THEMES IN STUDENTS ENGLISH TEXTBOOK: ENGLISH IN FOCUS.
THEMES IN STUDENTS' ENGLISH TEXTBOOK:
ENGLISI-l 111 FOC[JS
A THESIS
By:
AHMAD RIFAI HASIBUA!\l
Registration Number: 809ll5002
ENGLISH APPLIED LINGUISTICS
POSTGRADUA''l'E ,,,.. .,.• "'""""''"-'
STATE UNIVERSITY
2011
PROGRAM
ABSTRACT
Ahmad Rifai Hasibuan, Themes in Students' English Textbook: English in
Focus. Thesis: English Applied Linguistics Study Program. State
University ofMedan 2011.
This study was conducted to describe Theme structures in students' English
textbook: English in Focus. The objectives of this study are 1) to identify how
Themes are structured in reading texts of students' English textbook: English in
Focus, 2) to describe what types of pattern is dominantly used in reading texts of
students' English texts book: English in Focus and 3) to elaborate why Themes
structure are used while reference to the social context in students' English
textbook: English in Focus. The data were obtained from students' English
textbook: English in Focus for grade VII of Junior High School (SMP/MTs) and
were analyzed by using some steps as normally applied in descriptive qualitative
method. The instruments of data collection were the clauses in reading texts of
students' English textbook. Moreover, the analysis was descriptive analysis which
is conducted by describing the data. There were twelve reading texts as the data
source was taken from students' English textbook: English in Focus. The data
analysis revealed that Unmarked Theme, Simple Theme and Textual Theme, were
dominantly used. As the result, Unmarked Simple Theme (US1) was (77.12%). It
was found that students' English textbooks convey the most interesting
information which means to attract the readers or students by simple structure.
Moreover, the choice of the pattern was influenced by Mode. In the other,
elliptical semantic unit of Themes was found and dominated Theme. Thus, those
reading texts in students' English textbook: English in Focus should be written in
simple structures in langu~te
usage to ease the readers to get information.
iii
TABLE OF CONTENTS
Page
ACKNOWLEDGEMENTS•••••••••.•••••••••••.•••..••....••....•••.••••••..
ABSTRACf......................................................................
iii
TABLE OF CONTENTS......................................................
iv
LIST OF TABLES...............................................................
vi
LIST OF APPENDICES.......................................................
vii
CHAPTER I
INTRODUCTION
1.1
The Background of the Study .......................... .
1.2
The Focus of the Study........................... ..... . 4
1.3
The Objectives of the Study............................
5
1.4
The Scope ofthe Study.................................
5
1.5
The Significances of the Study.........................
5
CHAPTER ll LITERATURE REVIEW
2.1
Metafunctions................. .. .. . .. .. .. . .. . .. . .. .. .. .
7
2.2
Textual Function.......................................
10
2.3
Theme....................................................
11
2.3.1 Types of Themes.................................
12
2.3.1.1 Urunarlced and Marked Themes.............
12
2.3.1.2 Simple and Multiple Themes.................
14
2.3.2 Themes and Mood...............................
18
2.3.3 Themes in Clauses................................
23
2.3.4 Themes and Text.................................
25
2.4
Rheme.... .... .. .. .. .. . .. ... . .. . .. .... .. . .. . .. .... .. ... ...
27
2.5
System of Themes......................................
28
2.6
Text in Reading Text and Context...................
29
2.7
Ellipsis and Substitution.................................
31
2.8
Reading Text and the Requirement..................
32
iv
2.9
Generic Structure of the text..........................
34
2.10 Textbook and Purposes of Composer...............
36
2.11 Students' Learning a Foreign Language.............
38
CHAPTER m RFSEARCH METHODOLOGY
3.1
The Design of the Study.................................
3.2
The Data Source.........................................
41
3.3
The Technique of Data Collection..........................
42
3.4
The Technique of Data Analysis . . . . . . . . . . . . . . . . . . . . .
42
40
CHAPTER IV DATA ANALYSIS, FINDING AND DISCUSSION
CHAPTER V
4.1
Data Analysis....................................................
44
4.2
Findings....................................................
53
4.3
Discussion..................................................
55
CONCLUSIONS AND SU~ETION
5.1 Conclusions .......................................... .
61
5.2 Implication for Teaching . ... . . . .. . .................... .
62
5.3 Suggestions .......................................... .
63
References .................................................................... .
64
Appendices .................................................................... .
67-115
v
LIST OF TABLES
Table
Page
2.3.3.1 Themes in Clause Complex.............................................. 24
2.3.3.2 Themes in Embedded Clause ........................................... 24
2.3.33 Themes in Embedded Clause.........................................
25
4.1.1 The Description of Sentences and Clause Number of the
Reading Texts of Students' English Textbook: English in Focus 44
4.1.2 Unmarked and Marked Themes in Reading
Texts of the Students' English Textbook: English in Focus .... 46
4.1.3 Textual Theme in Reading Texts ofthe Students'
English Textbook: English in Focus ....•........................... 49
4.1.4 Patterns of Textual Development in Reading Texts of
the Students' English Textbook: English in Focus ............... 51
vi
LIST OF APPENDICES
Appendix
Page
A. Reading Texts in Students' English Textbook: English in Focw ... ... 67
B. Division of Clauses in Reading Texts: English in Focw .. ............... 73
C. Analysis of Theme Structures in Reading Texts: English in Focw... .. 83
D. Types ofThemes Description in Reading Texts: English in Focw ..... 115
vii
CHAPTER I
INTRODUCTION
1.1 The Background of the Study
Language is partly real thing in man's life. Life is full of many activities
faced especially in producing and comprehending a language and languages. Now
a day, English is known as lingua franca that produced in oral and written text.
Moreover, it is also as a system of meaning. It means that language is
implicated into two types of the social language.
As it is said previously that language refers to linguistic domain which
is expressed into two systems of meaning: they are symbol and sound. It means
that the structure of language should make clear the message. In the other
hand, it must convey meaning with the organization of language aspects such
as words, phrases, clauses, and there must be a link between text and context.
Reading text in the textbook is one of interesting material especially
reading text of English textbook. It is to say that how students' English text
book is created in order to be simple and interesting. Reading text in English
text book is also has language structure refers to the way how the composer of
the texts creates the message in it. Based on the structure of the text it self, it
should be created interesting, by simple structure and by simple information
development in the texts.
However, reading texts of the students' English text book would be
applicable to the students in their competences how reading texts understood
2
based on the linguistic elements. In other the text can convey message through
the concept of discourse: all linguistic patterns exist beyond the words, clauses
and sentences (Gerrot and Wignel, 1994; Paltridge, 2000). Further, only by
having good and relevant texts are able to get the meaning. By providing
reading text, the students especially for junior high school will simultaneously
stimulated to learn English.
In addition, the rece11t language education should focus. on connected
stretches of language (text) which are realized as communicative acts. The
implication is that the students should be involved in working with texts (spoken
and written). They do not only discuss about the content of a text as it was done
when implementing previous English curriculum, but also how the text is
constructed through its elements, and how those elements are realized through
lexicogrammmatical choices. Kern in Rukmini, (2000: 19). That a text should be
the basis of learning a language is also supported by Carrel whose research results
reveal that in English second language learning, learners who possessed and
activated. the appropriate text background knowledge when processing texts were
found to retrieve more information (Carell in Rukmini, 2000).
Since a text is the concrete form of discourse, the focusing of the language
education on text can be regarded as one of the efforts to suit the latest
communicative competence model offered by Murcia, et al. (1995). It means that the
students are very hard to comprehend the development of the reading text. So that,
this study specifies and concerns to the students' reading textbook on the
pattern of thematic development that it is important to be analyzed.
3
Nevertheless, reading text themselves should be analyzed in terms of
their meanings. In the other hand, how the reading text of students' English
text book develops language, structure and meaning in order to serve the needs
of the students. This is the core of this study analyzing theoretically how a text
makes its meaning and convey the message, and confirming practically how a
text is grasped by Indonesian students as indicated by their mastery of the
English language skills.
According to Brown (2004:185), reading is the most essential skill for
success in all educational contexts. In other words, reading has important role in
building knowledge. By reading texts the readers will gain new knowledge,
information, ideas, inspiration and also enjoy the literature. In addition, Harmer
(1998:68) said that reading texts also provide good models of English writing and
opportunities to study language: vocabulary, grammar, punctuation, etc. So,
teaching English reading skill is very useful for students to develop their
knowledge.
In reality, after observing reading text of students' textbook: English in
Focus by Artono Wardiman [et. al] (2008). It shows that the structure and the
language development in the reading texts have changed. Moreover, language
development and the structure have some difficulties traditionally. It is to say
that they were found thematic structures in the reading texts of the students'
English textbook.
Reading text would provide to be an appropriate learning context and
atmosphere in order to enable students to acquire English as smoothly as in
4
their acquisition of the foreign language. Particularly, texts that have a number
of language elements must be relevant to students' word and, therefore,
understandable to them.
Therefore, Themes have played important role in developing language
of the reading texts to create meaning. In other words, reading texts are shaped
by the arrangement of the Theme. It illuminates the structure of reading text of
the students' textbook.
The interest of this study is therefore to see the language development
in reading texts of students' English textbook could give meaning,
information, message to the ·students or the readers which is conveyed in
reading texts.
In this study, the researcher analyses whether reading text of students'
English textbook serves language development at best due to the systemic
especially by considering Theme. In conclusion, the researcher wants to see
the process of the analysis of Themes in Reading Texts of the Students' English
Textbook: English in Focus.
1.2 The Focus of the Study
Based on the focus of the study "How are Themes in Students' English
Textbook: English in Focus", then the problems are formulated operationally
as in the following.
1. How are Themes structured in reading text of the students' English
textbook: English in Focus?
5
2. What various Patterns of Textual Development are used in reading texts of
the students' English textbook: English in Focus?
3. Why are the structures of Themes used in reading texts of the students'
English textbook: English in Focus?
1.3 The Objectives of the Study
In relation to the problems, the objectives of the study are:
1) to identify how Theme are structured in the reading texts of the students'
English textbook: English in Focus,
2) to describe what various patterns of textual development are used in
reading texts ofthe students' English textbook: English in Focus,
3) to find the reason why the structures of Theme are used in reading texts of
the students' English textbook: English in Focus.
1.4 The Scopes of the Study
This study is restricted to cover three points. They are; 1) Themes as
the analysis of message in the reading texts of the students' English textbook,
2) various patterns by considering Theme in reading texts of the students'
English textbook, 3) reasons why the pattern is used while reference to social
context in reading texts of the students' English textbook: English in Focus.
1.5 The Significances of the Study
It is expected that findings of the study are relevant and useful
theoretically and practically. Theoretically, the findings of the study are
6
expected to justify the use of Systemic Functional Linguistics (SFL) theories,
Theme, are applicable to texts which are used in to other disciplines such as
Teaching English as a Foreign Language (TEFL). Practically, the study are
expected to be useful for.
1. The students themselves to improve their ability to understand and to
comprehend a text which is effective in getting the message through the
texts in reading texts,
2. The teachers who also apply the textbook to guide the students to use it.
The teachers should be more concerned in analyzing the contents of the
reading text which is found in English textbook based on the pattern of
language development in order that its contents are rely related to the needs
of the students,
3. The Head Master, who frequently selects the text books which will be the
handbook for use, should be more considerable to the content analysis of
the English textbook, so it is a relevant textbook,
4. The book publishers or composers, in order to publish and consider
language development in reading textbook in the textbooks, which are
really good and proper to the needs of the teachers and the students based
on linguistic perspective and
5. All researchers who want to use the result of this research become the
comparison of their research later on.
CHAPTERV
CONCLUSIONS AND SUGGESTIONS
·.
5.1 Conclusions
After having the data analysis, conclusions are drawn as the following.
(1) Topical Theme was dominantly used in reading texts of students' English
textbook: English in focus especially, Unmarked Theme, Simple Theme and
Textual Theme which means to intend or to highlight the actor or subjects
within the clause in the texts.
(2) Textual development was used as a pattern in developing the texts of
reading text of students' English textbook: English in focus. The patterns of
textual developments were dominantly used conjunction, rather than the
others.
(3) Theme structures contribute to see what was going on in the reading text of
students' English textbook based on the context. Therefore, reading text of
the students' English textbook: English in Focus as the realization of written
language is a language form that was created by simple structure and simple
language development Therefore, Theme Structure was very interesting to
be investigated in sense that the analysis can determine how reading texts of
the English textbook is created by the writer of the textbook. It is to see how
the message is conveyed by the writer of the textbook.
61
62
5.2 The lmptication for Teaching
Based on the findings, conclusion and suggestions of the study, it can
·.
be said that the structure of Themes in a clause indicates that how message is
conveyed in texts. Moreover, the writer gives some implications for teaching to
make teaching be better. First, the English teachers should familiarize with the
types and the position of thematic structure in clauses or in the texts and also
the elliptical linguistic element or semantic unit of Themes in clauses deals
with social context in order they can apply the teaching better. In the other,
reading text convey message to the students. Second, Theme Structures are
useful to comprehend and structure the message by knowing the Patterns of
Themes. So, it is very important for English teachers to understand Thematic
Structures in the texts. Third, English teachers can apply the most important
messages that would be given to the students which are found in reading text of
students' English textbook.
Finally, reading texts which are involved in students' English textbook:
English in Focus must be focused on the material beginning from simple
language development, simple structure without ellipsis because students are
able to learn something intensively with the concrete one. Thus, the students
can go on to learn the higher competences with the higher level of reading
texts.
63
5.3
Suggestions
In relation to the conclusions, suggestions are staged as the following.
(1) This study is relevant to be used by the students in improving the students'
•.
competence in understanding and reproducing texts effectively. Because it
conveys meaning and message which is found in the reading texts.
(2) The teachers of English should not only familiarize themselves with the
types and the position of Theme in clauses but also the elliptical linguistic
element or semantic unit of Theme in clauses deals with social context.
Because, Theme structures in this study can be used as models in various
styles of reading texts especially the various of texts in reading texts of
students' English textbook.
(3) The writer of reading text especially students' English textbook: English in
focus, should be consistent and intense to the theory oflinguistics and social
context of language it self. Because, reading text should be exposed from
the low level language development and concrete reading texts and then
they go on to the higher level such abstract reading or critical reading text.
(4) Other researchers are suggested to expand the analysis of thematic structures
to provide a critical tool for analysis of discourse in general.
64
REFERENCES
·.
Amrin. 2006. Bahasa dalam Kontelcs Sosial. Medan: Pasca Sarjana UNIMED
Bloor, T. & Bloor, M, 1995. The Functional Analysis of English. London:
Edward Arnold
Bums, Paul C and Broman Betty L. 1975. The Language Arts in Childhood
Education. Chicago: Rand McNally College Publishing Company
Bogdan, R.C. & Biklen, S.K. 1982. Qualitative Research in Education: An
Introduction to Theory and Method, Boston: Allyn & Bacon
Cameron, L. 2001. Teaching Languages to Young Learners. UK: Cambridge
University Press
Clark, H. H & Clark, E. 1977. Psychology and Language.
Incorporation
USA: HBJ
Djuharie, Oto_ng Setiawan. 2007. Genre. Bandung: Yrama widya
Downing, A & Locke, P. 1992. A University Course in English Grammar. UK:
Prentice Hall International Ltd.
Eggins, S. 1994. An Introduction to Systemic Functional Linguistics.
GreatBritain : Biddies, Ltd
Gerrot,
L and Wignell, P. 1994.
Grammar.Australia : Gerd Stabler
Making
Sense
of Functional
Gusrayani, Diah. 2007. Teaching Grammar in Context through Constructivism
(Unpublished paper). Bandung: Universitas Pendidikan Indonesia
Goodman, K., Shannon, P., Freeman, Y. & Murphy, S. (1988). Report Card on
Basal Readers. Katonah, New York: Richard C. Owen Publishers.
Halliday, M.A.K; and Ruqayia Hasan. 1976. Cohesion in English. London:
Longman.
Halliday, M.A.K. 1982. "How a Text Like a Clause?". In Allen, S. (Ed) Text
Processing: Text Analysis and Generation, Text Typology and
Atribution. Sockholm: Alqvist & Wiskel International, 209-247
Halliday, M.A.K. 1985. An Introduction to Functional Grammar. London:
Edward Arnold
65
Halliday, M.A.K. 1994. An Introduction to Functional Grammar. Second
Edition. London: Edward Arnold
·.
Halliday, M.A.K and Matthiessen, Christian M.I.M. 1999. Construing
Experience through Meaning. London: Continuum
Halliday, M.A.K and Matthiessen, Christian M.I.M. 2004. An Introduction to
Functional Grammar. Third Edition. London: Edward Arnold
Hamka, 2009, Theme and Rheme in Children's Song Text boot: Getting Started
English, Unpublished Theses, Linguistic Terapan Pascasarjana Unimed
Medan: Pascasarjana UNIMED Hoey, Michael. 1991. Patterns ofLexis
in Text. Oxford: OUP.
Jalilifar, Alireza, {20 11 }, Thematization in EFL Students' Composition Writing
and its Relation to Academic Experience, Shahid Chamran University of
Ahvaz, Iran, Copyright by Sage Publications
Jalilifar, Alireza, {2009}, Journal oflanguage & translation 10-1 March 2009, 81111, Thematic Development In English And Translated Academic Texts,
Shahid Chamran University of Ahvaz
Lewis, G. 1994. Critical Communication. Canberra: Prentice Hall
Martin, J.R. 1992. English Text: System and Structure. Amsterdam: John
Benjamins
Martin, J.R., Matthiessen, & C. Painter. 1995. Developing Function/ Gramma:
A Workbook for Halliday's Introduction to Functional Grammar.
Sydney: Sydney University
Me. Carthy, Michael M. 1991. Discourse Analysis for Language Teachers.
New York: Cambridge University Press
Paltridge, B. 2000. Making Sense of Discourse Analysis. Australia : Gold
Coast
Rukmini, Dwi. 2006. The Quality of Spoken Model Texts in the Senior High
School Text books Recommended by the Government of Indonesia. A
paper presented in the International Seminar on Literacy Education in
Developing Countries held in Semarang on 29-30 September 2005.
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Richards, J.C. & Lesley, T. (2000). New Interchange: English for International
communication. Cambridge University Press.
Ren, Suzan Yongjing Cao, Yuanyuan Gao & Qing Li, 2009, Thematic
Operational Approach, and the Writing Teaching of College English,
Educational Administration Office, Qingdao University of Science and
Technology No. 69 Songling Road, Laoshan District, Qingdao 266061,
China
Saragih, Amrin. 2005. Introduction Functional Grammar. Medan: Pasca
Sarjana UNIMED Saragih,
Saragih, Amrin. 2007. Discourse Analysis, (Unpublished Lecture notes). Pasca
Sarjana UNIMED
Saragih, Amrin. 2008. Factual Writing, (Unpublished Lecture Notes). Pasca
Sarjana UNIMED
Simatupang, Srimiaty Rayani. 2008. Theme and Rheme in TYRI and Metro
News Texis (Unpublished Thesis). Pascasarjana Unimed.
Sugiono. 2008. Metode Penelitian Pedidilwn: Pendelwtan Kuantitatif,
Kualitative dan R & D. Bandung: Alfabeta.
Wang, Lixia ( 2007), Theme and Rheme in the Thematic Organization of Text:
Implications for Teaching Academic Writing, The University of South
Australia.
ENGLISI-l 111 FOC[JS
A THESIS
By:
AHMAD RIFAI HASIBUA!\l
Registration Number: 809ll5002
ENGLISH APPLIED LINGUISTICS
POSTGRADUA''l'E ,,,.. .,.• "'""""''"-'
STATE UNIVERSITY
2011
PROGRAM
ABSTRACT
Ahmad Rifai Hasibuan, Themes in Students' English Textbook: English in
Focus. Thesis: English Applied Linguistics Study Program. State
University ofMedan 2011.
This study was conducted to describe Theme structures in students' English
textbook: English in Focus. The objectives of this study are 1) to identify how
Themes are structured in reading texts of students' English textbook: English in
Focus, 2) to describe what types of pattern is dominantly used in reading texts of
students' English texts book: English in Focus and 3) to elaborate why Themes
structure are used while reference to the social context in students' English
textbook: English in Focus. The data were obtained from students' English
textbook: English in Focus for grade VII of Junior High School (SMP/MTs) and
were analyzed by using some steps as normally applied in descriptive qualitative
method. The instruments of data collection were the clauses in reading texts of
students' English textbook. Moreover, the analysis was descriptive analysis which
is conducted by describing the data. There were twelve reading texts as the data
source was taken from students' English textbook: English in Focus. The data
analysis revealed that Unmarked Theme, Simple Theme and Textual Theme, were
dominantly used. As the result, Unmarked Simple Theme (US1) was (77.12%). It
was found that students' English textbooks convey the most interesting
information which means to attract the readers or students by simple structure.
Moreover, the choice of the pattern was influenced by Mode. In the other,
elliptical semantic unit of Themes was found and dominated Theme. Thus, those
reading texts in students' English textbook: English in Focus should be written in
simple structures in langu~te
usage to ease the readers to get information.
iii
TABLE OF CONTENTS
Page
ACKNOWLEDGEMENTS•••••••••.•••••••••••.•••..••....••....•••.••••••..
ABSTRACf......................................................................
iii
TABLE OF CONTENTS......................................................
iv
LIST OF TABLES...............................................................
vi
LIST OF APPENDICES.......................................................
vii
CHAPTER I
INTRODUCTION
1.1
The Background of the Study .......................... .
1.2
The Focus of the Study........................... ..... . 4
1.3
The Objectives of the Study............................
5
1.4
The Scope ofthe Study.................................
5
1.5
The Significances of the Study.........................
5
CHAPTER ll LITERATURE REVIEW
2.1
Metafunctions................. .. .. . .. .. .. . .. . .. . .. .. .. .
7
2.2
Textual Function.......................................
10
2.3
Theme....................................................
11
2.3.1 Types of Themes.................................
12
2.3.1.1 Urunarlced and Marked Themes.............
12
2.3.1.2 Simple and Multiple Themes.................
14
2.3.2 Themes and Mood...............................
18
2.3.3 Themes in Clauses................................
23
2.3.4 Themes and Text.................................
25
2.4
Rheme.... .... .. .. .. .. . .. ... . .. . .. .... .. . .. . .. .... .. ... ...
27
2.5
System of Themes......................................
28
2.6
Text in Reading Text and Context...................
29
2.7
Ellipsis and Substitution.................................
31
2.8
Reading Text and the Requirement..................
32
iv
2.9
Generic Structure of the text..........................
34
2.10 Textbook and Purposes of Composer...............
36
2.11 Students' Learning a Foreign Language.............
38
CHAPTER m RFSEARCH METHODOLOGY
3.1
The Design of the Study.................................
3.2
The Data Source.........................................
41
3.3
The Technique of Data Collection..........................
42
3.4
The Technique of Data Analysis . . . . . . . . . . . . . . . . . . . . .
42
40
CHAPTER IV DATA ANALYSIS, FINDING AND DISCUSSION
CHAPTER V
4.1
Data Analysis....................................................
44
4.2
Findings....................................................
53
4.3
Discussion..................................................
55
CONCLUSIONS AND SU~ETION
5.1 Conclusions .......................................... .
61
5.2 Implication for Teaching . ... . . . .. . .................... .
62
5.3 Suggestions .......................................... .
63
References .................................................................... .
64
Appendices .................................................................... .
67-115
v
LIST OF TABLES
Table
Page
2.3.3.1 Themes in Clause Complex.............................................. 24
2.3.3.2 Themes in Embedded Clause ........................................... 24
2.3.33 Themes in Embedded Clause.........................................
25
4.1.1 The Description of Sentences and Clause Number of the
Reading Texts of Students' English Textbook: English in Focus 44
4.1.2 Unmarked and Marked Themes in Reading
Texts of the Students' English Textbook: English in Focus .... 46
4.1.3 Textual Theme in Reading Texts ofthe Students'
English Textbook: English in Focus ....•........................... 49
4.1.4 Patterns of Textual Development in Reading Texts of
the Students' English Textbook: English in Focus ............... 51
vi
LIST OF APPENDICES
Appendix
Page
A. Reading Texts in Students' English Textbook: English in Focw ... ... 67
B. Division of Clauses in Reading Texts: English in Focw .. ............... 73
C. Analysis of Theme Structures in Reading Texts: English in Focw... .. 83
D. Types ofThemes Description in Reading Texts: English in Focw ..... 115
vii
CHAPTER I
INTRODUCTION
1.1 The Background of the Study
Language is partly real thing in man's life. Life is full of many activities
faced especially in producing and comprehending a language and languages. Now
a day, English is known as lingua franca that produced in oral and written text.
Moreover, it is also as a system of meaning. It means that language is
implicated into two types of the social language.
As it is said previously that language refers to linguistic domain which
is expressed into two systems of meaning: they are symbol and sound. It means
that the structure of language should make clear the message. In the other
hand, it must convey meaning with the organization of language aspects such
as words, phrases, clauses, and there must be a link between text and context.
Reading text in the textbook is one of interesting material especially
reading text of English textbook. It is to say that how students' English text
book is created in order to be simple and interesting. Reading text in English
text book is also has language structure refers to the way how the composer of
the texts creates the message in it. Based on the structure of the text it self, it
should be created interesting, by simple structure and by simple information
development in the texts.
However, reading texts of the students' English text book would be
applicable to the students in their competences how reading texts understood
2
based on the linguistic elements. In other the text can convey message through
the concept of discourse: all linguistic patterns exist beyond the words, clauses
and sentences (Gerrot and Wignel, 1994; Paltridge, 2000). Further, only by
having good and relevant texts are able to get the meaning. By providing
reading text, the students especially for junior high school will simultaneously
stimulated to learn English.
In addition, the rece11t language education should focus. on connected
stretches of language (text) which are realized as communicative acts. The
implication is that the students should be involved in working with texts (spoken
and written). They do not only discuss about the content of a text as it was done
when implementing previous English curriculum, but also how the text is
constructed through its elements, and how those elements are realized through
lexicogrammmatical choices. Kern in Rukmini, (2000: 19). That a text should be
the basis of learning a language is also supported by Carrel whose research results
reveal that in English second language learning, learners who possessed and
activated. the appropriate text background knowledge when processing texts were
found to retrieve more information (Carell in Rukmini, 2000).
Since a text is the concrete form of discourse, the focusing of the language
education on text can be regarded as one of the efforts to suit the latest
communicative competence model offered by Murcia, et al. (1995). It means that the
students are very hard to comprehend the development of the reading text. So that,
this study specifies and concerns to the students' reading textbook on the
pattern of thematic development that it is important to be analyzed.
3
Nevertheless, reading text themselves should be analyzed in terms of
their meanings. In the other hand, how the reading text of students' English
text book develops language, structure and meaning in order to serve the needs
of the students. This is the core of this study analyzing theoretically how a text
makes its meaning and convey the message, and confirming practically how a
text is grasped by Indonesian students as indicated by their mastery of the
English language skills.
According to Brown (2004:185), reading is the most essential skill for
success in all educational contexts. In other words, reading has important role in
building knowledge. By reading texts the readers will gain new knowledge,
information, ideas, inspiration and also enjoy the literature. In addition, Harmer
(1998:68) said that reading texts also provide good models of English writing and
opportunities to study language: vocabulary, grammar, punctuation, etc. So,
teaching English reading skill is very useful for students to develop their
knowledge.
In reality, after observing reading text of students' textbook: English in
Focus by Artono Wardiman [et. al] (2008). It shows that the structure and the
language development in the reading texts have changed. Moreover, language
development and the structure have some difficulties traditionally. It is to say
that they were found thematic structures in the reading texts of the students'
English textbook.
Reading text would provide to be an appropriate learning context and
atmosphere in order to enable students to acquire English as smoothly as in
4
their acquisition of the foreign language. Particularly, texts that have a number
of language elements must be relevant to students' word and, therefore,
understandable to them.
Therefore, Themes have played important role in developing language
of the reading texts to create meaning. In other words, reading texts are shaped
by the arrangement of the Theme. It illuminates the structure of reading text of
the students' textbook.
The interest of this study is therefore to see the language development
in reading texts of students' English textbook could give meaning,
information, message to the ·students or the readers which is conveyed in
reading texts.
In this study, the researcher analyses whether reading text of students'
English textbook serves language development at best due to the systemic
especially by considering Theme. In conclusion, the researcher wants to see
the process of the analysis of Themes in Reading Texts of the Students' English
Textbook: English in Focus.
1.2 The Focus of the Study
Based on the focus of the study "How are Themes in Students' English
Textbook: English in Focus", then the problems are formulated operationally
as in the following.
1. How are Themes structured in reading text of the students' English
textbook: English in Focus?
5
2. What various Patterns of Textual Development are used in reading texts of
the students' English textbook: English in Focus?
3. Why are the structures of Themes used in reading texts of the students'
English textbook: English in Focus?
1.3 The Objectives of the Study
In relation to the problems, the objectives of the study are:
1) to identify how Theme are structured in the reading texts of the students'
English textbook: English in Focus,
2) to describe what various patterns of textual development are used in
reading texts ofthe students' English textbook: English in Focus,
3) to find the reason why the structures of Theme are used in reading texts of
the students' English textbook: English in Focus.
1.4 The Scopes of the Study
This study is restricted to cover three points. They are; 1) Themes as
the analysis of message in the reading texts of the students' English textbook,
2) various patterns by considering Theme in reading texts of the students'
English textbook, 3) reasons why the pattern is used while reference to social
context in reading texts of the students' English textbook: English in Focus.
1.5 The Significances of the Study
It is expected that findings of the study are relevant and useful
theoretically and practically. Theoretically, the findings of the study are
6
expected to justify the use of Systemic Functional Linguistics (SFL) theories,
Theme, are applicable to texts which are used in to other disciplines such as
Teaching English as a Foreign Language (TEFL). Practically, the study are
expected to be useful for.
1. The students themselves to improve their ability to understand and to
comprehend a text which is effective in getting the message through the
texts in reading texts,
2. The teachers who also apply the textbook to guide the students to use it.
The teachers should be more concerned in analyzing the contents of the
reading text which is found in English textbook based on the pattern of
language development in order that its contents are rely related to the needs
of the students,
3. The Head Master, who frequently selects the text books which will be the
handbook for use, should be more considerable to the content analysis of
the English textbook, so it is a relevant textbook,
4. The book publishers or composers, in order to publish and consider
language development in reading textbook in the textbooks, which are
really good and proper to the needs of the teachers and the students based
on linguistic perspective and
5. All researchers who want to use the result of this research become the
comparison of their research later on.
CHAPTERV
CONCLUSIONS AND SUGGESTIONS
·.
5.1 Conclusions
After having the data analysis, conclusions are drawn as the following.
(1) Topical Theme was dominantly used in reading texts of students' English
textbook: English in focus especially, Unmarked Theme, Simple Theme and
Textual Theme which means to intend or to highlight the actor or subjects
within the clause in the texts.
(2) Textual development was used as a pattern in developing the texts of
reading text of students' English textbook: English in focus. The patterns of
textual developments were dominantly used conjunction, rather than the
others.
(3) Theme structures contribute to see what was going on in the reading text of
students' English textbook based on the context. Therefore, reading text of
the students' English textbook: English in Focus as the realization of written
language is a language form that was created by simple structure and simple
language development Therefore, Theme Structure was very interesting to
be investigated in sense that the analysis can determine how reading texts of
the English textbook is created by the writer of the textbook. It is to see how
the message is conveyed by the writer of the textbook.
61
62
5.2 The lmptication for Teaching
Based on the findings, conclusion and suggestions of the study, it can
·.
be said that the structure of Themes in a clause indicates that how message is
conveyed in texts. Moreover, the writer gives some implications for teaching to
make teaching be better. First, the English teachers should familiarize with the
types and the position of thematic structure in clauses or in the texts and also
the elliptical linguistic element or semantic unit of Themes in clauses deals
with social context in order they can apply the teaching better. In the other,
reading text convey message to the students. Second, Theme Structures are
useful to comprehend and structure the message by knowing the Patterns of
Themes. So, it is very important for English teachers to understand Thematic
Structures in the texts. Third, English teachers can apply the most important
messages that would be given to the students which are found in reading text of
students' English textbook.
Finally, reading texts which are involved in students' English textbook:
English in Focus must be focused on the material beginning from simple
language development, simple structure without ellipsis because students are
able to learn something intensively with the concrete one. Thus, the students
can go on to learn the higher competences with the higher level of reading
texts.
63
5.3
Suggestions
In relation to the conclusions, suggestions are staged as the following.
(1) This study is relevant to be used by the students in improving the students'
•.
competence in understanding and reproducing texts effectively. Because it
conveys meaning and message which is found in the reading texts.
(2) The teachers of English should not only familiarize themselves with the
types and the position of Theme in clauses but also the elliptical linguistic
element or semantic unit of Theme in clauses deals with social context.
Because, Theme structures in this study can be used as models in various
styles of reading texts especially the various of texts in reading texts of
students' English textbook.
(3) The writer of reading text especially students' English textbook: English in
focus, should be consistent and intense to the theory oflinguistics and social
context of language it self. Because, reading text should be exposed from
the low level language development and concrete reading texts and then
they go on to the higher level such abstract reading or critical reading text.
(4) Other researchers are suggested to expand the analysis of thematic structures
to provide a critical tool for analysis of discourse in general.
64
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