The Analysis Of Multiple Themes In Culture Column In Inside Sumatera Magazine

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THE ANALYSIS OF MULTIPLE THEMES IN CULTURE COLUMN IN

INSIDE SUMATERA MAGAZINE

A THESIS

BY

AINIYATI

060705022

DEPARTMENT OF ENGLISH

FACULTY OF CULTURAL STUDY

UNIVERSITY OF SUMATERA UTARA

MEDAN 2012

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TABLE OF CONTENTS

I. INTRODUCTION ... 1

1.1 Background of the Study ... 1

1.2 Problem of the Study... 4

1.3 Objective of the Study...4

1.4 Scope of Study...4

1.5 Significance of the Study...5

1.6Review of Related Literature...5

II. REVIEW OF LITERATURE...6

2.1Introduction to Discourse Analysis...6

2.2Function of Discourse Analysis...8

2.3The Scope of Discourse Analysis...8

2.4 System functional language...9

2.5Metafunction of Language...12

2.5.1 Ideational Function...12

2.5.2 Interpersonal Function...12

2.5.3 Textual Function...13

2.6Thematic Structure...15

2.6.1 Theme...15

2.6.2 Rheme...17

2.7Types of Theme ...18

2.7.1 Simple Theme...18

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2.7.3 Ideational Theme...19

2.7.4 Interpersonal Theme...20

2.7.5 Textual Theme...22

III. METHOD OF RESEARCH...24

3.1Research Design...24

3.2 Data Resource...24

3.3 Data Collecting Technique ... ....24

3.4 Data Analysing Technique ...25

IV. ANALYSIS AND FINDING...26

4.1 Data Analysis ...26

4.2Findings...54

V. CONCLUSIONS AND SUGGESTION ... ...55

5.1Conclusions...55

5.2Suggestion...55

REFERENCES...57 APPENDICES

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INTRODUCTION

1.1 The Background of the Study

Language as a communication system is thought to be fundamentally different from and of much higher complexity than those of other species as it is based on a complex system of rules relating symbols to their meanings, resulting in an indefinite number of possible innovative utterances from a finite number of elements. Language is thought to have originated when early hominids first started cooperating, adapting earlier systems of communication based on expressive signs to include a shared

All languages rely on the process of particular how sounds or visual symbols are used to form sequences known as words or and a utterances.

Written languages use visual symbols to represent the sounds of the spoken languages, but they still require syntactic rules that govern the production of meaning from sequences of words. Languages evolution can be reconstructed by their ancestral languages must have had for the later stages to have occurred. A group of languages that descend from a common ancestor is known as a language.

Language is social phenomenon. It has the tendency as means of doing than knowing. Language consists of three levels namely Phonology, Lexicogramatical, and Discourse

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Semantic. Moreover, language is a system of communication, and most people will use it as practical skill. The main implication of this that a good language user is one who manages to the communication. As we know that language is metafunctional and one of metafunction of language is the function to organize which is coded by known as clause. The clause organized as a message constituted by two parts i.e Theme and Rheme.

A clause is a pair or a group of words that consists of a subject and a predicate. Although in some languages and some types of clauses, the subject may not appear in details as a noun phrase. It may instead be marked on the verb this is especially common in invalid subject languages; the most basic kind of sentence consists of a single clause; The given information is the information which has already been mentioned somewhere in the text, or it is shared or mutual knowledge from the immediate context.

In other words, theme typically contains familiar, old or given information. Theme provides the settings for the remainder of the sentence. Rheme is the remainder of the message in a clause in which theme is developed, that is to say, rheme typically contains unfamiliar or new information. New information is knowledge that a writer assumes the reader does not know, but needs to have in order to follow the progression of the argument. The boundary between theme and rheme is simple: Theme is the first element occurring in a clause; the remainder clause is rheme.

The theoretical principles underlying the study of theme and rheme are derived mainly from the theory of systemic functional grammar, but these issues have been debated in linguistic research as early as the eighteen century, called point of departure and enunciation to refer to the structural division within a clause in attempting to account for the certain aspects of the communicative function of a sentence.

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In some case, one sentence may have more than one theme, which is called multiple themes. Halliday (1994: 52) says that the next element in the clause and the part of theme is called a multiple theme.

Saragih (2010: 37) says that multiple theme is comprised of topical, interpersonal theme and textual one. The theme is the element which serves as the point of departure of the message; it is that with which the clause is concerned. As a message structure, therefore, a clause consists of a theme accompanied by a rheme; and the structure is expressed by the order whatever is chases as the theme is part first.

We know that theme is very important because it is the topic of the clause or what the clause is about and it is influential to recipient’s interpretation of everything indicated in discourse. Exactly, theme and rheme always together in connected text.

Since language may be analyzed through its thematic function, this thesis applies systemic fuctional linguistic theory (SFLT) is that this theory may easily help the writer to get practical way of understanding and evaluating a written text in the main articles of Inside Sumatra Magazine.

Inside Sumatra is a one of local tourism and lifestyle magazine that expose the tourism objects in Sumatra Island. It contains articles which are about culture, tourism, lifestyle, history, adventure, culinary, etc. It provides articles in bilingual, English and Bahasa. It has interesting articles and nice pictures in it. Culture column is always interesting to be read, so that the writer chose that to be analyzed in this thesis.

From those points of view, the writer may be satisfied as to comprehend the development of a text or the thematic development in theme rheme and multiple theme to become significant and useful. In this situation a study of multiple theme in culture column of Inside Sumatra Magazine may describe the structure of a text.

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1.2 The Problems of the Study

In this analysis, there are some questions to be answered. These questions are the problems that need solution, they are:

1. What are the multiple themes found in the Inside Sumatra Magazine? 2. What is the most dominant theme found in Inside Sumatera Magazine?

1.3 The Objectives of the Study

In relation of the problem, the objectives of this analysis are:

1. To find out the multiple themes in the Inside Sumatra Magazine. 2. To find out the dominant theme found in Inside Sumatera Magazine.

1.4 The Scope of the Study

In research, it is important to limit the analysis on specific data that has been chosen. This research has been done on the text of culture column of Inside Sumatra Magazine volume 73 in February 2011.

The focus of the analysis is based on Discourse Analysis especially about the multiple theme of textual function in the Inside Sumatra Magazine.

1.5 The Significance of the Study

This analysis is very important for better understanding about the types of multiple themes. From this analysis may be useful:

1. Make the readers know about what the multiple themes is.

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1.6 The review of related literature

In completing the analysis, the writer has consulted some thesis and previous research findings. These thesis and research findings help the writer to complete this thesis.

I also use several books in supporting this thesis. The first book that gives the big contribution in writing this thesis is Phasal and Experential Realizations in Lecture Discourse: A Systemic Functional Analysis by Tengku Silvana Sinar (2007). This book introduces general systemic linguistic theory as a theoretical framework that accommodates certain aspects and dimension of interpretation that will be in turn enable analyst to make appropriate choices whereby the target and goal can be achieved efficiently and effectively as an end of a discourse analysis.

The second book that I used to support this thesis is Functional Grammar by M.A.K Halliday (1994). This book explains about the multiple theme and kinds of theme.

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REVIEW OF LITERATURE 2.1 Introduction to Discourse Analysis

Since discourse introduction to modern science the term 'discourse' has taken various, sometimes very broad, meanings. In order to specify which of the numerous senses is analyzed in the following thesis it has to be defined. Originally the word 'discourse' comes from Latin 'discursus' which denoted 'conversation, speech'. Thus understood, however, discourse refers to too wide an area of human life, therefore only discourse from the vantage point of linguistics, and especially applied linguistics, is explained here.

There is no agreement among linguists as to the use of the term discourse in that some use it in reference to texts, while others claim it denotes speech which is for instance illustrated by the following definition: "Discourse: a continuous stretch of (especially spoken) language larger than a sentence, often constituting a coherent unit such as a sermon, argument, joke, or narrative".

Tarigan (1987:2) says that “Wacana adalah bagian dari bahasa yang lebih lengkap dari kalimat. Dengan kata lain, wacana merupakan unit bahasa yang lebih besar dari kalimat atau klausa. Wacana dapat diklasifikasikan dalam bentuk prosa, puisi, percakapan dan text.” (Discourse is the language above level of sentence. In other words, it is larger unit than sentence or clause. He also classifies discourse into some types namely prose, poems, conversation and text).

Discourse analysis is concerned with the study of the relationship between language and the contexts in which it is used. It grew out of work in different disciplines in the 1960s, including semiotics, psychology, anthropology and sociology. Discourse analysists study language use in written texts of all kinds and spoken data from conversation to highly institutional forms of talk.

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a. Discourse has a topic

It means that each discourse must have topic in order to get the reader understands easily about the content of the text.

b. Discourse has audiences

It means that audience is important in discourse because the audience is considered as the supporter of discourse.

c. Discourse has channel of communication

It means that each discourse must have channel of communication in order to get people communicate in a better way in discourse.

d. Discourse has structure

It means that discourse has relationship with linguistic, so discourse must have structure, as it is related to grammar.

The term discourse analysis is very ambiguous. It can refer to the linguistic analysis of naturally occurring connected spoken or written discourse. Roughly speaking, it refers to the attempts to study about the organization of language above the sentence or above the clause, and to study larger linguistic unit, such as conversational exchanges or written texts. It follows that discourse analysis is also concerned with language use in social contexts and in particular with interaction or dialogue between speakers.

2.2 Function of Discourse Analysis

Grammatical forms and phonological forms are examined separately. Both of them are unreliable indicators of function, when they are taken together and looked at in context, so that we can come to some decisions about function. So decision about communicative function solely be the domain of grammar or phonology. Discourse analysis is not entirely

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separate from the study of grammar and phonology but discourse analysis is interested in a lot more than linguistic forms.

The function of discourse analysis is to interprete grammar appropriately of a sentence or dialogue. It shows more the relationship between the speakers’ dialogue and what sort of rules they are following as their converse to one another because every situation will have their own formulas and conventions which we follow; for example interview for job, buying things on shops, conversation in phone, informally discussion in classroom, etc. They will have different ways of opening and closing the encounter, different role of relationships, different purposes and different settings. Discourse analysis is interested in all of these different factors and tries to account for them in a rigorous fashion with a separate set of descriptive labels from those used by conventional grammarians.

Above all, which are the raw material of language teaching, the overall aim is to enable learners to use language functionally.

2.3 The Scope of Discourse Analysis

As we know that discourse analysis is not only concerned with the description and analysis of spoken interaction but it also is concerned with other things. In addition to all of our verbal encounters we daily consume many written and printed words, such as: newspaper articles, magazine articles, letters, recipes, stories, instructions, notices, comics, novels, billboard leaflets pushed through the door, and others.

In this thesis, the writer focuses on magazine articles to find the textual function consisting theme and rheme. And rheme is the way exploring language use.

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SFL (System Functional Linguistic) has been involved as a tool for participating in political processes. As the theory and practice of science and science education, it has central place in political life. It seems natural for us to adopt a systemic functional perceptively.

In Systemic Functional Linguistic (SFL), there are five orientations summarized as follows:

a. Rule/resource

SFL (System Functional Lingustic) is oriented to the description of language as resource for meaning rather than as a system of rules. This orientation has made it easier for us to focus on the semoenesis of scientific.

b. Sentence/text

SFL is concerned with text, rather than sentences as the basic unit through which meaning is negotiated. This orientation concern has made it possible for us to reason grammatically about the semantic organization of scientific text and the system of meaning they instantiate.

c. Text/context

SFL focuses on solidary relations between text and social context rather than on text as decontextualized structural entities in their own right. This orientation focus has encouraged us to shunt between science as institution and science as text, which has two complementary perspective on scientific discourse.

d. Expressing/construing meaning

SFL is concerned with language as a system for construing meaning, rather than as a conduit through which thoughts and feelings are poured. This concern has made it easier for us to focus on the role of grammar in construing the uncommon sense interpretation of reality which distinguishes science as a discipline.

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As the last orientation, SFL is concerned to extravagance rather than parsimony. For us, this oriented has meant that there is usually enough descriptive power around for the deconstructive task at hand.

According to Halliday (1994 : 608), SFL is a functional theory, and it is functional in three interrelated senses. It means that language as functional theory, using for human needs, that is to concern or focus on how people use language in order to understand it easily.

Language as functional theory, has three senses and they are:

- The first sense of functional is in the technical, grammatical sense, in which grammar is interpreted in terms of function rather than classes, to get one from the system to the text.

- The second sense is that the whole paradigmatic organization of grammar is functional, as seen in the way the systems are interrelated.

- The third sense of function is related to the two above but which is more like a common-sense use the term, where functional are.

As we know language is used by human beings to create their needs and they are making meaning in a text. From Halliday views, it may be understood that language learning is “learning how to mean” meaning that is learning how to make meanings. There are three kinds of meaning in adult language, which are referred as the ideational, the interpersonal and the textual meanings. These kinds are known as the Metafunctions of Language.

Halliday (1979: 60) said, the ideational function is language as representation or reflecting, in which the speaker as an observer of reality construes ‘natural’ reality. The interpersonal function is language as exchange or action, in which the speaker as an intruder of reality construes intersubjectives reality. And the textual function is language as message or relevance, in which the speaker construes semiotic reality by relating the realities to the contexts within which meanings are made.

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In addition, SFLT (System Functional Linguistic Theory) views that language is an expression of social behavior in contexts. There are three functions of language as follows:

1. The pragmatic function of language is interpreted as a form of action

2. The magical function where language is interpreted as a means of control over the environment, and

3. The narrative function where language is interpreted as a store house filled with useful and necessary information preserving historical accounts.

2.5 Metafunction of Language

SFL views that language is functional. And as the function of language is to mean. For that reason, language has three major functional components referred to as language metafunctions and they are: (1) the ideational function or meaning, which consists of the experiential meaning and logical meaning, (2) the interpersonal function and (3) the textual meaning.

Generally, metafunction of language is a major function for its users, for reflecting on things, and means of acting on things-though the only things it is possible to act on by means of a symbolic system such as language of humans and some animals.

2.5.1 Ideational Function

The ideational meaning is the representation of experience such as our experience of the world that lies about us and also inside us. The world of our imagination or ideational meaning relates to the inner and outer worlds of reality; it is ‘ language is something’ meaning from the ‘content’.

In this, Halliday categorizes the processes into three principal process, they are : material, mental, and relational. There are also three subsidiary process namely behavioral,

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that is process of behaving, verbal, that is process of saying and existential, that is process of expressing that something exist or happens.

2.5.2 Interpersonal Function

The interpersonal function meaning is an interpretation of language in its function as an exchange, which is a doing function of language. It is concerned with language as action.

The interpersonal component represent the speaker’s meaning potential as an intruder. It is the participatory function of language, language as doing something. Besides of that, the interpersonal meaning of language (clause) and its function as an exchange. The interpersonal of the clause is that the exchanging roles in rhetorical interaction statements, questions, offers, and commands, together with accompanying modalities. The interpersonal meaning is realized by mood system. The mood system of the clause is represented by the mood structure of the clause, which comprises two major elements, i.e.: mood and residue

The mood and residue struct

They are discuss about mathematik

They are discussing about mathematik

Subject finite predicator adjuct

Mood residue

From the structure, we may find that a mood element of an English clause typically consists of subject and a finite, whereas a residue element it consists of predicator, one or more complement(s), and any number of different types of adjuncts.

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The textual function of language is an interpretation of language in its function as a message, which is a text forming function of language. It means that the textual represents the speaker’s text forming potential and it is that which makes language relevant. The textual meaning is concerned with how intra clausal elements are organized to make meanings in this the textual function indicates the way the text is organized or structured.

The textual meaning of language (clause) in its function as a message is realized by the theme system of language. The theme system of the clause comprises two major elements, they are theme and rheme.

The example of theme and rheme which consist of textual interpersonal and topical are: Well, kids, tomorrow, we, will go to the zoo

Textual interpersonal topical topical

Theme Rheme

From the example above we can see the theme and rheme inside the sentence where the theme “well, kids, tomorrow we and the left clause “will go to the zoo is the rheme.

Well, kids, tomorrow we will go to the zoo Theme Rheme

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Then, based on textual function we can see that there is three kinds theme in that sentence, they are textual theme, interpersonal theme, and textual theme.

Textual theme : well

Interpersonal theme : kids

Topical theme : tomorrow we

2.6 Thematic Structure

In using discourse to communicate with others the main purpose and target is to transmit the messages. The message exists in clause and sentences make up the discourse. In order to interpret and get the message, we may analyze the structure of the clause which gives the clause its character as a message. This structure is called thematic structure.

2.6.1 Theme

Halliday (1994 : 36) says that theme is a function in the clause as a message. According to Halliday, the theme is obviously the starting point that a speaker chooses for his message. Beside of that, Halliday (1994 : 39) says that theme is as general guide and the theme can be identified as the element which comes in the initial position in the clause.

Theme in a simple sentence may be simple or multiple. A simple theme is coded by one element of the clause that is a process, participant or circumstance. This simple theme is also called topical theme. However, it should be noted that where the Theme is simple the term topical is not stated in the analysis. The multiple Theme is comprised of topical, interpersonal and textual one.

The next element in the clause is also part of the theme is called a multiple themes. The principles relevant to the thematic structure are this: the theme always contains one, and only one, at these experiential elements. This means that the theme of a clause ends with the first

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constituent that is either participant, circumstance, or. Since a participant in thematic function corresponds fairly closely to what is called the ‘topic’ in a topic - comment analysis.

Theme is after as the subject, but it may also be as a verb, a complement and an adverbial. Theme depends on first element of the clause. So, theme is always in the code of the clause and it follows as a rheme. When the clause changes in order of its elements the theme and rheme also changes. For examples:

1.Naeem finally propossed Fatimah Theme

2.Finally, Naeem propossed Fatimah Theme

3.Fatimah was finally propossed by Naeem Theme

In the first sentence, Naeem is theme as a subject, in the second sentence, Finally is theme as temporal expression and the third sentence Fatimah is theme as passive sentence

In relation to this study, the writer will describe the form of multiple theme in history column in getting more information from the magazine, especially that in inside Sumatera magazine.

2.6.2 Rheme

Theme and Rheme are always together in connected text. The definition of the Rheme is that it is part of the clause in which the theme developed. Since we typically depart from

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the familiar to head towards the unfamiliar, the rheme typically contains unfamiliar or new information.

In other statement, rheme is simply the rest of the sentence, the part which is not theme. Rheme is the commant of the clause. In other words rheme is the rest of the message of the clause after the theme. It means that rheme is where the clause moves after the point of departure.

To understand that the identification criteria for the rheme is simple. Thus, once we have identified the theme in a clause, we have also identifies the rheme. For examples :

1. Naeem is an actor Rheme

2. The actor is Naeem Rheme

2.7 The Types of Theme

2.7.1 Simple Theme

Simple theme is coded by the first element of the transtivity system. Simple theme occurs in one clause, it means that one clause consists of theme and rheme without observing other elements. For examples:

- Nazar is my spouse Theme Rheme

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- They are students Theme Rheme

- Her classmates will attend the party Theme Rheme

2.7.2 Multiple Theme

Multiple theme is sometimes called complex theme. Halliday (1994: 52) says that the next element in the clause and the part of theme is called a multiple theme. The is the starting point of the message or the point of departure of the message, in the unfolding of the text the theme, in its turn becomes, the local context or background of the clause.

Saragih (2010: 37) says that multiple theme is comprised of topical, interpersonal theme and textual one. The theme is the element which serves as the point of departure of the message; it is that with which the clause is concerned. As a message structure, therefore, a clause consists of a theme accompanied by a theme; and the structure is expressed by the order whatever is chases as the theme is part first.

Multiple theme can be divided into three categories, namely : Ideational theme, interpersonal theme, and textual theme.

2.7.3 Ideational Theme

Ideational or Topical theme is coded by the first element of the transitivity system. When the topical theme place at the first part in a clause, it’s meant that the theme is simple theme. But if the theme is doing not place at the first element of a clause, it’s meant that the

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clause combine with the other kinds of theme and it’s mean that this kind of theme is the complex theme.

According to Halliday (1994: 53) Ideational theme is signaled by element beside the interpersonal and textual member of theme. Logically, in complex theme, the topical theme is also possible marked or unmarked theme. In conclude, topical theme is the first part of a clause when it is a simple theme and it can be not at the first part of a clause when it is a complex or as a member of the complex theme.

Ideational or topical theme can be divided into two kinds, they are marked theme and unmarked theme.

Marked theme is a theme when the first part of the transitivity system is not a subject, that’s why the theme needed to be marked. So the marked theme is the theme in a clause which the function n a clause is a not subject, it can be as verb, Adverb, etc. for example (martin (1997:24))

Someday, you’ll understand that ……

Marked theme Rheme

Unmarked theme is a theme n a clause which the function n a clause is as the subject .that’s why it doesn’t have to be marked. It is the unmarked one. For this point, Halliday (1994:43) said:” We shall refer to the mapping of theme on to subject as the marked theme of a declarative clause. A theme that is something other than subject, in a declarative clause, we shall refer to as a marked theme “. In the same sense Bloor (1995:76) said:” The theme is said to be unmarked where the subject is the starting pint of the clause. However other elements are frequently found in theme position in English clause, and in this case the theme is marked “.in conclude we can say that marked theme is the theme which not conflated on to

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the subject and unmarked theme is as theme which simultaneously function as subject. For example Martin (1997-24)

Pater Piper Picked a peck of pickled peppers

Unmarked theme Rheme

2.7.4 Interpersonal Theme

Interpersonal Theme covers one or more of the elements of finite, Wh-element, vocative and adjunct. Finite in interpersonal function is realized by an auxiliary. In a clause indicates that a respond is expected from the addressee. Finite as theme in a clause make the type of the sentence in a question or imperative form and sometimes in inversion form. If it is as simple theme, but it is as a part of complex theme, it is not must or inference the sentence or clause mood. For example: Gerot (1994: 111)

- Did we decide to wait?

A wh-element covers all of wh-question word as theme in a clause whether it is as simple or complex theme, such as: what, when , where , why , whom , which, whose, and also how. The wh-question makes the mood of the clause always in question form for the simple theme but if it is complex theme is isn’t always in question form, for example: Thomson (1985: 123)

- How often are you supposed to take them?

Vocative indicates persons or the names of the person to whom the information is asked. Vocative theme always separated by commas because in this chance the name of the person indicates as the person to whom the question is asked. Vocative always in terms of person’s name, for example: Gerot (1994: 106)

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Adjunct in interpersonal theme typically is coded by an adverb in a clause. Adjunct commonly functions as theme. Adjunct as theme in a clause provide or indicates the speaker’s comment, and assessment or attitude towards the message, for example: Gerot ( 1994: 1069)

- Perhaps we can wait until next week.

2.7.5 Textual Theme

Textual theme covers four element of theme, they are: (1) conjunction, (2) Relative, (3) conjunctives, (4) continuatives. It is different from interpersonal. Theme, textual theme concern to the cohesive part of a clause or text, in interpersonal Theme it is concern to the part of a clause. Conjunctions link have two sentences or clause in coordination relation. So for The conjunction, it is only the coordinate conjunction such as: and, but, so, whether, When, while, etc. for example: (martin (1997:44))

- And battle line fought with tactics inherited from the age of sail.

Relatives also relate a dependent clause to another clause, relatives relate to the clause by using the relative pronouns such as: which, what, who, when, where, etc in sentence which the theme is the relative element, the sentence must consist of one independent clause and one subordinate clause. What we call as complex sentence. For example: Martin (1997:46)

- Which completely new tactics had to be devised for?

Conjunctives indicate by a transitional signal which provides a cohesive like to the discourse. By a conjunctive and the text, the condition of the text can be cohesive. The conjunctives

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such as: consequently, furthermore, in addition, in conclusion, as the matter of fact, etc. for example: Gerot (1994: 106).

- Well, on the other hand, we could wait.

Continuatives also make the condition of a text cohesive. Continuatives indicate a relationship to the previous discourse. By continuatives, we can know what the continue idea from the continue idea from the previous chapter or discourse. Continuatives such as: right, well, oh, thus, etc. For example: Gerot (1994: 106)

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III. METHOD OF RESEARCH

3.1 The Research Design

This research will be conducted by using quantitative research. According to Sugiono (2007) quantitative research is a research method used to analyze population and sample, collecting data by using research instrument, analyzing data in the form of quantitative or statistic measurement to examine the hypothesis. Best, (1981 : 107) said: Thus this research shows the generalization of the data through numerical measures as a means of descriptions.

In writing this thesis, the writer applies the collecting data and library research, the writer collected some theories and information about theme and rheme, from books, internet and other sources which really support the writing.

3.2 Data Source

The source data is taken from the Inside Sumatera Magazine. Inside Sumatera Magazine is a mothly magazine that has some collumns of article in it, in this case the writer took Inside Sumatra Magazine volume 73 for February 2011 as the data source. Qualitative research presents the data and research in the form of qualitative description. Analysis of this type is done with words to describe conclusion.

3.3 Data Collecting Technique

The procedures of administering the column are conducted as follows: a. Reading each enter column carefully.

b. Identifying the types of circumstance used in the columns. c. Marking the types of circumstance used in the columns. d. Putting the data in the table.

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3.4 Data Analyzing Technique

In this thesis, the writer use quantitative method to analyze the data, besides the writer using some techniques to analyze the data, and the are :

- The writer read the data/article

- The writer analyzed the data to find out textual function, i.e Theme and Rheme in the articles

- After that, the writer uses the formula to make percentage of textual function in the article. The formula is:

Nu = ��

�� x 100%

Nu = number of sample

Ni = number of sample of each types Na = number of sample of total types

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IV. THE ANALYSIS

4.1 The analysis of multiple themes in text “Tapis Cloth, A Traditional Lampung Handicraft” Inside Sumatra Magazine such as the following.

1. Based on Van Der Hoop’s research, the lampung people have been making brocade and plapai cloth since second century AD.

Based on Van Der Hoop’s research

the lampung people have been making brocade and plapai cloth since second century AD.

Marked Unmarked

Topical

Theme Rheme

The above sentence is a topical theme. The mentioned theme consists of two topical unmarked themes “the lampung people” which functioning as the main subject of the sentence and the marked theme is “based van vander hoop’s research”, functioning as additional information for the subject.

2. The moves of the cloth are key and rhomboid shampes hayat trees (tree of life), houses with people with spirits in them, animal motives, suns moons and jasmine flowers.

The moves of the cloth are key and rhomboid shampes hayat trees(tree of life)

Simple Theme Rheme

In this sentence, the main message is the theme of the clause “the moves in the cloth” The remaining massage is “are key and rhomboidshapes hayat trees (tree of life)” is cosidered as a theme of the clause.

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3. At that time the layered tapis cloth was famous, interwoven with white silk thread and was known as tapis inuh

At that time the layered tapis cloth was famous Preposition Unmarked

Textual Topical

Multiple Theme Rheme

The above sentence has two themes, that are textual and topical. The subject of the sentence is “the layered cloth” in considered as a unmarked theme which is topical theme whereas.the textual theme is “at that time” which is relised as a prepositional phrase.

4. The trading and sailing around the Indonesia islands are presumed to have created a culture orientated towards the sea.

The trading and sailing around the Indonesia islands

are presumed to have created a culture orientated towards the sea

unmarked

Topical theme Rheme

The theme “the trading and sailingaround the Indonesia islands” is an unmarked topical theme due to its function as a subject of the clause whereas “are presumed to have created a culture orientated towards the sea” is the rheme of the clause.

5. This era, known as the maritime era was responsible for giving rise to culture intractions between different regions.

This era, known as the maritime era

was responsible for giving rise to culture intractions between different regions

Unmarked Marked Topical

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The theme of the clause is “This era” which is an unmarked topical theme due to its function as a subject. The next of the clause “known as the maritime era” is a marked topical theme because it is not functioned as subject whereas “was responsible for giving rise to culture interactions between different regions” is the rheme.

6. These conditions quite possibly caused the motives used in the Lampung tapis, resemble motives found in other regions.

These conditions quite possibly caused the motives used in the Lampung tapis, resemble motives found in other regions

Unmarked Modal adjunct

Topical Interpersonal

Multiple Theme Rheme

The Topical theme in this clause is “ These conditions” functioning as the main subject of the clause whereas “ quite” “ possibly” is functioned as “caused the motives used in the Lampung tapis, resemble motives found in other regions”.

7. Beginning from this historical background, the imaginations and creativity of the tapis makers began to influence their creation.

Beginning from this historical background

the imaginations and creativity of the tapis makers

began to influence their creation

Marked Unmarked

Topical

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In this clause, “the imaginations and creativity of the tapis makers”in functioned as the subject of the clause and it is textually an unmarked topical theme while “Beginning from this historical background”is so called a marked topical theme

8. Of course, these imaginations were inspired from their daily lives.

Of course these imaginations were inspired from their daily lives

Modal adjunct Unmarked Interpersonal Topical

Multiple Theme Rheme

The above clause has two themes that are interpersonal and topical themes. The interpersonal theme is “of course” since it is functioned as modal adjuct while “these imaginations” is functioned as the participant of the clause so it is an unmarked topical theme. The remain additional message is the here of the clause.

9. The used of sailing ships at the time and their environment which was orientated towards the sea inspired the motives used.

The used of sailing ships

at the time

And their

environment Which was orientated towards the sea Inspired the motives used

Unmarked Marked Conjunction Unmarked Relative

Topical Textual Topical Textual Rheme

Multiple Theme Rheme

The above clause consists of multiple themes that are topical and textual themes. “The used of sailing ships” and “their environtment” are unmarked topical themes. Textual themes in this sentence are “and” and “which”. ”and” functions as conjuction and “which” was oriented

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towords the sea is functioning as relative clause so they are classified to textual theme while “ inspred the motive used” is the so called rheme of the clause.

10.Tapis cloth is made of cotton and gold thread.

Tapis cloth is made of cotton and gold thread Simple Theme Rheme

The main starting point in this sentence is “ Tapis cloth ” and the additional message “is made in cotton and gold thread” is rheme.

11 The cotton thread is used as the main material of making the cloth. The cotton thread is used as the main material of making the cloth. Simple Theme Rheme

The participant of the clause above is “ the cotton thread”. It also the starting message of the clause, whereas the additional message is “is used the main material of making cloth”.is the rhemeof the clause

12 Meanwhile, gold and silver threads are used to create the large variety of tapis motives on the tapis cloth.

Meanwhile gold and silver threads are used to create the large variety of tapis motives on the tapis cloth Conjunction Unmarked

Textual Topical

Multiple Theme Rheme

The clause above consists of two themes that are textual and topical themes. The textual theme in this clause is “meanwhile” which functioning as a conjunction, as a starting point of the clause while the topical theme is “gold and silver thread” which functioning as the

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participant of the clause while the rheme of the clause is “are used to create the large variety of tapis motives on the tapis cloth” which is also the remain message of the clause.

13.The lampung tapis cloth can be classified in different groups : abung siwu mego, tulang bawang mego pak, pubian telusuku, pesisir, and tapis from way kanan. The lampung tapis cloth Can be classified in different groups: abung siwu mego,

tulang bawang mego pak, pubian telusuku, pesisir, and tapis from way kanan.

Simple Theme Rheme

The participant of the clause above is “the lampung tapis cloth”, it is also the main massage of the sentence. The rheme of the clause is “can be classified in different groups” as The additional message of the sentence.

14.The tapis abung siwo mego has 16 different varietions

The tapis abung siwo mego has 16 different varietions: tapis raja tulak, laut handak, laut silung, laut linau, jung syarat, balak, pucuk rebung, cucuk pinggir, cucuk semako, cucuk andak, tuhaw, rajo medal, arteng, nyilem di laut timbul di gunung, rajo di hawak, and tapis gajah mereh.

Simple Theme Rheme

The participant of the clause above is” the tapis abung siwo mego” which is also the main massage of the sentence and the rest of the clause “has 16 variention:tapis raja tulak, laut handak, laut silung, laut linau, jung syarat, balak, pucuk rebung, cucuk pinggir, cucuk semaco, cucuk andak, tuhaw, rajo medal, arteng, nyilem di laut timbul di gunung, rajo di hawak and tapis gajah merah” is the rheme of the clause.

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15.Meanwhile, the tapis tulang bawang mego pak also has many variations such as the tapis dewa sano, limar sekebar, ratu tulang bawang, sasap, kibang, kilap turki, bintang perak, balak, kacamato dilem, and the tapis limau tunggal.

Meanwhile the tapis tulang bawang mego pak

also has many variations such as the tapis dewa sano, limar sekebar, ratu tulang bawang, sasap, kibang, kilap turki, bintang perak, balak, kacamato dilem, and the tapis limau tunggal. Conjunctive Unmarked Conjunction

Textual Topical Textual

Multiple Theme Rheme

The above sentence has two textual themes and one topical theme. “ the tapis tulang bawang mego pak” is the participant of the clause functioning as an unmarked topical theme, “meanwhile” functions as conjuction clause, it is classified as the textual theme. Then word “also” functioning as a conjuction where conjuction is one of textual theme. The remaining clause “has many variation such as the tapis dewa sano, limar sekebar, ratu tulang bawang, sasap, kibang, kilap turki, bintang perak, balak, kacamato dilem, and the tapis limau tunggal” is the rheme.

16.The tapis rubian telusuku consist of jung sarat, balak, linau and many more. The tapis rubian telusuku consist of jung sarat, balak, linau and many more

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“the tapis rubian telusuku” a function as the main subject of the sentence. That’s why it is the called the them. While “consist of jung syarat, balak, linau, and many more” has a function to give some additional massage of the sentence.

17.Meanwhile there are tapis pesisir such as tapis inuh, cucuk handak and the tapis semako.

Meanwhile there tapis pesisir such as tapis inuh, cucuk handak and the tapis semako

Conjunctive Unmarked Textual Topical

Multiple Theme Rheme

In this sentence, we found two themes, that are textual and topical. “meanwhile” is a textual theme since its function as a conjuctive adjunct. And “there” is functioning as the subject of the clause so that it is an unmarked topical theme. The clause the remaining is “tapis pesisir such as tapis inuh, cucuk handak and the tapis semako”

18.Finally, tapis way kanan consists of tapis jung sarat, tapis balak, tapis pucuk, rebung, tapis halom/gabo, tapis kaca, tapik kuning, tapislawok halom, tapis tuha, tapis raja medal, and tapis lawok silung.

Finally tapis way kanan consists of tapis jung sarat, tapis balak, tapis pucuk, rebung, tapis halom/gabo, tapis kaca, tapik kuning, tapislawok halom, tapis tuha, tapis raja medal, and tapis lawok silung

Conjunctive Unmarked Textual Topical

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The sentence above is multiple themes. It consists and textual and topical theme. Textual theme is indicated by “finally” word which is the temporal conjuctive adjuct. While the topical theme is “tapis way kanan” which is unmarked because it is the subject of the sentence.

19.Here are many types tapis cloths with different colors and motives

There many types tapis cloths with different colors and motives. Simple Theme Rheme

The above sentence is the simple theme because the theme is not more than one. The theme in this sentence is “there” and the additional massage is “many types tapis clothes with different color and motives”

20.Every motive has its own philosophical meaning.

Every motive has its own philosophical meaning Simple theme Rheme

The participant of the sentence is “Every motive”. It is also the main message for the

sentence. And the remaining clause is “has its own philosophica meaning”, it has the function as the additional message that follow the main message.

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21.For example, the jung, or ship motive means that in order to achieve an aim, we need a plan and infrastructure, maximum effort and discipline.

For example the jung or ship motive means that in order to achieve an aim, we need a plan and infrastructure, maximum effort and discipline

Conjunctive Unmarked Conjunction Unmarked Textual Topical Textual Topical

Multiple Theme Rheme

This sentence has two themes that are topical and textual themes. “for example” is the textual theme which is a conjunctive, and “or” is a conjunction. Then unmarked topical is “the jung”, and “ship motive” which are also has function as the subject of the sentence.

22.The pucuk rebung (bamboo shoots) motive means that family ties can’t be destroyed The pucuk

rebung (bamboo shoots) motive

means That family ties can’t be destroyed

Unmarked Relative Unmarked

Topical Textual Topical

Theme Rheme Multiple Theme Rheme

This sentence can be divided into two clauses that have complex theme. First clause has the unmarked topical theme as the subject “The pucuk rebung (bamboo shoots) motive” while the rheme is “means”. Then the second clause has two themes thay are textual and topical

themes. Textual theme is “that” as relative and it has “family ties” as unmarked topical and as the second subject of the sentence.

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23.That is why we must help one another to solve a problem.

That is why We must help one another to solve a problem

Conjunctive Relative Vocative Textual Textual Interpersonal

Multiple Theme Rheme

This sentence consists of two themes, textual themes and interpersonal themes. Textual theme is shown in “that is” which is a conjunctive adjunct, and “why” as wh-relative. Then the interpersonal theme is “we” which is vocative. While the additional message is in “must help one another to solve a problem”.

24.Apart from that this motive reminds us to always keep in touch with family. Apart from that this motive reminds us to always keep in touch with

family conjunctive Unmarked

Textual Topical

Multiple Theme Rheme

This sentence consists of textual and topical theme. Textual theme in this sentence is “Apart from that” which is a conjunctive. While “this motive” is unmarked topical because it is the main subject of the sentence.

25.The flower motive reminds one to work tidily, beautifully and creatively

The flower motive reminds one to work tidily, beautifully and creatively

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The participant of the clause is “The flower motive”. It is also the main message for the sentence. And the remaining clause is “reminds one to work tidily, beautifully and creatively”, it has the function as the additional message that follow the main message.

26.So that others will be able to enjoy it.

so that others will be able to enjoy it conjunction unmarked

Textual Topical

Multiple Theme Rheme

The sentence above consists of textual and topical theme. Textual theme in this sentence is “so that” which functioning as a subordinator conjunction. While “others” is unmarked topical since it is functioned as the main subject of the sentence.

27.The pohon hayat motive means that our succes or failure in life or work is dependent on our connections.

The pohon hayat motive

motive means that our succes or failure in life or work is dependent on our connections

Simple Theme Rheme

The participant of the clause above is “The pohon hayat motive” which is also the main message for the sentence. And the remaining clause is “motive means that our succes or failure in life or work is dependent on our connections”, it is functioned as the additional message that follow the main message.

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28.From the technological side, tapis makers rarely use natural colors From the

technological side

tapis makers rarely use natural colors and materials and rarely use traditional methods to produce good guality tapis nowadays.

Marked Unmarked Modal

Topical Topical interpersonal

Multiple Theme Rheme

The sentence above consists of topical and interpersonal theme. Marked topical in this

sentence is “From the technological side” while an unmarked topical is “tapis makers” due to its function as the subject of the sentence. The interpersonal theme is “rarely” which

functioning as a modal. The rheme of the sentence is “use natural colors and materials and rarely use traditional methods to produce good guality tapis nowadays.”

29.Previously, citronella roots were used to preserve the thread.

Previously citronella roots were used to preserve the thread

Marked Unmarked

topical Topical

Multiple Theme Rheme

The above sentence consists of topical theme. Marked theme is “Previously” which is functioned as an adverbial phrase. Unmarked theme is “citronella roots” which functioning as the main subject and the main message of the sentence. While “were used to preserve the thread” is the rheme of the clause.

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30.Betel leaves were used to preserve the colors.

Betel leaves were used to preserve the colors

Simple Theme Rheme

The participant of the clause is above “Betel leaves”. It is also the main message for the sentence. And the remaining clause is “were used to preserve the colors”, due to its function as the additional message that follow the main message.

31.Betel nut, henna, and kejal wood were used for the red colouring. Betel nut, henna, and kejal

wood

were used for the red colouring

Simple theme Rheme

The sentence above has the main subject, it is “Betel nut, henna, and kejal wood”. It is also the point of the message of the sentence. While “were used for the red colouring” is only the additional information remaining in the sentence.

32.Salam and rambutan wood were used to make black. Salam and rambutan wood were used to make black

Simple Theme Rheme

The participant of the clause above is “ salam and rambutan” . It is also the main message for the sentence. And the remaining clause is “were used to make black”, due to its function as the additional message that follow the main message.

33.Mahogany and durian wood were used to make brown. Mahogany and durian wood were used to make brown

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The main subject of the above clause is “Mahogany and durian wood”. It is also the point of the message of the clause. While “were used to make brown” is only the additional

information remaining in the sentence.

34.Deduke fruit and tolom leaves were used for blue. Deduke fruit and tolom leaves were used for blue

Simple Theme Rheme

The main subject of the clause above is “Deduke fruit and tolom leaves”. It is also the point of the message of the sentence. While “were used for blue” is only the additional information remaining in the sentence.

35.Turmeric and lime stone paste were used for yellow. Turmeric and lime stone paste were used for yellow

Simple Theme Theme

The main subject of the clause is “Turmeric and lime stone paste”. It is also the point of the message of the sentence. While “were used for yellow” is only the additional information remaining in the sentence.

36.The woven tapis cloth was originally used as a sarong.

The woven tapis cloth was originally used as a sarong

Simple Theme Rheme

The main subject of the above clause is “The woven tapis cloth”. It is also the point of the message of the sentence. While “was originally used as a sarong” is only the additional information remaining in the sentence.

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37.The cloths were made by women, both young girls and housewives.

The clothes were made by women, both young girls and housewives Simple Theme Rheme

The main subject of above clause is “The clothes”. It is also the point of the message of the sentence. While “were made by women, both young girls and housewives” is only the additional information remaining in the sentence.

38.The main use was as a handicraft to fill leisure time as well as for sacred traditional ceremonies.

The main use was as a handicraft to fill leisure time as well as for sacred traditional ceremonies

Simple Theme Rheme

The main subject is “The main use”. It is also the point of the message of the sentence. While “is was as a handicraft to fill leisure time as well as for sacred traditional ceremonies” is only the additional information remaining in the sentence.

39.In its development, the tapis is not only used as a sarong for women and in adat ceremonies.

In its

development

the tapis is not only used as a sarong for women and in adat ceremonies

Marked Unmarked

Topical

Theme Rheme

The above sentence consists of topical theme. Marked theme is “In its development” which is an adverbial. Unmarked theme is “the tapis ” which has a function as the main subject and

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the main message of the sentence. While “is not only used as a sarong for women and in adat ceremonies” is the remaining message in the sentence.

40.Today, the tapis has evolved into being used for making clothes, wall coverings, interior and exterior decorations, wallets, key chains, and other souvenirs. Today the tapis has evolved into being used for making clothes,

wall coverings, interior and exterior decorations, wallets, key chains, and other souvenirs

Marked Unmarked Topical

Multiple Theme Rheme

The above sentence consists of topical theme. Marked theme is “Today” which is an

adverbial phrase. Unmarked theme is “the tapis ” due to its function as the main subject and the main message of the sentence. While “has evolved into being used for making clothes, wall coverings, interior and exterior decorations, wallets, key chains, and other souvenirs” is the remaining message in the sentence.

41.In fact, designers originating from Lampung, such as Aan Ibrahim, Raswan and also Ramli have been inspired by the tapis cloth and have used it in their creations. In fact Designers originating from Lampung

Conjunctive Adjuct Unmarked

Textual Topical

Multiple Theme Rheme

The above sentence consists of textual and topical theme. Textual theme in this sentence is “in fact” which functioning as a verifactive conjunctive adjunct. While “designers” is unmarked topical because it is the main subject of the sentence.

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42.Aan ibrahim Raswan and also Ramli have been inspired by the tapis cloth and have used it in their creations.

Aan Ibrahim, Raswan and also Ramli

have been inspired by the tapis cloth and have used it in their creations

Comp.nomina/unmarked Topical

Theme Rheme

The above sentence consists of topical theme that is “Aan Ibrahim, Raswan and also Ramli” which functioning as the subject of the clause and it is a complex nomina and functioning as unmarked topical theme. While the additional clause is “have been inspired by the tapis cloth and have used it in their creations”.

43.Today, the tapis cloth is produced with many different designs.

Today the tapis cloth is produced with many different designs

Marked Unmarked Topical

Multiple Theme Rheme

The point of the message in the sentence is “the tapis cloth” so it is the unmarked topical theme. Marked theme is “today” which is an adverbial. While the remaining clause is “is produced with many different designs” included as rheme.

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44.As a commodity, the tapis has a high value and is produced en masse, in home industry and professional workshops.

As a commodity the tapis has a high value and is produced en masse, in home industry and professional

workshops Conjunctive

Adjunct

Unmarked

Textual Topical

Multiple Theme Rheme

The sentence above has two themes, topical and textual theme. Topical theme is “the tapis” and it is also unmarked topical because it is the subject of the sentence. The textual theme is “as a comodity” which is a conjunctive adjunct.

45.Nowadays, the tapis cloth industry is no longer dominated by the original inhabitants of lampung.

Nowadays the tapis cloth industry is no longer dominated by the original inhabitants of lampung.

Marked Unmarked Topical

Multiple theme Rheme

This sentence consists of topical theme. Marked theme is “nowadays” which is an adverbial. Unmarked theme is “the tapis cloth industry” which has a function as the main subject and the main message of the sentence. While “is no longer dominated by the original inhabitants of lampung” is the remaining message in the sentence.

46.Many people have come to the region to work in the industry.

Many people have come to the region to work in the industry

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The above sentence has the main subject, it is “Many people”. It is also the point of the message of the sentence. While “have come to the region to work in the industry” is only the additional information remaining in the sentence.

47.After studying the craft in workshops and professional industries, young entrepreneurs set up independent companies.

After studying the craft

in workshops and

professional industries

young

entrepreneurs

set up independent companies

Conjunctive Marked Unmarked

Textual Topical Topical

Multiple Theme Rheme Theme Rheme

The above sentence consists of two themes that are textual and topical theme. “After” is textual theme due to its function as a conjunctive phrase, while the topical theme is “studying the craft” which functioning as subject of the sentence and the point of message in the

sentence. The rheme is “in workshops and professional industries” as the remain massage of the sentence.

48.The Lampung tapis is famous both as a souvenir and a traditional quality product from the area.

The Lampung tapis is famous both as a souvenir and a traditional quality product from the area.

Simple Theme Rheme

The main subject of the clause above is “The Lampung tapis”. It is also the point of the message of the sentence. While “is famous both as a souvenir and a traditional quality product from the area.” is only the additional information remaining in the sentence.

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49.It is not difficult to find tapis cloth in Lampung.

It is not difficult to find tapis cloth in Lampung Simple Theme Rheme

The main subject of the clause above is “it”. It is also the point of the message of the sentence. While “is not difficult to find tapis cloth in Lampung” is only the additional information remaining in the sentence.

50.Many souvenir shops, art galleries and workshops in Bandar Lampung display tapis cloths for sale.

Many souvenir shops, art galleries and workshops

in Bandar Lampung display tapis cloths for sale.

Unmarked Adverbial

Topical Topical

Multiple Theme Rheme

The unmarked topical theme in this sentence is “many souvenir shops, art galleries and workshop”. The clause also has a function as the subject of the sentence. Marked topical theme is “in Bandar Lampung” which functioning as an adverbial phrase. While the remaining clause is “display tapis clothes for sale” is the rheme.

51.The Lampung tapis cloth is a cultural heritage which has been passed on across generations and must be protected.

The Lampung tapis cloth is a cultural heritage

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The main message of the above sentence found in “the Lampung tapis cloth” which also has a function as the main subject of the sentence. The additional information found in the

remaining clause “is a cultural heritage” which is called rheme.

52.The Lampung tapis which has been passed on across generations and must be protected

The Lampung tapis

which has been passed on across generations and must be protected

Unmarked Relative Topical Textual

Multiple Theme Rheme

Multiple themes are found in the above senctence, they are topical theme and textual theme. “the Lampung tapis” is functioned as the subject of the sentence and unmarked topical theme. The textual theme found is “which” which is functioning as relative phrase.

53.The government should take an active role and patent it.

The government should take an active role and patent it.

Simple Theme Rheme

The main subject of the clause above is “the government” and it is the point of the message in the sentence. The additional message remaining is “should take an active role and patent it” which is called rheme.

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54.This is so that it can’t be claimed by other countries as their heritage, as has happened recently with a number of cases of cultural heritage being claimed by Malaysia.

This is So that it can’t be claimed by other countries as their heritage, as has happened recently with a number of cases of cultural heritage being claimed by Malaysia Conjunctive

Adjunct

conjunctive Unmarked

Textual Textual Topical

Multiple Theme Rheme

This sentence has two themes, they are textual and topical theme. “that is” is the appositive conjunctive adjunct and “so that” is subordinator conjucntion and they are classified in to textual theme. The subject of the sentence is “it” so it is unmarked, and it is topical theme.

4.2 Finding

Having analyzed the data found in the data source “Tapis Cloth, A Traditional Lampung Handicraft” it is found that there are 23 simple themes and 30 multiple themes such as follows.The analysis also showed that the themes varied in their distribution.The idiational themes gained 33,33 % while the interpersonal and textual appeared only one (3,33 % ) . Due to a combination of themes topical and textual themes appeared predominantly (46,66 % ) and the rest was only 3,33 % .

Types of Multiple Theme Amount Unmarked theme

Marked theme

Percentage (%)

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Ideational (Topical) 10 11 9 33,33

Interpersonal 1 - - 3,33

Textual 1 - - 3,33

Topical + Interpersonal 3 3 2 10

Topical + Textual 14 18 2 46,66

Interpersonal + textual 1 - - 3,33

TOTAL 30 32 13 100

One factor which accounts for differences in the themes found in the text is due to the kind of text which has function to describe and report. The text can be called a type of description genre. In order to give detailed information about the traditional Lampung handicraft, the writer of the text creates the clauses by constructing two types, the simple themes and the multiple themes. This analysis helps us to make explicit of the type of multiple themes whether they are ideational, interpersonal and textual themes. As a description genre, the language features are very clearly shown that most of them are subject participants and very few of them are non-subject participants. Consequently, the unmarked and the marked themes realizes the text patterns. So this observes that the writer analysing description genre in which technically through languange that genre get realized. Ther writer made different choices of the themes according to the purposes she wanted to achieve. Such choice of the themes structure of the text in appropriate to interaction which has clear end point textual organization.

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V. CONCLUSSION AND SUGGESTION 5.1. Conclussion

After analyzing the textual function including multiple theme in an article of Inside Sumatra magazine.

The percentages of multiple theme are as following;

a. Ideational theme 33,33%, Interpersonal 3,33%, textual 3,33%, Ideational +

Interpersonal 10%, Ideational + textual 46,66%, and Interpersonal + textual 3,33%. b. Ideational + Textual is the most dominant multiple theme used in Inside Sumatera

magazine.

c. The unmarked themes has 32, whereas the marked themes has the total number of 13 as a characteristic of discription genre.

5.2. Suggestion

The suggestions are as following:

a. Students of English should understand about clause as representation clause can indicate the multiple theme types, such as textual theme, interpersonal theme and topical theme. To be able in using the multiple themes in a clause and to analyze the text by identify it with multiple theme types.

b. Students of English are expected to study about the textual function. Whose element include: theme and Rheme , marked and unmarked , Multiple theme in older toget the knowledge and understanding about textual function.

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References

Blood. T. and M. Bloor. 1995. The functional analysis of English. New York: Arnold..

Eggins, S. 1994. An introduction to symsmic functional linguistics. London: pinter.

Enggins, Suzanne, 2004. An Introduction to Systemic Functional Linguistics. Gerot, L.. and P. wignell. 1994. Making sense of functional grammar. Sydney: Gerd

Stabler Sydney : Continuum.

Halliday, M. A. K., 1994. Functional Grammar. New York : Arnold.

Halliday, M. A. K., 2002. Linguistic Studies of Text and Discourse. New York : Continuum. Halliday, M.A.K., 2002. Text and Discourse. New York: Continuum.

Halliday, M.A.K. 1994. An Introduction Functional Grammar: (2nd ed). London: Edward Arnold.

Halliday, M.A.K. 1978. An Introduction Functional Grammar. London: Edward Arnold.

Halliday, M.A.K. and Hasan, R. 1976. Cohesion in_{English . London}_{: longman.}

Hancock, craig. 2005. Meaning cantered grammar. Great Britain by Anthony rowe Ltd. Chippenham.

Saragih, A.2008. Introducing Systemic Functional Grammar of English . Medan: Unimed.

Sinar, Tengku Silvana.2007. Phasal and Experential Realizations in Lecture Discourse. Medan: Koordinasi Perguruan Tinggi Swasta wilayah I NAD-SUMUT

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49.It is not difficult to find tapis cloth in Lampung.

It is not difficult to find tapis cloth in Lampung Simple Theme Rheme

The main subject of the clause above is “it”. It is also the point of the message of the sentence. While “is not difficult to find tapis cloth in Lampung” is only the additional information remaining in the sentence.

50.Many souvenir shops, art galleries and workshops in Bandar Lampung display tapis cloths for sale.

Many souvenir shops, art galleries and workshops

in Bandar Lampung display tapis cloths for sale.

Unmarked Adverbial

Topical Topical

Multiple Theme Rheme

The unmarked topical theme in this sentence is “many souvenir shops, art galleries and workshop”. The clause also has a function as the subject of the sentence. Marked topical theme is “in Bandar Lampung” which functioning as an adverbial phrase. While the remaining clause is “display tapis clothes for sale” is the rheme.

51.The Lampung tapis cloth is a cultural heritage which has been passed on across generations and must be protected.

(2)

The main message of the above sentence found in “the Lampung tapis cloth” which also has a function as the main subject of the sentence. The additional information found in the

remaining clause “is a cultural heritage” which is called rheme.

52.The Lampung tapis which has been passed on across generations and must be protected

The Lampung tapis

which has been passed on across generations and must be protected

Unmarked Relative

Topical Textual

Multiple Theme Rheme

Multiple themes are found in the above senctence, they are topical theme and textual theme. “the Lampung tapis” is functioned as the subject of the sentence and unmarked topical theme. The textual theme found is “which” which is functioning as relative phrase.

53.The government should take an active role and patent it.

The government should take an active role and patent it.

Simple Theme Rheme

The main subject of the clause above is “the government” and it is the point of the message in the sentence. The additional message remaining is “should take an active role and patent it” which is called rheme.

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54.This is so that it can’t be claimed by other countries as their heritage, as has happened recently with a number of cases of cultural heritage being claimed by Malaysia.

This is So that it can’t be claimed by other countries as their heritage, as has happened recently with a number of cases of cultural heritage being claimed by Malaysia Conjunctive

Adjunct

conjunctive Unmarked

Textual Textual Topical

Multiple Theme Rheme

This sentence has two themes, they are textual and topical theme. “that is” is the appositive conjunctive adjunct and “so that” is subordinator conjucntion and they are classified in to textual theme. The subject of the sentence is “it” so it is unmarked, and it is topical theme.

4.2 Finding

(4)

Ideational (Topical) 10 11 9 33,33

Interpersonal 1 - - 3,33

Textual 1 - - 3,33

Topical + Interpersonal 3 3 2 10

Topical + Textual 14 18 2 46,66

Interpersonal + textual 1 - - 3,33

TOTAL 30 32 13 100

(5)

V. CONCLUSSION AND SUGGESTION 5.1. Conclussion

After analyzing the textual function including multiple theme in an article of Inside Sumatra magazine.

The percentages of multiple theme are as following;

a. Ideational theme 33,33%, Interpersonal 3,33%, textual 3,33%, Ideational +

Interpersonal 10%, Ideational + textual 46,66%, and Interpersonal + textual 3,33%. b. Ideational + Textual is the most dominant multiple theme used in Inside Sumatera

magazine.

c. The unmarked themes has 32, whereas the marked themes has the total number of 13 as a characteristic of discription genre.

5.2. Suggestion

The suggestions are as following:

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References

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Eggins, S. 1994. An introduction to symsmic functional linguistics. London: pinter.

Enggins, Suzanne, 2004. An Introduction to Systemic Functional Linguistics. Gerot, L.. and P. wignell. 1994. Making sense of functional grammar. Sydney: Gerd

Stabler Sydney : Continuum.

Halliday, M. A. K., 1994. Functional Grammar. New York : Arnold.

Halliday, M. A. K., 2002. Linguistic Studies of Text and Discourse. New York : Continuum. Halliday, M.A.K., 2002. Text and Discourse. New York: Continuum.

Halliday, M.A.K. 1994. An Introduction Functional Grammar: (2nd ed). London: Edward Arnold.

Halliday, M.A.K. 1978. An Introduction Functional Grammar. London: Edward Arnold.

Halliday, M.A.K. and Hasan, R. 1976. Cohesion in_{English . London: longman.}

Hancock, craig. 2005. Meaning cantered grammar. Great Britain by Anthony rowe Ltd. Chippenham.

Saragih, A.2008. Introducing Systemic Functional Grammar of English . Medan: Unimed.

Sinar, Tengku Silvana.2007. Phasal and Experential Realizations in Lecture Discourse. Medan: Koordinasi Perguruan Tinggi Swasta wilayah I NAD-SUMUT

The Analysis Of Multiple Themes In Culture Column In Inside Sumatera Magazine