<![CDATA[Keywords: cohesion, cohesive device, grammatical cohesion, lexical cohesion This research is about the analysis of grammatical and lexical cohesive devices used in classification essays made by the fourth semester students of English Study Program at Brawijaya University by using Halliday and Hasan’s (1976) and Renkema’s (2004) theories on English cohesion. There are three objectives in this research, namely: (1) to find out the types of grammatical and lexical cohesive devices used in the classification essays; (2) to find out the frequency of grammatical and lexical cohesive devices used in the classification essays, and (3) to investigate the reference units made in the classification essays.This study uses both quantitative and qualitative approaches. Quantitative approach is used to measure the frequency of the grammatical and lexical cohesive devices used in the classification essays. While, qualitative approach isused to describe in detail about the analysis of the grammatical and lexical cohesive devices found in the classification essays. Descriptive study in textual analysis is applied in this study to analyze five classification essays written by the fourth semester students of English Study Program in Brawijaya University.This study reveals that the grammatical cohesive devices used in students’ classification essays are reference (personal, demonstrative and comparative),conjunction (additive, adversative, causal, temporal and other conjunction), verbsubstitution, nominal ellipsis and clausal ellipsis. In addition, the lexical cohesive devices used in the students’ classification essays are the same word repetition, synonymy, hyponymy, superordinate, antonymy, general word and collocation. In terms of frequency, the most frequently used grammatical cohesive device is personal reference, counted 59 or 23.01%, and the most frequently used lexical cohesive device is the same word repetition, which is 221 or 78.93%. After all, the use of both grammatical and lexical cohesion is to maintain the coherence of the facts and ideas in the essays.The writer suggests that English learners should learn more about how cohesive devices are used correctly and effectively. Besides, for the lecturers, they can use this study as the enrichment in Discourse Analysis material. Also, she suggests for the next researcher to conduct similar study, but using another form of essays or broaden the scope of the analysis.]]>
