Student’s writing ability in using discourse connectors At fourth semester of argumentative writing class of English Teacher Education Department of UIN Sunan Ampel Surabaya

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Hozaini, Achmad Fahri (2019) Student’s writing ability in using discourse connectors At fourth semester of argumentative writing class of English Teacher Education Department of UIN Sunan Ampel Surabaya. Undergraduate thesis, UIN Sunan Ampel Surabaya.

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Abstract

ABSTRACT
Hozaini, Achmad Fahri. (2019). Student’s Writing Ability in Using Discourse Connectors at Fourth Semester of Argumentative Writing Class of English Teacher Education Department of UIN Sunan Ampel Surabaya. A thesis. English Teacher Education Department, Faculty of Education and Discourse connectors became one of important devices to build cohesion and coherence in writing especially in argumentative essay. However, most of the students still got the difficulties in term of how to use discourse connectors effectively. In this study, the researcher wanted to reveal how the discourse connectors used by the students of English Teacher Education Department. This study was aimed to answer three research questions; what is the level of the students writing ability in using discourse connectors in argumentative essay, what are the types of discourse connectors that are mostly used by them, and what are the misused of discourse connectors composed by the students in argumentative essay. This study was conducted using qualitative descriptive method. To answer the first and the third research question, the researcher used Kao and Chen’s theory. While in answering the second research question, the researcher used Ron Cowan’s taxonomy. According to the finding of the research, the researcher found that there were three out of five level of student’s writing ability. From 21 students, there were 9 students got excellent, 8 students got good, and 4 students got average. The average level gained by the students was excellent. The types of discourse connectors that mostly used by the students were result 35,3%, and contrast 22,6%. Lastly, the misused of discourse connectors composed by the student were non-equivalent exchanged and wrong relation 34,2%, semantic incompletion 17,6%, connective overused 11,4%, and distraction 2,8%.