THEME AND RHEME IN READING TEXT OF SENIOR HIGH SCHOOLS NATIONAL EXAMINATION.

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THEME AND RHEME IN READING TEXT

OF SENIOR HIGH SCHOOL’S NATIONAL EXAMINATION

A THESIS

Submitted as Partial Fulfillment of the Requirement for the Degree of Sarjana Pendidikan

By :

LESTARIA DOLOKSARIBU

Reg. Number 2113121038

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF MEDAN

2015

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ACKNOWLEDGEMENTS

First of all, the writer would like to give a big deep thanks to God for the blessing, guarding, guidance, and everything that have been given to the writer to accomplish this thesis.

This thesis is aimed to fulfill one of the requirements to obtain the S1 degree of Sarjana Pendidikan at English Department in Faculty of Languages and Arts, State University of Medan.

In completing this thesis, the writer has received a lot of assistance and academic support from some people. Therefore, the writer would like to express her sincere gratitude, love and special thanks to :

 Prof. Dr. Syawal Gultom, M.Pd., as the Rector of State University of Medan.

 Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and Arts State University of Medan and to all her staffs.

 Prof. Dr. Hj. Sumarsih, M.Pd., as the Head of English Department, Dra. Meisuri, M.A., the Secretary of English Department and Nora Ronita Dewi, S.Pd., S.S., M.Hum., as the Head of Education Program of English Department.

 Prof. Dr. Lince Sihombing, M.Pd., as Thesis Advisor I. Tiarnita M.S. Siregar, M.Hum as Thesis Advisor II.

 Her beloved parents, P. Doloksaribu who went far away, Lince Mariani Br.Simarmata who has passed away in 2015 on how she prayed for me all days, asked God to give me a success and a happiness in life.

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 Her beloved brothers and younger sister; Alex, Hendra, Marihot and Ayu Wandira for their support for her as long as the writer still in her education.  Unforgettable, Her Spiritual Dad and Mom, S.L. Saragih and St. Edina Br.

Situmorang, S.Pd who never forget to pray for her family, education, and future together with their children Kiki, Theo and Maria.

 Her beloved close family, Pt. M. Tarigan,Ss., I.M. Perangin-angin, S.Pd and Rio March Tarigan who always love, help, support and pray for her even in a deep trouble.

 Her beloved foster mother, Renita Br. Silitonga, M.Pd and Juniati Br. Hutagaol, M.Pd who help the writer’s financial, loving, praying, supporting and motivation in all her life.

 The writer also says thanks for her best Berlina Munthe, S.Pd., M.Sc and Dena Yossy Br. Siburian, S.E. who always helps her financial and support, pray and motivation since they known each other.

 Her beloved friends: Meirita Pakpahan, Theresia Pakpahan, Devi Nainggolan, Lewi Sidabutar, Yeni Yulianti Sianturi, Fibie Liona Pangaribuan, Ando Simanjuntak, Anak BEBEK, Chomz Gary Sibarani, Dzu Mirratin Firda Hidayat, Setrie Frimayri, and Dessy Dongoran, also says a big deep thanks again for others who cannot be mentioned here for their support, information, encouragement, and beautiful day spent together. Medan, August 2015

The Writer

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ABSTRACT

Doloksaribu, Lestaria. 2015. Theme and Rheme in Reading Text of Senior

High School’s National Examination. A Thesis. Faculty of Language and

Arts. State University of Medan.

This research was intended to describe the types and the ways how Theme and Rheme are used in Reading Text of Senior High School’s National Examination. This research was conducted by using descriptive qualitative method. The data were collected from thirteen different reading texts that consisted in English National Examination of Senior High School 2014 for science student program. The Findings indicate that structural theme is the most dominant elements of textual theme used, because there are so many compound clauses that combined together in which conjunction and wh-questions used. There are more unmarked theme in whole text rather than marked theme. It means that most of clauses are started by word or phrase that has function as a subject. This finding also shows that ideational theme is the dominant theme that used in whole reading text. It means that the text mostly give much information, it can be seen that almost of the clauses are declarative clauses.

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TABLE OF CONTENTS

ABSTRACT ...

ACKNOWLEDGEMENT ..………..

TABLE OF CONTENTS ..………..…

LIST OF TABLES ……….……….

LIST OF FIGURES ……….

LIST OF APPENDICES ... CHAPTER I. INTRODUCTION ...

A. The Background of the Study ... B. The Problems of the Study ... C. The Objectives of the Study... D. The Scope of the Study ... E. The Significances of the Study...

CHAPTER II. REVIEW OF LITURATURE... A. The Definition of Reading …...

a. The Reading Text ………...

b. The Element of Reading Text ……….

B. Functional Grammar ……… 1. Metafunction ….…...

a. Ideational Function... b Interpersonal Function…...

c Textual Functions ………

2. Thematic Structure …... a. Theme and Rheme ... b. Three Types of Theme and Rheme……… c The Example of Theme and Rheme Structure ……….

Page i ii v viii ix x 1 1 5 5 6 6 7 7 9 9 12 14 16 17 17 18 18 20 21

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3. Pattern of Theme and Rheme ………...

a. Characteristics of Theme ……….. b. Other Characteristics of Theme …………

c. Marked and Unmarked Theme ………….

4. Multiple Theme ……… a. Topical Theme ……… b. Interpersonal Theme ……… c. Textual Theme ………...

5. Theme in Clause ………. a. Theme in Declarative Clause ………… b. Theme in Interrogative Clause ………… c. Theme in Imperative Clause ………….. d. Theme in Exclamative Clause …………. 6. English National Examination (UN) ………..

a. Reading Text of National Examination

(UN) ………

b. Kinds of Reading Text in National Examination (UN) ………. c. Genre of Texts ………. d. Functional Texts ………

CHAPTER III. RESEARCH METHODOLOGY …………... A. Research Design ... B. The Subjects ………... C. Technique of Collecting Data ………..……… D. Technique of Analyzing Data …...

CHAPTER IV DATA ANALYSIS AND RESEARCH FINDINGS A. Data

B. Data Analysis ………. a. The Analysis of Theme Types ………

23 24 24 27 28 29 30 31 32 32 32 33 34 35 37 38 39 42 44 44 44 45 45 47 47 47

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b. The Analysis of Marked and Unmarked Theme c. The Analysis of Textual Theme ………. d. The Analysis of Text Types ……… C. Research Finding ………..

a. Theme in Reading Text of Senior High School’s National Examination ………. b. The Dominant Type of Theme used in Reading Text based on the Text Types (Genre) ……….. c. Theme used in a Current Clause of Reading Text d. Discussion ………...

CHAPTER V CONCLUSIONS AND SUGGESTIONS

A. Conclusion ……….

B. Suggestions ………

REFERENCES ………..

APPENDICES ………

47 49 50 51

53 53 53 54 56

59 59 61 62 65

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LIST OF TABLES

Table 2.1 Table of Conjunctive Adjuncts ……….. Table 2.2 Table of Modal Adjuncts ………... Table 2.3 Table of Conjunctions ……… Table 2.4 Table of Relatives ……….. Table 2.5 Table of Examples of Theme and Rheme ……….. Table 2.6 The Example of Multiple Theme ……….. Table 4.1 The Analysis of Theme Types in Reading Text of UN ... Table 4.2 The Marked and Unmarked Theme in Clauses ... Table 4.3 Table Analysis of Textual Elements ... Table 4.4 The Analysis of Text Types ……… Table 4.5 The Analysis of Theme in Three Types of Clause ………... Table 4.6 The Analysis of Theme in Three Types of Clause

Page 25 25 26 27 28 29

48 49

52 54

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LIST OF FIGURES

Figure 2.1 The Representation of The Definition of Reading ... Figure 2.2 The Realization of The Metafunctions in Structure ……. Figure 2.3 The Example of Text based on the Genre ... Figure 2.4 The Example of Functional Text ...

Page 9 14 43 44

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LIST OF APPENDICES

Appendix

1. The Analysis of Theme and Rheme ... 2. The Copy right of Reading Texts in English National

Examination 2015 Packet A for Science Student Program

………...

Page 65

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CHAPTER I INTRODUCTION

A. The Background of The Study

Teaching English in Indonesia is focused on the student’s ability in

communication. The communication can be in oral and or written forms. When

people speak or write, they produce text. The term ‘text’ refers to any instance or language, in any medium, that makes sense to someone who knows the language.. Text is a rich, many faceted phenomenon that means in many different ways. It can be explored from many main angles of vision: one, focus on the text as an object in its own right; two different ways and from many different points of view. But, we can distinguish two, focus on the text as an instrument for finding out about something else (Halliday 2004:3).

Every text will be read by the readers, so do readers will read the reading text. The more the readers read, the more information the readers get. However, reading can be challenging, particularly when the material is unfamiliar, technical, or complex. Moreover, for some readers, comprehension is always challenging. They may understand each word separately, but linking them together into

meaningful ideas often doesn’t happen as it should. These readers can decode the words, but have not developed sufficient skills to comprehend the underlying, deeper meaning of the sentences, the paragraphs, and the entire text. Comprehension refers to the ability to go beyond the words, to understand the ideas and the relationships between ideas conveyed in a text.

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Reading text is not only applied in newspaper, magazine, catalogue, novel or letters but also in terms of education, the reading text can be found in science

book and students’ text book. The more familiar reading text, can be found in

English National Examination (UN) that always be held in every year. The UN itself arranged by government in order to measure how well the students studied before and to test them how far of knowledge they have known and understood of the subject matter. Government in Indonesia realize that students who will graduate from Senior High School have to be tested by National Examination (UN). In other word, English as one of the subjects tested in UN sometimes makes most of the students feel unhappy. They are afraid of facing the English UN either before or while doing it. Some of them could not understand the questions, which in turn causes some difficulties to get the correct answers. Moreover, they are bothered of being unable to understand the whole meaning of the reading texts. Therefore, long before UN comes, teachers have done their best efforts to encourage students to perform better in UN. They get some extra time after the

class to deepen students’ understanding in regarding to the English material

besides other subjects tested in UN. Furthermore, a few weeks before UN being held, the teachers make students study certain subjects examined in UN only.

Unfortunately, when students were facing the National Examination (UN), particularly English subject, the students were so nervous and could not concentrate well to got the correct answers. Solving this problem, students then decided to do cheating. Even sometimes, teachers helped them in doing this by letting this happen in their class and other forms of dishonesty during the test.

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Both teachers and students did this wrong shortcut to make it easy for students to

pass UN. That is the problem that always appears in every year. As the writer’s experience in teaching English course , most of students didn’t like to discuss

about reading text in UN. Students thought that it was very waste their time to read the texts. Whereas, English is not as difficult as what they think. It is easy and enjoyable besides challenging particularly dealing with UN. Most of the questions are related to the reading text. So, the answers can be found either intrinsically or extrinsically throughout the passage. As a result, it is not necessary for them to understand all the words and the whole text to get the answer.

In English National Examination, almost the tests are form in reading text. It is also shown in writer’s observation and experiences as an English course teacher, it is known that the teaching of reading should be the priority for Senior High School Students who will face the National Examination.

There are ten to fourteen reading texts that consist in one packet of the English National Examination. Each text just for two or three questions.

Moreover, not all the texts are familiar to students’ knowledge. Even they know the title of the text, it doesn’t mean that they know what the text talking about. It can be because of the lack of their vocabulary, the concept of each texts and disable to comprehend the text. So, How can they pass all the questions while the

government just provide two hour to finish fifty questions?”.

From the fact above, the writer knows that there is a big problem that have to be solved here. The teacher should find out and apply the appropriate strategy on how the students easily to understand the text, grasp the idea of the text and

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know the key concept of each text. So that, they will be easier to finish the National Examination on English subject in a limit time without translate the whole text first.

Realizing that reading is very important to be discussed, it means that everyone should consider that reading text is constructed from some sentences, so do the sentences are constructed from clause or phrase in order to make the readers easily to comprehend the text. In all languages the clause has the character of a message: it has some form of organization whereby it fits in with, and contributes to, the flow of discourse. But there are different ways in which this may be achieved. According to Halliday (2004:64) in English, as in many other languages, the clause is organized as a message by having a distinct status assigned to one part of it. One part of the clause is enunciated as the theme; this then combines with the remainder so that the two parts together constitute a message.

Clause consists of a theme combined with a rheme and the structure is expressed by order. The order for this is theme followed by rheme. According to Halliday (2004:58), theme is the starting point of the clause, realized by whatever element comes first, and rheme is the rest of the message, which provides the additional information added to the starting point and which is available for subsequent development in the text.

The combination of words, phrases, clauses, sentences, paragraphs, then those become a reading text can be brought together through the language that people used. In case of Systemic Functional Linguistics, the language has three

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major functional components called as language metafunctions. Three metafunctions of language are identified by Halliday, namely (1) the ideational (topical) function, (2) the interpersonal function and (3) the textual function (Halliday, 2004:79).

analyzing the theme and rheme in Reading Text of Senior High School’s National

Examination base on the facts and theories above.

B. The Problems of The Study

Based on the background of the study above, the problems of the study are formulated as following :

1. What types of Theme are used in Reading text of Senior High School’s National Examination ?

2. In what genre of text the dominant type of Theme used ?

C. The Objective of The Study

In line with the problems of the study above, the objectives of this study are :

1. To describe the types of Theme used in Reading text of Senior High

School’s National Examination,

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D. The Scope of The Study

This study is focused on the Textual Functions applied in Reading text of

Senior High School’s National Examination. The researcher chooses one packet “A” of the National Examination in 2014 for science program . The concept of Theme and Rheme are textual function which explains in the most general way how a message is organized in language. The data will take from English teacher who teaches in SMA Negeri 6 Binjai.

E. The Significances of The Study

The significances of this study are the following below :

1. This study is expected that this research would be known by Education Government to evaluate the UN English Reading Text of SMA become more effective to be tested.

2. This study is also expected the Education Government to find out the standardize system on how the UN Test would be applied for the students.

3. This study is expected to enrich Academic Students’ knowledge through theories of Theme and Rheme as one of the realization of metafunction and they would analyze other fields in case of to solve some problems or to enhance some cases.

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REFERENCES

Aziez, F. (2011). Examining the Vocabulary Levels of Indonesia’s English

National Examination Texts. Journal of Asian EFL Journal. Professional Teaching Articles, Vol. 51 April 2011

Bilal, H. A. (2012). Analysis of Thank You M’Am: Halliday’s Metafunctions. Journal of Academic Research International. ISSN-L: 2223-9553, ISSN: 2223-9944 Vol. 2, No. 1, January 2012

Butler, S.C. (2003). Structure and Function : A Guide to Three Major Structural-Functional Theories, Part 2 : From clause to discourse and beyond. Amsterdam. John Benjamins Publishing Company

Caffarel, A. (2006 ). A Systemic Functional Grammar of French : From Grammar to Discourse, with a preface by M.A.K. Halliday. Great Britain. MPG Books Ltc, Bodmin, Cornwall

Ebrahimi, S. F., Ebrahimi, S.J. (2012). Textuality in Academic Reading Text : A Case of Native and Non-Native Writers. Journal of Advances in Asian Social Science. Vol. 1, No. 3, 2012

Eggins. S. (2004). An Introduction to Systemic Functional Linguistics Second Edition. London. Continuum New York, London

Fathur, R.A., Maisuri. Transitivity System in Reading Passage of English Text Book For Junior High School. Medan : FBS UNIMED

Ghaleasad, E. (2013). On Textual Theme in Reading Comprehension of English Romantic and Criminal Short Stories. Journal of International Association of Research in Foreign Language Education and Applied Linguistics ELT Research. ISSN : 2146-9814, 2013

Grover, J.H. 2004. A Guide to Curriculum Planning in Reading. Madison : Wisconsin Department of Public Instruction

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Gunadi, H.S. English as a Measurement Standard in The National Examination : Some Grassroot’s Voice. Universitas Negeri Malang Indonesia.

Halliday. M.A.K. (2004). An Introduction to Functional Grammar : Third Edition. United States of America. Oxford University Press Inc. 198 Madison Avenue, New York, NY10016

Ibrahim, M.S. (2014). Maximizing Reading Strategies: Helping Students in National Examination of English Subject. Journal of Education and Practice : ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.5, No.13, 2014

Lock. G. (1997). Functional English Grammar : An introduction for second language teachers. United State of Amerika : Cambridge. Cambridge University PressKehler, A. (2002). Coherence, Reference, and The Theory of Grammar. United States. CSLI Publications

Mackey, A., Gass, M.S. (2005). Second Language Research : Methodology and Design. United State of Amerika. Lawrence Erlbaum Associates, Inc. 10 Industrial Avenue Mahwah, New Jersey 07430

Matthiessen, M.I.M. Christian., Teruya, K., Lam, M. (2010). Key Terms in Systemic Functional Linguistics. Great Britain. New York, NY 10038

McNamara, D.S. (2007). Reading Comprehension Strategies : Theories, Interventions, and Technologies. New Jersey. Lawrence Erlbaum Associates, Inc

Medina, A., Svec, M. (2005).Grammars with Context Conditions and Their Applications. Canada. John Wiley & Sons, Inc., Hoboken, New Jersey

Mohammad, S.I. (2004). Maximizing Reading Strategies : Helping Students in Facing National Examination of English Subject. Journal of Education and Practice. State University of Gorontalo, Indonesia. Vol.5, No.13, 2014

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Neuman, L.W. 2000. Social Research Methods : Qualitative and Quantitative Approaches-fourth edition. United States of America: A Pearson Education Company

Teich, Elke. (1999). Systemic Functional Grammar in Natural Language Generation : Linguistic Description and Computational Representation. Cambridge. Great Britain, Bookcraft (Bath) Ltd, Midsomer Norton

Yin, R.K. (2011). Qualitative Research from Start to Finish. London. The Guilford Publications Inc, New York

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know the key concept of each text. So that, they will be easier to finish the National Examination on English subject in a limit time without translate the whole text first.

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Base on the three major functional components in language metafunction, this research deals with textual function of reading text in Senior High School’s National Examination(UN). Therefore, the research will be conducted for analyzing the theme and rheme in Reading Text of Senior High School’s National Examination base on the facts and theories above.

B. The Problems of The Study

Based on the background of the study above, the problems of the study are formulated as following :

1. What types of Theme are used in Reading text of Senior High School’s National Examination ?

2. In what genre of text the dominant type of Theme used ?

C. The Objective of The Study

In line with the problems of the study above, the objectives of this study are :

1. To describe the types of Theme used in Reading text of Senior High School’s National Examination,

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D. The Scope of The Study

This study is focused on the Textual Functions applied in Reading text of Senior High School’s National Examination. The researcher chooses one packet “A” of the National Examination in 2014 for science program . The concept of Theme and Rheme are textual function which explains in the most general way how a message is organized in language. The data will take from English teacher who teaches in SMA Negeri 6 Binjai.

E. The Significances of The Study

The significances of this study are the following below :

1. This study is expected that this research would be known by Education Government to evaluate the UN English Reading Text of SMA become more effective to be tested.

2. This study is also expected the Education Government to find out the standardize system on how the UN Test would be applied for the students.

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REFERENCES

Aziez, F. (2011). Examining the Vocabulary Levels of Indonesia’s English National Examination Texts. Journal of Asian EFL Journal. Professional Teaching Articles, Vol. 51 April 2011

Bilal, H. A. (2012). Analysis of Thank You M’Am: Halliday’s Metafunctions. Journal of Academic Research International. ISSN-L: 2223-9553, ISSN: 2223-9944 Vol. 2, No. 1, January 2012

Butler, S.C. (2003). Structure and Function : A Guide to Three Major Structural-Functional Theories, Part 2 : From clause to discourse and beyond. Amsterdam. John Benjamins Publishing Company

Caffarel, A. (2006 ). A Systemic Functional Grammar of French : From Grammar to Discourse, with a preface by M.A.K. Halliday. Great Britain. MPG Books Ltc, Bodmin, Cornwall

Ebrahimi, S. F., Ebrahimi, S.J. (2012). Textuality in Academic Reading Text : A Case of Native and Non-Native Writers. Journal of Advances in Asian Social Science. Vol. 1, No. 3, 2012

Eggins. S. (2004). An Introduction to Systemic Functional Linguistics Second Edition. London. Continuum New York, London

Fathur, R.A., Maisuri. Transitivity System in Reading Passage of English Text Book For Junior High School. Medan : FBS UNIMED

Grover, J.H. 2004. A Guide to Curriculum Planning in Reading. Madison : Wisconsin Department of Public Instruction

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Gunadi, H.S. English as a Measurement Standard in The National Examination : Some Grassroot’s Voice. Universitas Negeri Malang Indonesia.

Halliday. M.A.K. (2004). An Introduction to Functional Grammar : Third Edition. United States of America. Oxford University Press Inc. 198 Madison Avenue, New York, NY10016

Mackey, A., Gass, M.S. (2005). Second Language Research : Methodology and Design. United State of Amerika. Lawrence Erlbaum Associates, Inc. 10 Industrial Avenue Mahwah, New Jersey 07430

Matthiessen, M.I.M. Christian., Teruya, K., Lam, M. (2010). Key Terms in Systemic Functional Linguistics. Great Britain. New York, NY 10038

McNamara, D.S. (2007). Reading Comprehension Strategies : Theories, Interventions, and Technologies. New Jersey. Lawrence Erlbaum Associates, Inc

Medina, A., Svec, M. (2005).Grammars with Context Conditions and Their Applications. Canada. John Wiley & Sons, Inc., Hoboken, New Jersey

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Neuman, L.W. 2000. Social Research Methods : Qualitative and Quantitative Approaches-fourth edition. United States of America: A Pearson Education Company

Yin, R.K. (2011). Qualitative Research from Start to Finish. London. The Guilford Publications Inc, New York

THEME AND RHEME IN READING TEXT OF SENIOR HIGH SCHOOLS NATIONAL EXAMINATION.