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This research attempted at investigating the types of lexical cohesion and grammatical cohesion used in thesis abstracts composed by undergraduate English department students of Universitas Bengkulu and also the errors of using cohesion. The research was designed as a descriptive quantitative method. The corpus of this study was 30 thesis abstracts composed by undergraduate English department students of Universitas Bengkulu. The instrument of this research was self-developed checklist. In analyzing data, the researchers were using formula by Sugiono. The results of this research showed that : 1.) There were 458 as the total number of six lexical cohesion types found in 30 thesis abstracts and the most dominant type is Repetition (58.7%). 2.) There were 783 as the total number of four grammatical cohesion types found in 30 thesis abstracts and the most dominant type is Reference (70.2%). 3.) There werere three errors of using cohesion namely omission of conjunction and selection of conjunction. Therefore, it was concluded that the thesis abstracts composed by undergraduate English department students of Universitas Bengkulu were in the percentage of 99.76% good.

This research aims to find out the reading comprehension problems faced by the eight semester English Education Study Program students of Universitas Bengkulu in Reading Section of TOEFL test. The subject of this research is eight semester students of English Education Study Program in academic year 2018/2019 who have taken TOEFL test in Language Laboratory, FKIP, Universitas Bengkulu. The subject of this research is 70 students of 79 students. This research was used descriptive quantitative as the methodology and the data was collected by using questionnaire as an instrument that distributed via Google-form. The questionnaire consisted of 20 statements which represent 5 aspects of reading comprehension problems by Wutthisingchai (2011). This research uses 4-point Likert Scale to measure students perception of reading problem, ranging from never (1 point), sometimes (2 point), often (3 point), always (4 point). The result shows that the majority of the students have problems in reading comprehension in 5 aspects. The percentage average of each aspect from highest to lowest was the reading comprehension problems related to the Reading Comprehension Process. Second problems is Motivation. Third problems related to Background Knowledge. Fourth related to Lack Reading Strategies. The last problems related to Language Knowledge. From the results, it can be concluded that students of the eight semester at English Education Study Program still have reading comprehension problems.Keywords: Reading comprehension problems, TOEFL Test

The purpose of this research was to find out the correlation between reading self-efficacy and reading comprehension. The research applied correlational study which used quantitative design. The sample was 273 of twelfth grade students of science class at SMAN 5 Bengkulu. The data were collected by using two instruments: (1) the reading self-efficacy questionnaire which was used to measure the students’ reading self-efficacy and (2) reading comprehension test which was used to know the students’ reading comprehension. The correlation between the two variables was calculated by using Pearson Product Moment in SPSS 15. The result shows that there is a significant correlation between reading self-efficacy and reading comprehension. The score of significance level is < 0.05 (0.000 < 0.05) which means that H1 was accepted and H0 was rejected. So, it can be inferred that the higher the reading self-efficacy, the higher the reading comprehension. Keywords: Reading Comprehension; Self-Efficacy

The purpose of this research is to describe the English Department students' ability in writing an argumentative essay. The research is designed as a descriptive quantitative method. The population of the research is the fourth semester students of English Department at Universitas Bengkulu in academic year 2018/2019. This research used random sampling technique in deciding the sample. The samples were 26 students. The students were asked to write an argumentative essay within 100 minutes. The students writings were analyzed by using assessment rubrics adapted from Schwalm (2007) and Jacobs et.al (1981) which consists of introduction, body paragraph, conclusion, language use, and mechanics. The result shows that students ability in writing argumentative essay is fair. From the final scores it could be seen that there was one student (3.8%) got very good grade, then 11 students (42.3%) got good grade, the most of the students or 12 students (46.2%) got fair grade, the rest of them or 2 students (7.7%) got poor grade. Keywords: analysis, writing, argumentative essay