73

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the result of the data analysis, the writer eagerly would like to

conclude this research as follows:

1. The students more understand about the type of lexical cohesion in

general category than instantial category because general category of

lexical cohesion on the students writing descriptive text is more

dominant than instantial category. It is shown from the frequency of

general category that is 96% (449 items) and instantial category with 4%

(17 items).

2. The types of lexical cohesion that is usually used by the students are

repetition, meronymy, antonymy, hyponymy, and synonymy. The

frequency of those types are the first is repetition that is more dominant

than other types with 72,5% (338 items), the second is meronymy with

35 items (7,5%), the third is antonymy with 34 items (7,3%), the fourth is

hyponymy with 4,9% (23 items), and the last is synonymy with 19 items

(4,1%).

3. The students always used some types of lexical cohesion in general

category because they know that this category is the most important type

of lexical cohesion in a text and those types are easier to use than other

types.
 74

4. The students think that the types of lexical cohesion in instantial category

are difficult to use in their text because they still do not understand to

distinguish between the types. Sometimes they will use those types

depend on the genre of the text.

B. Suggestion
This research inspired the writer to suggestively give some points that:
1. The students need to have a good comprehension about all of type of

lexical cohesion both in general category and instantial category by

learning more in order to they can easily use those types in their writing

text.
2. The lecturer needs to make a small pocket book of summary about the

types of lexical cohesion for guiding the students when learning or

practicing the types of lexical cohesion in some texts. In order to the

students will never get trouble when they use the types of lexical

cohesion in their writing text.

3. The head of English Education Study Program needs to arrange some

event like training for the students of English Study Program about

writing process that contain the material about how to use lexical

cohesion easily in the text. Therefore, the students will more understand

about lexical cohesion and they can write easily.

4. The head of Tarbiyah Department needs to make an agenda like

training of learning strategy for all lecturer of English

study program. Therefore, the lecturer can use variant and

interactive learning method so the students do not feel bored when

 75

learning the topic of instantial category of lexical cohesion that is

basically difficult for the students.

5. The principle can hopefully make some policies concerning

to a supplying of cohesion sources in STAIN Metro to

improve students understanding about lexical cohesion.