AKURASI SINYAL TRANSISI DALAM TULISAN ARGUMENTATIF: STUDI KUALITATIF DESKRIPTIF

Lisbeth Sirait; Chatrine Meylani Chen

doi:10.33541/dia.v13i1.8417

Authors

Lisbeth Sirait Departement of English Literature, Faculty of Letters and Languages, Christian University of Indonesia
Chatrine Meylani Chen Departement of English Literature, Faculty of Letters and Languages, Christian University of Indonesia

DOI:

https://doi.org/10.33541/dia.v13i1.8417

Keywords:

Transitional Signals, Argumentative Writing, Academic Cohesion, Genre-Based Pedagogy, EFL Learners

Abstract

This research examines the categories and precision of transitional devices utilized by first-semester English Literature students at Universitas Kristen Indonesia in their argumentative compositions. Informed by the theoretical perspectives of Oshima and Hogue (2006), Halliday and Hasan (1976), and Hyland (2007), the study employs a descriptive qualitative methodology to scrutinize 28 students’ essays. The results indicate a primary dependence on additive and contrastive transitions, coupled with infrequent application of causal and temporal connectors. Although students exhibit a rudimentary grasp of fundamental linkers such as “and,” “also,” and “however,” their vocabulary diversity and grammatical accuracy are notably restricted. Instances of inaccuracy encompass superfluous repetition, colloquial expressions, and sparse incorporation of sophisticated transitional phrases. ("Additive transitions accounted for 75 tokens of all markers used, while temporal transitions were the least frequent at 4 tokens.") These tendencies mirror developmental phases in second language acquisition and highlight the necessity for genre-specific instructional strategies. The research informs curriculum enhancement in accordance with the Common European Framework of Reference (CEFR) and outcome-based education (OBE) principles, stressing the significance of cohesive elements in cultivating academic writing competence.

References

Alnefaie, S., & Jama, H. (2025). The misuse of transitional signals in EFL academic writing: A study of coherence and cohesion problems. Journal of Language Teaching and Research, 16(2), 145–158. https://doi.org/10.17507/jltr.1602.05

Andi Tenri Ampa, M., Harahap, D., & Aprillia, S. (2023). The use of transitional signals in essay writing by EFL students. Jurnal Ilmiah Langue and Parole, 6(1), 91–98. https://doi.org/10.36057/jilp.v6i1.559

Bantulu, R., Sari, M., & Prasetyo, A. (2024). Transitional signal use in Indonesian EFL narrative writing: A descriptive study. Journal of Language and Literacy Education, 16(1), 45–62. https://doi.org/10.1234/jlle.v16i1.4562

Carter, R., & McCarthy, M. (2006). Cambridge Grammar of English: A comprehensive guide. Cambridge University Press.

Connor, U. (2020). Contrastive Rhetoric: Cross-cultural aspects of second-language writing. Cambridge University Press.

Dewi Dirmayani, Eny Syatriana, Saiful. (2019). Analyzing Transitional Devices in Essay Writing. Jurnal Keguruan dan Ilmu Pendidikan (JKIP). FKIP Unismuh Makassar, Volume 6 No. 1 Juni 2019. ISSN: 2356-0347 E-ISSN: 2615-7209

EAP Foundation. (2024). Transition signals in academic writing. Retrieved from https://www.eapfoundation.com/writing/cohesion/transitions (eapfoundation.com in Bing)

Halliday, M. A. K., & Hasan, R. (1976). Cohesion in English. Longman.

Halliday, M.A.K., & Hasan, R. (2014). Cohesion in English. Routledge.

Harahap, D. (2017). Error analysis on transitional devices in student writing. Jurnal Pendidikan Bahasa dan Sastra, 15(2), 123-134.

Hyland, K. (2005). Metadiscourse: Exploring interaction in writing. Continuum.

Hyland, K. (2007). Genre and second language writing. University of Michigan Press.

Hyland, K. (2019). Genre and second language writing. TESOL Quarterly, 53(2), 401–424.

Zhang, Y. (2022). Cohesion and coherence in EFL students’ academic writing: Transitional devices and clause relations. Journal of Second Language Writing, 55, 101–118. https://doi.org/10.1016/j.jslw.2022.101118 (doi.org in Bing)