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Cohesive Devices in EFL Students' Essays and Problems Encountered during Writing

Indonesian Research Journal in Education |IRJE| · Vol. 7 No. 1 (2023) · hlm. 61–76

DOI
10.22437/irje.v7i1.23128
ISSN
2580-5711
Terbit
2023-04-27
Penerbit
Universitas Jambi, Indonesia
Bahasa
en
Lisensi
creativecommons.org/licenses/by-nc-sa/4.0

Abstrak

The research investigated the cohesive devices used in EFL students' recount texts and the problems encountered during their writing. 33 high school students' essays were analyzed, and the students were interviewed. The findings showed that all five types of cohesive devices appeared in the students' writings, with reference the most, followed by a conjunction, lexical cohesion, ellipsis, and substitution the least. Three types of cohesive devices were identified as problematic to the students: conjunction, reference, and lexical cohesion. Four reasons were further found for the students' difficulty in using the cohesive devices: pure error, absence of knowledge, overuse, and lack of writing practice. These findings may give new insights for language teachers in the attempt to understand the causes that lead to cohesion problems in students' writing so that proper measures can be taken to address them and improve the quality of their writing generally.

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29 penulis · 72 tautan kepenulisan bersama · 12 lintas organisasi

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  • Universitas Syiah Kuala
  • Universitas Islam Negeri Ar-Raniry
  • Sultan Idris Education University
  • Universitas Jambi
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Rekan penulisOrganisasiArtikel bersama
Iskandar Abdul SamadUniversitas Syiah Kuala2
Yuyun NailufarUniversitas Syiah Kuala1
Raja Nor Safinas Raja HarunSultan Idris Education University1
Bustami UsmanUniversitas Syiah Kuala1
Qismullah YusufUniversitas Syiah Kuala1
Burhansyah YusufUniversitas Syiah Kuala1
Alfa NadyaUniversitas Syiah Kuala1
Diana AchmadAfiliasi tidak diketahui1
Asnawi MuslemUniversitas Syiah Kuala1
Siti Sarah FitrianiAfiliasi tidak diketahui1
Thara Hendri SafitriAfiliasi tidak diketahui1
Heather LinvilleAfiliasi tidak diketahui1
Diana Fauzia SariUniversitas Syiah Kuala1
Rosnani SahardinUniversitas Syiah Kuala1
Vida YaniUniversitas Syiah Kuala1
Jacqueline LieUniversitas Syiah Kuala1
Nira ErdianaUniversitas Syiah Kuala1
Edi YuhermansyahUniversitas Islam Negeri Ar-Raniry1
Amirul MukmininUniversitas Jambi1
Tgk Maya SilviyantiUniversitas Syiah Kuala1
Saiful AkmalUniversitas Islam Negeri Ar-Raniry1
Qudwatin Nisak M. IsaUniversitas Islam Negeri Ar-Raniry1
Safrul MulukUniversitas Islam Negeri Ar-Raniry1
Titin Arifa MaulidaUniversitas Islam Negeri Ar-Raniry1
Diah Bunga NastitiUniversitas Islam Negeri Ar-Raniry1

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Sumber metadata: OAI-PMH (metadata jurnal) https://online-journal.unja.ac.id/index.php/irje/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Cohesive Devices in EFL Students' Essays and Problems Encountered during Writing</dc:title>
	<dc:creator xml:lang="en">Zahara, Rita </dc:creator>
	<dc:creator xml:lang="en">Yusuf, Yunisrina Qismullah</dc:creator>
	<dc:creator xml:lang="en">Samad, Iskandar Abdul </dc:creator>
	<dc:creator xml:lang="en">Singh, Charanjit Kaur Swaran </dc:creator>
	<dc:description xml:lang="en">The research investigated the cohesive devices used in EFL students' recount texts and the problems encountered during their writing. 33 high school students' essays were analyzed, and the students were interviewed. The findings showed that all five types of cohesive devices appeared in the students' writings, with reference the most, followed by a conjunction, lexical cohesion, ellipsis, and substitution the least. Three types of cohesive devices were identified as problematic to the students: conjunction, reference, and lexical cohesion. Four reasons were further found for the students' difficulty in using the cohesive devices: pure error, absence of knowledge, overuse, and lack of writing practice. These findings may give new insights for language teachers in the attempt to understand the causes that lead to cohesion problems in students' writing so that proper measures can be taken to address them and improve the quality of their writing generally.
 </dc:description>
	<dc:publisher xml:lang="en">Universitas Jambi, Indonesia</dc:publisher>
	<dc:date>2023-04-27</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://online-journal.unja.ac.id/irje/article/view/23128</dc:identifier>
	<dc:identifier>10.22437/irje.v7i1.23128</dc:identifier>
	<dc:source xml:lang="en">Indonesian Research Journal in Education |IRJE|; Vol. 7 No. 1 (2023): IRJE |Indonesian Research Journal in Education| ; 61-76</dc:source>
	<dc:source>2580-5711</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://online-journal.unja.ac.id/irje/article/view/23128/15516</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2023 Indonesian Research Journal in Education |IRJE|</dc:rights>
	<dc:rights xml:lang="en">http://creativecommons.org/licenses/by-nc-sa/4.0</dc:rights>
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