Discourse-Level Writing Competence in EFL

Unity and Coherence in Recount Texts

Abstract

Writing proficiency remains a major challenge for English as a Foreign Language (EFL) learners, particularly in managing macro-level organizational aspects such as unity and coherence. Although previous studies have generally treated these constructs as complementary components of writing quality, limited research has examined them as distinct yet interconnected competencies. This study aims to investigate how Grade X vocational students at SMK TKM Teknik Purworejo realize unity and coherence in recount writing and to identify their proficiency profiles. This study employed a descriptive qualitative design involving 34 student recount texts analyzed using a validated analytical checklist focusing on thematic consistency, logical sequencing, tense consistency, and cohesive device use. The findings reveal an imbalance between unity and coherence. Most students were able to maintain thematic focus and sustain a central idea throughout their texts. However, many experienced difficulties in constructing coherent discourse, particularly in connecting ideas logically, maintaining smooth progression, and using cohesive devices effectively. Common problems included overreliance on simple temporal conjunctions, limited lexical cohesion, and fragmented narrative flow. The findings suggest that coherence requires more complex linguistic and cognitive skills than unity. This study contributes to EFL writing research by providing insight into discourse-level writing competence in a vocational context and highlighting the importance of teaching coherence explicitly in writing instruction.