ABSTRACT
ERROR ANALYSIS ON THE USE OF COHESIVE DEVICES IN STUDENTS’ WRITING AT ENGLISH DEPARTMENT OF HALU OLEO UNIVERSITY
By
ERNI SIRMAN A1D409088
Using Halliday and Hasan‟s (1976) cohesion taxonomy, this study investigated cohesive devices errors in the writing of ten students who program writing II at English Department of Halu Oleo University. The objectives of this study were to find out types of cohesive device errors committed by the students in their writing and to describe the dominant of cohesive device error in students' writing. This study was a qualitative research which consisted of a description and explanation of cohesive devices errors. It explained how cohesive devices used erroneously in students‟ writing. The results of this study show that a total of 53 errors were identified in students‟ writing consisting errors in reference and conjunction. In reference, errors were found on the use of personal and demonstrative reference. In conjunction, errors were found on the use of additive, adversative, causal, and temporal conjunctions. The result also shows that the students had more difficulties in using conjunction (56.60%) than reference (43.40%). Meanwhile, among the sub-categories of reference and conjunction, demonstrative reference (39.62%) posed the most difficulty for the students especially in using definite article the, followed by additive (28.30%), causal conjunction (16.98%), and adversative conjunction (7.55%). The lowest frequencies of errors committed by them were both personal reference and temporal conjunction (3.63%).
Key words: Errors, Cohesive Devices, Writing