Thematic Structures Analysis Thematic Progressions Analysis

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3.5 Unit of Analysis

This study investigated the Thematic structures and Thematic progressions on the 3 rd semester students‟ speeches. Firstly, the clauses were analysed in term of Thematic structures in order to figure out the point of departure of each clause. Secondly, Thematic progressions of the text were examined to see whether the clauses composed coherent and cohesion text.

3.6 Procedures of Analysing the Data

In analysing the data, I divided each speeches into smaller pieces which were in the form of clauses. Then the clauses were analysed in terms of Theme and Rheme to figure out the textual meaning, and the process of analysis classified Thematic structures into each category in the table, and counted the frequency of each sub-elements. In order to enable the result of the study to be easily understood, each category of Thematic structures had its own table of the data which consisted of the constituents. On this step, I used quantitative approach to support the data of the qualitative analysis. Once the Thematic structures were analysed, Thematic progressions were then examined using arrows to see how information in each clause was developed to make a coherent and cohesive text. The next step was then interpreting and elaborating the result of the data.

3.6.1 Thematic Structures Analysis

In order to analyse Thematic structures, the transcribed text were divided into clauses. Then, each clause was given numbers 1, 2, 3, and so on from the first 50 clause to the last clause in the text. The element which came first in the clause can be identified as Theme, and the rest of the clause explaining about the Theme was called Rheme. Furthermore, each Theme was analysed based on the types of Theme, whether it was Topical, Interpersonal, or Textual Theme. These are the examples of determining Thematic structures. 1. Well I would like to tell you about global warming in Indonesia Continuative Subject RHEME Textual Topical unmarked THEME 2. Ladies and gentlemen, We are now facing a great challenge to save this planet Vocative Subject RHEME Interpersonal Topical unmarked THEME Once all clauses were analysed in terms of Theme and Rheme according to the Theme types, each of categories was counted as follows: 51 Table 3.1 Theme Categories in Students‟ Speech Text Topical Interpersonal Textual Marked Unmarked 1 2 3 4 5 6 Total Each Theme types had its components which were analysed in detail like following: a. Marked Topical Theme Table 3.2 Marked Topical Theme Text Adverbial Group Prepositional Phrase Complement 1 2 3 4 5 6 Total 52 b. Unmarked Topical Theme Table 3.3 Unmarked Topical Theme Text Pron. Common Noun Proper Noun Nominalization Existential Str. Pred. Wh. 1 2 3 4 5 6 Total c. Interpersonal Theme Table 3.4 Interpersonal Theme Text Finite Adj.: modal Vocative 1 2 3 4 5 6 Total 53 d. Textual Theme Table 3.5 Textual Theme Text Continuative Structural Adj.: conjunctive 1 2 3 4 5 6 Total e. Multiple Theme Table 3.6 Multiple Theme Text Textual – Topical Interpersonal – Topical Textual - Interpersonal – Topical 1 2 3 4 5 6 Total 54

3.6.2 Thematic Progressions Analysis

When the analysis of Thematic structures was completed, I investigated how the students developed ideas in one clause related to the other clauses by looking at the Thematic progressions of the text which indicated whether the clauses hang together to give unity and are related to the context. In the beginning of the analysis, it needed to give number for each Theme and Rheme in a clause Theme 1-Rheme 1, Theme 2-Rheme 2, and so on. Afterwards, the numbered Theme and Rheme were connected by using arrows based on the information referred in the previous clause. The analysis was presented as follows: 1. Well, I would like to tell you about global warming in Indonesia THEME 1 RHEME 1 2. Ladies and Gentleman, we are now facing a great challenge to save this planet, THEME 2 RHEME 2 Theme 1 Rheme 1 Theme 2 Rheme 2 Then, each kinds of Thematic progressions was examined in the following table: 55 Table 3.7 Thematic Progressions in Students‟ Speech Text Re-iteration Constant Zigzag Linear Multiple Split 1 2 3 4 5 6 Total 103

CHAPTER V CONCLUSIONS AND SUGGESTIONS