The results confirm the obligation of English teachers to explain the role of each element in building coherent text.
The findings of the study show the necessity of explicit teaching of the elements of coherent writing. This also implies that the students preferred to string ideas close together rather than linked them across paragraphs (3) some problems of coherence identified were the problems with reference, ellipsis, conjunction, lexical cohesion, verb forms, noun, sentence structure, prepositions, and structure of English essay. The highest use of parallel progression indicates that the overall view of the topical progression of the students' narrative texts followed a dominant use of parallel progression, realized by the repetition of I/he/we in the beginning sentence as the sentence topics throughout their story writing.
However, some of the cohesive devices were used inappropriately (2) the types of topical progression used by the students to build coherence in their essays were parallel progression (53,2%), sequential progression (27,9%), and extended parallel progression (18,8%). The highest use of reference also conformed to the nature of narrative text which required them to use sufficient reference devices when investigating participant chains. The percentage of most use in reference was of 50,22% which was explained in terms of awareness i.e., students were probably familiar with the use of most reference devices. Besides, this was attributed to the students' overuse of repetition when they wanted to emphasize ideas in their story writing. This was explained in terms of avoidance in that students tended not to use such type because they did not know how, when, and where such substitution could be reached. In such cases, the percentage of least use in substitution was of 0,10%. The results showed that: (1) the types of cohesive devices used by the students of EED UNW Mataram to build cohesion in their narrative essays were reference (The students' writing experience could be a source of the students' most and least used devices. The data collected were analyzed qualitatively on the basis of Halliday and Hasan's theory of cohesion (1976) and Lautamatti's TSA (1978, in Connor and Farmer, 1990). The data were collected through administering writing task and interviewing. To meet the purpose, 20 students of the third semester at the faculty of teacher training and education UNW Mataram were used as the subjects of the study. This study aimed at describing the cohesion and coherence of narrative Essays written by the students of Nahdlatul Wathan Mataram University (UNW). This phenomenon is the result of phonological transfer. The replacement is implemented due to the absence of the targeted sounds in the students native language (Bahasa). The result shows that the English long vowels, ,, , and are replaced with the short vowels, ,, , and respectively. Further, the phonological transcription analysis referred to Received Pronunciation (RP) and General American (GA) as the accepted pronunciation standards. The table was set according to the classification of the five types of English long vowels, namely, ,. Upon the long vowel error identification, the students’ long vowel production was phonologically transcribed and assigned into the table of long vowels. In the data analysis, all of the recordings were carefully listened and the mispronunciation of words containing the targeted long vowels was identified. The data were collected when the students performed a storytelling for three to five minutes.
The data were the recorded pronunciation of twenty students from the Speaking for Informal Interaction class at Universitas Muhammadiyah Malang. It is a case study of the English Language Education Department students of Universitas Muhammadiyah Malang. The study aims to investigate the errors in the long vowel realizations committed by students of English Language Education Department.
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