounts. Hence, the colors separate. This phenomenon is known as

dispersion.

The angle for each color of a rainbow is different. Light at different angles coming

through many raindrops form the rainbow that we see, in stripes of red, orange, yellow,

green, blue, indigo and violet.

Note: The word “when” indicate the chorological order of the text. It explain the sequences

or steps of how the rainbow happen.

177

Text 18

Khoirina Hasyin

113-14-100

Metamorphosis is a change of body shape that occurs in an organism (meta=

changes, morfom= form). The group of insects experiences the changes of body shape in

phase of live. Metamorphosis is the based of the insects classification. There are two types of

metamorphosis which occure in insects, perfect and imperfect. Butterfly includes in the

perfect metamorphosis.

The first shape of metamorphosis is egg. The eggs of butterfly are very small, it is

usually on the leaf. The eggs will grow until a certain time. After the development of the

embryo in the eggs, the embryo will be prepared out of the eggs, and form the larva. Larva is

also called caterpillar. The size of larvae can be one hundred times bigger than the size of

larva was mature. When the larva growed perfectly, larva will form structure which is

formed by his spittle and it‟s like a strong hatches thread. It's usually called cocoon or pupa.

In this phase needs a much of energy which is obtained by the larva phase. The cells of larva

will change form of the wings, legs, eyes, and other parts of the body. It is imago (the last

changes) or butterfly.

Butterfly usually eats the honey of the flowers, so it can help the pollination process

of the flowers.

Note: The words “the first, after and when” indicate the chorological order of the text. It

explain the sequences or processes of the butterfly metamorphosis.

Text 19

Eko Nur Cahyono

113-14-066

The Lifecycle of a Butterfly

Butterflies go through a life cycle. A butterfly has four (4) stages in its life cycle.

Each stage is different. Each stage also has a different goal. A butterfly becoming an adult is

called metamorphosis. The life cycle process can take a month to a year. It depends on the

type of butterfly.

Stages in butterfly life cycle, there are: Stage 1: eggs; in the first stage, a girl

butterfly lays eggs. A butterfly first starts out as an egg. A girl butterfly lays the eggs on a

leaf. She lays the eggs really close together. The eggs are really small and round. About five

days after the eggs are laid. A tiny worm- like creature will hatch from the eggs. Stage 2:

caterpillar (larva); the second stage is the caterpillar. A caterpillar is sometimes called larva.

A caterpillar is a long creature. It looks like a worm. Most caterpillars have a cool patterns.

This pattern has stripes or patches. The caterpillar is hungry once it has hatched. It starts to

eat leaves and flowers. It eats these all the time. It first eats the leaf that it was born on. This

is the eating and growing stage. A caterpillar grows really fast. This is because they eat a lot.

A caterpillar is really small when it is born. It starts to grow fast. This is because it eats all

the time. It grows so fast that it becomes too big for its skin. So the caterpillar has to shed its

old skin. It then gets new skin. Caterpillars shed their skin four or more times while they are

growing. A caterpillar shedding its outgrown skin is called molting. Caterpillars do not stay

in this stage very long. While they are in this stage, all they do is eat.

Stage 3: chrysalis (pupa); stage three is the chrysalis. This is when the caterpillar is

done growing. The caterpillar makes a chrysalis. Another name for chrysalis is a pupa. It is

mostly brown or green. It is the same color as the things around it. Things like the trees,

leaves, or branches. This is so that other animals cannot see it. This protects them. This keeps

them from getting hurt. This is the resting stage. It also is the changing stage. The caterpillar

178

starts to changes. It starts to turn into a butterfly. It starts to look different. Its shape starts to

change. It changes quickly. It then turns into a butterfly. All this happen in the chrysalis. This

does not take a long time. Stage 4: butterfly (adult) (imago); in stage four, the chrysalis

opens. Soon a butterfly comes out. A butterfly is sometimes called an imago. It is also called

an adult. Butterflies are very colorful. When the butterfly first comes out its wings are damp.

The wings are also soft. The wings are folded against its body. The butterfly is also very

tired. So the butterfly rests. Once the butterfly has rested, it will be ready to start flying. It

will start to pump blood into its wings. This is to get them working and flapping. After it

does this, it can now learn to fly. Butterflies cannot fly good at first. They need a lot of

practice. It does not take long for them to learn. They learn fast. When it can fly, it will go

look for food. The butterfly will also go look for a mate. It will soon find a mate. It will then

lays eggs. The lifecycle will start all over again.

Butterflies go through a life cycle. There are four stages. The first stage is the eggs.

This is where a girl butterfly lays eggs. She lays them on a leaf. The second stage is the

caterpillar. This is where the eggs hatch. It takes about five days for the eggs to hatch. A

caterpillar then comes out. At this stage, the caterpillar eats all the time. It also grows really

fast. Once it is all the way grown, the third stage starts. The stage is the chrysalis. The

caterpillar makes a chrysalis. The caterpillar is inside the chrysalis, it starts to change. It soon

changes into a butterfly. Once the caterpillar has changed into a butterfly, the fourth stage

starts. This is also that last stage in the life cycle. The fourth stage is the butterfly. A butterfly

comes out of the chrysalis. It can now learn to fly. It can also find a mate. When it finds a

mate, it lays eggs. Then the lifecycle process starts all over again.

Note: The words “stage 1, the first, stage 2, the second, stage three, stage four, after, when,

then, the third, soon, the fourth, and now” indicate the chorological order of the text. It

explain the sequences or processes of the butterfly metamorphosis.

Text 20

Mega Aji Pangarso

113-14-105

Metamorphosis Butterfly

Butterfly is a very beautiful god creature. Butterfly has four stages in his life cycle,

each stage is different. Each stage also has a different goal is called metamorphosis.

First stage a girl butterfly lays eggs on the leaf. She lays the eggs really close

together. The eggs are really small and round. Until five days the eggs will hatch and tiny

worm will come out.

The second stages is the caterpillar, and sometimes called larva. A caterpillar is a

long creature. It looks like a worm. Caterpillar grows really fast. This is because they eat a

lot. It grows so fast that it becomes too big for its skin. So the caterpillar has to shed its old

skin, and then get a new skin. Caterpillars do not stay in this stage very long. While they are

in this stage, all they do is eat.

In this stage the caterpillar goes into a resting stage and it called pupa. This stage

may last two weeks, it may last a whole winter. During this period, the caterpillar changes

into a full-grown butterfly.

In the final stages the chrysalis opens. Soon the butterfly come out. A butterfly is

sometimes called an imago. Butterfly are very collorfull when the butterfly first come out its

wings are damp. The wings are folded against its body, so the butterfly rest. Once the

butterfly has rested, it will be ready to start flying. It will start to pump his blood to its wings,

to get them working and flapping. It can now learn to fly and then an old butterfly fly

arround its world.

179

Note: The words “four stages, first, the second, the final, soon, when, and then, and now”

indicate the chorological order of the text. It explain the sequences or processes of the

butterfly metamorphosis.

Text 21

Eka Mahardika

113-14-097

Butterfly Life Cycle

The egg.

A butterfly starts as a very small, round, oval or cylindrical egg, some butterfly eggs

may be round, some oval, and some may be ribbed, while others may have other features.

The egg shape depends on the type of butterfly laid the egg.

The larva (caterpillar).

When the egg finally hatches, it become butterfly larva, or what we call caterpillar.

Caterpillar will start his work and eat the leaf. They were born onto. This is really important

because the butterfly mother needs to lay her eggs on the type of leaf. The caterpillar will

eat, each caterpillar type likes only certain types of leaves. Caterpillars needs to eat and eat,

so they grow quickly.

The pupa (chrysalis).

As soon as a caterpillar is done growing and they have reached their full

length/weight they form themselves into a pupa, also known as a chrysalis. From the outside

of pupa it looks as if the caterpillar may just be resting, but the inside is where all of the

action is. Inside of the pupa, the caterpillar is rapidly changing. Tissue, limbs, and organs of

a caterpillar have all been changed by the time the pupa is finished, and is now ready for the

final stage of a butterfly's life cycle.

Butterfly.

Finally, when caterpillar has done all of its forming and changing inside the pupa, if

you are lucky, you will get to see a butterfly emerges. When the first time butterfly emerges

from the chrysalis, both of the wings are going to be soft and folded against its body.

Note: The words “while, when, now, as soon as, and finally” indicate the chorological order

of the text. It explain the sequences or processes of the butterfly metamorphosis.

Text 22

Naim K. Ihsan

113-14-139

How Caterpillar Become Butterfly

Butterfly is a kind of insect that has a long thin body and brightly colored wings. It

has magic life cycle.

First, a butterfly starts life as a very small, round, oval, or cylindrical eggs. The

coolest thing about butterfly eggs is that, if you look close enough, you can actually see the

tiny caterpillar growing inside of it. Second, when the eggs hatches, the caterpillar go outside

and all they do is eat. Third, when caterpillar has done growing, they form themselves into a

pupa, also known as a chrysalis. Inside of the pupa, the caterpillar has rapidly changing.

Fourth, when the caterpillar has done all of its forming and changing inside the pupa, a

butterfly emerges from the pupa. Both of its wings are going to be soft and folded against its

body. This is because the butterfly had to fit all its new parts inside of the pupa. And then,

when they will fly high to the sky.

180

Note: The words “first, second, third, fourth, and then, and when” indicate the chorological

order of the text. It explain the sequences or processes of the butterfly metamorphosis.

Text 23

Mahardika Bima Sakti

113-14-070 Butterfly

The first stage is the eggs, the eggs hatch into a worm-like creatures known as larva.

The common name is caterpillar. Caterpillars may eat once or twice, their own weight in

leaves each day. In the third stage the caterpillar goes into a resting state and is called a pupa.

This stage may last two weeks, during this period, the caterpillar changes into a full-grown

butterfly.

Then, a beautiful flying adult emerges. This adult will continue the cycle.

Note: The words “the first, the third, and then” indicate the chorological order of the text. It

explain the sequences or processes of the butterfly metamorphosis.

Text 24

Moh Adib Fathurrohman

113-14-121 The Butterfly Life Cycle

The butterfly is a beautiful animal. The first process is begin with egg. Then it is

continued to be caterpillar and next to be a cocoon. Finally, to be a beautiful butterfly.

The step one the butterfly is produced from egg. And after that, the egg is hatched

and to be a caterpillar. And after a few weeks, the caterpillar to be a cocoon. And maybe for

a week the cocoon to be a beautiful butterfly, and it can fly to the sky.

Finally, the butterfly appears in the sky and waiting for producing the egg and die.

Note: The words “the first, then, next, after that, after, and finally” indicate the chorological

order of the text. It explain the sequences or processes of the butterfly metamorphosis.

Text 25

Miftakhurrohman

113-14-075 Metamorphosis of Butterfly

Metamorphosis is a process from worm become new animals (perfect phase):

butterfly. First phase is an egg. Egg will hatch between 3-5 days. Larva will walk to side tree

leaves.

Then larva (worm). After larva was hatch, larva looking for food: with consuming

eggshell as the first food. When the larva achieves maximal growth, larva will stop eat, walk

to find near places to shelter and adhere itself at a twig/leaf. This is a prepuse phase and

release the skin to last time to form cocoon.

Pupa (cocoon). Cocoon phase it looked from out like rest period, whereas in cocoon

was occured process formatting insect/formatting perfect of insect that occur during 7-30

days.

Butterfly. After out from the cocoon, create the butterfly.

Note: The words “first, after, when, and then” indicate the chorological order of the text. It

explain the sequences or processes of the butterfly metamorphosis.

181

Text 26

Abdullah Firdaus

11-14-138

The Lifecycle of Butterfly

Butterfly is a wonderful animal which has many kinds. Butterfly has four stages in

its life. A butterfly becoming an adult is called by metamorphosis. The life cycle process can

take a month to year, it depends on the kind.

The four stages are eggs, caterpillar, chrysalis, and butterfly. The first, female

butterfly lays eggs on the leaf, about five days after the eggs are laid. A tiny worm-like

creature will hatch from the eggs. Second, caterpillar likes to eat leaf and flower. It eats all

time, it grows so fast that it becomes too big for its skin. So it can shed its old skin.

Caterpillars don't stay in this stage for so long, because all they do is eat.

The third stage is chrysalis, the caterpillars make their body to be chrysalis which

have the same color with leaves or branches, so another animals cannot see them. And the

last is butterfly. Butterfly comes out from the chrysalis. It has many colors. They cannot fly

well but after practicing for while, the butterflies can fly well.

So this beautiful animals which has many colors need four stage in their lifecycle

from egg to caterpillar then chrysalis to be butterfly.

Note: The words “the four stages, the first, after, second, the third, the last, and then”

indicate the chorological order of the text. It explain the sequences or processes of the

butterfly metamorphosis.

Text 27

Muhammad Luqman I

113-14-145 Stage of Butterfly Metamorphosis

1. Eggs

In the first stage, a girl butterfly lays eggs. A butterfly starts out as an eggs. A girl

butterfly lays the eggs on a leaf. She lays the eggs are really small and round. About five

days after the eggs are laid, a tiny worm-like creature hatch from the eggs.

2. Caterpillar (larva)

The second stage is the caterpillar or larva. The caterpillar is a long creature. It's look

like a worm. Most caterpillar have a cool pattern. This pattern has stripes or patches. The

larva hatch from an egg and eats leaves or flower almost constantly. The caterpillar molts

(loses it's skin) many times as it grows.

3. Chrysalis (pupa)

Stage three is the chrysalis. This is when caterpillar is done growing. It's mostly

brown or green, it is the same color as the things around it. Things like the trees, leaves, or

branches. This protects them. This keeps them from getting hurt. This is resting stage. It's

also is the changing stage.

4. Butterfly (adult), (imago)

In stage four, the chrysalis opens. Soon a butterfly comes out. Butterfly are very

colorfun. When the butterfly first comes out its wings are damp. The wings are also soft.

Flying adult emerges. There is no growth during this stage. This adult will continue the cycle

and reproduce.

Note: The words “the first, after, the second, stage three, when, stage four, and soon”

indicate the chorological order of the text. It explain the sequences or processes of the

butterfly metamorphosis.

182

Text 28

Ahmad Nasirun

113-14-140

Butterfly Metamorphosis

Metamorphosis is a change of body shape that occur in an organism (meta=changes,

morfom=form). The group of insects experiences the changes of body shape in phase of live.

Metamorphosis is the based of the insects classification. There are two types of

metamorphosis which occurs in insects, perfect and imperfect. Butterfly includes in the

perfect metamorphosis.

The first shape of metamorphosis is the eggs. The eggs of butterfly is very small, it is

usually on the leaf. The eggs will grow until a certain time. After the development of the

embryo in the eggs, the embryo will be prepared out of the eggs and form the larva. Larva is

also called caterpillar. The size of larva can be one hundred times bigger than the size of

larva was mature. When the larva growed perfectly, larva will form structure which is

formed by his spittle and it's like a strong katniss thread. It's usually called cocoon or pupa.

In this phase, needs a much of energy which is obtained by the larva phase. The cells

of larva will change form the wings, legs, eyes, and other parts of the body. It is the imago

(the last changes) or butterfly.

Butterfly usually eats the honey of flowers, so it can help the pollination process of

the flowers.

Note: The words “the first, until, after, and when” indicate the chorological order of the text.

It explain the sequences or processes of the butterfly metamorphosis.

Text 29

Rifki M Lazim

113-14-155

Butterfly Life Cycle

1. Caterpillars

Butterflies go through a life cycle known as complete metamorphosis. The stages of

their life cycle include: egg, larva, caterpillar and butterfly. Below is description of each life

stages.

Every butterfly begins its life as an egg. Female butterfly very picky about where

they lay their eggs. When a butterfly first hatches from its egg, it is very small. Their has

only one job: to eat. Caterpillar face a challenges as they grow. Their skin can't grow with

them. But the skin grow new to change the old skin. This process called "molt". The

caterpillar keep grow until fifth molts. After that, the caterpillar is ready to pupate.

2. Pupate

On this stage, the caterpillar has already spun a silk girdle, which attaches it to the

stem of the plant. The fifth instar eats, grows, and becomes too big for its skin. This final

caterpillar instar different result molt. The new skin underneath forms the outer shell of the

chrysalis.

The body of the caterpillar is transforming into an adult butterfly. Wings are formed

in the chrysalis. After approximately 10-14 days as chrysalis, the butterfly is ready to

emerge. When the butterfly out from the chrysalis, the wings are small and wet so the

butterfly can't fly. The wings must dry.

3. Butterly

The main job of an adult butterfly's life is to reproduce. After female butterfly mates,

she shearces for the proper host plant to lay her eggs and the cycle begins again.

183

So, butterfly life cycle through four stages. Eggs, larva, pupa, and then butterfly.

Some species of butterflies has different way. But they through a long time process to reach

the final shape of their life, become a beautiful butterfly.

Note: The words “after that, when, final, after, and then, four stages, and the final” indicate

the chorological order of the text. It explain the sequences or processes of the butterfly

metamorphosis.

Text 30

Muhammad Muhsin

113-14-113 Butterfly Metamorphosis

Butterfly is one of the beautiful animals. Before being a butterfly, it goes through

four simple metamorphosis processes. Metamorphosis itself spends the long time before

finally the new butterfly is forming. Metamorphosis of butterfly is basically unknown,

because it forms differently in every process.

At first, metamorphosis occurs when the butterfly places an egg on the leaf. The

female butterfly needs to put it on the leaf because it, however, survives by eating the leaf.

Commonly, butterfly tends to put the egg under the leaf. It might be to protect the egg from

the sunshines. Also, each butterfly has own various favorite leaf to stick. In the last of the

first process, butterfly will stick in the egg to create the hole, so the egg has the space to get

out over right there through that small hole. The fetus will keep growing in the certain time.

Having been matured, fetus growth in the egg will get out to form larva.

Then, fetus form is the second process. Larva is the form after the egg and it places

in consumtive phase. However, larva actively eats the leaf it sticks on. Then, during this

process, larva grows bigger and put off its crust up to five times. Larva shapes can be 100

times bigger than the final forms. The fetus also keeps the food to use in the third phase.

Cocoon is the third phase metamorphosis process. Larva will completely grow and it

will stop eating to form a cocoon. Cocoon is made of by larva's spit forming a smooth net.

Cocoon takes the time for about weekish, monthish, even a year. Cocoon shape is the most

crusial moment, because inside of it the butterfly to be will make a big changes. Larva cells

will change into wings, feet, eyes, and other parts of the body.

Having got out from the cocoon, a young butterfly will creep on the leaf. So its

rumpled and but wet can hang down and grow normally. As soon as a young butterfly's

wings dried. It will open-close the wing to try flying.

In conclusion, butterfly undergoes breafly different form in every phases.

Note: The words “before, at first, the last, the first, the second, after, when, then, the third, as

soon as, and finally” indicate the chorological order of the text. It explain the sequences or

processes of the butterfly metamorphosis.