GRAMMATICAL COHESION IN THE SHORT STORY “TANYA’S REUNION” BY VALARIE FLOURNOY

: This study investigates the types of grammatical cohesion and the frequency of grammatical cohesionin the short story “Tanya’s Reunion” By Valarie Flournoy. The study investigation is based onHasan and Halliday theory of Grammatical Cohesion. This study employs a descriptive qualitative method.The data of this study were taken from the short story entitled “Tanya’s Reunion” in the forms ofwords, phrases, clauses, and sentences.In this study, the researcher is the key instrument who interprets the data. The result of the analysis shows that grammatical cohesion found in the short story “Tanya’s Reunion” are reference – personal reference, demonstrative reference, and comparative reference; substitution – nominal substitution and verbal substitution; ellipsis – nominal ellipsis, verbal ellipsis, and clausal ellipsis; and conjunction – additive conjunction, adversative conjunction, causal conjunction, and temporal conjunction, meanwhile, clausal substitution is not found in this short story.


INTRODUCTION
In a text, a sentence is related to another one and this is called to have a cohesion. Hasan and Halliday (1976:5) state that cohesion is a part of the system of a language. The potential of cohesion lies in the synthetic resources of reference, ellipsis, and so on that built into the language itself. Cohesion is expressed through the strata organization of language. Language can be explained as multiple coding system comprising three levels of coding or strata; the semantic "meaning", lexico-grammatical "forms" and the phonological orthographic "expression". It means that cohesion will make the reader or the listener easily to understand spoken or written text. The researcherconducts this research since the story is interesting to read. Moreover, the researcher feels thatgrammatical cohesion is very important to be analyzedsince it has a vital role in the short story. The tools in cohesion are calledcohesive devices. The devices include words, utterances, phrases that exist in the text which function to correlate one element to the other element. Grammatical cohesion is important to build the relation of word to word or sentence to sentence. NOBEL: Journal of Literature and Language Teaching Volume 8, No 1, April 2017 61 A study of cohesion has also been a source of concern to many researchers. The first researcher is Primasia Kusuma Nariswari (2010) who conducts a study entitled Cohesive Devices Used In "Indonesia This Morning", A Metro TV English News Program. The purpose of the study is to determine the use of cohesive devices which are used in Indonesian This Morning, a Metro TV English News Program. This study uses mixed qualitative and quantitative approach. A qualitative approach is mostly used as a research design, but it also uses a simple quantitative method to get a better view of visualization of the problem and to support the conclusion. From the result ofdata analysis, the writer gets that the occurrence of grammatical cohesive devices is 623 times which include references 595 times, substitution 6 times and ellipsis 2 times. The logical cohesive devices occur 211 times which include additive 128 times, adversative 34 times, causal 46 times, and temporal 12 times. Meanwhile, the cohesive devices occur 376 times which include reiteration 234 times and collocation 142 times.
The second researcher is Marshalita Siri Valentine (2013)  The data are in the form of sentences and are collected by note taking. The data are analyzed using the categorization of cohesion, namely grammatical and lexical cohesion proposed by Halliday and Hasan (1976) and Bloor and Bloor (1995). Trustworthiness is achieved by employing investigator triangulation. The findings show that reiteration appears to be the most frequent types of all subcategories of cohesion. There are 404 instances of reiteration, or 40, 64 % of the total occurrences. Based on the findings, it could be concluded that the narrative texts analyzed in this research contain dense lexical cohesion and thus are compatible as language inputs.
The fourth researcher is HimmaturRofi'ah (2015) who conducts Grammatical Cohesion in " The Miracle Worker" movie. This study investigates the frequent of grammatical cohesion in movie script and the function. The methodology of this research is descriptive method. The result is all types of grammatical cohesion used by four main characters in this movie except nominal ellipsis. In 38 scenes are found 848 cohesive devices from grammatical cohesion. From 848 cohesion found, 83% is personal references which appears 703 times. It other word, personal reference is the most frequent type used in the movie. Additive conjunction gets 7% occurence (55) times. Meanwhile, demonstrative reference appears 32 times (4%). Adversative conjunction occurs 11times (3%). Comparative reference is 11, causal conjunction is 8, and temporal conjunction is 11 or 1% of appearance. The last verbal substitution, verbal ellipsisand clausal substitution appear twice, whereas nominal substitution and clausal ellipsis appear a time. The entire cohesive element mentioned above has contributed to clarify the overall meaning of the text.

RESEARCH METHODS
In conducting this research, the researcher employs descriptive method since the researcher wants to get detailed understanding about grammatical cohesion andto determine how often grammatical cohesion occurs in the short story. The data source of this study is the short story entitled "Tanya's Reunion" by Valery Flournoy which is in a book entitled Reading Florida by David J Chard and team. It is focused on words, phrases, clauses, and sentences which are categorized as grammatical cohesionreferences, substitution, ellipsis, and conjunction. In this study, the researcher is the key instrument who interprets the data.
In analyzing the data, the writer follows some steps. First the researcher reads all the text of the short story "Tanya Reunion" to get the meaning from each sentence and a whole text itself. Second, the researcher analyzeswords, phrases, clauses, and sentences to get the detailed from the aspects of grammatical cohesion. Third step is classifying them. Fourth, the researcher identifies kinds of grammatical cohesionfound in the text of the short story. Fifth step is giving explanation on each kind of grammatical cohesion found in the text based on the theory of Hasan and Haliday.

RESULTS AND DISCUSSIONS
This part presents the results of the data analysis. The total amount of each kind of grammatical cohesion appears in the following table. From the percentage above, it shows that personal reference is very dominant that is about 69,95% with 412 items. This is followed by the use of additive conjuction that is about 24,45% with 103 items. The third rank is ellipsis that is about 4,92% with 26 items. The least one is substitution that is about 0,68%. The next part provide further details of each type of grammatical cohesion.

Reference
According to Hasan and Halliday (1976:31)reference is the specific nature of the information that is signaled for retrieval. In the case of reference the information to be retrieved is the referential meaning. Identity of the particular thing or class of thing that is being referred to; and the cohesion lies in the continuity of reference, whereby the same thing enters into the discourse a second time. Brown and Yule (1993:28) also state that reference is treated as an action on the part of the speaker or writer. Moreover, according to Hasan and Halliday (1976:37) there are three types of reference such as personal, demonstrative, and comparative.

Personal Reference
According to Hasan and Halliday (1976:37) me, my, mine, you, your, yours, we, us, our, ours, they, their, theirs, them, it, its, she, her, hers, he, him, his. Paragraph 1, page 189 It was Saturday. Baking Day. One of Grandma's special days. Tanya had just popped the last spoonful of bread pudding made that morning into her mouth when Grandma announced, "Got a card from Aunt Kay and Uncle John today. They've invited me to the farm before all the family arrives for the big reunion. And I've decided to go." From the paragraph above, the author tells to the reader that in the morning, all the family were sit down together for breakfast and Grandma shows all the people that she got a card from Aunt Kay and Uncle John for the big reunion and Grandma decides to go there.
There are four personal references. The first is the word "It" in the beginning sentence, mean today. Today is Saturday. The word "It" is also as a form of baking to celebrate the one of special days of Grandma. The second is the word "her mouth" that refers to Tanya. It means that Tanya eats bread pudding. The third is the word "They" it is refer to Aunt Kay and Uncle John who send a card to Grandma. The fourth is the words "me" and "I". Itrefers to the speaker -Grandma. It means grandma wants to go the reunion.

Demonstrative Reference
According to Hasan and Halliday (1976:37) demonstrative reference is reference by means of location, on a scale of proximity (near, far, neutral, time). The examples of this reference are this, these, that, those, here, now, then, there, the.

Paragraph 2, page189 -190
A silence fell across the dinner table. Neither Tanya nor her brothers, Ted and Jim, could remember their grandmother going anywhere without the rest of the family. "Aren't we going to the farm and reunion too?" Tanya asked. She had been looking forward to the big family event and her first trip to a farm ever since the announcement had arrived. "Yes, Tanya. We're still going," papa reassured her. "We can all go to the farm together after the boy's football summer camp is over,'' Mama suggested, glancing toward Papa.
This paragraph tells us that all people who sat down together in the dinner table are bewildered with Grandma's decision. Because everyone knows that Grandma has been sick.
Papa gives an opinion that all the people will come at football summer camp firstly before go to big reunion. Ted and Jim will play there.
There are eight demonstrative references using "the". The word "the" is a signal of identity. The first word "the" identifies a table that used for dinner. The second word "the" identifies an activity that is family do -rest. The third word "the" identifies family. The fourth word "the" identifies a place for big reunion -farm. The fifth word "the" identifies big family who will come in big reunion. The sixth word "the" identifies an announcement for big reunion. The seventh word "the" identifies a place for big reunionfarm. The last word "the" identifies boys who play football in the summer camp.

Paragraph 4, page 190
Tanya remembered Mama and Grandma talking about the plan to have as many items that were once part of the homestead . . . the farm . . . returned for the biggest family gathering ever! This paragraph shows that Tanya remembers the dialogue between Grandma and Mama about a big reunion.There are two comparative references in this paragraph. The word "as many" is comparison of quantitywith numerative comparative. It means that the items which one part of the homestead. Then, the word "the biggest" is superlative comparative, simply, 'bigger than gathering family before'.

Substitution
According to Hasan and Halliday (1976:88-89), substitution is a relation in the wording rather than in the meaning. It is between linguistic items, such as words, phrases, and clauses.
There are three types of substitution, they are, nominal substitution, verbal substitution, and clausal substitution.

Nominal Substitution
It is used for the words one, ones, and same.

Paragraph 20, page 199
Grandma helped Aunt Kay tuck the children in. "What happened to our special days, Grandma?" whispered Tanya. "Seems to me our first one went just fine," said Grandma. "The land needed the rain and it's finally gettin' it. Makes today kinda special, don't you think?" Tanya sighed. "I wanna go home," she murmured into her pillow.
In this paragraph, the author tells the reader that Tanya said to Grandma that she wanted to go home because all that happened was not suitable with her thought.The word "one" here is pointing forward to Grandma and Tanya's journey from their house to the big reunion house like the author wrote in the paragraphs before.

Verbal Substitution
It is used for the words "do", "does", "doing" and "did", "done". Paragraph 29, "If you weren't lonely, Grandma, why did you leave?" Tanya persisted. Grandma looked out over the land, remembering. "It was after the Second World War. My Isaacyour grandpa Franklinand many other people thought we'd find better opportunities, better jobs closer to the cities up north. And we did. But we still kept the land and paid taxes on it. Sometimes let other people pay to work it, 'til Kay and John came back. But this will always be home." In this paragraph the author tells to the reader that Tanya still continues to tell the past and also about Grandpa.There is only one word of verbal substitution. The word "did" is the substitution of the verb find better opportunities, better jobs closer to the cities up north.

Ellipsis
According to Hasan and Halliday (1976:144) ellipsis is a relation within the text, and in the great majority of instances the presupposed item is in the preceding text. Ellipsis occurs when something that is structurally necessary is left unsaid.

Paragraph 10, page 193
And still they travelled on and on. Until the bright sunny sky grew cloudy and gray and the highway turned into never-ending dirt roads that seemed to disappear into the fields and trees, down into the "hollers" the valleys below. Tanya could barely keep her eyes open. And still they travelled on and on . . . until finally the bus crawled to a stop. Grandma shook Tanya gently. "We're here, Tanya honey, wake up." Tanya rubbed her eyes awake. "We 're home." In this paragraph the author tells the reader that Tanya and Grandma still continued their trip by bus until they were at home and Grandma shook Tanya that they arrived at home.
There is only one sentence that expresses nominal ellipsis. If the sentence completed by an elliptical nominal group, the sentence above will be Until the bright sunny sky grew cloudy and the gray sky and the highway turned into never-ending dirt roads that seemed to disappear into the fields and trees, down into the "hollers" the valleys below. Here the author eliminated it because there is the same thing that is the condition of the sky.

Paragraph 11, page 193
Standing on the last step of the bus, Tanya spied a car, trailing clouds of dust, coming toward them. In the distance were a farm-house and barn. "I've been sitting for the past eight . . . nine hours . . .,"Grandma told uncle John, who'd come to get them, "so I think I'll just let these old limbs take me the rest of the way." Tanya watched Grandma walk slowly but steadily up the familiar roadway.
In this paragraph the author tells the reader that they go down from the bus and Uncle John welcoming them. There is only one sentence that expresses nominal ellipsis. If the sentence completed by an elliptical nominal group, the sentence above will be "I've been sitting for the past eight . . . I've been sitting for nine hours . . .,"Grandma told uncle John, who'd come to get them, "so I think I'll just let these old limbs take me the rest of the way." Here the author used the nominal ellipsis to avoid unnecessary like nominal such as I've been sitting for and the author eliminated it because there is the same character who talk to Uncle John. So it does not make such a long sentence.

Clausal Ellipsis
According toNariswari in her thesis (2010:19), clausal ellipsis is the omission of an item within a clause.

Paragraph 8, page 190
Tanya couldn't hide the pride she left when she saw the surprised looks on Ted's and Jim's faces. "We've had some special days on that old farm, "Grandma said with satisfaction. "And so will Tanya. You'll see." In this paragraph the author tells the reader that Tanya's brother is surprised about it.
Grandma tells that there are some special days on the farm and Tanya will get it.
There is one sentence that expresses verbal ellipsis. If the sentence completed by an elliptical verbal group, the sentence above will be You'll see some special days on that old farm." The author eliminated it because the previous sentence is still in the same verb, so it does not need longer sentence.

Conjunction
According to Hasan and Halliday (1976:303), conjunction is on the border-line of the grammatical and the lexical. There are five categories: additive, adversative, causal, temporal, and other conjunction.

Additive Conjunction
It is expressed by the words and, and also, nor, and…not, or, or else, furthermore, in addition, besides, alternatively, incidentally, by the way, that is, I mean, in other words, for instance, thus, likewise, similarly, in the same way, on the other hand, by contrast.

Paragraph 6, page 190
A trip with Grandma! Just the two of them. Tanya couldn't believe her ears. "May I go with Grandma to the firm?" she pleaded excitedly. Mama looked from Tanya to Papa to Grandma. "Ted and Jim are going to the football camp, "Papa gently reminded Mama. "And we will be joining them shortly." In this paragraph the author tells the reader that Tanya feel surprised that she will have a trip with Grandma and Tanya asks a permissionto her parent. But Papa disagrees. Papa reminds her again that all the family willjoin football camp with Ted and Jim.
There are two additive conjunctions in this paragraph. Both of them are "and". The words "and" is for adding information and connecting between sentences. The first word "and" means Tanya's brothers will go to the football camp. Then the second word "and" means that Papa and Mama will come to the football camp to give support for Ted and Jim.

Adversative Conjunction
It means contrary to expectation. It covers some words include yet, though, only, but, however, nevertheless, despite this, in fact, actually, as a matter of fact, at the same time, instead, rather, on the other contrary, at least, rather, I mean.

Paragraph 15, page 196
Tanya didn't feel anything but hot and tired and disappointed. The farm wasn't what she expected at all. A dog's bark drew Tanya's gaze back to the farmhouse. Stepping off the porch, a large dog at her side, was Grandma's baby sister, Kay.
This paragraph tells us that Tanya is very disappointed with all and she is really tired by this long trip.There is one adversative conjunction in this paragraph. The word "But" shows us that contrary condition. It means Tanya did not feel anything, but her body is like hot and tired. "Watchin' you walk up the road, Rose Buchanan," Aunt Kay began, then gave Grandma a hug. "Yes, on summer days like this it's as if time were standing still just a bit," Grandma finished for her. Aunt Kay turned to her greatniece, smothering her in a welcoming hug full of warmth and softness that reminded Tanya of Grandma.

Causal Conjunction
This paragraph tell us that Aunt Kay began welcome Tanya and her Grandma by giving a smothering hug.There are two causal conjunctions in this paragraph. The first word "then" is a sequence of time. It means Aunt Kay saw Grandma walked and give her a hug. The second word "for" shows us the purpose of something. It means Grandma walked to Aunt Kay.

Temporal Conjunction
It includesthen, next, after that, just then, at the same time, previously, before that, finally, at last, first…then, at first…in the end, at once, thereupon, soon, after a time, next time, on other occasion, next day, an hour later, meanwhile,until then,at this moment,up to now,etc. Paragraph 36,page 208 Tanya and Keisha pulled on the boots and off they marched. The girls watched as Uncle John finished milking the cow. Then with his consent, Tanya sprinkled chicken feed on the ground. While the chicken ate, she and Keisha collected their eggs. After that the girls explored the barn, and when they grew tired, they climbed into the hayloft to rest.
The paragraph tells us that Tanya and Keisha wear the boot. Then Tanya and Keisha did many things with Uncle John in the barn.There is only one word that include in temporal conjunction. The word "after that" expresses the sequence time in the text. It means after the first activity done, then the actors do another activity we can see in While the chicken ate, she and Keisha collected their eggs. After that the girls explored the barn, and when they grew tired, they climbed into the hayloft to rest.