DISCOURSE ANALYSIS OF ENGLISH LANGUAGE TEACHING VIDEOS

Evi, Nur Azizah (2026) DISCOURSE ANALYSIS OF ENGLISH LANGUAGE TEACHING VIDEOS. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT This research entitled “Discourse Analysis of English Language Teaching (ELT) Videos” aims to identify the cohesive devices found in ELT videos, identify the coherence devices found in ELT videos, and analyze how cohesive and coherence devices are implemented in ELT videos. This research employed a descriptive qualitative method. The data were obtained from three English Language Teaching videos taken from YouTube representing three educational levels: Elementary School (Beginner), Junior High School (Intermediate), and Senior High School (Advanced). The data were collected through observation and transcription techniques and analyzed using the theories of cohesion proposed by Halliday and Hasan (1976) and coherence proposed by Cui (2024). The findings revealed that all types of cohesive devices were found in the ELT videos, namely reference, substitution, ellipsis, conjunction, and lexical cohesion. Reference was the most dominant cohesive device, while substitution was the least frequently used. The findings also showed that the coherence devices consisted of unity, organization, and contextual information. Among these aspects, organization appeared most frequently, indicating that the learning materials were presented systematically and logically. Furthermore, the implementation of cohesion and coherence varied across educational levels. At the elementary level, they were applied through simple and repetitive discourse. At the junior high school level, they appeared in more structured descriptive discourse and interactive activities. Meanwhile, at the senior high school level, they were implemented in more complex argumentative and problem-solving discourse. In conclusion, cohesive and coherence devices play an important role in creating clear, organized, and meaningful learning discourse in ELT videos. The findings indicate that the complexity of cohesion and coherence develops progressively according to students’ educational levels and language proficiency.

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