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CHAPTER II REVIEW OF RELATED LITERATURE
A. Previous Study
This study is different from the study conducted by some experts, such as Yang 2008, Rini 2008, Li 2009 and Hawa 2009. Yang 2008 conducted
research entitled „Thematic Progression Analysis in Teaching Explanation Writing‟. Based on his research, it was found that Thematic Progression theory
explains textual meanings of how experiential and interpersonal meanings are organized in a linear and coherent way. Employing the rationale of Thematic
Progression theory, his research analyzed a lesson plan of teaching explanation, and showed that Thematic Progression analysis can be employed in teaching
writing. The other study about Thematic Development was done by Rini 2008
entitled „Textual Meaning of the Conversational Text in the English Text Books for the Third Year Student of SMA‟. Her thesis tells that SMA students need text
book to help them express their ideas and feelings in various contexts of situations and functional skill, so that they need appropriate conversational texts which are
written comprehensively and coherently. The clause for the conversational text must have Thematic structure or Theme-Rheme structure. Her thesis focused on:
what the different types of Theme in the clause of conversational text found in the English text book; and how the cohesion and coherence achieved through
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thematization. In her finding, she found that conversational texts are mostly organized by using thematic organization of the text such as the use of anaphoric
reference, pronouns and participants such as unmarked Theme and other cohesive devices such as conjunction and lexical cohesion.
Li 2009 wro te his thesis entitled „On the significance of Theme and
Thematic Progression in the Development of Text‟. The research provided a detailed analysis about the Theme and the Thematic Progression of a certain text,
with Halliday‟s systemic-functional ideas as the theoretical foundation. Based on this, his research discloses the significance of Theme and Thematic Progression in
the development of text, which includes forming a semantic chain and achieving a comprehensive understanding of a text. In his research, the figure of the Thematic
Progression of the text shows clearly that it is the mixture of three patterns of thematic Progression, while the dominant one is the pattern of the thematic
iteration. The advantage of this thematic progression is that it can keep a text focus cohesion by repeating on element, which is the basic way for the purpose.
In his conclusion, he says that only the thematic system is also called as psychological subject, in which the Theme of a clause orients a reader to the
message of a clause. So, it reflects the reasoning characteristics and the common law of human mind.
On the other hand, Hawa 2009 wrote the relationship between theme and rheme to improve thematic progression. The analysis has illustrated that the theme
and rheme structure of the clause can be seen as the realization of textual
organization. The paper shows that theme rheme patterning can be effectively applied in classroom to diagnose students‟ weaknesses, the weaknesses due to
problems with thematic progression. Short in length, Yang 2008 conducted the study on Thematic Progression
in teaching explanation writing by analyzing a lesson plan of teaching explanation. On the other hand, Rini 2008 focused her research on the different
types of Theme in the clause of conversational text. While Li 2009 concentrated on the Significance of Theme and Thematic Progression in the Development of
Text by analyzing Theme and Thematic Progression in a certain text. Such as others, Hawa 2009 wrote relationship between theme and rheme to improve
thematic progression. In this case; I focused my study on thematic relation realized in the narrative written by the third semester students of IKIP PGRI
Semarang through thematic development.
B. Theme and Rheme
Kategori