Dewi Mustika Arifiani (1111026000068)

AN ANALYSIS OF GRAMMATICAL AND LEXICAL COHESION
IN EMMA WATSON’S SPEECH TEXT ON GENDER EQUALITY
A Thesis
Submitted to Faculty of Adab and Humanities
in Partial Fulfillment of the Requirements for
the Degree of Strata One
Dewi Mustika Arifiani
1111026000068
ENGLISH LETTERS DEPARTEMENT
FACULTY OF ADAB AND HUMANITIES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2016
ABSTRACT
Dewi Mustika Arifiani, An Analysis of Grammatical and Lexical Cohesion in Emma

Watson’s Speech Text on Gender Equality. A Thesis: Faculty of Adab and
Humanities, State Islamic University Syarif Hidayatullah, Jakarta 2016.
This research analyzes grammatical and lexical cohesion devices in Emma Watson’s
speech text. The purposes of the research are to know how the grammatical and
lexical cohesion used in the speech text to reveal gender equality and to know
grammatical and lexical cohesion used dominantly in the speech text to reveal the
gender equality. Through counting the percentage of every cohesion devices that
appear in the speech text by Scinto’s formula.
As the result, by using Halliday and Hasan theory about grammatical and lexical
cohesion, finally gender equality has been revealed. For the grammatical used in the
speech text are Reference, Substitution, and Conjunction. Meanwhile for the lexical
are Reiteration (Repetition, Synonym, Near-Synonym, Superordinate, General Word)
and Collocation. Then, the dominant devices of grammatical is Reference, in
particular personal reference, the percentage reaches 68.21%. Emma Watson as the
speaker mostly used reference in particular personal reference I that refer to Emma
Watson herself. Whereas, the lexical device dominantly is Repetition, the percentage
reaches 7.75%. The speaker repeats men and women for many times. Those words
refer to the main target of this campaign (gender equality).
i
APPROVAL SHEET
AN ANALYSIS OF GRAMMATICAL AND LEXICAL COHESION IN

EMMA WATSON’S SPEECH TEXT ON GENDER EQUALITY
A Thesis
Submitted to Faculty of Adab and Humanities
in Partial Fulfillment of the Requirements for
the Degree of Strata One
DEWI MUSTIKA ARIFIANI

NIM : 1111026000068
Approved by :
ENGLISH LETTERS DEPARTEMENT

FACULTY OF ADAB AND HUMANITIES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2016
ii
iii
DECLARATION
I hereby declare that this thesis is definitely based on my own thought and it is
conducted based on my own work. It contains no material previously published or
written by another person nor material which to a substansial extent has been
accepted for the award of any degree or diploma of the university. I am
completely responsible for the content of this thesis. Opinion or findings of others
included in this thesis are quoted or cited with respect to ethical standard.
Jakarta, October 2015
Dewi Mustika Arifiani
iv
ACKNOWLEDGEMENTS
In the name of Allah, the Most Gracious, the Most Merciful

May peace and blessing of Allah be upon all of us
All praise is merely to The Mightiest Allah Subhanallah wa ta’ala, the lord
of the worlds, for the gracious mercy and tremendous blessing that enable the
writer to accomplish this research. Peace and salutation for our prophet and the
last messenger of Allah, Muhammad Sallallahu alaihi wassalam who brought us
from foolishness to the brightness. And also for his families, his companion, and
his follower.
In this opportunity, the writer would like to express the greatest honor and
the deepest gratitude to her beloved parents, her father Widjiono who always give
support and advices for the writer, and Rupini (Almh.) her mother who always
give loves and affection to the writer. And also for her sister Atika Fitri Utami,
Tutut Wening Endrati, her brother in law Deddi Setiawan, her little nephew Putri
Maharani Salsabila, and all of her family.
The writer would like to special thanks to Sholikatus Sa’diyah, M. Pd., the
advisor, for her patience, kindness, and advices to lead her research. May Allah
bless and always keep her health. Her gratitude also to those who helped her in
finishing this research. They are as follow :
1. Dr. Syukron Kamil, the Dean of Adab and Humanities Faculty.
2. Drs. Saefudin, M. Pd. the Head of English Letter Departement.
v
3. Elve Oktaviani, M. Hum. the Secretary of English Letter Departement.
4. All of lecturers of English Letter Departement, for their knowledge, guidance,
and motivation during her studies in English Letter Departement.
5. The main library of UIN Jakarta and PKBB UNIKA ATMAJAYA library
that helped her found many references.
6. The group of KKN “REDUKTIF” who gave her many experiences and
unforgetable moments for a month.
7. All friends in English Letter Departement for 2011-B class, especially for
Mak Irfa, Riska (Galau) Rahman, Aini, Hesti, and Linguistics program.
Thank you so much for being the best companion.
8. Lastly, all her friends in Senior High School and Junior High School.
May Allah SWT replied their kindness and always bless them. Aamiin.
Jakarta, October 2015
The writer
vi
LIST OF TABLES
Table 1.1 Types of Cohesion .............................................................................. 12

Table 1.2 Personal Reference ............................................................................ 14
Table 1.3 Statistical Table of Cohesion Analysis ............................................... 27
vii
LIST OF SCEME
Figure 1: Reference ............................................................................................ 13

Figure 2 : Comparative Reference ....................................................................... 15
viii
TABLE OF CONTENTS
ABSTRACT .................................................................................................................. i
APPROVAL SHEET ......................................................................................... ii
LEGALIZATION .............................................................................................. iii
DECLARATION ............................................................................................... iv
ACKNOWLEDGEMENTS .............................................................................. v
LIST OF TABLES ............................................................................................. vii
LIST OF FIGURE ............................................................................................. viii
LIST OF CONTENT ......................................................................................... ix
CHAPTER I INTRODUCTION
A. Background of Study ........................................................... 1
B. Focus of Study ..................................................................... 3
C. Research Questions ............................................................. 4
D. Significance of Study .......................................................... 4
E. Research Methodology ........................................................ 4
1. The Objective of Research.............................................. 4
2. The Method of Research ................................................. 5
3. The Instrument of The Research ..................................... 5
4. The Unit of Analysis ....................................................... 5
5. The Technique of Data Analysis .................................... 6
CHAPTER II THE THEORETICAL DESCRIPTION
A. Previous Research ............................................................... 7
B. Concept
1. Discourse ....................................................................... 9
ix
2. Cohesion ....................................................................... 11
A. Grammatical Cohesion ........................................... 13
1) Reference ............................................................. 13
2) Substitution ......................................................... 16
3) Ellipsis ................................................................ 18
4) Conjunction ........................................................ 20
B. Lexical Cohesion .................................................... 21
1) Reiteration .......................................................... 21
a) Repetition .................................................... 22
b) Synonym ..................................................... 22
c) Near-Synonym ............................................ 22
d) Superordinate .............................................. 23
e) General Word .............................................. 23
3. Collocation ..................................................................... 23
4. The Degree of Cohesiveness .......................................... 24
CHAPTER III DATA ANALYSIS
A. The Data Description .......................................................... 27
B. The Data Analysis .............................................................. 29
CHAPTER VI CONCLUSIONS AND SUGGESTIONS
A. Conclusions ......................................................................... 56
B. Suggestions .......................................................................... 58
BIBLIOGRAPHY
APPENDICES
x
CHAPTER I
INTRODUCTION
A. Background of Study
As social creature, people need a tool or symbol to communicate to each
other which is called by language. In speaking case, everyone uses a language as a
bridge to facilitate the process of interaction between people around them.
Language is a system of signs that seen as having cultural value. 1 That is one
function of language as the device of communication activity.
In communication, people should concern on comprehension. There are at
least two factors that influence the text, cohesion and coherence. Cohesion refers
to the relation of meaning that exists within the text and defines as the text.
Cohesion occurs when the interpretation of some elements in the discourse.2
Meanwhile, coherence is semantic property of discourse which is formed by
interpretation of each relative sentence to other sentences. The coherent text is
meaningful, unified, and gives the impression. Therefore, a discourse becomes
coherent through the cohesion.
“Discourse” is the largest unit as the highest language over “sentence” or
“clause” which is delivered in spoken or written form.3 A good discourse is
inseparable from the cohesion and coherence elements. Cohesion has a connection
1
Claire Kramsch, Language and Culture, (New York : Oxford University Press, 1998),
p.3
2
Halliday and Hasan, Cohesion in English (London : Longman Group Limited, 1976), p.
4
3
Tarigan, Pengajaran Wacana,(Bandung : Angkasa, 1987), p. 27
1
2
between sentences within discourse which include grammatical and lexical
cohesion stratum in particular.4 Halliday and Hasan state that cohesion divided
into two parts, grammatical cohesion and lexical cohesion. Grammatical cohesion
is the way that a grammatical feature is attached across sentences boundaries. It
consists of reference, substitution, ellipsis, and conjunction. Meanwhile, lexical
cohesion is the way vocabulary links to the parts of the text. It consists of
reiteration (repetition, synonym, near synonym, superordinate, general word) and
collocation. Cohesion discerns the relationship or bond discourse, while the
coherence discerns a whole of meaning that conveyed by a discourse.
Discourse is often found in human life, whether written or spoken. The
written discourse is meant planned to be permanent, and it reflects to transactional
purpose; and transfers the information. In addition, written discourse uses
standard language. On the other hand, the spoken discourse is intended to be
transitory and it has an interactional function; to establish relationship with
people.5 Therefore, the differences between spoken and written languages are
how these types of communication are performed informally. Moreover, the latter
is carried out formally, deliberately, or publicly. For example is presentation or
public speaking.6
Public speaking in general definition means that the speaking ability in
public. Public speaking refers to the communication practice of a speaker for
sharing ideas with an audience primarily. Public speaking is used to express the
4
Tarigan, ibid, p. 96
5
Brown & Yule, Discourse Analysis, (Cambridge: Cambridge University Press, 1983), p.
6
Michael Stubbs, Text and corpus analysis: computer assisted studies of language and
culture. (USA: Blackwell Publishing, 1996), p. 7
3
opinion or give an overview about a thing or event that should be discussed. One
of the activities of public speaking is speech.
There are several examples of speech such as graduation speech, leadership
speech, religious speech, oration, and president official speech. The goals are
influencing, encouraging, educating, giving explanation, and providing
information to people in certain places.7 Moreover, there are many to be
conveyed in a speech, such as condolence, the statement of concerned feeling, or a
campaign.
Last year in New York, On Saturday, September 20, 2014, British actor and
Goodwill Ambassador for UN (United Nations) Women, Emma Watson, gave a
smart, important, and moving speech about gender equality. She launched the
campaign entitled “He for She” campaign. In the speech, Emma made very
important point to achieve gender equality; harmful and destructive stereotypes.
Moreover, expectations for masculinity have obtained to change and gender
equality and also greatly emphasized the equality of rights between women and
men.8
Through this research, the writer analyzes how cohesion marker used in the
speech text and the cohesiveness degree of it. In this research, the writer has taken
the speech text from the website of United Nations. Therefore, this research is
purposed to know deeper about the (speech) text revealing gender equality.
7
Amy Slagell, "Public Speaking." 21st Century Communication: A Reference Handbook.
Ed. . Thousand Oaks, (London, SAGE: 2009), p.1
8
http://sociology.about.com/od/Current-Events-in-Sociological-Context/fl/Full-
Transcript-of-Emma-Watsons-Speech-on-Gender-Equality-at-the-UN.htm accessed on Sunday,
January, 31, 2016, 12:09 p.m.
4
Furthermore, it is purposed to make the text easily understood by everyone,
especially men and boy who are the main target of this campaign.
B. Focus of Study
According to background of study that has been described above, the
present research only focused on "Gender Equality" speech text belongs to Emma
Watson. Furthermore, the theory of Halliday and Hasan’s concept of cohesion in
English, especially focus on the cohesion and lexical will be research reference.
C. Research Questions
Based on the explanation above, the followings are the questions for this
present research:
1. How are the grammatical and lexical cohesion devices used in the speech
text to reveal the gender equality?
2. What are the grammatical and lexical cohesion used dominantly in the
speech text to reveal the gender equality?
D. Significance of Study
This research is expected to provide a contribution for some advantages in
linguistic study, particularly the branch of cohesion. Moreover, this research
becomes a reference about Halliday and Hasan’s theory and also broadens the
knowledge of written discourse, especially in the study of cohesion.
E. Research Methodology
5
1. The Objective of Research
Based on Research Questions above, here are the objectives of the
research:
1. To analyze how the grammatical and lexical cohesion devices used in the
speech text to reveal gender equality.
2. To determine the grammatical and lexical cohesion used dominantly in the
speech text to reveal the gender equality.
2. The Method of Research
As the objectives of the research, this research uses descriptive method.9 As
mentioned by Farkhan, descriptive method is used to describe the phenomena
which is related to other phenomena.10 Furthermore, this research will analyze,
describe and find the result of grammatical and lexical cohesion in the speech text.
In addition, the writer also uses Scinto’s formula to determine the degree of
cohesiveness.
3. The Instrument of the Research
Research instrument which is used to gather the data or measure cognitive
and human’s psychomotor in specific fields such as speaking skill, grammatical
knowledge, vocabularies mastery, linguistic skill and et cetera. In addition, the
instrument is the way that is used to obtain the data or information. That is needed
9
Muhammad Farkhan, Proposal Penelitian Bahasa & Sastra Edisi Revisi, (Jakarta:
Adabia Press, 2011), p. 52.
10
Muhammad Farkhan, ibid, p.4
6
in research.11 Instrument of this research is the researcher itself. Firstly, the
researcher reads the speech text. Secondly, selecting and classifying the words
that appropriate with the theory. Thirdly, describing the data by counting the
words in percentage form. Lastly, making conclusion based on the result.
4. The Unit of Analysis
This research uses speech text about gender equality of Emma Watson as
Goodwill Ambassador for UN (United Nations) Women, entitled “He for She”
campaign. Where held on Saturday, September 20, 2014 in New York.
5. The Technique of Data Analysis
The process of data collecting is very important in doing the research. It
uses to find the reliability and validity of data.12 In this research, the writer uses
the descriptive qualitative method. First, the writer reads some theories of
cohesion. Second, the writer chooses a speech text which is published in United
Nations website. Third, the writer analyzes and classifies the data by using
cohesion theory and determines the degree of cohesiveness.
11
Muhammad Farkhan, ibid, p.29
12
W. Lawrence Neuman, Basics of Social Research Qualitative and Quantitative
Approaches, (USA: Pearson Education Inc, 2007), p. 119.
CHAPTER II
THE THEORETICAL DESCRIPTION
A. Previous Research
There are similar previous researches that related to writer‟s research topic.
Therefore, the research uses these researches as the developing of ideas. Three
similar previous researches below are:
The first research is Cohesion Analysis on the Jakarta Post‟s Editorial by
Abdul Rohim. Thesis. English Letter Department, State Islamic University Syarif
Hidayatullah Jakarta 2010. This research uses five texts of daily English
newspaper by Jakarta post‟s editorial which chosen on April 2009. By applying
the theory of Halliday and Hasan‟s cohesion, the research found the highest
occurrence and the lowest occurrence of the cohesive device through the
grammatical cohesion and lexical cohesion in Jakarta Post‟s Editorial. The highest
of grammatical cohesion is reference items especially personal reference.
However, substitution is only appears in the text 2, that is only nominal
substitution. Besides, for the lexical cohesion is found some repetition words
stretches across several sentences in every text of the Jakarta post‟s editorial and it
is the highest occurrence lexically.1
The second research is Grammatical and Lexical of Journalistic Text and
Fiction Text by Jamilah. Thesis. English Letter Department, State Islamic
University and fiction text as the main corpus. This research focus on the cohesion
1
Abdul Rohim,. (2010). Cohesion Analysis on the Jakarta Post‟s Editorial. Thesis in
program of English Letter Departement. State Islamic University Syarif Hidayatullah Jakarta.
7
8
devices (grammatical and lexical) integrate in sentences on both journalist text
and fiction text. Moreover the cohesion devices are used in both texts as
distinguish of them. By using Halliday and Hasan theory, the result of this
research is the dominant cohesion devices used in journalistic text that is lexical
cohesion, while grammatical cohesion devices are more dominant in fiction text.
It is caused by the different aim of each text. The aim of journalistic text is to
convey the information well, by using brief, concise, simple, clear and interesting
words, but also representative. Such as synonym, superordinate and antonym help
the text to produce a mood and emotion well. On the other hand, grammatical
cohesion devices are more dominant in fiction text. Because, the fiction text is
more acquit than journalistic text. It has no regulation to use the simple, brief,
concise words and sentences.2
The third research is A Grammatical Cohesion Analysis of Reading Texts in
“Get Along With English” Published by Erlangga (A Content Analysis of Grade X
Textbook at SMK Nusantara Ciputat) by Karimatul Rofikoh. Thesis. Department
of English Education, State Islamic University Syarif Hidayatullah Jakarta 2013.
This research only concern on the grammatical cohesion devices in the textbook.
By using Halliday and Hasan‟s concept of cohesion in English the result of this
research are:
1. All four types of grammatical cohesion are found in the analyzed reading
texts. Most of them are appropriately applied in the reading texts; therefore
cohesion reading texts are established.

2
Jamilah. (2009). Grammatical and Lexical of Journalistic Text and Fiction Text. Thesis.
in program of English Letter Department, State Islamic University Syarif Hidayatullah Jakarta.
9
2. All of analyzed reading texts apply reference. There are two reading texts,
text 4 and text 7, that used substitution. There are only two analyzed reading
texts, text 1 and 6 without using ellipsis. Meanwhile, all of analyzed reading
texts have conjunctions.
3. Reference is the dominant type grammatical cohesion in the reading texts.
4. Some cohesive devices applied in the analyzed reading texts have potential
to the readers (especially the student) to the incorrect interpretation or
become elusive.3
Based on the third previous researches above, there are many kinds of
similarity among them, such as the theory. However, the research tries to find
innovation. The differences of those researches with this research are; first try to
reveal the equality gender through grammatical and lexical cohesion that is used
in the text. Second, this research analyzes the dominant of grammatical and
lexical cohesion devices that is used in the speech text through showing the
percentage of every cohesion devices. Lastly, the main corpus is “Gender
Equality” belong to Emma Watson.
B. Concept
1. Discourse
There are some definitions of discourse according to many theories. First,
according to Crystal, discourse is continuous stretch of (especially spoken)

3
Karimatul Rofikoh. (2013). A Grammatical Cohesion Analysis of Reading Texts in
“Get Along With English” Published by Erlangga (A Content Analysis of Grade X Textbook at
SMK Nusantara Ciputat) Thesis in study program of Department of English Education, State
Islamic University Jakarta.
10
language larger than a sentence often constitutes a coherent unit, such as a
sermon, argument, joke, or narrative.4 Second, according Hawthorn, discourse
seen as a communication language, exchange between speaker and listener, as a
personal activity which typically determined by social objectives.5
On the other hand by Foucault, Foucault does not think that discourse as a
piece of text, but as „practices that systematically form the objects of which they
speak‟.6 Foucault means that group of statements which provide a language for
talking about, the way of representing the knowledge, a particular topic at a
particular historical moment. It conducts the topic meaningfully and also
influences the ideas.7
In brief, discourse is a unit of spoken and written language that has
relevance among sections (cohesion), integration (coherent), and meaningful.
Based on the explanation, discourse uses the language that can be a series of
sentences or sequences of speech (although discourse may be one sentence or
utterance). Discourse is formed by a series of sentence or utterances that have
certain principles, the principle of integrity (unity) and cohesion (coherent).
Moreover, the complete discourse is the discourse which has supporting topics.
Whereas, the coherent discourse is the discourse which has sentence regularly and
systematically, and shows the idea.8 Based on the theories above, the discourse is
like a “puzzle” that has some small pieces. The small pieces are called sentence,
4
David Nunan, Introduction Discourse Analysis, (London : Penguin Group, 1993), p. 5
5
Sara Mills, Discourse, (London and New York: Routledge, 1997), pp. 1-8
6
Michel Foucoult, The Archeology Knowledge and The Discourse of Language, (New
York: Pantheon Books, 1972), p.49
7
Stuart Hall, Discourse Theory and Practice, (London: SAGE, 2001), p.291
8
Sara Mills, Op.cit, pp. 1-8
11
that containing the idea. Therefore, structure, coherence, and continuity among
sentence to another sentences should be appropriate, in order to become a
meaningful discourse.
Discourse is related to many disciplines. The principal concern of discourse
analysis is to examine how language produced by the participants whether spoken
or written. Thus, discourse analysis is concerned with written and spoken forms.
Consequently, discourse analysis looking at the language when used in social
context, especially interaction among speakers.9 It has certain principles, the
principle of integrity (unity) and cohesion (coherent), and also the main idea that
support the topic.
2. Cohesion
The concept of cohesion is semantic one; it refers to relations of meaning
that exist within the text.10 This is introduced by Halliday and Hasan in their book
Cohesion in English.
Cohesion occurs when the interpretation of some elements in the discourse
dependent on that of another. That one presupposes the other, in the sense that it
cannot be effectively decoded except by recourse. When this happens, a relation
of cohesion is set up, and the two elements, the presupposing and the presupposed
are thereby at least potentially integrated into a text.11
Moreover, Halliday and Hasan argue that cohesion is the part of system
language. The potential of cohesion on the systematic resource of reference,
9
Michael Stubbs, Discourse Analysis: The Sociolinguistic Analysis of Natural Language,
(Oxford: Basil Blackwell Publisher Limited, 1984), p.1
10
Hlliday and Hasan, Op.cit, p. 4
11
ibid
12
substitution, ellipsis, conjunction and those are form into the language. For
Haliday and Hasan, the organization of text is made up of relationships among
item in the text, such semantic and grammatical which refer as a cohesive.12
Related to cohesion, Widdowson state that the identification of connections
is linguistically signaled, between pronoun and previous noun phrase. It recognize
to the cohesion of a text.13
According to Halliday and Hasan, there are two kinds of cohesion,
grammatical cohesion and lexical cohesion.14 Grammatical cohesion is the
combination of sentences that formed by grammatical aspect. While, lexical
cohesion is the combination of sentences that formed by lexical component. These
are the distinction component of grammatical cohesion and lexical cohesion:
Table 1.1
Types of cohesion based on Halliday and Hasan15
COHESION
GRAMMATICAL LEXICAL
Exhoporic [ situational ] Repetition
Endoporic [ textual ] Synonym
Anaphoric Cataphoric Near-Synonym
Reference Reiteration
[ To [ To Superordinate
preceding the following the General Word
text ] text ]
Substitution Collocation
Ellipsis
Conjunction
12
ibid, p. 5
13
Widdowson, Discourse Analysis, (Oxford : Oxford University Press, 2007), p.45
14
ibid, p. 6
15
Anastasia Tsareva, Grammatical Cohesion in Argumentative Essays by Norwegian and
Russian Learner, M.A. Thesis. (The University of Oslo, 2010), p. 10
13
2.1 The Types of Cohesion
A. Grammatical Cohesion
1) Reference
Reference concern on the relations between a discourse (text) and preceding
or following (element). In addition, Reference is related by semantic relationship.
According to Halliday and Hasan reference is the relation between an
element of the text which is interpreted by the participants. Reference is
potentially cohesive because the thing that serves as the source of the
interpretation may itself be an element of text.16 Halliday and Hasan have special
term for situational reference. Halliday and Hasan refer to the EXOPHORA or
EXOPHORIC reference. Then, they distinguish with ENDHOPIRIC as general
name for reference within the text.
Reference
[ situational ] [ textual ]
EXOPHORIC ENDOPHORIC
[ to preceding text ] [ to following text]
ANAPHORA CATAPHORA
Figure 1 : Reference
16
Halliday and Hasan, Op cit, pp. 308-309
14
According to Halliday and Hasan, there are three types of reference;
personal, demonstrative, and comparative.17
a) Personal Reference
Personal reference is a reference by means a function in the speech
situation through the categories of person.18 The categories of personal reference
include three classes of personal pronoun, possessive determiner (adjective
pronoun), and possessive pronoun. It can be seen from the table below;
Table 1.2
Personal Reference19
Personal Possessive Possessive

Person
Pronoun Adjective Pronoun
Speaker I, Me My Mine
Addressee (s) with /
You Your Yours
without other person (s)
Speaker and other person
We, Us Our Ours
(s)
Other person; male He, Him His His
Other person; female She, Her Her Hers
Other person; object They, Them Their Theirs
Object passage of text It Its Its
b) Demonstrative Reference
Demonstrative reference is a reference by means of location, on scale
of proximity. Demonstrative reference expresses through determiners and
adverbs. Demonstrative determiner includes this, these, that, those, and the.
17
ibid, p. 307
18
ibid, p. 37
19
ibid, p. 38
15
They refer to location, or thing, typically some entity, person or objects that
participating in the process; they occur as elements within a text.20
c) Comparative Reference
Comparative reference is expressed through adjectives and adverbs
and serves to compare items within a text in terms of identity or similarity.21
Comparative reference divided into two; “general comparative” and
“particular comparative”.
Identity Same, equal, identical,

identically.
General
Similarity Such similar, so similarly,
likewise
Difference Other different else, differently,

otherwise, fewer, less, further,
additional, so, - as.
Comparison
Numerative Equally-, quantifier, e.g; so many, as

many
Comparative adjectives and adverbs,
e.g; better- so- as- more- less- equally-
Particular
Comparative adjectives and adverbs,
Epithet
e.g; equally good
Figure 2 : Comparative Reference
20
ibid, p. 58
21
David Nunan, Op cit, p. 24
16
2) Substitution
Substitution is the replacement of one item by another. Halliday and Hasan
expound that substitution holds a text together through preventing repetition and
creating cohesive grammatical cohesion, not in the meaning, but in the wording,
between words, clauses, and phrases.22 In addition, substitution is a relation on
the lexico grammatical level, the level of grammar and vocabulary or linguistics
form. A substitute is a sort of counter which is used in the place of repetition of
particular item. For example:
a. My axe is too blunt. I must get the sharper one.

b. You think Joan already knows? – I think everybody does.
„one‟ and „does‟ are substitutes; one substitute for axe and does substitute
for knows, and it would be entirely possible to „replace‟ one by axe and does by
knows.23 Since substitution is a grammatical relation, a relation in the wording
rather than in the meaning, the different types of substitution are defined
grammatically rather than semantically. In English, substitute has function as a
noun, as a verb, as a clause. There are three types of substitution; Nominal,
Verbal, and Clausal.
a) Nominal Substitution
Nominal substitution is the substitution with an item that appropriate with
the nominal genus. It is commonly expressed with the substitute one/ones
(singular and plural) and same. The substitute one/ones always function as Head
of nominal group and only for substitute an item which is Head of nominal
22
ibid, p. 89
23
ibid
17
group.24 One is not only as substitution, but also as the personal person and
cardinal number. The item same occurs as cohesive element of the comparative
types. In such instance, same is reference, not substitute. However, there is
another use of same. Unlike one, which is presupposed only the noun Head, the
same presuppose an entire nominal group including any modifying elements, such
as explicitly repudiated. For example;
A; I‟ll have two poached eggs on toast, please.
B; I‟ll have the same
the same is reference, not substitute, modifying element may occur with the
same; but possible to add reservation, and this takes the form of Qualifier, which
is normally introduced by „but‟ or „with‟.25
b) Verbal Substitution
In English, the verbal substitute is do. Do operates as a Head of a verbal
group. That is occupied by lexical verb; and its position is always final in the
group.26 For example;
A; …. the words did not come the same as they used to do.
B; I don‟t know the meaning of half those long words, and, what‟s more, I
don‟t believe you do either!
The first do is substitutes for come (A), and the second do is substitutes for
know the meaning of half those long words (B).27
24
ibid, p. 91
25
ibid, p. 105
26
ibid, p. 112
27
ibid
18
c) Clausal Substitution
There is one further type of substitution in which is not presupposed by an
element within the clauses but an entire clause. The word used as the substitutes
are so and not.28 For example;
A; Is there going to be an earthquake? – It says so.
„so‟ presupposed the whole of the clause there going to be an earthquake and the
contrastive environment is the provided by the „says‟ which is outside it.
A; We should recognize the place when we come to it.-
B; Yes, supposing not; then what do we do.
„not‟ substitutes for we do not recognize the place when we come to it. There are
three environments in which clausal substitution takes place; report, condition,
and modality. In each of these environments, it may take either of two form,
positive or negative, the positive is expressed by so, the negative is expressed by
not.29
3) Ellipsis
Ellipsis is the omission of word or a part of the sentence. 30 Halliday and
Hasan concern on ellipsis and substitution are very close, because ellipsis is the
replacement of elements within a text by nothing. On the other hand, ellipsis
presented by Evelyn Hatch is Ellipsis can be thought of as a „zero‟ tie, because the
tie is not actually said.31 For example;
28
ibid, p. 130
29
ibid, p. 131
30
Jan Renkema, Op cit, p. 38
31
Evelyn Hatch, Discourse and Language Education, (New York : Cambridge University
Press, 1992), p. 225
19
Joan brought some carnations and Catherine some sweet peas. The
structure of the second clause is only subject and complement. The second clause
can be interpreted only as Catherine brought some sweet peas. The predicator
„brought‟ is presupposed to be supplied of the preceding clause.
Actually, the normal clause is should be;
Joan brought some carnations and Catherine brought some sweet peas.
There are three types of ellipsis; Nominal ellipsis, Verbal ellipsis, and Clausal
ellipsis.
a) Nominal Ellipsis
Nominal ellipsis means the omission of the nominal group or ellipsis within
the nominal group. For example;
These students are clever. Those are stupid.
If the elliptical group is filling out, the sentence is should be;
These students are clever. Those students are stupid.
b) Verbal Ellipsis
Verbal ellipsis means verbal ellipsis within the verbal group. For example;
Have you been swimming? –Yes, I have.
The verbal group in the answer have (yes I heave) instances of verbal
ellipsis. It can be said that Yes I have been swimming. And there is no possibility
of feeling out with any others items.
c) Clausal Ellipsis
Clausal ellipsis means ellipsis within the clause. Clause in English is
expressed by various speech functions, such as statement, question, response, who

20
has two part of structure, consists of Modal Element and Proportional Element.
For example;
The Duke was ----- going to plant a row of poplars in the park
(modal element) (proportional element)
What was the Duke going to do? – Plant a row of poplars in the park.
In the answer, the modal element is omitted; the subject and verbal group,
the finite operator was. Therefore, there is operator ellipsis in the verbal group. If
the clause is not omitted, it should be;
A; What was the Duke going to do?
B; The Duke was going to plant a row of poplars in the park.
4) Conjunction
Conjunction is the relationship which indicates how the subsequent sentence
or clause should be linked to the preceding or the following (part of the) sentence.
In addition, the relationship in conjunction can be hypotactic (combine a main
clause with subordinate clause or phrase) or paratactic (have two main clauses).32
Conjunction is rather different in nature from the other cohesive relation. It is not
simply anaphoric relation.33 Halliday and Hasan divided into four types of
conjunction; Additive, Adversative, Causal, and Temporal.34
a) Additive Conjunction
Additive conjunction contributes to give additional information without
changing information in the previous phrase or clause. This is kind of the
32
Jen Renkema, Op cit, p. 26
33
Halliday and Hasan, Op cit, p. 226
34
ibid, p. 238
21
conjunction relation; and, further (more), moreover, besides that, by the way, or,
nor, either.
b) Adversative Conjunction
The basic meaning of adversative conjunction is „contrary to expectation‟.
The expectation may be derived from the content of what is being said, or from
communication process.35This is kind of the adversative conjunction; However,
but, nevertheless, in fact, instead.
c) Causal Conjunction
Causal conjunction emphasized on “result, reason, and purpose” and the
simple form of causal relation is expressed by so, thus, hence, therefore,
consequently, accordingly, and number of expression such as a result (of that), in
consequence (of that), because of that. All these regularly take place in initial
clause or sentence, and express causality.
d) Temporal Conjunction
Temporal conjunction is the relationship of time sequence within the
sentences. The simplest of temporal conjunction type is then. Beside of then,
there are many kind of sequential senses; next, afterwards, after that, soon,
subsequently, and others.
B. Lexical Cohesion
1) Reiteration
Reiteration is a form of lexical cohesion which involves the repetition of a
lexical item, at one end of the scale, using of general word to refer back to lexical
35
ibid, p. 250
22
item, at the other end of the scale, and a number of the things between of
synonym, near-synonym, or superordinate.36 Generally, reiteration divided into
four types; Repetition, Synonym, Near-Synonym, General Word. For example;
a) Repetition
Among the lexical devices, the most common form is repetition, which is
simply repeated words or words phrase, threading to the text.37 For example;
There was a large mushroom growing near her, about the same height as herself,
and when she had looked under it, it occurred to her that she might as well look
and see what was the top of it. She stretched up on tiptoe, and peeped over the
edge of the mushroom. . . .
b) Synonym
Instead of repetition in the same word, the speaker or the author uses the
similar words which have similar means. This is a synonym. For example;
Accordingly, I took the cave, and turned to the ascent of the peak. The climb is
perfectly easy.
„ascen‟t refers back to the „climb‟, which is a synonym. Synonym is the words
that have means almost similar to each other.
c) Near-synonym;
Near-synonym is the connection between two words that haven‟t exactly
same words. However, the words have close or similar meaning. For example;
36
ibid, p. 278
37
ibid
23
Then quickly rose Sir Bedivere, and ran, and leaping down the ridges lightly,
among the bulrush bed, and clutch the sword. And lightly wheel and threw it. The
great brand made light‟nings in the splendor of the moon. . . . . „brand‟ refers
back to the „sword‟, which is near synonym.
According to the example above, the word brand refers back to sword.
d) Superordinate
Superordinate or hyponymy is the relation of the meaning between more
general term and more specific term.38 For example;
Henry‟s bought himself a new Jaguar. He practically lives in the car.
„car‟ refers back to „Jaguar‟ and „car‟ is a superordinate of „Jaguar‟.
a. General Word
General word can be general nouns, as in „thing‟, „stuff‟, „place‟, „person‟,
„women‟ and „men‟ or general verbs, such as „do‟ and „happen‟. In a way, general
word is higher level than superordinate.39 For example;
There is a new smartphone in my bag. That is a sophisticated thing happening
today.
Based on the example above, thing is general word of smartphone.
3. Collocation
Collocation deals with the relationship between the words of the fact. These
occur in the same surrounding.40 On the other hand, collocation is the various
lexical relations which do not suspended to the referential identity and do not
38
Victoria Fromkin, An Introduction to Language, (Boston : Thomson Corp, 2003), p.
184
39
Joan Cutting, Op cit, p. 15
40
Jan Renkema, Op cit, pp. 39-40
24
accompanied by “the” or demonstrative. In addition, according to Halliday and
Hasan, collocation is lexical cohesion that achieved through the association of
lexical items that regularly co-occur. It is not only represented by synonym or
superordinate, but also by pairs of opposites in various kinds.41 For example;
Complementary; boy…girl…; stand up…sit down…,

Antonym; like…hate…; short…tall..
Moreover, collocation is regular combination of words in which to fulfill the
meaning, these words must be appear together such as black coffee instead of
thick coffee and drink medicine instead of eat medicine.
1) Pair of words that have opposite meaning
For example; basement…roof, roads…rail, red…green
2) Pair of two words drawn from the same series
For example; dollar…cent, north…south, colonel…brigadier
3) Part of whole
For example; car…brakes, box…lid
4) Part to part
For example; mouth…chin, verse…chorus (no refrain)
4. The Degree of Cohesiveness
To determine the cohesiveness of the text, this research uses Scinto formula
that recognized by Hartnett in “Static and Dynamic Cohesion”. Scinto develops a
formula that establishes the degree of cohesiveness. This formula observes the
cohesiveness of the text based on the cohesion devices and the comparison by the
total of the topic units in the text.
41
Halliday and Hasan, Op cit, p. 287
25
Topic unit defined as a set of continuous utterance that related to the same
topic without being separated by introduction.42 Therefore, to measure the degree
of cohesiveness is using the comparison the number of cohesion (applied on the
text) with the topics units and multiplied by 100%.43
The number of cohesion

X 100 %
The number of topic unit
42
Ronald L. Bloom, Discourse Analysis and Application, (New Jersey : Erlboum
Associated, inc publisher, 1994), p. 178
43
I Wayan Hendra, “Tingkat Kekohesifan Abstrak dalam artikel Aneka Widya. “Journal
Pendidikan dan Pengajaran IKIP Negeri Singaraja, Volume XXXVI, No. 1 (Januari 2003)
CHAPTER III
DATA ANALYSIS
A. The Data Description
This chapter explains the analysis of “Gender Equality” speech text of
Emma Watson. The research uses a qualitative descriptive method that means
selecting, classifying, and describing (by counting the grammatical and lexical
cohesion) the data in scope of one approach.
Firstly, the research uses qualitative descriptive method in selecting the
data. The process of selecting the data is reading each paragraph of speech text
carefully, in order to obtain the appropriate data with the theory. Secondly,
selecting the words related to the theory. Thirdly, classifying the words and
counting the percentage of cohesion based on the grammatical and lexical
cohesion theory. After the data is classified, the next step analyzes those.
Then, these data is analyzed by applying the grammatical and lexical
cohesion theory by Halliday and Hasan’s concept of cohesion and the Degree of
Cohesiveness by Scinto’s formula. Both of concepts are used to know the
grammatical lexical and the cohesiveness within the speech text.
Finally in process analysis, the data is analyzed per-paragraph. For obtain a
better view, the following table the data is described:
26
Table 1.3
Statistical Table of Cohesion
PARAGRAPH
NO. COHESION
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 TOTAL
G R A M M A T I C A L
1 Reference 15 10 1 12 8 17 6 20 6 7 12 4 9 6 4 10 15 14 176
2 Substitution 1 1 1 3
3 Ellipsis -
4 Conjunction 3 1 2 1 2 5 2 1 2 2 1 1 2 25
L E X I C A L
5 Repetition 2 1 1 2 2 2 2 1 1 2 2 2 20
6 Synonym 1 1 1 2 1 1 1 8
7 Near-Synonym 1 1 2 1 5
8 Superordinate 1 1 1 1 1 1 6
9 General Word 1 1 2
10 Collocation 1 2 1 1 2 1 2 1 1 1 12
TOTAL 258
27
28
B. Data Analysis
1. Grammatical and Lexical Cohesion
Paragraph 1
Today we are launching a campaign called for HeForShe. I am reaching out to

you because we need your help. We want to end gender inequality, and to do this,
we need everyone involved. This is the first campaign of its kind at the UN. We
want to try to mobilize as many men and boys as possible to be advocates for
change. And, we don’t just want to talk about it. We want to try and make sure
that it’s tangible.
1. Grammatical Cohesion
1.1 Reference
a. Personal Reference
The personal reference elements which exist within the first paragraph are
we, I, you as personal pronoun, and your as possessive adjective. The speaker has
two pronouns, “I”, and “we”. The most dominant subject is Emma Watson
herself. The subject we refers to the speaker (Emma Watson and the unity of
HeforShe campaign) and I refers to the speaker (Emma Watson). The subject you
and your refer to everyone, especially for men and boys. The speaker prefers to
mention men and boys than women. It is caused by men and boys are the main
target in this campaign. While, its and it refer to the HeforShe campaign.
b. Demonstrative Reference
Demonstrative reference in the first paragraph is only this. This refers
to the HeforShe campaign that becomes the first campaign at United Nations.
1.2. Conjunction
a. Additive Conjunction
29
And as additive conjunction refers to the purpose of HeforShe
campaign.
b. Causal Conjunction
Emma as the speaker needs support from the people to end gender
inequality. Therefore, she uses because as the causal conjunction that refers to the
reason of Emma Watson for launching campaign.
2. Lexical Cohesion
a. Repetition
The speaker repeats two verbs twice in the first paragraph. Those are
need and want.
b. Synonym
There is only one synonym in the first paragraph. Those are men and
boys that become the main target of this campaign.
c. Near Synonym
Near-synonyms that appear in the first paragraph are only want and
need. Both of them are verb that used by the speaker to asking for help and
support from everyone to engage in gender inequality.
3. Collocation
The collocation in first paragraph is only gender inequality.
Paragraph 2
I was appointed as Goodwill Ambassador for UN Women six months ago. And,
the more I spoke about feminism, the more I realized that fighting for women’s
rights has too often become synonymous with man-hating. If there is one thing I
know for certain, it is that this has to stop.
30
1.1 Reference
There are two personal references in the second paragraph, I and it. I
refers to the speaker (Emma Watson). By using personal pronoun I, she
introduces herself as the Ambassador United Nation Women to discuss the issue
of feminism. While, it refers to the stereotypes of people about women’s rights
(feminism). In the people’s mind, feminism is synonymous with man-hating.
People consider a feminist as like a misandrist. However, both of words are
different.
The speaker assumes that fighting for women’s right is identically as
man-hating. People believe that feminism hates men. Man hating means hatred of
the male sex. The term of “man-hating” refers to feminist and misandrist.
Misandrist means a person who dislike, despises, or is strongly prejudiced against
men. However, feminist does not hate men, feminist is only for fighting about
women’s right.
Demonstrative reference that exist in the second paragraph are there
and this. There refers to an obstacle to achieving gender equality. However, the
speaker does not know what the matter is about. Therefore, the speaker uses
demonstrative reference this which refers to the matter that should be stopped and
removed immediately.
31
c. Comparative Reference
Comparative reference that is used in the second paragraph is only
more. More refers to emphasizing of the speaker that she realizes about women’s
rights is synonymous with man-hating.
1.2. Conjunction
Conjunction additive in second paragraph is only and. Moreover, And
as the conjunction is to continue the utterance of the speaker.
2. Lexical Cohesion
a. Repetition
The speaker repeats “the more” twice, the more refers to emphasizing
and realizing of the speaker about women’s rights (feminism). Feminism is
synonymous with man-hating.
3. Collocation
The collocation in the second paragraph consists of two, women’s rights
and man-hating.
Paragraph 3
For the record, feminism by definition is the belief that men and women should
have equal rights and opportunities. It is the theory of political, economic and
social equality of the sexes.
1.1 Reference
32
Personal reference in the third paragraph is only it. It refers to the
definition of feminism which is described by Emma herself.
a. Demonstrative Reference
Demonstrative reference in the third paragraph is only the. The is
about the definition of feminism and theory (noun after demonstrative).
2. Lexical Cohesion
a. Superordinate
men and women are superordinate to sexes.
b. General Word
There are many kinds of theory. Therefore, theory is general word of
political, economic, and social of the sexes (theory).
3. Collocation
In this paragraph, there is one complementary collocation and antonym
collocation, men and women. Men and women are pair words which have
opposites meaning.
Paragraph 4
I started questioning gender-based assumptions a long time ago. When I was 8, I

was confused for being called bossy because I wanted to direct the plays that we
would put on for our parents, but the boys were not. When at 14, I started to be
sexualized by certain elements of the media. When at 15, my girlfriends started
dropping out of sports teams because they didn’t want to appear muscly. When at
18, my male friends were unable to express their feelings.
1.1 Reference
33
Personal reference that appears in the fourth paragraph consists of I,
we, our, my, they, and their. The subject I, my and we are as personal pronoun. I
and my refer to the speaker (Emma Watson) and we refers to the speaker and the
listener (reader). While, our as possessive adjective refers to Emma’s parents
(include the parents of listeners). In this paragraph, the speaker told about Emma’s
childhood to define the gender-based understanding. As a girl, Emma was
confused because when she was eight years old, she was given the nickname
"bossy". The nickname made her feel different, as compared with other children,
especially boys. When the speaker was a teenage, she began to recognize the
sexuality through the media.
While, the subject they as personal pronoun refers to Emma’s
girlfriend, and their as possessive adjective refers to Emma’s male friends. When
Emma was turned fifteen years old, her friends went out one by one from sports
team. However, when the speaker was eighteen years old, her male friends are not
able to express their feelings. Related to the relationship between Emma’s friends
(male friends and female friends), it is an irony. Indirectly, the speaker describes
the existing masculinity in female friend, while the feminine seems in male friend.
Demonstrative reference in this paragraph is only the. The refers to
determiner of plays which is played by the speaker when she was child. Moreover,
the refers to the media that used by Emma to knowing about sexualized.
1.2 Conjunction
a. Adversative Conjunction
34
but as adversative conjunction in this paragraph. But is used to
explain the opposite idea. In addition, but is also emphasizing about the gender
differences because the speaker mentioned “the boys were not” it means the girls
were allowed.
The speaker uses because as causal conjunction in the fourth
paragraph. Because is used to the reason of the speaker why she called bossy.
When she was child, Emma just wanted to direct the plays, while the boys were
not, therefore she called bossy.
1. Lexical Cohesion
a. Repetition
The speaker repeats started twice. First started as the introduction,
before she invites the listeners to the real issue of equality gender, Emma began to
take the listeners (reader) to define the gender-based understanding. Second
started refers to Emma’s girlfriends which dropping out sports team.
b. Synonym
The synonyms are boys and male. Boys and male refer to the gender
that become the main target in this campaign.
Paragraph 5
I decided that I was a feminist, and this seemed uncomplicated to me. But my
recent research has shown me that feminism has become an unpopular word.
Women are choosing not to identify as feminists. Apparently, I’m among the
ranks of women whose expressions are seen as too strong, too aggressive,
isolating, and anti-men. Unattractive, even.
35
1.1 Reference
Personal references that appear in the fifth paragraph are I and me as
personal pronoun, while my as possessive adjective. Those are only refering to the
speaker (Emma Watson).
Demonstrative references in this paragraph are this and that. This
refers to the decision that was taken by Emma Watson, as a feminist. While, that
refers to the result of Emma’s research. The research showed that the feminism is
still taboo or unpopular word. The comprehension about feminism is still lacking.
Therefore, most of women tend to not identify herself as a feminist. Besides,
many people define that feminism as a unity of men-haters.
1.2 Conjunction
But as conjunction adversative refers to Emma’s research about
feminism. Moreover, But refers to explain about feminism nowadays.
2. Lexical Cohesion
a. Repetition
The speaker repeats feminist and women twice. Those words refer to
the title of campaign (equality gender).
b. Near-synonym
Women and feminists are near synonym. Women refers to the object
in this campaign, while feminist is the subject of this campaign.

36
Paragraph 6
Why has the word become such an uncomfortable one? I am from Britain, and I
think it is right I am paid the same as my male counterparts. I think it is right
that I should be able to make decisions about my own body. I think it is right that
women be involved on my behalf in the policies and decisions that will affect my
life. I think it is right that socially, I am afforded the same respect as men.
1.1 Reference
Personal references that exist in sixth paragraph are I, my, and it. The
subject I as personal pronoun and my as personal adjective. I and my refer to
Emma Watson as the speaker. In this paragraph, the speaker began by asking a
rhetorical question to the listener (audience) about uncomfortable word.
While, it refers to emphasize for some ideas or demand which is said
by Emma, such as; paid the same as her male counterparts, should be able to
make decisions about her own body, the women be involved on her behalf in the
policies and decisions, same respect as men.
Demonstrative reference is only the that refers to uncomfortable word
namely feminist. In the previous paragraph is talking about feminist. Absolutely,
the word refers to feminist.
same as is general identity comparative reference in this paragraph.
Same as refers to equalized between herself (women) and men. Emma asked the
equality by using same as like comparative reference.

37
1.2 Substitution
a. Nominal Substitution
In the first sentences, one is substitute to the feminist word.
2. Lexical Cohesion
a. Repetition
The speaker repeats the statement “I think it is right” four times and
a verb decisions twice. Those words mean the affirmation argument or the
demand about something that must be obtained by women. Besides, those
arguments are the answer of the question at beginning of the paragraph.
b. Synonym
Male and men are synonym. These words refer to the gender and the
main target in this campaign
3. Collocation
There is one complementary collocation, men and women. In this
paragraph, men and women refer to the comparison of equality rights between
them. Emma claimed that women must be afforded the same respect as men.
Paragraph 7
But sadly, I can say that there is no one country in the world where all
women can expect to see these rights. No country in the world can yet say
that they achieved gender equality. These rights, I consider to be human
rights, but I am one of the lucky ones.
1.1 Reference
38
Personal references that exist in seventh paragraph are I and They.
The subject I and They as personal pronoun, I refers to the speaker (Emma
Watson) and They refers to the women.
Demonstrative references are there and these. There refers to the
countries in the world, while these refers to the rights of equalize (gender
equality). Based on the previous paragraph, the speaker was talking about the
three points of rights for women. Such as paid the same as my male counterparts,
should be able to make decisions about herself, women be involved on behalf in
the policies and decisions and received the same respect as men.
1.2 Substitution
Ones as nominal substitution refers to the Emma herself. Emma feels
that, she is the only one lucky woman among another of women.
1.3 Conjunction
Conjunctions adversatives that appear in this paragraph are but and
yet. The conjunction but is used by speaker to reveal the compassion about
feminism nowadays. Meanwhile, yet refers to achieved equality rights. Based on
the fact, there is no one country in the world where all women can expect to see
these rights.
2. Lexical Cohesion
a. Repetition
39
The speaker repeats country and rights, both of them are noun. In this
paragraph, the speaker is talking about the country where has achieved the
equality rights. Hence, the speaker tends to say those words in this paragraph.
b. Collocation
There are two collocation, gender equality and human rights. Both of
collocation are formed by two words, gender and equality, human and rights.
Those words are combined to become pair words which have one meaning.
Paragraph 8
My life is a sheer privilege because my parents didn’t love me less because I was
born a daughter. My school did not limit me because I was a girl. My mentors
didn't assume that I would go less far because I might give birth to a child one
day. These influences were the gender equality ambassadors that made me who I
am today. They may not know it, but they are the inadvertent feminists that are
changing the world today. We need more of those.
1.1 Reference
Personal reference in eighth paragraph consists of my, me, I, they, it,
and we. My as possessive adjective, whereas, me, I, they, and we as personal
pronoun. My, me, and I refer to the speaker (Emma Watson). The speaker began
the speech in this paragraph by telling her background of personal life. Based on
the history, it can be concluded that Emma has a quite happy life. Background of
personal life of the author is very influential in formation of the discourse. History
or particular historical context of the speaker (discourse author) is the important

40
point of discourse to be able understood. Therefore, the time is required of
analyzing the discourse.
Meanwhile, they refers to parents and mentors, it refers to the
treatment that was given by parents and mentors to Emma when she was child.
And, we refers to the speaker and the listener. From the history, Emma has parents
and mentors who loved her very much. So that, forming the Emma’s personality
is very well.
a. Demonstrative Reference
Demonstrative references are these and those. These refers to the
treatment that given by Emma’s parents when she was a child. The treatment
influences to Emma who she is today. And, those refers to the inadvertent
feminist.
b. Comparative Reference
Comparative references are less and more. Less refers to the love of
Emma’s parents and more refers to the inadvertent feminist. Emma as the
Goodwill Ambassador of UN needs many of feminists to changing the world.
1.3 Conjunction
Adversative conjunction is only but. But as the opposite conjunction
is concern on the parents and mentors of Emma. They are the inadvertent feminist
who changes world today.
41
Causal conjunction is only because. Because refers to the speaker
personal life. It is about the reason that is related to the treatment from the
mentors to Emma, why her school did not limit her at all.
2. Lexical Cohesion
a. Repetition
The speaker repeats the negative form, didn’t and less.
b. Synonym
born with birth are the synonym in this paragraph.
c. Near-Synonym
There are two near-synonyms in this paragraph. Daughter is near
synonym with girl and a parent is near-synonym with mentors.
d. Superordinate
There is one superordinate. Daughter is superordinate of child.
3. Collocation
The collocation is only gender equality.
Paragraph 9
And if you still hate the word, it is not the word that is important. It’s the idea
and the ambition behind it, because not all women have received the same rights
I have. In fact, statistically, very few have.
1.1 Reference
Personal reference in the ninth paragraph consists of you, it, and I,
those are as personal pronoun. You refers to the listener (include to everyone), the
first it refers to the feminist word (said in the previous paragraph).

42
Although, Emma did not say directly the aim of the word, but it is
clear that the word of feminism becomes a major attraction in this paragraph.
Behind the word of feminism, there are an ideas and ambition to equalize gender
between men and women. While, the second it refers to the purpose of the
campaign (gender equalize) and I refers to the speaker (Emma Watson).
Demonstrative reference is only the that refers to the feminist word.
1.2 Conjunction
c. Additive Conjunction
Adversative conjunction is only and as the conjunction to completing
the sentences.
d. Causal Conjunction
Adversative Conjunction is only because. Because as causal
conjunction refers to the women who have not received the same rights like
Emma received.
2. Lexical Cohesion
a. Repetition
The speaker repeats “the word” twice in ninth paragraph, which refers
to the feminist word.
Paragraph 10 :
In 1997, Hillary Clinton made a famous speech in Beijing about women’s rights.
Sadly, many of the things that she wanted to change are still true today. But what
stood out for me the most was that less than thirty percent of the audience were
male. How can we effect change in the world when only half of it is invited or feel
welcome to participate in the conversation?
43
1.1 Reference
Personal reference in the tenth paragraph are she, me, we, and it, those
are as personal pronoun. She refers to Hillary Clinton, me refers to the speaker
(Emma Watson), while we refers to the speaker and listener. And it refers to male
audience.
Demonstrative reference is only the. The as determiner refers to the
things (hope) that Hillary wanted today.
There are two comparative references, many and less. Many refers to
the things (hope), and less refers to the audience. It is caused by thirty percents of
the audiences were male.
1.2 Conjunction
Adversative conjunction is only but. But as the conjunction
adversative refers to the unexpected by Emma about the reality of audiences.
Because, less than thirty percents of the audience were male. The participants are
very influences in achieving the purpose of campaign.
Paragraph 11 :
Men, I would like to take this opportunity to extend your formal invitation.
Gender equality is your issue, too. Because to date, I’ve seen my father’s role as
a parent being valued less by society, despite my need of his presence as a child,
as much as my mother’s. I’ve seen young men suffering from mental illness,
44
unable to ask for help for fear it would make them less of a man. In fact, in the
UK, suicide is the biggest killer of men between 20 to 49, eclipsing road
accidents, cancer and coronary heart disease. I’ve seen men made fragile and
insecure by a distorted sense of what constitutes male success. Men don’t have
the benefits of equality, either.
1.1 Reference
Personal references in the eleventh paragraph are I, them, and it as
personal pronoun, your, my, and his as possessive adjective. I and my refer to the
speaker (Emma Watson), your and them refer to men. The pronoun "your" which
is used by the speaker to emphasize that gender inequality is not only a women's
problem, but also men issue too. Then, it refers to mental illness and an unable of
men to ask for help that suffered by a man. This makes him not able to do much,
even to ask for help. Moreover, man becomes brittle and feeling discomfort
because of the distortion of his success. Some cases proved that men have
weaknesses in certain side. For the example is the father of Emma.
his refers to Emma’s father. Emma describes about her father. Father's
role as the parents seems less in the public. Though, Emma feels the presence of
her father to fulfill her needs just like her mother. But in society is different. This
indicates that the role of father is never same as the role of mother. Implicitly, the
speaker explains that men do not always have the strength in everything.
Demonstrative reference is only this. This refers to a man who
become a supporter of the campaign. Because, in the next sentence, Emma

45
emphasized about “gender equality is your issue”, which is your refers to men
and boys.
Comparative reference is only as much as as the comparative, that
refers to the comparison between Emma’s father and Emma’s mother role.
1.2 Conjunction
Adversative conjunction is only despite.
Causal conjunction is only because to date.
2. Lexical Cohesion
a. Repetition
The speaker repeats men for many times. Therefore, this paragraph is
the peak of Emma Watson's speech. It strengthens to the listeners (audience) if
gender equality is men’s issue too. In addition, men are the main target to
achieving this campaign.
b. Synonym
men with male are synonym in this paragraph.
c. Superordinate
Father and mother are superordinate to parents.
d. General Word
The biggest killer refers to general word of suicide, eclipsing road,
cancer, coronary.
46
3. Collocation
There are two collocations, gender equality and father mother.
Paragraph 12 :
We don’t often talk about men being imprisoned by gender stereotypes, but I can
see that they are, and that when they are free, things will change for women as a
natural consequence. If men don’t have to be aggressive in order to be accepted,
women won’t feel compelled to be submissive. If men don’t have to control,
women won’t have to be controlled.
1.1 Reference
Personal reference in the twelfth paragraph consists of we, I, and they
as personal pronouns.The subject I refers to the speaker (Emma Watson), we
refers to the speaker and the listener (audience). And they refers to the men.
1.2 Conjunction
Additive conjunction is only and.
b. Adversative Conjunction
Adversative conjunction is only but.
2. Lexical Cohesion
a. Repetition
The speaker repeats men and women three times in this paragraph.
b. Synonym
control and controlled are synonym. However, there is one difference
of both, active word and passive word.

47
c. Superordinate
men and women are superordinate to gender.
3. Collocation
There is one collocation complementary, men and women.
Paragraph 13 :
Both men and women should feel free to be sensitive. Both men and women
should feel free to be strong. It is time that we all perceive gender on a spectrum,
instead of two sets of opposing ideals. If we stop defining each other by what we
are not, and start defining ourselves by who we are, we can all be freer, and this
is what HeForShe is about. It’s about freedom.
1.1 Reference
Personal references in the thirteenth paragraph are it, we and
ourselves. It and we as personal pronoun. The first it refers to nowadays, the
second it refers to the main purpose of campaign. Then, we refers to the speaker
and listeners (audience). And, ourselves as reflexive pronoun refers to everyone.
Demonstrative reference is only this that refers to the campaign.
1.2 Conjunction
And as conjunction additive in this paragraph refers to continue and
completing the idea in sentence.
2. Lexical Cohesion
48
a. Repetition
The speaker repeats a sentence (Both men and women should feel
free) and a noun (defining) twice.
b. Superordinate
men and women are superordinate to gender.
3. Collocation
Men and women refer to collocation complementary in this paragraph.
Paragraph 14 :
I want men to take up this mantle so that their daughters, sisters, and mothers
can be free from prejudice, but also so that their sons have permission to be
vulnerable and human too, reclaim those parts of themselves they abandoned,
and in doing so, be a more true and complete version of themselves.
1.1 Reference
Personal reference in the fourteenth paragraph consists of I, their,
themselves, and they. I and they as personal pronoun, their as possessive
adjective, and themselves as reflexive pronoun. I refers to the speaker (Emma
Watson), they and themselves refer to men and his families, and their refers to
daughter, sister and mother of men.
This and those are demonstrative references in this paragraph. This
refers to HeforShe campaign, and those refers to the parts of the son to become
vulnerable and human too.

49
Comparative reference is only more. More as comparative reference
refers to beyond expectation for daughter, sister, and mother.
1.2 Conjunction
Adversative conjunction is but that refers to another opinion about
sons.
2. Lexical Cohesion
a. Near-synonym
Near-synonyms are daughter, sister, and mother. All of them are
women, but still any from those words.
b. Superordinate
Son and men are superordinate to human.
Paragraph 15 :
You might be thinking, “Who is this Harry Potter girl, and what is she doing
speaking at the UN?” And, it’s a really good question. I’ve been asking myself
the same thing.
1.1 Reference
Personal reference in the fifteenth paragraph consists of you, she, it, I,
and myself. You, she, it, and I as personal pronoun, while, myself as reflexive
pronoun. You refers to the listener, she refers to Emma Watson, it refers to the
question which is asked by Emma to audience. And, I and myself refer to the
speaker (Emma Watson).

50
Demonstrative references that appear in this paragraph are this and
the. This refers to Emma Watson as Hermione Granger in Harry Potter movie.
While, the refers to same question which is asked by Emma Watson to herself.
Paragraph 16 :
All I know is that I care about this problem, and I want to make it better.
And, having seen what I’ve seen, and given the chance, I feel it is my
responsibility to say something.
1.1 Reference
Personal reference in the sixteenth paragraph consists of I, it, and my.
I and it as personal pronoun, while, my as possessive adjective. I and my refer to
the speaker (Emma Watson), and it refers to the problem of inequality gender.
Demonstrative references are this and the. This refers to inequality
gender, and the refers to HeforShe campaign as the opportunity to be better.
Comparative reference is only better that refers to comparison
between past time and future time.
1.2 Conjunction
Additive conjunction is only and that refers to the conjunction among
sentences.
51
Paragraph 17 :
Statesman Edmund Burke said, “All that is needed for the forces of evil to triumph
is for good men and women to do nothing.”
1. Collocation
In the seventeenth paragraph, grammatical and lexical cohesion do not exist.
There are only collocation complementary men and women which appear in this
paragraph.
Paragraph 18 :
In my nervousness for this speech and in my moments of doubt, I told myself
firmly, “If not me, who? If not now, when?” If you have similar doubts when
opportunities are presented to you, I hope those words will be helpful. Because
the reality is that if we do nothing, it will take seventy-five years, or for me to be
nearly 100, before women can expect to be paid the same as men for the same
work. 15.5 million girls will be married in the next 16 years as children. And at
current rates, it won't be until 2086 before all rural African girls can have a
secondary education.
1.1 Reference
Personal reference in the seventeenth paragraph consists of my, I,
myself, me, you, we, and it. I, me, you, we, and it as personal pronoun, while
myself as reflexive pronoun. I, me, and myself refer to the speaker (Emma
Watson).
Then, it refers to the effect in the future, we refers to the speaker and
listener, while you refers to the listener (audience) only, include to everyone.
52
Comparative reference consists of this, those, and that. This refers to
the speech of campaign, those refers to the question (“if not me, who? If not now,
when?”) and that refers to the reality and the effect.
Comparative references that exist in this paragraph are similar and
same as. Similar refers to the doubts of the campaign, while, same as refers to the
between women and men.
1.2 Conjunction
Additive conjunction is only and. The first and refers to completing
and giving two questions to the listener (audience). The question purposed to
reason, why we have to follow this campaign. While, the last and refers to adding
the data.
Causal conjunction is only because. Because as the conjunction refers
to the cause effect of the case.
2. Lexical Cohesion
a. Repetition
The speaker repeats girl and year twice.
b. Synonym
Women and girl are the synonym in this paragraph.
Paragraph 19 :
If you believe in equality, you might be one of those inadvertent feminists that I
spoke of earlier, and for this, I applaud you. We are struggling for a uniting
word, but the good news is, we have a uniting movement. It is called HeForShe. I
53
invite you to step forward, to be seen and to ask yourself, “If not me, who? If not
now, when?”
Thank you very, very much.
1.1 Reference
Personal reference in nineteenth paragraph consists of I, we, you, me,
and it as personal pronoun, and yourself as reflexive pronoun. I and me refer to
the speaker (Emma Watson), we refers to the speaker and listener (audience),
while you and yourself refer to the listener, include to everyone (women and
men). And it refers to the campaign.
Demonstrative reference in this paragraph consists of this and those.
This refers to the campaign and those refers to the inadvertent feminists.
1.2 Substitution
One is nominal substitute as the replacement to women. Thus, it
becomes a feminist later.
1.3 Conjunction
Adversative conjunction is only but. In addition, But refers to the
transition conjunction to moving for another idea.

54
2. The Dominant Device of Cohesion
Cohesion Percentage
1. (Reference)
2. 1.16 (Substitution)
3. 0 (Ellipsis)
4. (Conjunction)
5. = 7.75 (Repetition)
6. = 3.10 (Synonym)
7. = 1.93 (Near-Synonym)
8. = 2.32 (Superordinate)
9. = 0.77 (General Word)
10. = 4.65 (Collocation)

55
COHESION CHART
It can be conclude from the cohesion chart above, for the grammatical
cohesion used dominantly is Reference, in particular personal reference.
Reference must be appears in each paragraph, which consist of personal reference
and comparative reference. Based on the percentage, reference has the highest
than others cohesion devices. The percentage of reference shows more than 60%.
In fact, reference exceeds 68.21%.
Besides, for the lexical cohesion used dominantly is repetition. From the
percentage above, repetition exceeds 7.75%. Repetition is the part of reiteration
devices in cohesion.
CHAPTER IV
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
By using the theory of Halliday and Hasan concept of cohesion in English,
gender equality has been revealed through the grammatical and lexical cohesion used
in the speech text. Firstly, grammatical cohesion device which is mostly seen is
reference, especially is personal reference. As the speaker (main subject) in the
speech text, the most personal reference used by Emma Watson is personal pronoun I
that refer to Emma Watson. She told about her personal lives, family, and friends.
Hence, Emma Watson tries to compare between her personal lives (as the woman)
with the women in the world or even with her friends (female and male). In fact, not
all women received the same rights as Emma received.
Then, personal pronoun you and possessive adjective your, both of them refer
to men and women. According to feminism theory by Emma Watson, men and
women should be equal. However, in the reality gender equality is not achieved yet
until now. Therefore, gender equality becomes an issue in the speech text.
Afterwards, demonstrative reference this, it, and the, which refers to the campaign
and feminist.
Secondly is conjunction, in particular is adversative conjunction. The most
conjunction adversative used is but. Thirdly is substitution, especially for nominal
substitution. Nevertheless, there is no ellipsis in the speech text.
56
57
Besides, firstly, lexical cohesion device mostly seen is repetition. The speaker
repeats men and women for many times. Those words refer to the main target of the
campaign (gender equality). Secondly is synonym. For the synonym, boys, men, and
male are dominant as a whole. Thirdly is superordinate that only appear in eighth
paragraph, eleventh paragraph, twelfth paragraph, thirteenth paragraph, and
fourteenth paragraph. Fourthly is near-synonym which only exists in first paragraph,
fifth paragraph, eighth paragraph, and fourteenth paragraph.
On the other hand, for the grammatical cohesion, the percentage in every
grammatical cohesion devices are; reference is 68.21%, substitution is 1.16%, and
conjunction is 9.68%. Nevertheless, there is no ellipsis in the speech text. Meanwhile,
for the lexical cohesion, the percentage in every lexical cohesion devices are;
repetition is 7.75%, synonym is 3.10%, near-synonym is 1.93%, superordinate is
2.32%, general word is 0.77%, and collocation is 4.65%. It can be conclude that, the
grammatical cohesion dominantly is reference, in particular is personal and
demonstrative reference. Meanwhile, for the lexical cohesion is repetition
dominantly.
58
B. Suggestions
This research uses speech text “Gender Equality” as the unit analysis. Based on
the result of analysis, grammatical and lexical used dominantly are reference
(grammatical cohesion) and repetition (lexical cohesion). Nevertheless, among the
cohesion devices, there is only ellipsis which has not appeared in the speech text.
Finally, the thesis becomes incomplete research. Because, there is one cohesion
devices which is not analyzed.
For the next researcher is suggested to choosing the perfect and complete data
or corpus. In order to obtain the complete result of the cohesion analysis.

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on Sunday, January, 31, 2016, 12:09 p.m.

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AN ANALYSIS OF GRAMMATICAL AND LEXICAL COHESION

IN EMMA WATSON’S SPEECH TEXT ON GENDER EQUALITY

Dewi Mustika Arifiani

ENGLISH LETTERS DEPARTEMENT

FACULTY OF ADAB AND HUMANITIES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

Dewi Mustika Arifiani, An Analysis of Grammatical and Lexical Cohesion in Emma

AN ANALYSIS OF GRAMMATICAL AND LEXICAL COHESION IN

DEWI MUSTIKA ARIFIANI

ENGLISH LETTERS DEPARTEMENT

conducted based on my own work. It contains no material previously published or

accepted for the award of any degree or diploma of the university. I am

Jakarta, October 2015

Dewi Mustika Arifiani

In the name of Allah, the Most Gracious, the Most Merciful

last messenger of Allah, Muhammad Sallallahu alaihi wassalam who brought us

Maharani Salsabila, and all of her family.

finishing this research. They are as follow :

1. Dr. Syukron Kamil, the Dean of Adab and Humanities Faculty.

2. Drs. Saefudin, M. Pd. the Head of English Letter Departement.

4. All of lecturers of English Letter Departement, for their knowledge, guidance,

and motivation during her studies in English Letter Departement.

that helped her found many references.

unforgetable moments for a month.

Thank you so much for being the best companion.

Jakarta, October 2015

Table 1.1 Types of Cohesion .............................................................................. 12

Figure 1: Reference ............................................................................................ 13

APPROVAL SHEET ......................................................................................... ii

LEGALIZATION .............................................................................................. iii

LIST OF TABLES ............................................................................................. vii

LIST OF FIGURE ............................................................................................. viii

LIST OF CONTENT ......................................................................................... ix

A. Background of Study ........................................................... 1

B. Focus of Study ..................................................................... 3

C. Research Questions ............................................................. 4

D. Significance of Study .......................................................... 4

E. Research Methodology ........................................................ 4

1. The Objective of Research.............................................. 4

2. The Method of Research ................................................. 5

3. The Instrument of The Research ..................................... 5

4. The Unit of Analysis ....................................................... 5

5. The Technique of Data Analysis .................................... 6

CHAPTER II THE THEORETICAL DESCRIPTION

A. Previous Research ............................................................... 7

A. Grammatical Cohesion ........................................... 13

B. Lexical Cohesion .................................................... 21

e) General Word .............................................. 23

4. The Degree of Cohesiveness .......................................... 24

CHAPTER III DATA ANALYSIS

A. The Data Description .......................................................... 27

B. The Data Analysis .............................................................. 29

CHAPTER VI CONCLUSIONS AND SUGGESTIONS

As social creature, people need a tool or symbol to communicate to each

other which is called by language. In speaking case, everyone uses a language as a

bridge to facilitate the process of interaction between people around them.

function of language as the device of communication activity.

In communication, people should concern on comprehension. There are at

Cohesion occurs when the interpretation of some elements in the discourse.2