Thematic Progression in Students’ Recount Texts : A Case Study in a Junior High School in Indramayu.

Thematic Progression in

Students’ Recount Text

s

(A Case Study in a Junior High School in Indramayu)

A Research Paper

Submitted into the English Education Department of FPBS UPI as a Partial Fulfillment of the Requirements for Sarjana Pendidikan Degree

By: Noviyanti

1000988

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF LANGUAGE AND LITERATURE EDUCATION INDONESIA UNIVERSITY OF EDUCATION

Thematic Progression in

Students’

Recount Texts

Oleh

Noviyanti

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Sastra

© Noviyanti 2015

Universitas Pendidikan Indonesia

Januari 2015

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian,

PAGE OF APPROVAL

NOVIYANTI

THEMATIC PROGRESSION IN STUDENTS’ RECOUNT TEXTS

(A Case Study in a Junior High School in Indramayu)

Approved by: Supervisor

Prof. Emi Emilia, M.Ed., Ph.D. NIP. 196609161990012001

Head of English Education Department Faculty of Language and Literature Education

Indonesia University of Education

Prof. Dr. Didi Suherdi, M.Ed. NIP. 196211011987121001

Noviyanti, 2015

Thematic progression in students recount texts

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

ABSTRAK

Penelitian ini mengenai analisis thematic progressions dari teks recount siswa di sebuah kelas di salah satu sekolah menengah pertama (SMP) di Indramayu, Jawa Barat, Indonesia. Penelitian ini bertujuan untuk menganalisa bagaimana siswa mengorganisir gagasan-gagasannya dalam teks. Penelitian ini menggunakan model kualitatif deskriptif mencakup karakteristik dari pendekatan studi kasus. Data penelitian ini diperoleh dengan mengumpulkan hasil tulisan siswa di kelas. Enam hasil tulisan siswa diseleksi dari tiga tingkat prestasi siswa—rendah, sedang, dan tinggi. Untuk kerangka analisis teks, penelitian ini menggunakan teori Systemic Functional Linguistics, khususnya thematic progressions yang dikembangkan oleh Bloor & Bloor (2005), Eggins (2004), Emilia (2014), Fries (1994; 1995a; 1995b), dan Halliday & Mathiessen(2004); dan cohesion and coherence yang dijelaskan oleh Butt, et.al., (2000), Droga, (2003), Eggins, (2004), Emilia, (2014), Gerot & Wignell, (1994), dan Halliday & Hasan, (1976). Hasil dari penelitian ini menunjukkan bahwa semua tingkat prestasi siswa telah memahami tujuan utama dan struktur skematis dari teks recount; kekonsistensian thematic progression dimana pola thematic progression yang paling sering muncul adalah pola reiteration, diikuti oleh pola zigzag; dan thematic progression memegang sebuah peranan penting dalam mewujudkan teks yang memiliki keterpaduan dan keterhubungan. Berdasarkan penemuan tersebut, direkomendasikan bahwa para guru harus lebih memerhatikan manfaat dari penggunaan analisis thematic progressions yang diaplikasikan dalam proses pembelajaran bahasa Inggris untuk mendapatkan pengawasan dan perkembangan yang lebih baik. Selain itu, disarankan bahwa peneliti selanjutnya dapat menganalisa jenis teks lain atau menganalisa alat cohesive lainnya di luar thematic progressions.

Noviyanti, 2015

Thematic progression in students recount texts

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

ABSTRACT

This study is concerned with analyzing thematic progressions of students’ recount

texts in one class of one public junior high school in Indramayu, West Java, Indonesia. This study aims to investigate how the students organize their ideas in the texts. This study employs a qualitative research design embracing the characteristics of a case study approach. The data were obtained by collecting

students’ writing products in the class. Six students’ writing products were

selected from three different levels of achievement—low-, mid-, and high- achiever. For the framework of the text analysis, this study draws on Systemic Functional Linguistics theory, especially of thematic progressions developed by Bloor & Bloor (2005), Eggins (2004), Emilia (2014), Fries (1994; 1995a; 1995b), and Halliday & Mathiessen (2004); and cohesion and coherence elaborated by Butt, et al., (2000), Droga, (2003), Eggins, (2004), Emilia, (2014), Gerot & Wignell, (1994), and Halliday & Hasan, (1976). The results show that all

students’ texts from all levels had acquired the main purpose and the schematic structure of a recount text. Moreover, in terms of thematic progression consistency, the most occurrence of thematic progression pattern is the reiteration pattern, followed by the zigzag pattern. These thematic progressions played a significant role in supporting the cohesion and the coherence of the texts. Based on the findings, it is recommended that the teachers pay more attention to advantages of employing thematic progressions analysis applied in English learning process to allow students to gain a better control of text organization and development. Besides, it is also suggested for further researchers to investigate the other texts or to analyze the cohesive devices beyond thematic progressions.

Noviyanti, 2015

Thematic progression in students recount texts

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

TABLE OF CONTENTS

STATEMENT OF AUTHORIZATION ... iii

PREFACE ... iv

ACKNOWLEDGEMENT ... v

ABSTRACT ... vi

TABLE OF CONTENTS ... vii

LIST OF TABLES ... x

LIST OF FIGURES ... xi

CHAPTER I ... 1

1.1. Background of the Study ... 1

1.2. Statement of the Problem ... 3

1.3. Purpose of the Study ... 3

1.4. Scope of the Study ... 4

1.5. Significance of the Study ... 4

1.6. Clarification of Key Terms ... 4

1.7. Organization Paper ... 6

1.8. Concluding Remark ... 6

CHAPTER II ... 7

2.1. Systemic Functional Linguistics ... 7

2.1.1. The Basic Principles in SFL ... 8

2.1.2. Textual Metafunction ... 9

2.2. Theme System ... 10

2.2.1. Boundary of Theme... 12

2.2.2. Thematic Progressions ... 19

2.3. Cohesion and Coherence ... 23

Noviyanti, 2015

Thematic progression in students recount texts

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

2.4. Recounts ... 26

2.4.1. Social Purpose of Recount Text ... 28

2.4.2. Types of Recount Text ... 29

2.4.3. The Schematic Structure of Recount Text ... 29

2.4.4. Linguistics Features of Recount Text... 30

2.4.5. Key Grammatical Features of Recount Text... 32

2.5. Thematic Progssions Trends in Recount text... 33

2.6. Related to The Previous Study ... 34

2.6. Concluding Remark ... 34

CHAPTER III ... 35

3.1. Research Design ... 35

3.2. Research Site and Participants ... 36

3.3. Data Collection ... 36

3.3.1. Collecting Students’ Recount Text ... 37

3.4. Data Analysis ... 37

3.4.1. Identification of Thematisc Progressions Pattern………... 37

3.4.2. Determining the Thematic Progressions Trends ... 38

3.4.3. Examining the Cohesion and Coherence ... 39

3.5. Concluding Remark ... 39

CHAPTER IV ... 40

4.1. Analysis of Students’ Recount Text ... 40

4.1.1. Analysis of Text by Low Achiever ... 40

4.1.1.1. Schematic Structure ... 40

4.1.1.2. Linguistic Features ... 42

4.1.2. Analysis of Text by a Middle Achiever ... 44

4.1.2.1. Schematic Structure ... 44

Noviyanti, 2015

Thematic progression in students recount texts

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

4.1.3. Analysis of Text by a High Achiever ... 46

4.1.3.1. Schematic Structure ... 46

4.1.3.2. Linguistic Features ... 48

4.2. Thematic Progressions Pattern Consistency ... 49

4.3. Thematic Progression Trends in Students’ Recount Text ... 54

4.4. Concluding Remark ... 56

CHAPTER V ... 57

5.1. Conclusion ... 57

5.2. Suggestion ... 58

Bibliography ... 60

Noviyanti, 2015

Thematic progression in students recount texts

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

CHAPTER I

INTRODUCTION

This chapter introduces the background of the study, purposes of the study, and statements of the problem. In addition, this section elaborates the scope of the study, significance of the study, clarification of key terms, and the organization of the paper.

1.1Background of the Study

This study concerns analyzing thematic progressions of students‟ recount texts in one public junior high school in Indramayu, West Java, Indonesia.

It has been generally known that EFL learners shall be able to organize meanings effectively into clauses, clause complexes paragraphs and text. This statement is supported by Butt, et al. (2000, p. 152) who state that EFL learners need to know how to order words clause constituents, clauses and paragraphs within texts. The students can produce a good text if English teachers use model texts to illustrate the basic patterns of thematic progressions. This technique brings about the students can apply the thematic progression patterns to their own writing. As a result of the ability to convey the message through the writing form is a critical skill and an important attribute for academic success and professional competence (Geiser & Studley, 2001; Light, 2001).

In addition, the need for analyzing the students‟ texts comes up since it is principal to understand how the text is organized textually. Textual meaning in English is expressed largely through the ordering of constituents (Eggins, 2004, p. 298). Textual analysis offers many advantages. The advantages of employing the textual analysis are to support the students‟ literacy development, to critic

2

Noviyanti, 2015

Thematic progression in students recount texts

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

approach the text they use, and to develop their professional capacity (Achugar, et.al, 2007).

3

Noviyanti, 2015

Thematic progression in students recount texts

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

The EFL learners are required to master language skills, particularly the ability in writing skill. They also have to be able to produce the text. The word „text‟ refers to one example of language, in some ways, that makes sense to someone who understands the language (Halliday & Matthiessen, 2004, p. 3). The text types that must be created by the EFL students are Descriptive, Recount, Narrative, Report, Exposition, Explanation, New Items, and Discussion (see Depdiknas, 2003).

Recount is one of the text types that have to be learned by EFL learners in Indonesia. The comprehension of writing recount text is supported by the Indonesian curriculum of junior high school delivered by BSNP 2006 (Badan Standar Nasional Pendidikan) which states that one of basic competence and standard competence of this level are to comprehend and to create a recount text.

Research on students‟ text in learning this text type is important to investigate the success of the curriculum. It is to provide input for the teachers to understand how the students organize their ideas within the text. One way to assess the success of students‟ contributing in creating the text is analyzing thematic progressions.

The investigation of thematic progressions had been conducted by many researchers. There was research conducted by Downing (2011) who says all of these texts are instances of professional writing whose rhetorical purpose ranges from entertainment to persuasion. Danes‟ model appeared to be fully applicable in helping to reveal the internal organization of the text. An awareness of the types of thematic progressions as expounded by Danes (1970) also raises interesting questions for language teaching pedagogy. Moreover, there was research conducted by Wang (2007) which explores the insights of students‟ writing products gained from the relationship between Theme and Rheme to improve cohesion at the level of discourse. Those studies analyzed the thematic

4

Noviyanti, 2015

Thematic progression in students recount texts

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

progression in some genres, including recount text which became the main data of this study.

As stated earlier this study focuses on analyzing thematic progressions of students‟ recount text. Recount is a text type that retells events or experiences in past time. Recount, commonly, is written based on the writer‟s experiences (Education Department of Western Australia, 1997a:45, as cited in Emilia, 2011). Recount tells events in the past time in temporal sequence (Anderson & Anderson, 1997; Durkin et al., 2006, as cited in Emilia, 2011). An understanding of thematic progressions can be very useful for both study and work in which students may need to read and write longer texts such as textbooks, essays, reports, especially in the research site (Emilia, 2011, p. 250).

The cohesion and the organizing idea are not paid attention by both the teacher and the students in teaching and learning writing activity in one Indonesian public junior high school. In fact, one of the ways that can be used in evaluating the cohesion of the students‟ writing and how they organizing idea in the texts are by analyzing the thematic progression patterns employment.

However, there are still few studies investigating cohesion of students‟ recount texts, which analyze the thematic progression patterns. Therefore, this study focuses on the analysis of thematic progression patterns in order to investigate cohesion of Indonesian junior high school students‟ recount texts.

1.2Statement of the Problem

Related to the previous brief explanation, this study attempts to answer the following questions:

1. How do the students organize their ideas in recount texts, in regard to thematic progressions?

5

Noviyanti, 2015

Thematic progression in students recount texts

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

2. What is the contribution of thematic progressions towards the cohesion and coherence of the text?

1.3Purpose of the Study

Relevant to the statements of the problems, this study is aimed to meet the following purposes:

1. To reveal how the students organize their ideas in regard to thematic progressions in students‟ recount texts.

2. To discover the contribution of thematic progressions towards the cohesion and coherence of the text.

1.4Scope of the Study

This study concerns three thematic progression patterns: zigzag, reiteration, and multiple theme pattern suggested by Bloor & Bloor (2005), Eggins (2004), Emilia (2014), Fries (1994; 1995a; 1995b), and Halliday & Mathiessen (2004).

1.5Significance of the Study

This study is expected to offer some theoretical and practical contributions. In terms of theory, this study can enrich the literature on thematic progressions analysis in students‟ texts. Besides, practically, the result of this study is expected to give information on how to analyze students‟ texts based on thematic progressions.

1.6Clarification of Key Terms

6

Noviyanti, 2015

Thematic progression in students recount texts

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Thematic progressions are the way to know how the texts develop the ideas they present (Bloor & Bloor, 2005; Eggins, 2004; Emilia, 2014; Fries, 1994; 1995a; 1995b; and Halliday & Mathiessen, 2004). Besides, thematic progressions made to the cohesion and coherence of a text (Eggins, 2004, p.324).

2. Cohesion

Cohesion, as the major characteristic of coherence covering linguistic properties of the language, gives a sequence of sentences a coherent texture. Cohesion shows how semantic relationships are set up by lexical and syntactic features. Such overt lexical and syntactic features are called cohesive devices, which signal the relationship among sentences (Halliday & Hasan, 1976, as cited in Chen, p. 94-95).

3. Coherence

Coherence refers to the elements internal to the text, consisting of cohesion and register: “a text is a passage of discourse which is coherent in these two regards: it is coherent with respect to the context of situation, and therefore consistent in register; and it is coherent with respect to itself, and therefore cohesive” (Halliday & Hasan, 1976, p. 23, as cited in Chen, p. 94). Coherence, on the whole, is regarded as the link in a text that connects ideas and makes the flow of thoughts meaningful and clear for readers (Castro, 2004, as cited in Chen, p. 94). In other words, coherence accounts for the meaningful relationship among elements of a text, stemming from “thematic development, organization of information, or communicative purpose of the particular discourse” (Kuo, 1995, p. 48, as cited in Chen, p. 94).

7

Noviyanti, 2015

Thematic progression in students recount texts

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 4. Recount Text

Recount texts are re-creations of personal experience that are characterized by their use of personal pronouns and material processes to talk about activities and the participants in the activities; frequent use of conjunctions, especially additive and temporal conjunctions, to link clauses; and use of the past tense (Schleppegrell, 2004). It is supported by Macken-Horarik (see also Johns, 2002, p. 20-21). Recount genre typically consists of an obligatory orientation, which provides information about the situation of the participants, followed by a record of events, which tells about what happened to these participants. At the end of the recount there is an optional reorientation stage, which brings the listener or reader back into the present.

1.7Organization of the Paper

This paper is organized into five chapters, as follows:

The first chapter is introduction. In this chapter, the paper elaborates the background of the study, statements of the problems, purpose, significance of the study, scope of the study, clarification of key terms used in this study, and organization of the paper.

The second chapter is literature review. This chapter elaborates the literature relevant to this study. It covers thematic progressions and recount text.

The third chapter is research methodology. It covers research design, research site and participant, data collection, and data analysis.

The fourth chapter is findings and discussions. This chapter presents and discusses the result of the study. Moreover, in this chapter, the interpretation of finding can also be discovered.

8

Noviyanti, 2015

Thematic progression in students recount texts

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

The last chapter is conclusions. This chapter presents the conclusion and the recommendation of this study.

1.8Concluding Remark

This chapter has presented the fundamental principles of this study dealing with background of the study, statement of the problem, purpose of the study, scope of the study, significance of the study, clarification of key terms, and organization of the paper. In the next chapter, the literature relevant to this study will be elaborated.

Noviyanti, 2015

Thematic progression in students recount texts

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

CHAPTER III

RESEARCH METHODOLOGY

This chapter elaborates the method of this study. It covers four main aspects; those are Research Design, Research Site and Participant, Data Collection, and Data Analysis. First, research design discusses the method employed in this study. Second, research site and participant explain the place where the study was conducted and the participants involved in the study. Third, data collection underlines on the technique used in collecting the data. Last, data analysis enlightens the procedure of analyzing the data.

3.1. Research Design

In order to answer the research questions, a qualitative design was employed. Based on the classification of research designs from Nunan (1992), this research can be characterized as a qualitative study because in this study the researcher created and investigated one of the outcomes of teaching learning activities. The outcome is students’ recount text. In line with this, Auerbach and Silverstein (2003, p. 3) further argued this study included into a qualitative design as it analyzed and interpreted data in order to reveal how the students organize

their ideas in regard to thematic progressions in students’ recount texts and to discover the contribution of thematic progressions on the cohesion and coherence of the text.

In addition, this research also has similar characteristics to a case study. Like a case study, a researcher is permitted to study in small and single case through case study (Stake, 1994, p. 278, as cited in Emilia, 2005, p. 74). Duff (2008, p. 22) also stated that this study also could be considered into a case study

36

Noviyanti, 2015

Thematic progression in students recount texts

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

context, the availability of multiple sources of information or perspectives on observations, and the in-depth nature of analysis. In this study the researcher

conducted the study in one of junior high school in Indramayu, West Java, Indonesia. Students in one class of the junior high school were chosen to be participants of this study.

Furthermore, this study used text analysis, which is another method of qualitative case study (Travern, 2001; Freebody, 2003, as cited in Emilia, 2005, p. 74-75), using SFG, which provides a powerful analytical tool, and constitutes

“one of a variety of linguistic approaches that have been well developed in the area of education” (Freebody, 2003, p. 185, as cited in Emilia, 2005, p. 74-75). It was to present the development of the ideas of students’ recount text. The thematic progressions, in which the texts develop the ideas they present (Fries, 1995, p. 320-323; Eggins, 1994; as cited in Emilia, 2014, p. 241).

3.2 Research Site and Participants

The focal point of this study was a class of eight grade students of one public junior high school in Indramayu, West Java, Indonesia. It was chosen since recount text material existed in eight grade English syllabus. In line with this, Standard Competence (Standar Kompetensi) and Basic Competence (Kompetensi Dasar) stated that eight grade students should comprehend social purpose, schematic structure, and linguistic features of recount text in their daily context (K.D. 6.2).

The participants of this study were 32 eight grade students on the second semester. All students were classified into low-, middle-, and high achievers. However, only six texts were analyzed that represented each level of achievements. It is based on De Paulo’s statement (2000), the sample quality was more important rather than the sample number.

37

Noviyanti, 2015

Thematic progression in students recount texts

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

3.3 Data Collection

The data collection technique used in this study was collecting students’ recount texts.

3.3.1 Collecting Students’ Recount Text

Students’ recount texts were collected at one stage: one shot. Those six students were categorized into three achievement categories which were

determined by score of the student’s writing. The score of the students’ writing

products were determined by the English teacher. Therefore, there were three categories; low-, middle-, and high achievers. Students who got 40-59 in writing were categorized into low achievers, students who got 60-79 in writing were categorized into middle achievers, and students who got 80-90 in writing were categorized into high achievers. In terms of thematic progressions, categorizing students into three achievements categories in analyzing recount text, it was expected to give several advantages: it was easier for the researcher to attain more informative data and it was expected to give greater comprehension of the context based on prior knowledge (Duff, 2008, p. 116).

3.4 Data Analysis

In this study, the data analyses were divided into three phases: identify the thematic progression patterns, determine the thematic progressions trends, and examine the coherence and the cohesion of students’ recount texts.

3.4.1 Identification of Thematic Progressions Patterns

The researcher identified the thematic progressions patterns of those texts. Thematic progressions are the way to know how the texts develop the ideas they present (Fries, 1995, p. 320-323; Eggins, 1994, p.303-305, see also Emilia, 2014,

38

Noviyanti, 2015

Thematic progression in students recount texts

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

p. 241). Besides, thematic progressions made to the cohesion and coherence of a text (Eggins, 2004, p.324). In addition, through thematic progressions the researcher can exploit word ordering option to highlight information structure (Schleppegrell, 2004). In relation to them, there are three kinds of thematic progressions: the zigzag pattern, the reiteration pattern, and the multiple theme pattern (Emilia, 2014, p. 241).

3.4.2 Determining the Thematic Progressions Trends

In this section, the researcher summarized all thematic progressions trends that frequently used by students in their recount text. To make it clearer, the researcher evaluated the result of the analysis to the previous studies. It is to discover whether there is a difference or not of the result of the thematic progressions in this study.

Based on Theme choices in a text, thematic progressions (Fries, 1995, p. 320-323; Eggins, 1994, p. 303-305, as cited in Emilia, 2014, p. 241) can be classified into three: the zigzag pattern, the reiteration pattern, and the multiple theme pattern.

Below is an example of the zigzag pattern or a linear thematic progression of Text 3 written by a student.

And (we) went to on “the Scenic Railway” It was scary railway

It was scary

Below is an example of the reiteration thematic progression of Text 2 written by a student.

39

Noviyanti, 2015

Thematic progression in students recount texts

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu We left home at 9 in the morning

Before we went to the gas station to buy fuel for automobiles We filled the car full of fuel

because the journey to a fantasy world Ancol took about 5 hours After filling the car full of fuel

We went to the fantasy world Ancol

3.4.3 Examining the Cohesion and Coherence

In this part, the researcher analyzed the cohesion and coherence of those texts. Cohesion deals with devices that give a text texture. While it appear that linguists have appropriated texture from the field of textiles along with terms like ties, close knit, and weaving, in fact, text, texture, and textile all come from the same Latin root meaning that is woven. So it is entirely appropriate for linguists to talk about meanings being woven together and about lexical and grammatical ties between clauses as cohesive devices. Thematic progressions from Theme to Rheme are a structural expression of cohesion (Butt, et.al, p. 143).

Meanwhile, coherence refers to the elements internal to the text, consisting

of cohesion and register: “a text is a passage of discourse which is coherent in these two regards: it is coherent with respect to the context of situation, and therefore consistent in register; and it is coherent with respect to itself, and

therefore cohesive” (Halliday & Hasan, 1976, p. 23, as cited in Chen, p. 94). Coherence, on the whole, is regarded as the link in a text that connects ideas and makes the flow of thoughts meaningful and clear for readers (Castro, 2004, as cited in Chen, p. 94). In other words, coherence accounts for the meaningful

40

Noviyanti, 2015

Thematic progression in students recount texts

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

organization of information, or communicative purpose of the particular

discourse” (Kuo, 1995, p. 48, as cited in Chen, p. 94).

3.5 Concluding Remark

This chapter has presented the methodological facets of this study dealing with research design, research site and participants, data collection and data analysis.

Noviyanti, 2015

Thematic progression in students recount texts

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter presents the conclusion based on the data presentation, the data analysis, and the discussion of the findings from the previous chapter. This chapter also offers suggestions, particularly, for the teacher to consider several

efforts to develop students’ writing ability and to improve the process of English

learning generally.

5.1 Conclusion

This study concerns analyzing thematic progressions of students’ recount texts. It was conducted in one class of one public junior high school in Indramayu, West Java, Indonesia. A qualitative case study was employed in order to find the answer of the research question.

The results show that all students’ levels of achievement had acquired the main purpose and the schematic structure of a recount text: orientation, record of events, and reorientation (Johns, 2002; Emilia, 2011). In addition, in terms of

recount’s linguistics features, all students’ levels of achievement have different

ability in employing the linguistics features in their recount text.

This study found out that only two types of thematic progression patterns

are presented in the students’ recount texts, those were the reiteration pattern and the zigzag pattern. The students mostly used the reiteration pattern to keep the text focus by repeating the same element as a Theme. This pattern allows the readers to find information easily in the text. In addition, by employing the zigzag pattern, the students attempt to make a sense of cumulative development of a text. This pattern indicates that the students introduce newly information by promoting the Rheme in a clause to the Theme in the subsequent clause.

58

Noviyanti, 2015

Thematic progression in students recount texts

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

In terms of the cohesion and the coherence of the text, the students were able to make coherent text in regard to thematic progressions employed in the text. The thematic progressions play an important role in promoting the cohesion and the coherence of a text both clause and text levels (Emilia, 2014, p. 264). She further stated that the significance of the use thematic progression helped to enhance the cohesion and the coherence of the text. As a result, the reader could predict what was going to be discussed in each element of a text.

5.2 Suggestion

Related to the findings, the discussions, and the conclusions of the study, the researcher proposes several suggestions for further study mainly in employing thematic progression analysis of text.

Firstly, for the teachers, it is recommended that they shall pay more attention to advantages of employing thematic progressions analysis applied in English learning process to allow students to gain a better control of text organization and development. An understanding of thematic progression can be very useful for both study and work where students may need to read and write longer texts such as textbooks, essays, and report (Butt et al., 2000). In line with Butt et al., Emilia (2014, p. 247) say that knowledge of thematic progressions is very useful for teacher and language learner. Furthermore, the result of this study can motivate the teachers to improve their professional competence in teaching by conducting research on analyzing the text produced in their classroom.

Secondly, for further researchers, it would be better to analyze thematic progression beyond Recount text. They can analyze other text types such as Descriptive, Narrative, Report, Exposition, Explanation, New Items, and

59

Noviyanti, 2015

Thematic progression in students recount texts

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Discussion. By applying thematic progression analysis in various text types offer more elaboration of how the ideas are organized textually.

Lastly, it is also recommended for further researchers can analyze the text by using Transitivity, Mood system, or other devices to elaborate the detail of the structure of the text.

Noviyanti, 2015

Thematic progression in students recount texts

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

BIBLIOGRAPHY

Auerbach , C. F., and Silverstein, L. B. (2003). Qualitative data: an introduction to coding and analysis. New York: University Press.

Bloor, T., and Bloor, M. (2004). The functional analysis of English: a Hallidayan approach 2nd edition. London: Arnold.

BSNP. (2006). Kurikulum 2006 standar kompetensi mata pelajaran bahasa Inggris sekolah menengah atas dan madrasah aliyah. Jakarta: BSNP.

Caffarel, et al. (2004). Language typology a functional perspective. Amsterdam: John Benjamins Publishing

Coffin, C. (2006). Historical discourse: the language of time, cause, & evaluation argumentative genre. London: Continuum.

Cohen, L. and Manion, L . (1994). Research method in education 4th edition. New York: Routledge.

De Paulo, P. (2000). Sample size of qualitative research. [Online] Retrieved from: http://www.quirks.com/articles/a2000/20001202.aspx?searchID=215035& sort=5&pg=1.

Depdiknas. (2003). Kurikulum 2004. Standar kompetensi. Mata pelajaran bahasa Inggris. Sekolah menengah atas dan madrasah aliyah. Jakarta: Depdiknas. Derewianka, B. (2003). ‘Trends and issues in genre-based approaches.’ [Online]

RELC journal. Vol.34 No.2. August, 2003.

Downing, A., and Locke, P. (2006). English grammar: university course 2nd edition. New York: Routledge.

61

Noviyanti, 2015

Thematic progression in students recount texts

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Droga, L. and Humprey, S. (2003). Grammar and meaning: an introduction for primary teachers. Berry NSW: Target Texts.

Duff, P. A. (2008). Case study research in applied linguistics. New York: Lawrence Erlbaum Associates Taylor & Francis Group.

Eggins, S. (2004). An introduction to systemic functional linguistics 2nd edition. London: Continuum International Publishing Group.

Emilia, E. (2005). A critical genre-based approach to teaching academic writing in a tertiary EFL context in Indonesia. Unpublished Ph.D Dissertation. The University of Melbourne.

Emilia, E. (2008). Menulis tesis dan disertasi. Bandung: Alfabeta.

Emilia, E. (2010). Teaching writing: developing critical learners. Bandung: Rizqi Press.

Emilia, E. (2011). Pendekatan genre-based dalam pengajaran bahasa Inggris: petunjuk untuk guru. Bandung: Rizqi Press.

Emilia, E. (2014). Introducing functional grammar. Bandung: PT. Dunia Pustaka Jaya.

Gerot, L. and Wignell, P. (1994). Making sense of functional grammar. Cammeray, NSW: Antipodean Educational Enterprises.

Halliday, M.A.K., Hasan, R. (1976). Cohesion in English. London:Longman

Halliday, M.A.K., Mathiessen, C.M.I.M. (2004). An introduction to functional grammar 3rd edition. London: Arnold.

Johns, A. M. (2002). Genre in the classroom: multiple perspectives. New Jersey: Lawrence Erlbaum Associates, Inc.

62

Noviyanti, 2015

Thematic progression in students recount texts

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Jones, R. H., and Lock, G. (2011). Functional grammar in the ESL classroom noticing, exploring and practicing. London: Palgrave Macmillan.

Lock, G. (1996). Functional English grammar: an introduction for second language teachers. Cambridge: Cambridge University Press.

Priyatmojo, A.S. (2011). Cohesion and coherence of the students texts and its implication for teaching writing of text types in English. [Online] Retrieved from: http://arifsuryo.wordpress.com/2011/02/23/cohesion-coherence/

Schleppegrell, M. J. (2004). The language of schooling: a functional linguistic perspective. London: Lawrence Erlbaum Associates, Inc.

Stake, R. E. (1994).Case studies: handbook of qualitative research. Sage: Thousands Oaks.

Tangkiengsirisin, S. (2010). Promoting cohesion in EFL exposition writing: a study of graduate students in Thailand. [Online] International Journal of Arts and Sciences, 3(16), 1-34.

Noviyanti, 2015

Thematic progression in students recount texts

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter presents the conclusion based on the data presentation, the data analysis, and the discussion of the findings from the previous chapter. This chapter also offers suggestions, particularly, for the teacher to consider several

efforts to develop students’ writing ability and to improve the process of English

learning generally.

5.1 Conclusion

This study concerns analyzing thematic progressions of students’ recount texts. It was conducted in one class of one public junior high school in Indramayu, West Java, Indonesia. A qualitative case study was employed in order to find the answer of the research question.

The results show that all students’ levels of achievement had acquired the main purpose and the schematic structure of a recount text: orientation, record of events, and reorientation (Johns, 2002; Emilia, 2011). In addition, in terms of

recount’s linguistics features, all students’ levels of achievement have different

ability in employing the linguistics features in their recount text.

This study found out that only two types of thematic progression patterns

are presented in the students’ recount texts, those were the reiteration pattern and

the zigzag pattern. The students mostly used the reiteration pattern to keep the text focus by repeating the same element as a Theme. This pattern allows the readers to find information easily in the text. In addition, by employing the zigzag pattern, the students attempt to make a sense of cumulative development of a text. This pattern indicates that the students introduce newly information by promoting the Rheme in a clause to the Theme in the subsequent clause.

Noviyanti, 2015

Thematic progression in students recount texts

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

In terms of the cohesion and the coherence of the text, the students were able to make coherent text in regard to thematic progressions employed in the text. The thematic progressions play an important role in promoting the cohesion and the coherence of a text both clause and text levels (Emilia, 2014, p. 264). She further stated that the significance of the use thematic progression helped to enhance the cohesion and the coherence of the text. As a result, the reader could predict what was going to be discussed in each element of a text.

5.2 Suggestion

Related to the findings, the discussions, and the conclusions of the study, the researcher proposes several suggestions for further study mainly in employing thematic progression analysis of text.

Firstly, for the teachers, it is recommended that they shall pay more attention to advantages of employing thematic progressions analysis applied in English learning process to allow students to gain a better control of text organization and development. An understanding of thematic progression can be very useful for both study and work where students may need to read and write longer texts such as textbooks, essays, and report (Butt et al., 2000). In line with Butt et al., Emilia (2014, p. 247) say that knowledge of thematic progressions is very useful for teacher and language learner. Furthermore, the result of this study can motivate the teachers to improve their professional competence in teaching by conducting research on analyzing the text produced in their classroom.

Secondly, for further researchers, it would be better to analyze thematic progression beyond Recount text. They can analyze other text types such as Descriptive, Narrative, Report, Exposition, Explanation, New Items, and

59

Noviyanti, 2015

Thematic progression in students recount texts

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Discussion. By applying thematic progression analysis in various text types offer more elaboration of how the ideas are organized textually.

Lastly, it is also recommended for further researchers can analyze the text by using Transitivity, Mood system, or other devices to elaborate the detail of the structure of the text.

Noviyanti, 2015

Thematic progression in students recount texts

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

BIBLIOGRAPHY

Auerbach , C. F., and Silverstein, L. B. (2003). Qualitative data: an introduction

to coding and analysis. New York: University Press.

Bloor, T., and Bloor, M. (2004). The functional analysis of English: a Hallidayan

approach 2nd edition. London: Arnold.

BSNP. (2006). Kurikulum 2006 standar kompetensi mata pelajaran bahasa

Inggris sekolah menengah atas dan madrasah aliyah. Jakarta: BSNP.

Caffarel, et al. (2004). Language typology a functional perspective. Amsterdam: John Benjamins Publishing

Coffin, C. (2006). Historical discourse: the language of time, cause, & evaluation

argumentative genre. London: Continuum.

Cohen, L. and Manion, L . (1994). Research method in education 4th edition. New

York: Routledge.

De Paulo, P. (2000). Sample size of qualitative research. [Online] Retrieved from: http://www.quirks.com/articles/a2000/20001202.aspx?searchID=215035& sort=5&pg=1.

Depdiknas. (2003). Kurikulum 2004. Standar kompetensi. Mata pelajaran bahasa

Inggris. Sekolah menengah atas dan madrasah aliyah. Jakarta: Depdiknas.

Derewianka, B. (2003). ‘Trends and issues in genre-based approaches.’ [Online] RELC journal. Vol.34 No.2. August, 2003.

Downing, A., and Locke, P. (2006). English grammar: university course 2nd

61

Noviyanti, 2015

Thematic progression in students recount texts

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Droga, L. and Humprey, S. (2003). Grammar and meaning: an introduction for

primary teachers. Berry NSW: Target Texts.

Duff, P. A. (2008). Case study research in applied linguistics. New York: Lawrence Erlbaum Associates Taylor & Francis Group.

Eggins, S. (2004). An introduction to systemic functional linguistics 2nd edition.

London: Continuum International Publishing Group.

Emilia, E. (2005). A critical genre-based approach to teaching academic writing

in a tertiary EFL context in Indonesia. Unpublished Ph.D Dissertation.

The University of Melbourne.

Emilia, E. (2008). Menulis tesis dan disertasi. Bandung: Alfabeta.

Emilia, E. (2010). Teaching writing: developing critical learners. Bandung: Rizqi Press.

Emilia, E. (2011). Pendekatan genre-based dalam pengajaran bahasa Inggris:

petunjuk untuk guru. Bandung: Rizqi Press.

Emilia, E. (2014). Introducing functional grammar. Bandung: PT. Dunia Pustaka Jaya.

Gerot, L. and Wignell, P. (1994). Making sense of functional grammar. Cammeray, NSW: Antipodean Educational Enterprises.

Halliday, M.A.K., Hasan, R. (1976). Cohesion in English. London:Longman

Halliday, M.A.K., Mathiessen, C.M.I.M. (2004). An introduction to functional

grammar 3rd edition. London: Arnold.

Johns, A. M. (2002). Genre in the classroom: multiple perspectives. New Jersey: Lawrence Erlbaum Associates, Inc.

Noviyanti, 2015

Thematic progression in students recount texts

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Jones, R. H., and Lock, G. (2011). Functional grammar in the ESL classroom

noticing, exploring and practicing. London: Palgrave Macmillan.

Lock, G. (1996). Functional English grammar: an introduction for second

language teachers. Cambridge: Cambridge University Press.

Priyatmojo, A.S. (2011). Cohesion and coherence of the students texts and its

implication for teaching writing of text types in English. [Online] Retrieved from:

http://arifsuryo.wordpress.com/2011/02/23/cohesion-coherence/

Schleppegrell, M. J. (2004). The language of schooling: a functional linguistic

perspective. London: Lawrence Erlbaum Associates, Inc.

Stake, R. E. (1994).Case studies: handbook of qualitative research. Sage: Thousands Oaks.

Tangkiengsirisin, S. (2010). Promoting cohesion in EFL exposition writing: a

study of graduate students in Thailand. [Online] International Journal of