ANNISA DESTYANINGRUM SETYAWATI, 120710019 (2011) GRAMMATICAL COHESION DEVICES IN NARRATIVE WRITING PRODUCED BY MENTALLY RETARDED STUDENT WITH MILD CATEGORY. Skripsi thesis, UNIVERSITAS AIRLANGGA.

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Abstract

Students with mental retardation undergo some deficiencies in their writing because they are delayed in their language development; the acquisition of the phonological, syntactic, morphological, and semantic component of language begins later and proceeds more slowly in retarded than in non-retarded children. Regarding with the phenomenon, this study is aimed at describing the use of grammatical cohesion in the narrative text generated by the mentally retarded students with mild category. This qualitative study is done by collecting the data as the students were asked to write down their narrative writing about their daily activities. By considering the grammatical cohesion devices proposed by Halliday & Hasan. The data were analyzed to identify the grammatical cohesion devices used and to identify which device become the most frequently used in their narrative writing .This study ultimately found that the students used grammatical cohesion in their writing, those are nominal ellipsis, verbal ellipsis, nominal substitution, verbal substitution, temporal conjunction, additive conjunction, and personal reference.

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