Does the writing exposition text ability correlate to reading habit and discourse markers mastery?

Year 2020, , 885 - 895, 15.06.2020

Asep Muhyıdın

https://doi.org/10.17478/jegys.682065

Cited By: 2

Abstract

This study aims to determine 1) the relationship between students’ reading habits with the ability to write exposition text, 2) the relationship between students’ discourse markers mastery with the ability to write exposition text, and (3) the relationship between students’ reading habits and discourse markers mastery with the ability to write exposition text. This research was conducted in the tenth grade students of SMA Negeri 4 Serang in the odd semester of the 2018/2019 school year. The research method used was a survey method with correlational techniques. The population was the students of grade X. There were 450 students consisting of 180 male and 270 female. The sample was taken using purposive sampling technique. The sample was 88 students. The test was used to obtain data on the students’ ability to write exposition texts and students’ mastery of discourse markers, while the questionnaire was used to to obtain data on students' reading habits. The results showed that: 1) there was a positive and significant relationship between the students’ reading habits and the students' ability to write exposition texts; 2) there was a positive and significant relationship between the students’ discourse markers mastery and the students' ability to write exposition texts; and 3) there was a positive and significant relationship between the students’ reading habits and the students’ discourse markers mastery with the students’ ability
to write exposition texts.

Keywords

ability to write exposition text, Students’ reading habit, Discourse markers mastery

References

• A. Adetunji, & B.O. Oladeji. (2007). Comparative study of the reading habit of boarding and day secondary school students in Osogbo, Osun State, Nigeria. Pakistan Journal of Social Science, 4(4), 509-512. Retrieved from http://medwelljournals.com /abstract/?doi=pjssci.2007.509.512
• Adeyemi, B.B. ( 2018). Use of discourse markers in writing and answering essai questions among undergraduates in Ondo State University of Science and Technology, Okitipupa, Nigeria. International Journal of Learning, Teaching and Educational Research, 17(7), 106-119. https://doi.org/10.26803/ijlter.17.7.7
• Aidinlou, N. A., & Mehr, H.S. (2012). The effect of discourse markers instruction on EFL learners’ writing. World Journal of Education, 2(2), 10-16. http://dx.doi.org/105430/wje.v2n2p10
• Ali, E.A.M. & Mahadin, R.S. (2016). The use of discourse markers in written discourse by students of English at the University of Jordan. International Journal of Humanities and Social Science, 6(3), 23-35. Retrieved from http://www.ijhssnet.com/journals/Vol_6_No_3_March_2016/4.pdf
• Al-khazraji, A. (2019). Analysis of discourse markers in essays writing in esl classroom. International Journal of Instruction, 12(2), 559-572. https://doi.org/10.29333/iji.2019.12235a
• Amna, F. A., & Zakaria, R. (2018). Kontribusi Kebiasaan Membaca dan Motivasi Belajar terhadap Kemampuan Menulis Teks Eksposisi Siswa Kelas X SMA Negeri 2 Padang. Menara Ilmu, 12(1), 95-103. Retrieved from https://jurnal.umsb.ac.id/index.php/menarailmu/article/view/833/744
• Andayani, W. (2014). The use of english discourse markers in the argumentative writing of EFL Indonesia and Thai university students: A comparative study. Journal of Education, 7(2), 33-39. Retrieved from https://journal.uny.ac.id/index.php/joe/article/view/5761/4974
• Andheska, H., Suparno, Dawud, & Suyitno, I. (2020). Writing motivation and the ability in writing a research proposal of generation Z students based cognitive style. Journal for the Education of Gifted Young Scientists, 8(1), 87-104. DOI: http://dx.doi.org/10.17478/jegys.651436
• Aramide, K. A. ( 2015). Effect of parental background factors on reading habit of secondary school students in Ogun State, Nigeria. Journal of Applied Information Science and Technology, 8(1), 70-80. Retrieved from https://jaistonline.org/vol8_no1_Aramide.pdf
• Atmazaki. (2006). Kiat-kiat Mengarang dan Menyunting. Padang: Yayasan Citra Budaya Indonesia Brown, H. D. (2001). Language assessment, principles and classroom practices. United States: Longman.
• Creswell, J.W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
• Daif-Allah, A.S., & Albesher, K. (2013). The use of discourse markers in paraghraph writings: The case of preparatory year program student in Qassim University. English Language Teaching, 6(9), 217-227. http://dx.doi.org/10.5539/elt.v6n9p217
• Feng, L. (2010). Discourse markers in english writing. The Journal of International Social Research, 3(11),299-305. Retrieved from http://www.sosyalarastirmalar.com/cilt3/sayi11pdf/feng_li.pdf
• Fitriani, D. (2015). Penguasaan Kalimat Efektif dan Penguasaan Diksi dengan Kemampuan Menulis Eksposisi pada Siswa SMP. Jurnal Pesona, 1(2), 129-139. Retrieved from https://onesearch.id/Record/IOS1896.article-109
• Florence, F. O., Adesola, O.A., Hameed, B.A., & Adewumi, O.M. (2017). A survei on the reading habits among colleges of education students in the information age. Journal of Education and Practice, 8(8), 106-110. Retrieved from https://eric.ed.gov/?id=EJ1139158
• Fraser, B. (1998). Contrastive discourse markers in English. (Jucker & Ziv, eds.). John Benjamin’s Publishing Company.
• Gallo, D. R. (2007). Reading interest and habits of connecticut students at grades four through twelve. The Reading Matrix, 2(3), 1-20.
• Ghasemi, M. (2013). An investigation into the use of cohesive devices in second language writings. Theory and Practice in Language Studies, 3(9), 1615-1623. DOI: 10.4304/tpls.3.9.1615-1623
• Hadiani, D., & Permata, N.N. (2019). An analysis of students’ writing skills: focus on grammatical and discourse competence. LLT Journal: A Journal on Language and Language Teaching, 22(2), 198-208. https//doi.org/10.24071/llt.2019.220206
• Hamed, M. (2014). Conjunctions in argumentative writing of Libyan tertiary students. English Language Teaching, 7(3), 108-120. http://dx.doi.org/105539/elt.v7n3p108
• Harmer, J. (2004). How to teach writing. England: Longman.
• Iftanti, E. (2012). A survey of the english reading habits of EFL students in Indonesia. TEFLIN Journal, 23(2), 149-164. http://dx.doi.org/10.15639/teflinjournal.v23i2/149-164
• Jalilifar, A.(2008). Discourse markers in composition writings: The case of Iranian learners of english as a foreign language. English Language Teaching, 1(2), 114-122. DOI:10.5539/elt.v1n2p114
• Janthong, J., & Sripetpun, W. (2010). English reading comprehension and reading habit improvement: Use of questioning technique. In The 2nd International Conference on Humanities and Social Sciences April 10th. Retrieved from http://fs.libarts.psu.ac.th/research/conference/proceedings-2/3pdf/009.pdf
• Kalajahi, S.A.R., Abdullah, A.N., Mukundan, J., & Tannacito, J. (2012). Discourse connectors: an overview of the history, definition and classification of the term. World Applied Sciences Journal, 19(11), 1659-1673. DOI:10.5829/idosi.wasj.2012.19.11.1990
• Karahan, P. (2015). A diagnostic analysis of elt students’ use of connectives. Procedia-Social and Behavioral Sciences, 199, 325-333. DOI: 10.1016/jsbspro.2015.07.555
• Keraf, Gorys. (1981). Eksposisi dan Deskripsi. Flores: Nusa Indah.
• Khalisa, N. (2018). The correlation between students’ reading habit and their writing ability. Unpublished Thesis. Banda Aceh: Ar-Raniry Islamic University. Retrieved from https://repository.ar-raniry.ac.id/id/eprint/6565/1/Nurul%20Khalisa.pdf
• Leo, K. (2012). Investigating cohesion and coherence discourse strategies of chinese students with varied lengths of residence in canada. TESL Canada Journal, 29(6), 157-179. https://doi.org/10.18806/tesl.v29i0.1115
• Leonard, G. (2010). Mastery: The keys to success and long term fulfilment. New York: Dutton.
• Lestari, A., S. Sofendi, & Petrus I. (2018). The correlations among undergraduate efl students’ reading habit, multiple intelligences, and writing mastery. Indonesian Journal of Applied Linguistics, 8(1), 110-120. https://doi.org/10.17509/ijal.v8i1.11470
• Martin, J. R. (2001). Cohesion and texture. In D. Schiffrin, D. Tannen, & H. E. Hamilton (Eds.), The handbook of discourse analysis (pp.35-53). Massachussetts: Blackwell Publishers.
• Maula, I. ( 2015). The correlation between students’ reading habit and their ability of writing text. Unpublished Thesis. Semarang: State University of Semarang. Retrieved from https://lib.unnes.ac.id/20505/1/2201411051-S.pdf
• Modhish, A.S. (2012). Use discourse markers in the composition writings of Arab EFL learners. English Language Teaching, 5(5), 56-61. http://dx.doi.org/10.5539/elt.v5n5p56
• Muhyidin, A., Juansah, D.E., Ediwarman, & Hamidiyah, A. (2018). Does the writing argumentative text ability correlate to writing motivation and grammatical? Advances in Social Science, Education and Humanities Research, 263, 239-243. https://doi.org/10.2991/iclle-18.2018.40
• Nisa, KH. (2019). Hubungan Penguasaan Piranti Kohesi dengan Keterampilan Menulis Eksposisi. Jurnal Dialog, 8(2), 917-926. Retrieved from http://jurnal.una.ac.id/index.php/jd/article/view/738
• Noor, N. M. (2011). Reading habits and preferences of efl post graduates: A case study. Indonesian Journal of Applied Linguistics, 1(1), 1-9). https://doi.org/10.17509/ijal.v1i1.95
• Nunan, D. (2003). Practical English language teaching. New York: Mc Graw Hill Companies Inc.
• Nurgiyantoro, B. (2009). Penilaian dalam Pembelajaran Bahasa dan Sastra. Yogyakarta: BPFE.
• Ogbodo, R.O. (2010). Effective study habits in educational sector: Counselling implication. Edu Journal of Counselling , 3 (2), 1-11. Retrieved from https://www.ajol.info/index.php/ejc/article/download/63610/51444
• Ong, J. (2011). Investigating the use of cohesive devices by Chinese EFL learners. The Asian EFL Journal Quarterly, 13(3), 42-65. Retrieved from https://www.asian-efl-journal.com/PDF/September-2011.pdf
• Palani, K. K. (2012). Promoting reading habits and creating literate social. International Reference Research Journal, 27 (3), 1-12.
• Patriana, A.W., Sri, R., & Nur, M. (2016). Students’ ability in using discourse markers to build coherence in compositions. TEFLIN Journal, 27(2), 203-216. http://dx.doi.org/10.15639/teflinjournal.v27i2/203-216
• Rahayu, T., & Cahyono, B.Y. (2015). Discourse markers in expository essays written by Indonesian students of EFL. International Journal of Language and Linguistics, 2(2), 21-29. Retrieved from http://ijllnet.com/journal/index/2162
• Rahimi, M. (2011). Discourse markers in argumentative and expository writing of Iranian EFL learners. World Journal of English Language. 1(2), 68-78. http://dx.doi.org/10.5430/wjel.v1n2p68
• Ratminingsih, N. M., A.A.I.N. Marhaeni, & I.P.D. Vigayanti. (2018). Self-assesment: The effect on students’ independence and writing competence. International Journal of Instruction, 11(3), 277-290. Retrieved from http://www.e-iji.net/volumes/351-july-2018,-volume-11,-number-3
• Risman, K. Jufrizal & Rozimela, Y. (2019). The correlation between reading habit and students’ writing ability. International Journal of Science and Research, 8(5), 221-224. Retrieved from https://www.ijsr.net/search_index_results_paperid.php?id=ART20197528
• Satini, R. (2016). Kemampuan Menulis Karangan Eksposisi dengan Menggunakan Mind Map Siswa Kelas X SMA Negeri 14 Padang. Jurnal Gramatika, 2(2), 164-178. http://dx.doi.org/10.22202/JG.2016.v2i2.976
• Schiffrin, D.(1992). Discourse markers. Cambridge: Cambridge University Press.
• Shen, L. (2006). Computer technology and college students’ reading habits. Chia-nan Annual Bulletin, 32, 559-572. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download? doi=10.1.1.526.1818&rep=rep1&type=pdf
• Sing, Y.G.(2011). Academic achievement and study habits of higher secondary students. International Refereed Journal, 27(3),1-12.
• Situmorang, P.D., Siti S., & Eka S.A. (2013). Hubungan Antara Kebiasaan Membaca dan Kemampuan Menulis Narasi Siswa Kelas IX SMP Tunas Harapan. Jurnal Kata, 2(1), 1-9. Retrieved from http://jurnal.fkip.unila.ac.id/index.php/BINDO1/article/view/3132/2137
• Susanto, D.A., Bharati, D.A.L., & Sutopo, Dj. (2018). Shiffrin’s english discourse markers functions in the students’ Hortatory exposition text. Advances in Social Science, Education and Humanities Research, 287, 201-206. https://doi.org/10.2991/icas-19.2019.14
• Tahar, H. E. (2008). Menulis Kreatif: Panduan Bagi Pemula. Padang: UNP Press.
• Tree, F. J.E. (2015). Discourse markers in writing. Discourse Studies, 17(1), 64-82. https://doi.org/10.1177/1461445614557758
• Weigle, C. S. (2002). Assessing Writing. Cambridge: Cambridge University Press.
• Yunus, M.M., & Haris, S.N.F. (2014). The use of discourse markers among form four SLL students in essay writing. International Education Studies, 7(2), 54-63. http://dx.doi.org/10.5539/ies.v7n2p54