THE USE OF COHESIVE DEVICES IN THE DESCRIPTIVE TEXTS AT SMK BINA NUSANTARA UNGARAN
DOI:
https://doi.org/10.31851/h9ye2d32Keywords:
Cohesive devices, Descriptive text, Vocational EFL studentsAbstract
This study examines the use of cohesive devices in descriptive texts written by eleventh-grade students at SMK Bina Nusantara Ungaran. Employing a qualitative approach supported by descriptive quantitative analysis, the study involved approximately 60 students. Data were collected through a descriptive writing task and analyzed using Halliday and Hasan’s (1976) framework of cohesion, which includes reference, substitution, ellipsis, conjunction, and lexical cohesion. The findings reveal that conjunction and reference were the most frequently used cohesive devices, while substitution, ellipsis, and lexical cohesion occurred less often. The dominant use of conjunctions and references indicates that students relied primarily on basic cohesive strategies to connect ideas in their writing. Although these devices contributed to clearer organization and improved readability, the limited variety of cohesive devices suggests that students have not yet fully mastered the use of more complex cohesion. The study highlights the need for explicit instruction and regular practice in the use of cohesive devices to improve students’ writing quality. Enhancing students’ awareness of various cohesive devices can help them produce more coherent, cohesive, and effective descriptive texts.
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