Thematic Progression In Gail B. Stewart's Cuba (Place In The News) (A Study of Systemic Functional Grammar)

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applied in the narrative text and to find out the cohesion devices used to maintain the progression of the theme. This research shows how the progression of a theme or rheme of one clause is taken as the theme of the following clause by the aid of cohesion devices to gain the texture of the text. The method employed in this research is analytic descriptive where the taken data are analyzed and then described based on the facts of the data research.

The total data existing in the books are 114 paragraphs. Based on the analysis of the data, it is found that there are 98 paragraphs having split progression, 8 paragraphs having constant progression, 7 paragraphs having derived progression, and one paragraph having simple linear progression. This result indicates that the narrative text taken as the data source has split linear progression as the frequent type of thematic progression occurring in it and it shows that a narrative text does not always have simple linear progression as the common type. This research also shows another interesting part where there is only one data of split progression found which has the same pattern as its basic pattern proposed by Bloor and Bloor while most of the data having split progression indicate the combination of the other three types of thematic progression.

Regarding the cohesion devices that connect the information of one clause to other clauses, it is found that some certain types of cohesion devices belong to a certain type of thematic progression. It can be seen that the existence of meronymy, class/sub-class, and homophoric reference is closely related to the emergence of derived progression. Meanwhile, the other types of cohesion devices can be mostly found in constant progression and simple linear progression.

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thematic progression yang terdapat dalam jenis teks naratif dan juga bertujuan untuk mengetahui jenis-jenis perangkat kohesi yang digunakan untuk mempertahankan thematic progression tersebut agar kepaduan teks tercapai. Penelitian ini juga bermaksud untuk menunjukkan progression suatu tema atau rema yang terdapat di dalam suatu klausa ke dalam klausa lain dimana tema atau rema suatu klausa akan digunakan menjadi tema dari klausa selanjutnya. Untuk mencapai kepaduan teks, progression ini pun dibantu oleh seperangkat alat kohesi. Metode penelitian yang digunakan dalam penelitian ini adalah deskriptif analisis dimana data dianalisis dan dijabarkan sesuai dengan fakta.

Jumlah keseluruhan data yang terdapat dalam buku tersebut adalah 114 paragraf. Berdasarkan data keseluruhan, didapatkan 98 paragraf yang memiliki jenis split progression, 8 paragraf yang memiliki jenis constant progression, 7 paragraf yang memiliki jenis derived progression, dan satu paragraf yang memiliki jenis simple linear progression. Hasil ini menunjukkan bahwa jenis thematic progression yang banyak terdapat dalam buku tersebut adalah jenis split progression dan hal ini menunjukkan bahwa dalam teks naratif, jenis progression yang paling sering terjadi tidak selalu berupa simple linear progression. Penelitian ini juga menunjukkan hal menarik lainnya dimana hanya terdapat satu data split progression saja yang memiliki pola dasar split progression yang diajukan oleh Bloor dan Bloor sedangkan keseluruhan data split progression menunjukkan pola kombinasi dari ketiga jenis thematic progression lainnya.

Mengenai alat perangkat kohesi yang berfungsi untuk menghubungkan informasi dari satu klausa ke klausa lainnya agar menjadi padu, telah ditemukan bahwa beberapa jenis alat perangkat kohesi berkaitan dengan jenis thematic progression tertentu. Hal ini bisa dilihat dari kemunculan alat perangkat kohesi seperti meronimi, hiponimi, dan referensi homoforik yang berkaitan dengan munculnya derived progression. Sementara itu, jenis alat perangkat kohesi lainnya seringkali ditemukan pada jenis constant progression dan simple linear progression.

Kata Kunci: Thematic Progression, Perangkat Kohesi, Teks Naratif

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sastra degree. I hope my research would be useful for all the readers who have the curiosity regarding the topic and for the next researcher who wants to continue developing the topic. Hereby, I wish to express my greatest gratitude for people who have helped me to accomplish this skripsi.

1. Prof. Dr. H. Moh. Tadjuddin, M.A., as the dean of faculty of letters,

2. Retno Purwani Sari, M.Hum, as the head of English department and as my second counselor, for helping and encouraging me to accomplish this research and for your patience. I am so sorry if I have bothered you all this time. I really like your beautiful mind and your advices. You are the best,

3. Dr. Nia Kurniasih, M.Hum, as my first counselor, for helping and supporting me to complete this research and for your patience. I am so sorry if I have bothered you all this time. I am really looking forward to hearing your wonderful stories and having your class again. You are the real genius and the best,

4. Mr. Tatan, as my second examiner and our homeroom lecture, for your advices and your helping me. Thanks for all the opportunities you have given to me. I have learned a lot of things from you. All of them are really meant for me. Keep up the good work,

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Bandung, 7th August 2010

(A Study of Systemic Functional Grammar)

SKRIPSI

ANISTYA RACHMAWATI NIM 63706006

Bandung, July 2010

Approved by:

Acknowledged by: Head of English Department

Retno Purwani Sari, M.Hum 4127.20.03.004

Advisor I

Dr. Nia Kurniasih, M.Hum. 132.320.671

Advisor II

Retno Purwani Sari, M.Hum. 4127.20.03.004

CHAPTER I INTRODUCTION

This chapter presents a general description of this research. It includes background to the study, research questions, objectives, significance to knowledge, and framework of the theories.

1.1Background to the Study

Thematic structure is considered as a significant part in language since it is able to organize the text as a message uttered by the addressor. In this case, the addressor can arrange the text s/he is about to utter which is in accordance with her/his intention. For example, the addressor wants to say I went to Bali two weeks ago in which s/he chooses I as the starting point of her/his message and it becomes the concern of her/his utterance while went to Bali two weeks ago becomes the part which develops and tells the information about I.

According to Halliday (1994), in English, the starting point of the utterance or the element which comes first in the clause is known as theme and it tells about what the clause is going to be about. The remainder of the clause is known as rheme and it develops and tells the information about the theme. Theme and rheme are parts of a clause and they are combined in the clause to constitute a message as can be seen above.

However, the role of thematic structure is not limited only to examine the theme or rheme of a clause. It can take a larger part in which it functions to

develop the text through its organization to add cohesion to the text and it is known as thematic progression. Thematic progression refers to the method in which the theme of one clause refers to, repeats, or derives from the theme or rheme of the previous clause. This can be used to retain the cohesion of the text by using the theme of one clause as the theme of the subsequent clause. For example, Language plays an important part in human’s life. It is used as the tool to communicate in which Language, the theme of the first clause, is used as the theme of the following clause through the use of pronoun It. Besides that, the retaining of the cohesion of the text can be conducted by placing a part or whole element of the rheme of one clause into the theme of the subsequent clause. For example, I don’t like durian. It really is smelly, from those clauses, a part of the first clause rheme element durian is used as the theme of the subsequent clause through the use of pronoun It. Those ways, included in thematic progression, can be used to retain the cohesion in the text.

Based on Bloor and Bloor (2004), the organization of theme-rheme or known as thematic progression can be in the pattern of constant progression in which it retains the theme of one clause to be used in the theme of the following clause and it can be seen from an example given above Language plays an important part in human’s life. It is used as the tool to communicate or in the pattern of linear progression in which the rheme of one clause is used in the theme of the subsequent clause and it also can be seen from the clauses I don’t like durian. It really is smelly. Besides that, there are also a derived pattern in which

the theme of one clause is derived from a hyper-theme within the text and a split pattern which is the combination of the three patterns above.

There is one previous study concerning theme in a text. It is entitled Tema dalam Kalimat Bahasa Inggris (Dadi: 1988); the case which is analyzed in the research is the types of elements serving as the theme in English, especially the elements which occur in each type of thematic progression. The study shows the percentage of each element occurring in each type of thematic progression and shows the most frequent element occurring in each type of thematic progression. However, the study only mentions three types of thematic progression: linear progression, constant progression, and split pattern. It does not mention one other type of thematic progression which is the derived progression in which it is included in the analysis of this research. Besides that, the research of Dadi does not include the cohesion device to analyze the progression in order to see how theme-rheme of one clause is retained as the theme of the subsequent clause which becomes the focus of this research. Since there are some types of cohesion devices can be used to retain the cohesion of the text, it is necessary for us to know what kind of cohesion devices used to support and maintain the progression of the theme.

In this research, the analyzed cases are focused only on the thematic progression in an English narrative book entitled Cuba (Places in The News) and the cohesion devices used to retain the progression of the theme. It is important to know the types of thematic progression in various types of text since we may know further characteristic of each text, but in this research, the writer only takes

a narrative text, as a representative type of various kinds of texts, to be analyzed. As Eggins (2004, p.326) mentions that the thematic choice of narrative tends to have the zig-zag pattern or known as linear pattern, this research is also aimed at proving whether the same phenomenon also happens in Cuba (Places in The News) or not.

The study and phenomena above encourage the writer to conduct this research. Hence, Thematic Progression in Gail B. Stewart’s Cuba (Places in The News) becomes the title of this research.

1.2Research Questions

1. What types of thematic progression are applied in Cuba (Places in The News)?

2. What kind of cohesion devices are used to support the cohesion in the thematic progression?

1.3Objectives

1. To describe the types of thematic progression which are applied in Cuba (Places in The News)

2. To find out the cohesion device used to maintain the progression of the theme

1.4Significance to Knowledge

This research is conducted to describe the types of thematic progression applied in a narrative book entitled Cuba (Places in The News), to find out the most frequent type of thematic progression, and to find out the cohesion device used to maintain the progression of the theme. Therefore, this research will give a contribution in the development of analyzing the cohesion of text through thematic progression and give further characteristic of narrative text. It is expected that this research will be useful for the readers to expand their knowledge about this topic and to help them in conducting the writing activities so that the texture aspect in their essays can be achieved.

1.5Framework of the Theories

The theoretical of thematic structure is derived mainly from the theory of Functional Grammar. Halliday (1994) uses the terms of theme-rheme to indicate the starting point of a clause and the remainder of that clause. He states further that theme usually contains given information which has been mentioned before or is understood from the context while rheme provides new information to develop the information of the theme of the clause. Theme can be equated with the subject of the clause known as unmarked theme and when it is not equated with the subject of the clause, it is known as marked theme.

The organization of theme-rheme in a text can give a contribution to the cohesion development of the text. This can be seen from the use of the theme or rheme of the previous clause to be the theme of the subsequent clause in which

there is the progression of the theme or rheme of one clause to the following clause. This kind of matter is known as thematic progression. According to Bloor and Bloor (2004), there are four types of thematic progression. The first is the constant progression in which a theme of a clause is used as the theme of the subsequent clauses throughout the text. The second is the linear progression where the rheme of a clause is taken as the theme of the following clause. The third is the derived progression which according to Bloor and Bloor (2004), the theme of one clause is derived from the hyper-theme. The last is the split progression. There is a different argument among the scholars over this type of progression. According to Bloor and Bloor (2004), split pattern occurs when the rheme of a clause has two components in which later each of the rheme is taken as the theme of the following clauses. Meanwhile, Downing and Locke (2006) and Paltridge (2000) argue that this type of progression can be in the form of the combination of the other type of progression. Downing and Locke (2006) contend that the combination occurred the most is the constant and linear progression. In this research, both opinions are employed to analyze the split progression. The above matters are the types of thematic progression used to organize the cohesion development in the text.

Furthermore, to maintain the cohesion in the text, the cohesion devices play a significant role to perform it. According to Eggins (2004), there are three main types of cohesion; reference, conjunction and lexical cohesion. However, in this research, the conjunction is not used since it does not have a role as a topical theme in the thematic structure, but, generally, as a structural theme. To see the

progression of the theme, the role of topical theme is considered important and that part is usually filled by reference and lexical cohesion as the cohesion devices.

According to Eggins (2004), reference can be divided into three types; homophoric reference, exophoric reference and endophoric reference. Based on Brown and Yule (1983), the latter is further divided into anaphoric reference and cataphoric reference. Besides reference, Eggins (2004) argues about the lexical cohesion which is divided into two main types. The first is taxonomic lexical relations including co-hyponymy, class/sub-class, contrast, synonymy, repetition, meronymy, and co-meronymy. The second is expectancy relations or collocation. However, the expectancy relation is not used as a tool to analyze since it is considered as too general for analyzing the lexical cohesion.

Besides those tools used to analyze, the taxis in clause is also used to analyze the clauses since theme-rheme can be seen by breaking the clause complexes. The theory of taxis in clause is argued by Gerot and Wignell (1994). According to Gerot and Wignell (1994), there are two types of taxis. The first is parataxis in which the clauses have the same status, independent, and one clause follows on from another. The second is hypotaxis in which one clause is dependent upon another. In this research, the clause complexes which have taxis

relationship are taken to be analyzed while the embedded clauses are not. The grand theory of this research is put forward by Bloor and Bloor

(2004); then, several other theories are used to support it: Paltridge (2000), Lipson (2004), Halliday (1994), Eggins (2004), Borjars and Burridge (1986), Brown and Yule (1983), Ventola (1991), Gerrot and Wignell (1994), and Dadi (1988).

The figure of the theoretical framework can be seen as follow: Functional Grammar

Language + Context

Ideational Meaning Interpersonal Meaning (Clause as a representative) (Clause as an exchange)

Figure 1.5.1 The Framework of Theories

Clause and Clause Complex

Textual Organization Structural (internal relationship) Cohesive (external relationship)

Information Thematic

Cohesion Devices Given + New Theme + Rheme

Reference Conjunction

Lexical Cohesion Thematic Progression

Constant Linear Derived Split

Textual Meaning (Clause as a message)

Co-Hypon

ymy

Class Con-trast Syno-nymy Repe-tition Mero-nymy Co-mero nymy Exp ecta ncy Homophoric Exophoric Endophoric Anaphoric Cataphoric

Note:

: The parts that are analyzed in this research

CHAPTER II

THEORETICAL REVIEW

This chapter gives further explanation about the theory used to analyze the data in this research.

2.1 An Overview to Functional Grammar

Systemic Functional Grammar is a theory developed by Halliday which concerns about how people use language in their daily social life, how it is structured, and how it is organized. This theory differs from that of traditional grammar which concerns about the rules for making correct sentence structure, parts of speech, and functions. Functional grammar not only concerns about the structure but also concerns about how the structure makes meaning and how language is used in society. It also takes into consideration the role of context which can influence the meaning of the structure.

Halliday in Eggins (2004, p.3) argues that language is structured into three kinds of meanings which are ideational meanings, interpersonal meanings, and textual meanings. According to Gerot and Wignell (1994, p.12), “Ideational meanings are meanings about phenomena-about things …, about goings on (what the things are and do) and the circumstances surrounding these happenings and doings.” Lipson (2004, p.13) points out that this meaning has two types of meanings. The first meaning is experiential meaning. This meaning usually involves in when, for example, we are talking about a thing (participant) in which

we will talk about what it is doing, thinking, feeling or saying (process) under certain circumstance (circumstance). For example:

(1) She was reading a novel in the park yesterday

The participants are realized by She and a novel, the process is realized by was reading and the circumstances are realized by in the park informing the place of the event and yesterday indicating the time of the event. Halliday (1994) realizes these phenomena in the clause through transitivity (clause as a representation). The second meaning is logical meaning which is realized through clause interdependency (taxis). This taxis is related to the relationship between two or more clauses bound within a structure together which are logically connected. For example:

(2) I like eating banana, but I don’t like it to be juiced

The relationship between the two clauses above indicates the paratactic relationship. The two clauses bind together and are logically connected by the conjunction but showing the contradiction of the two clauses. However, before we discuss further about the system of taxis, it is better to know the reason behind the use of the term „clause’ in systemic functional grammar instead of sentence.

In systemic functional grammar, clause is used as the major unit of grammar to analyze. According to Bloor and Bloor (2004, p.8), it is in the form of clause that we are able to express how things exist and happen, how we feel and how we communicate with other people. Besides, through this rank of grammar, we are able to create complex notions and relate them to each other. This relation

of complex notions realized through some linked clauses is known as clause complex in functional grammar. It can be defined as the relation between two or more clauses which are logically connected. There are two types of relations in clause complex which are hypotactic relation and paratactic relation.

Gerot and Wignell (1994, p.9β) points out that “Hypotaxis is used to refer to relationships in which one clause dependent on another.” It means that one clause cannot stand on its own and needs the other clause to be able to construct meaning. They argue that the relation between the clauses is said to be dominant and dependent. For the clause which can stand on its own is said to be dominant clause and for the clause which cannot stand on its own is called as dependent clause. The status for the relationship is signed through Greek letter, such as α, ,

, δ, etc. The dominant clause is marked by the α (Alpha) letter.

In opposite to hypotaxis, parataxis refers to the relationship of two or more clauses which can stand on its own Gerot and Wignell (1994, p.92). In this type of relationship, one clause is said to be initiating clause if it is placed at the beginning and another is said to be continuing if it follows another clause. The relationship of the clauses is signed through the number, such as 1, 2, 3, 4, etc. The initiating clause is marked by number 1 and the following is marked by number 2, etc.

Besides the ideational meaning discussed above and its kinds, Halliday (1994) also mentions the other two types of meanings of language which are interpersonal meaning and textual meaning. Interpersonal meanings, according to Gerot and Wignell (1994, p.1γ), “are meanings which express a speaker’s

attitudes and judgments”. This meaning considers about the relationship and condition between the speaker and listener and it is realized in the clause through clause as an exchange. For example, if someone asks someone older than him to do a favor for him, it would be likely if he asks him in a polite manner, e.g. in an interrogative structure of expression. For example:

(3) Would you mind opening the door?

which considers as polite and not to ask him in a manner as if he talked to a child or someone under the speaker’s age, e.g. in an imperative form of expression. For example:

(4) Open the door!

This kind of condition will influence the choice of language of the speaker. Differ from the two meanings above, according to Gerot and Wignell (1994, p.14), textual meaning indicates the relation of language to its context and co-text to make it coherence and cohesive. This meaning is aimed at organizing our utterance to make it in accordance to the context and the message of our utterance. This meaning is realized through the thematic and information structure included in the clause as a message and also through the cohesion. For example:

(5) Our president has just given up his position. He resigned yesterday.

We can see that the starting point of the clause is Our president serving as the theme and it carries the given information since in the perspective of listener, they may know which president being referred to. Meanwhile, the theme of the

following clause which also happened to be the given information refers anaphorically to Our president by using pronoun He in which it creates the cohesion of the thing under discussion and relates them to each other.

In this research, the textual organization becomes the focus to know the organization of text to gain the cohesion and coherence which can make the text have its own texture.

2.2 Textual Organization

The latter part of the three meanings above, textual meaning, as is said before is realized in the clause as a message. It concerns about the cohesion and coherence of the text to organize the message uttered so that the text produced is well-organized, can be understood easily and makes sense. We can see that from the way writers or speakers try to organize their message in such a way so that the texture of the text can be achieved and their readers or listeners can catch their message and intention easily. Halliday (1994) argues that there are textual components to be taken into account to organize the message of utterance to achieve the texture of the text. The first is structural involving the internal relationship of the elements in the clause and the second is cohesive involving the external relationship of the clauses.

2.2.1 Structural (Internal Relationship)

The structural or internal relationship in textual organization means the relationship between the elements within the clause to construct the message. For

example, what the main message of the clause is and where the writer should put it whether in the beginning or at the end of the clause. In this structural or internal relationship, Bloor and Bloor (2004, p.85) divide it into two kinds of structure. The first is known as information structure which involves the given and new information in the clause. Given and new information is said by Halliday (1994, p.299) to be listener-oriented since the given information can be assessed as „given’ from the mind of the listener. Meanwhile, the second is called thematic structure which concerns about the theme and rheme of the clause and is said by Halliday (1994, p.299) as speaker-oriented since the speaker or the writer is the one determined his message in utterance.

2.2.1.1 Information Structure

According to Borjars and Burridge (1986, p.249), there are two kinds of information in utterance; given and new information. Given information is a kind of information which is known by the hearer. It can refer to something that has been mentioned before or it is something that is shared by speaker and hearer known as the mutual knowledge. This information is usually found at the beginning of a clause. Meanwhile, new information is a kind of information which becomes the focus of the message. This information is usually found at the end of a clause. For example, if a mother asks her daughter to pick up the phone by saying “The phone is ringing”, both of them know which telephone being referred to and they share the knowledge about the telephone. In that statement, the thing becoming the focus of the information is is ringing which is the new information.

2.2.1.2 Thematic Structure

The second system of the structural or internal relationship within the clause besides the information structure is thematic structure. There is a parallel equivalence between information structure which consists of given and new information and thematic structure which consists of theme and rheme according to Bloor and Bloor (2004, p.71). It means that usually given information may coincide with theme since both of them is usually put at the beginning of the clause and it happens also to new information and rheme since both of them is usually assigned at the end of the clause. To make clear about thematic structure, the following explains about theme and rheme of English clause.

A. Theme and Rheme

According to Halliday (1994), all language has their own way to manage the message of their utterance. It means that each language has its own characteristic and way to put the message of utterance. In English, the placement of the message of the utterance is indicated by the first position in the clause. This is known as theme, based on Halliday (1994: 37), and the rest developing the theme is recognized as rheme. He argues that “The Theme is the element which serves as the point of departure of the message; it is that with which the clause is concerned” (1994, p.γ7). Theme usually comes first in the clause, but it does not always act as a subject of the clause. It also tells what the clause is about while the

rest which tells further about the information of the theme is known as rheme. For example:

(1) Yesterday, I went to a piano concert

The theme of the clause is Yesterday and here the I is talking about the time of the event. I want to give a message that I want to talk about Yesterday and not „today’ or „now’ while the rest I went to a piano concert tells about the thing that the I did Yesterday which tells further information about the theme Yesterday.

B. Types of Theme

The thematic phenomena involve the various types of theme which have their own function and their own kind in the clause. The analysis of theme in a clause is not as simple as one might think since it may contain of some elements functioning as theme of the clause. According to Gerot and Wignell (1994, p.104), theme can be divided into three categories: ideational, textual, and interpersonal.

1. Ideational Theme

According to Gerot and Wignell (1994, p.104), ideational or known as topical theme is usually, not always, realized by nominal group which comes first in the clause. It can also be realized by nominal group complex, adverbial group, prepositional phrase, and embedded clause which come first in the clause. For example:

(2) Bob and John bought a bunch of flower for Tina (3) Up it flew

(4) In 1991, the accident happened

(5) What Jack and Jill did was go up the hill (Taken from Gerot and Wignell (1994, p.104))

In the example (1), the topical theme Rina is in the form of nominal group while in the example (2), the topical theme Bob and John is in the form of nominal group complex since it consists of two nouns acting as the head. In the example (3), the topical theme Up is in the form of adverb group since it tells us about the adverb of place. Moreover, the example (4) has a prepositional phrase In 1991 acting as the topical theme of the clause while the example (5) has an embedded clause What Jack and Jill did serving as the topical theme. Based on Lipson (2004, p.115), a theme can be said as a topical theme if it acts as the first element of the clause and also functions as a constituent of the transitivity system in that clause, such as the participant, process or circumstance. For example:

(6) Bryan kicked the ball

The topical theme of the clause is Bryan since it also functions as the participant in the transitivity system of the clause. Or:

(7) Yesterday Sally met John in BIP

The topical theme of that clause is Yesterday since it functions as the circumstance in the transitivity system of the clause answering when the event

takes place. From the explanation above, we can say that the element such as conjunction (but, and, nevertheless, however, etc) cannot be included in the topical theme since they play no part in the transitivity system. For example:

(8) However, I don’t like him

The conjunction However is not included in the topical theme since it does not have a function in transitivity system. It does not serve as the participant or process or even circumstance. It only acts as the element to link the previous clause to that clause. However, it is included as the theme of the clause, but it does not act as the topical theme and it will be discussed in the following part. To conclude, it is only for the element having function in the transitivity system and assigned as the first element of the clause can be said as topical theme. If the clause only contains of an element functioning as topical theme, then it can be said as a simple theme.

Gerot and Wignell (1994, p.104) mentions that there are theme which is said as unmarked theme and marked theme. They argue that if the theme coincides with the subject of the clause, then it is called as the unmarked theme, but if it is not, then it is called as the marked theme. According to Halliday (1994, p.39), the marked theme is usually realized by prepositional phrase, adverbial, or nominal group which is not functioned as subject of the clause. For example:

(9) Bryan and Jung are playing basketball (10) Basketball Bryan and Jung are playing

The topical theme of the clause is Bryan and Jung and it is an unmarked theme since it functions as the subject of the clause while in the clause Basketball Bryan and Jung are playing, the topical theme of the clause is Basketball and it is a marked theme since actually it fucntions as the object of the clause which is assigned as the first element of the clause. The other marked themes can be seen in the following:

(11) After school I’m going to play baseball

The topical theme of the clause is After school which is in the form of prepositional phrase and functioning as adverb of time in the clause and it is included in marked theme since it does not function as the subject of the clause. Or:

(12) Happily she gave the present to her sister

The topical theme of the clause is Happily which is in the form of adverb and functioning as adverb of manner in the clause and it is included in marked theme since it does not function as the subject of the clause.

2. Textual Theme

Textual theme in the clause is placed before the topical theme of the clause and has a function to relate one clause to another to create the cohesion of the text. It can be realized by conjunctive adjuncts, conjunctions, and continuatives. According to Gerot and Wignell (1994: p.105), conjunctive adjuncts are those

which are able to move to other place in the clause, such as however and nevertheless. For example:

(1) However, she did it well (2) She did it well however

We can see that from the example above the conjunctive adjunct However is able to move to other place. If the conjunctive adjunct is placed before the topical theme, then it is included in the theme of the clause, but if it is not, then it is not included in the theme of the clause and only serves as the rheme as can be seen in the example 2 above. According to Halliday (1994, p.49), this type of marker usually relates the meaning of one clause to its preceding clause by providing a logical relation between them. Moreover, Gerot and Wignell (1994, p.106) points out that this type of marker tend to (but don’t always) relate the clauses which is not within clause complexes.

Besides conjunctive adjuncts, the other kind of textual theme is conjunction. This is also known as structural theme and refers to those conjunctions which are strictly placed at the beginning of the clause and cannot move to other place, such as but and and. For example:

(3) I know she loves him but I don’t know if he feels the same

The conjunction provided above is but. It is placed strictly at the beginning of the second clause and cannot be moved to other place, e.g. I know she loves him I don’t know if he feels the same but or But I know she loves him I don’t know if he feels the same. Since it is always placed strictly at the beginning of a clause, then

it can be assumed that it is always included in the theme element in a clause. According to Gerot and Wignell (1994, p.106), conjunction is used as the marker of relationship within the clause complex.

On the other hand, continuatives, based on Gerot and Wignell (1994, p.106), are those which function to indicate that a new move is beginning and they are placed at the beginning of a clause, such as well, OK, and anyway. From the discussion, we can see that this type of theme is usually placed before the topical theme of the clause and since that is so, it is always included in the theme element of a clause. For example:

(4) Well, I know what you did yesterday

The continuative Well indicates that the speaker is about to continue or start his speaking and it is also placed before the topical theme I which involves it in the theme element of the clause. The combination of topical theme and any other types of theme, such textual theme or interpersonal theme explained below, which comes before it as the theme of a clause is said to be multiple theme. It is said so since it consists of other types of theme besides the topical theme. For example:

(5) Well, on the other hand, we could wait (Adapted from Gerot and Wignell (1994, p.106))

We can see that the topical theme of the clause, which has a status in transitivity system, is we, but there are some elements existing before the topical theme which are Well and on the other hand. Since they come before the topical theme, they are also regarded as the element of the theme. Well acts as continuative theme

while on the other hand serves as the conjunctive adjunct in theme. It can be inferred that the combination of the categories of theme is regarded as the multiple theme.

3. Interpersonal Theme

Interpersonal theme usually comes before the topical theme in the beginning of a clause and it consists of a mood label, but if it comes after the topical theme, then it is not included in theme. According to Gerot and Wignell (1994, p.107) the elements of this theme may be realized by modal adjuncts, vocatives, and finite.

The example of the modal adjunct can be seen from the following:

(1) Maybe she won’t attend it.

The theme of this clause is included in multiple theme since there are two kinds of theme; interpersonal theme and topical theme. Interpersonal theme is realized through modal adjunct Maybe showing the probability of the occurrence of the event while topical theme of the clause is she.

Vocative, according to Gerot and Wignell (1994, p.107), “is a name or nickname used to address someone” and it can be said as thematic if it is placed before the topical theme. For example:

(2) John, I want to take it

John functions as vocative and it means that the speaker is aimed at addressing someone named John at the moment of her speaking. Besides, since it is placed

before the topical theme I, then it is included in thematic structure. Meanwhile, the topical theme is I since it is I who acts as the actor of the process.

For finite acting in the thematic structure, we can see that in the yes-no interrogative. For example in the interrogative clause:

(3) Did you go to the library yesterday?

The finite Did precedes the topical theme you which is the subject of the clause and because of that, the finite is included as one element of the thematic structure of the clause.

4. Clause as Theme in a Clause Complex

Eggins (2004, p.315) argues that the theme-rheme of each clause existing within a clause complex can be analyzed on its own thematic structure. However, he argues that if the dependent clause occurs before the main clause, then there are two conditions to analyze the theme of the clause. First, the theme-rheme of the dependent and main clause is analyzed on its own thematic structure. Second, since the dependent clause occurs before the main clause which makes the reader expects that there is something to be informed after the dependent clause, then in this case the dependent clause acts as the theme of the whole clause complex and the main clause acts as the rheme. For example:

(1) If you do it, I will leave you

For the first way, each of the clauses is analyzed for its own thematic structure. If you is the multiple theme of the dependent clause in which If acts as the structural

theme and you as the topical theme and do it serves as the rheme of the clause. Meanwhile, I is the topical theme of the dominating clause and will leave you is its rheme. For the second way proposed by Eggins, the entire dependent clause can be seen as acting as the Theme of the sentence since if it is placed before the dominating clause, it will cause an expectation of the further information of it. In that example, If you do it acts as the theme of the sentence and I will leave you serves as the rheme of the sentence.

5. Thematic Equatives

According to Lipson (2004, p.119), in thematic equative, the clause has two constituents linked by a relational process and the theme is usually in the form of WH-cleft. It is said as a thematic equative since the theme of the clause and the element of the rheme is equated and their place can be changed to each other and the theme and rheme have the relational process (identifying). For example:

(1) What she wants is money

The theme of the clause is What she wants in the form of WH-cleft and is related by a relational process to the rheme. However, we can also change the position of the rheme to act as the theme of the clause which can be Money is what she wants in which it is Money now that becomes the theme of the clause.

6. Predicated Theme

The predication is aimed at emphasizing a constituent. The form of predicated theme can be seen by the use of dummy „it’ in the clause. For example:

(1) It was Rose who gave Jack the ring

The point of departure of the clause is the dummy „it’ and it wants to serve Rose as the news in the clause in which if we make the clause as an ordinary clause, then Rose serves as theme and given information in the clause and remains unemphatic. The predicated theme by using the dummy „it’ has a function to help the writer to emphasize certain information. Furthermore, in analyzing the thematic structure of the clause, Eggins (2004, p.317) mentions that the predicating clause It was Rose is assumed as the theme of the entire clause since we cannot tell that I’m going to tell you about ‘it’ in which the „it’ is an empty structure. Instead, we can say that I’m going to tell you about Rose serving as the news being emphasized.

After knowing the types of theme above, it is necessary to know to what degree it plays its role in creating the flow of information throughout the clauses to make the text have its coherence and cohesion. There is a way proposed by Danes in Ventola (1991) to create the flow of information in the text to make it have the texture which is through thematic progression.

C. Thematic Progression

The organization of this theme-rheme in a clause can be expanded further for organizing text and be useful for its cohesion development. The organization of the theme-rheme information in text can be seen through its progression in the text. This kind of thing is known as thematic progression.

Danes in Ventola (1991, p.369) argues that theme also determines the organization of information in texts by its progression in the ordering. He points out three main types of thematic progression patterns which may occur in a text. They are simple linear thematic progression, constant (continuous) progression, and derived progression. Besides that, he also mentions the last type of thematic progression which may come from the combination of those three patterns. This theory of him is also discussed by Bloor and Bloor (2004) in their book concerning thematic progression. They also mention the four types of thematic progression above.

1. Simple Linear Progression

Based on Bloor and Bloor (2004, p.89), simple linear progression is occurred when the rheme of a clause is taken to be the theme of the following clause. The rheme taken can be just a part of rheme or the whole of the rheme itself. It can be represented as follows:

T1  R1

T2 (=R1)  R2

T3 (=R2)  R3

Figure 2.1 Simple Linear Progression (Taken from Ventola (1991,p.371))

Danes in Ventola (1991, p.371) gives an illustration of this type of progression with the example below:

The first of the antibiotics was discovered by Sir Alexander Fleming in 1928. He was busy at the time investigating a certain species of germ which is responsible for boils and other troubles. (Adapted from (Danes 1974:118) as quoted in Ventola (1991, p.371))

We can see that the rheme element of the first utterance Sir Alexander Fleming becomes the theme of the subsequent utterance through the use of pronoun He. In this pattern, the thing that is presented as a new information in the preceding clause becomes the given information in the subsequent clause which makes the subsequent clause always presents new information.

2. Constant Progression

Bloor and Bloor (2004, p. 88) argues that in constant progression, the theme of one clause is shared as the theme of the clauses following it. It means that the theme of the whole clauses in a passage mentions the same thing and it is taken up from the theme of the previous clause. It can be drawn as follow:

T1  R1 T2  R2 T3  R3

Figure 2.2 Constant Progression (Taken from Ventola (1991, p.371))

Ventola (1991, p. 371-371) demonstrates the pattern of this progression in the passage below:

The Rousseauist especially feels an inner kinship with Prometheus and other Titans. He is fascinated by any form of insurgency… He must show an elementary energy in his explosion against established order and at the same time a boundless sympathy for the victims of it…. Further the Rousseauist is ever ready to discover beauty of soul in anyone who is under the reprobation of society. (Adapted from (Danes 1974:119) as quoted in Ventola (1991, p.371-372))

The theme of the whole clauses of the passage above shares the same thing which is The Rousseauist and is repeated by the pronoun He throughout the paragraph. This pattern focuses only on a topic in the paragraph, for example the above paragraph is talking about The Rousseasuist throughout the paragraph and it becomes the paragraph’s focus. It seems like it wants to focus the reader’s attention to a topic only. This type presents the readers with the given information acts as the themes throughout the clauses while the rhemes present new information which is not further discussed in the following clauses.

3. Derived Progression

Danes characterizes this type of progression, as quoted in Ventola (1991, p.γ7β), as “in which the particular utterance themes are derived from a hype r-theme in which the choice of the derived utterance r-themes will be controlled by various special (mostly extralinguistic) usage of the presentation of subject matter.” Bloor and Bloor (2004, p.92) also points out that this kind of progression is the theme derived from a hyper-theme. The hyper-theme can come from the hyper-theme of the paragraph or the text. They also add other explanation that “The term is used to describe expressions in Theme position which are cohesively linked in meaning, but not necessarily in form, to a topic which has been stated earlier in the text” (β004, p.91). From the arguments above, it can be concluded that the theme of a clause is not stated explicitly in the theme-rheme of the previous clause by the form, but it relates in meaning to the theme or rheme of the previous clause. Furthermore, the theme of one clause can also derive from a bigger topic provided in the text. Ventola (1991, p.372) represents the pattern as below:

[T]

T1  R1 T2  R2 T3  R3

Ventola (1991, p.371) represents the example of this type of progression:

New Jersey is flat along the coast and southern portion; the north-western region is mountainous. The coastal climate is mild, but there is considerable cold in mountain areas during the winter months. Summers are fairly hot…. (Adapted from (Danes 1974: 120) as quoted in Ventola (1991, p.372)).

The point from the passage is that each theme of the clauses is not mentioned explicitly in the theme-rheme of the previous clause. Actually, the themes are derived from a bigger part which is New Jersey which has its own characteristics, such as the climate, the season, etc mentioned in the subsequent clauses and the themes of the following clauses are related to the theme or rheme of their previous clause in meaning.

In this pattern, the same theme is not drawn in each clause of the paragraph. It means that the theme and rheme of a clause do not become the theme of the following clause, but the theme of such progression is derived from a hyper-theme provided in the discourse talking about. Even though the theme in derived progression is not stated explicitly from the previous clause, but the theme is usually correlated in meaning with the theme-rheme of the previous clause. This pattern tries to present new information in each clause serving as its theme so as to give more information to the topic of the discourse.

4. Split Progression

Bloor and Bloor (β004, p. 89) points out that “This pattern occurs when the rheme of a clause has two components, each of which is taken as the theme of a subsequent clause.” It means that the rheme of a clause has two elements

becoming an important element to be told and taken up as the theme of the subsequent clauses to get further information. There is an argument concerning this type. While Bloor and Bloor (2004, p.89) argue that as it is mentioned above, Downing and Locke (2006, p.248) point out that this type is actually the combination between the other kinds of thematic pattern, but the combination mostly found is between linear progression and constant progression. Ventola (1991, p.372) represents the pattern as below:

T1 R1 (=R’β + R”β)

T’β _R’β

T”β R”β

Figure 2.4 Split Theme Progression Downing and Locke represent the example as follows:

I had two particular favourites: in one he sported a green eyeshade and carried a tennis racket; in the other he wore a university gown and had a mortar-board on his head. (2006, p.248)

Besides the arguments above, Paltridge (2000, p.141) also mentions that “in multiple theme or split rheme progression, a rheme may include a number of different pieces of information, each of which may be taken up as the theme in a number of subsequent clauses.” From the arguments provided above, it can be concluded that split progression occurs when the information provided in the rheme of a clause is used as the theme of the subsequent clauses and it creates the combination pattern between the other types of progression within a text.

In this pattern, there is the combination between the other types of thematic progression. This pattern gives variation to the information in the text. For example, the combination of constant, linear and derived pattern can vary the information structure of the text in which there is the theme which is served as the old information is used again as the old information in the next clause and the new information in the next clause would act as the old information in its subsequent clause and suddenly the theme of the following clause provides new information which is not explicitly stated from the previous clause but is derived from the hyper-theme and is correlated in meaning.

2.2.2 Cohesive (External Relationship)

After looking at the thematic progression above, it can be seen that the relationship between one clause to another clause or clause complex is considered important to make a text and to make it have its texture. To make the text as a unified whole, then the writer must consider the coherence and cohesion of the text. Coherence is related to the extra textual context such as the social or cultural condition, while cohesion makes the element of the text bind together to form a unified whole. In maintaining the cohesion of one clause to another clause or clause complex, Eggins (2004, p.33) mentions three main types of cohesion; reference, conjunction, and lexical cohesion.

2.2.2.1 Reference

According to Eggins (2004, p.33), reference is the way in which the writer presents participants and uses some devices to keep track of them in the text. The participants may be presented participant (newly introduced) or presumed participant (the reader needs to find this participant by retrieving in the text somewhere). For example:

(1) I saw a dog yesterday and it chased after me when I tried to approach it

The presented participant is a dog since it is newly introduced in the text while in the second clause it becomes a presumed participant since it is mentioned for the second time by the use of pronoun it that refers to a dog. From that example, we can see that presuming participant has to be tracked textually or extra textually for us to recognize the thing it refers to. According to Eggins (2004, p.34), presuming reference can be retrieved from a number of different context: homophoric reference (context of culture), exophoric reference (context of situation), and endophoric reference (provided in the text).

A. Homophoric Reference

Based on Eggins (2004, p.34), homophoric reference is the kind of reference which comes from general context of culture shared by members of a particular world. For example, if a person says “the earth is round”, then all people should notice it and they should know which earth being talked about since

we live in the only earth. Gerot and Wignell (1994, p.17β) adds further that “the cultural context can refer to a whole culture, such as all the speakers of a language, or to a culture consisting of a couple of people”. The example of the cultural context noticed by all the speakers of a language can be seen as the example above while for a cultural context shared by a couple of people can be seen in a situation like a mother talks to her daughter about their country condition “The president is trying his best to develop our education system”. From that example, we can see that the identity of The president is retrieved through homophora (cultural knowledge) since if we talk about a country, the existence of a president (the head of a country) is understood if the country is led by a president.

B. Exophoric Reference

Eggins (2004, p.34) mentions that exophoric reference can be retrieved through the immediate context of situation and it is a kind of retrieval which is provided in the outside of the text. For example, in the expression Hand it to him!, only the people involving in the context know what the word it and him in the expression refers to since they are in the same time at the same place.

C. Endophoric Reference

Eggins (2004, p.34) points out that endophoric reference is a kind of reference in which the identity of the participant can be tracked within the text since it has probably been mentioned before or after certain expression. She argues that it is endophoric reference that gives the cohesion within the text so

that the expressions are bound together while homophoric and exophoric reference is said as the thing which creates the coherence of the text referred to the situational context or extra textual matter.

Brown and Yule (1984, p.192) divides endophoric reference into anaphoric reference and cataphoric reference. They argue that anaphoric reference occurs when the referent has been mentioned or exists earlier in the text. For example, Look at the sun. It’s going down quickly (adapted from Brown and Yule (1984, p.193)), the word It refers back to the sun that has been mentioned earlier. This is what is called as anaphoric reference. Meanwhile, cataphoric reference occurs when the referent appears in the following text. It means that at first the actual referent is not appeared (only on the form of reference), but in the later text it will be provided so that the readers can get its interpretation. For example, It’s going down quickly, the sun (adapted from Brown and Yule (1984, p.193)), the word It that appears at the beginning of the clause is not known to what it is referred to at first, but as the text moves on, it is known that the word It refers to the sun which is provided later in the text.

2.2.2.2 Lexical Cohesion

According to Eggins (2004, p.4β), “Lexical relations analysis is a way of systematically describing how words in a text relate to each other, how they cluster to build up lexical sets or lexical strings.” It means that lexical cohesion or lexical relation can create the cohesion of the text through its use so that the unity of the text can be achieved. This is also one of the means besides reference to

relate one expression to another in order to make the text have its own texture. Eggins (2004, p.42) mentions that there are two main kinds of lexical relations, i.e. taxonomic lexical relation and expectancy relation. He points out that taxonomic lexical relation is a kind of relation in which one thing is related through another with class/sub-class relation or part to whole or whole to part relations while expectancy relation occurs between items which are associated particularly. Eggins (2004, p.43) divides the taxonomic lexical relations into two kinds which are classification and composition which is explained in the following.

A. Classification

Eggins (2004, p.43) argues that classification is the kind of relationship between a thing which is assumed as the super ordinate one and its members. They relate each other through the kind of particular relationship which can be in the form of co-hyponymy, class/sub-class, contrast, synonymy and repetition.

1. Co-hyponymy

Co-hyponymy is the relation between two items or more in which those items are members of a super ordinate item. For example, chair, table and cupboard are the items of the super ordinate item furniture.

2. Class/sub-class

According to Eggins (β004, p.4γ), “class/sub-class occurs when two (or more) lexical items used in a text are related through sub-classification.” It means

that one item acts as the super ordinate and the other as the subordinate. For example is the relationship between animal and bird in which animal acts as the super ordinate item while bird as the subordinate.

3. Contrast

Contrast occurs when two or more items indicate an opposed relationship. This relationship is also known as antonym. Verhaar in Pateda (1985, p.94) mentions that it is a kind of expression which expresses the opposite meaning of the other expression. For example is between the words dark and light, tall and short, and happy and unhappy.

4. Synonymy

Synonymy occurs when an expression is used to restate another name for the same thing as is pointed out by Pateda (1985, p.100). It can be said that they are the words which have different form but they have the identical meaning. For example is between the words Baduy and the tribesmen of Banten which are the restatement of each other.

5. Repetition

Repetition occurs when a lexical item is used repeatedly in a text. It repeats the same word. For example, I hate that boy. That boy is very rude. The word that boy is used repeatedly in both clauses.

B. Composition

Eggins (2004, p.43) says that composition is the relationship between two items which indicate the part/whole relationship. This relationship can be realized through meronymy and co-meronymy.

1. Meronymy

According to Lipson (2004, p.132), meronymy is a relationship between two or more items which shows the part to whole relationship or vice versa. For example is the relationship between lung and body in which lung is a part of body.

2. Co-meronymy

Co-meronymy, according to Eggins (2004, p.43), occurs when two or more lexical items are related because they are parts of a common whole. For example, the words machine and brake are parts of a car in which if a car does not have both of them, it cannot work.

C. Expectancy Relation

Expectancy relation is a kind of relation in which there is a possibility between words to co-occur. Lipson (2004, p.132) argues that it depends on a certain association between the words. The relation can be realized through the relationship between a noun and a verb or a noun and a noun. For example is in the relation between teacher and teach or doctor and diagnose in which the verbs

indicate the thing that the nouns do or between heart and disease in which heart is usually correlated through the coronary disease.

2.2.2.3 Conjunction

Conjunction cohesion helps the text bind the elements together. Halliday and Matthiessen (2004) in Eggins (2004, p.47) argue that there are three main types of conjunctive relation; elaboration, extension, and enhancement. According to Eggins (2004, p.47-48), “elaboration is a relationship of restatement or clarification”. It means that the conjunction indicates the relationship within two clauses in which one clause functions to restate or clarify the other clause through the use of it. The conjunctions used in this type are such as in other words, thus, that is (to say) and in fact. Besides elaboration, there is extension. Eggins (2004, p.47) says that “extension is a relationship of either addition or variation”. It means that the conjunction shows the relationship between two clauses in which one clause functions to add the meaning of the other clause by addition or change the meaning by variation. The conjunctions used in this type are such as however, in addition, and, or, but, and moreover. Meanwhile, “enhancement refers to ways by which one sentence can develop on the meanings of another, in terms of dimension, such as time, comparison, cause, condition, concession, etc.” It means that a clause develops the meaning of another clause by one of above relationship. The conjunctions used in this type are such as therefore, although, consequently, similarly, meanwhile, nevertheless, etc which shows the relationship of time, comparison, cause, condition and concession.

CHAPTER III

RESEARCH OBJECT AND METHOD

This chapter concerns about the object of this research and the method applied in conducting this research.

3.1 Research Object

The object of this research is the thematic progression of English taken from a book entitled Cuba (Places in The News) by Gail B. Stewart.

The book was chosen as the source of the data since the writer found a number of data concerning the types of thematic progression, especially that of split and derived progression, which were analyzed and discussed in this research. Besides, the book also showed other phenomena in which it contained more split pattern having the combination of the other types of thematic progression rather than the standard pattern proposed by Bloor and Bloor and Ventola and also more than the linear progression which is considered commonly found in a narrative text.

3.2 Research Method

The applied method in this research is analytic descriptive. Ratna (2007: 53) points out that analytic descriptive method is conducted by analyzing and describing the facts of the research data. This method is used as the writer analyzes the progression of the theme-rheme of one clause to the following

clauses and also analyzes the cohesion devices employed to maintain that progression and then it is followed by describing the types of thematic progression and the cohesion devices used.

3.2.1 Data Collection

In collecting the data to be analyzed, there were some steps conducted by the writer. Firstly, the writer read the book to know the information it reveals. Secondly, the data in the book were collected by selecting those which were considered representative to be discussed based on the number of clauses in the paragraph. If the paragraph contained of one clause only, then it would not be taken as the data since the analysis could not be conducted because the analysis of the progression in a paragraph needs some clauses to measure the progression of the theme. Besides, the data containing spoken text in it would not be taken as the data to analyze since this analysis is focused only on written text. Thirdly, the data in the book were identified by determining the theme-rheme of the clause and if there were clause complexes, then the clauses were broken down, using the taxis in clauses, to find its theme and rheme. After the identification of theme-rheme was conducted, the thematic progression occurring in the paragraph was identified. After that, the classification of the paragraph into the types of thematic progressions was performed. The last thing conducted was interpreting the data by analyzing and describing it.

3.2.2 Data Analysis

The thematic progression of the data was analyzed and described. Here, the data were analyzed by using the theory of Bloor and Bloor (2004) regarding thematic progression. There are four types of thematic progressions according to Bloor and Bloor (2004). They are simple linear progression, constant progression, derived progression, and split progression. The data were analyzed to find out whether they were included in simple linear, constant, split or derived progression towards the thematic structure (theme-rheme) progression in the data by using the theory of functional grammar by Halliday (1994), Eggins (2004), and Gerot and Wignell (1994). To conduct that, the clauses of the paragraph were broken down to determine the theme-rheme of each clause. Besides, the cohesion of the data was also analyzed by using theory from Eggins (2004).

In the following part, there is an example of the analyzed data to give the prior idea of the analysis.

Data

Silva and his family were stunned at first. Gradually their disbelief at the government’s action turned to anger. (p.5)

Analysis:

Silva and his family were stunned at first. Gradually their disbelief at the |Th | Rh || Th

government’s action turned to anger. | Rh |

The first clause Silva and his family were stunned at first has Silva and his family acting as its topical theme. The rest of the clause were stunned at first is its rheme.

In the second clause Gradually their disbelief at the government’s action turned to anger, the theme of the clause is included in the multiple theme since there are two types of theme there. The first theme is Gradually which is the interpersonal theme, modal adjunct. The second theme their disbelief at the government’s action serves as the topical theme. The rest of the clause turned to anger is the rheme of the clause. This data shows that an element of the topical theme of this clause their refers back to the topical theme of the previous clause Silva and his family. Thus, the progression is the constant pattern shown by the line above ( ).

From the analysis above, the thematic progression occurred can be seen as follow:

Clause 1 to 2 : Constant progression

The pattern of the thematic progression throughout the paragraph is the constant progression since a part of the topical theme of the second clause their refers anaphorically to the theme of the first clause Silva and his family. Hence, the cohesion of the text is gained through the anaphoric reference.

CHAPTER IV

FINDINGS AND DISCUSSIONS

Actually, the total data existing in the book are 114 paragraphs. The data are then classified into four types of thematic progression based on the movement of the theme and rheme of one clause to the theme of the subsequent clauses structurally. As a result, there are one (1) data for simple linear progression, eight (8) data for constant progression, seven (7) data for derived progression, and ninety eight (98) data for split progression. Since there are some of the data showing the same phenomenon, then the data taken to be analyzed are 38 paragraphs which are considered representative.

The result of this research shows that narrative text does not always have linear as the common type found as is assumed by Eggins as explained in chapter 1. The text used to be analyzed here shows that split progression occurs the most in the text since the participant of the text is varied and does not focus on only a participant, as can be found in most narrative text. The following part presents the analysis of the data.

4.1 Simple Linear Progression

Bloor and Bloor (2004, p.89) show us the pattern of simple linear progression drawn as follows:

Th 1  Rh 1

Th 2 (Rh 1)  Rh2

Th 3 (Rh 2)  Rh3 Figure 4.1 Simple Linear Progression

It explains that the rheme of the first clause becomes the theme of the second clause and the rheme of the second clause becomes the theme of the third clause.

In this research, there is only one data showing the indication of simple linear progression in the book and the cohesion device used in retaining the cohesion of the text is the combination of anaphoric reference and repetition.

4.1.1 Anaphoric Reference and Repetition

There is only one data found concerning the simple linear progression having anaphoric reference, in the form of pronoun, and repetition as the cohesion device in the text.

Data 1

At the same time, the Soviets sold oil to Cuba for far less than its market value. They also allowed the Cubans to buy more than they needed at this low price. The Cubans sold this extra oil to other countries at its market value-thus making money on the deal! (p.41)

Analysis:

At the same time,the Soviets sold oil to Cuba for far less than its market value. They

|Th1 |Rh1 ||Th2

also allowed the Cubans to buy more than they needed at this low price. The

|Rh2 ||Th3

Cubans sold this extra oil to other countries at its market value-thus making |Rh3

money on the deal! |

In the first clause At the same time, the Soviets sold oil to Cuba for far less than its market value, the topical theme of the clause is a marked theme, an adverb of time, At the same time and its rheme is the Soviets sold oil to Cuba for far less than its market value.

In the second clause They also allowed the Cubans to buy more than they needed at this low price, the topical theme of the clause is They and its rheme is also allowed the Cubans to buy more than they needed at this low price. The topical theme of this clause refers anaphorically to an element of the rheme of the previous clause the Soviets. Hence, the progression occurred is simple linear progression.

The third clause The Cubans sold this extra oil to other countries at its market value-thus making money on the deal has The Cubans as its topical theme and the rheme is sold this extra oil to other countries at its market value-thus making money on the deal. The topical theme of this clause refers back to an

element of the rheme of the previous clause by repeating the word the Cubans to emphasize it. Hence, the progression occurred is simple linear progression.

From the analysis above, the thematic progression occurred throughout the clauses in the paragraph can be represented as follows:

Clause 1 to 2: Simple linear progression Clause 2 to 3: Simple linear progression

The pattern of the thematic progression throughout the paragraph is simple linear progression shown by the line above ( ). It can be seen from the topical theme of the second clause They referring anaphorically to an element of the rheme of the previous clause the Soviets and the topical theme of third clause the Cubans which repeats an element of the rheme of the preceding clause the Cubans. From that discussion, the cohesion devices used to retain the progression of theme in the paragraph are anaphoric reference and repetition.

It can be concluded that Data 1 indicates the simple linear progression since the pattern of the thematic progression of its clauses is the same as it is drawn above in figure 4.1 in which the rheme of the first clause becomes the theme of the second clause and the rheme of the second clause becomes the theme of the third clause.

4.2 Constant Progression

Ventola (1991, p.371) exposes the pattern of constant progression drawn as follows:

Th 1  Rh 1 Th 2  Rh 2 Th 3  Rh 3

Figure 4.2 Constant Progression Pattern

It indicates that the theme of the first clause becomes the theme of the following clause, the second clause, and the theme of the second clause which comes from the theme of the first clause becomes the theme of the third clause.

In this research, there are eight data indicating the constant pattern progression in the book. Six of the data have anaphoric reference as its cohesion device, one data have synonym as the cohesion device and one data has the combination of repetition and synonym as its cohesion device.

4.2.1 Anaphoric Reference

Actually, there are six data provided in the book concerning the paragraph having constant progression pattern and anaphoric reference, in the form of pronoun, as its cohesion device, but only two of them are taken as the representative data to be analyzed here since the other data also indicate the same phenomena.

Data 2

Amado Silva has lived in Cuba‟s capital city, Havana, all his life. He is now 34 years old and is employed by the postal service. He is proud of his work and

boasts that he has never had to miss a day because of sickness. Silva says that he is as loyal as can be – to his job and to his country. (p.5)

Analysis:

Amado Silvahas lived in Cuba‟s capital city, Havana, all his life. He is now 34 years |Th1 |Rh1 ||Th2 | Rh2 old and (he) is employed by the postal service. He is proud of his work and (he) ||Th3 | Rh3 ||Th4 | Rh4 || Th5 | boasts that he has never had to miss a day because of sickness. Silvasays that he is

Rh5 || Th6 |Rh6 ||Th7|Rh7| |Th8 ||Rh8

as loyal as can be – to his job and to his country. |

The first clause Amado Silva has lived in Cuba’s capital city, Havana, all his life consists of only a clause with Amado Silva as its topical theme and the rest has lived in Cuba’s capital city, Havana, all his life is its rheme.

He is now 34 years old || and (he) is employed by the postal service.

1 +2

The following clause consists of a clause complex which has paratactic relation. The topical theme of the initiating clause He is now 34 years old is He which refers anaphorically to the topical theme of the preceding clause Amado Silva while its rheme is is now 34 years old. On the other hand, the theme of the continuing clause and (he) is employed by the postal service is included in multiple theme since it consists of two kinds of theme, structural theme and

topical theme. The structural theme of the second clause is the conjunction and while the topical theme is the omitted theme he which also refers to the topical theme of the previous clause. The rheme of the second clause is is employed by the postal service.

We can see that actually the topical theme of the second clause in the clause complex is being omitted. It can happen since the subject of the second clause refers to the same subject of the previous clause. The writer omits the

subject „he‟ and unites the clauses by conjunction „and‟. If the subject of the second clause is made explicit, then it is known that it refers to the same subject/person, Silva.

He is proud of his work || and (he) boasts || that he has never had to miss a day 1 +2 α “β

because of sickness.

The following clause also consists of a clause complex in which the first and the second clauses have paratactic relation while the second and the third clauses have hypotactic relation. The topical theme of the first clause of this clause complex He is proud of his work is He referring back to the topical theme of the prevous clause while its rheme is is proud of his work. On the other hand, the theme of the second clause of this clause complex and (he) boasts (something) is included in the multiple theme since it consists of two kinds of theme; structural theme and topical theme. The structural theme is the conjunction and while the topical theme is he. The rheme of the second clause is boasts (something) in which (something) is realized by a noun clause which is considered as a

dependent clause. The dependent clause is assumed as the third clause which is a noun clause, that he has never had to miss a day because of sickness and has a multiple theme; structural and topical theme. The structural theme is that while the topical theme is he. The rest of the dependent clause has never had to miss a day because of sickness acts as its rheme.

We can see that actually the topical theme of the second clause of this clause complex is being omitted. It can happen since the subject of the clause

refers to the same subject of the previous clause. The writer omits the subject „he‟

and unites the clauses by conjunction „and‟. If the subject of the second clause is made explicit, then it is known that it refers to the same subject/person, Silva.

Silva says || that he is as loyal as can be – to his job and to his country. α “β

The following clause also consists of a clause complex indicating hypotactic relationship. The topical theme of the dominant clause Silva says (something) is Silva with says (something) as its rheme in which (something) is realized by a noun clause considered as a dependent clause. That noun clause which is a dependent clause that he is as loyal as can be – to his job and to his country has a multiple theme; structural and topical theme. The structural theme is that and the topical theme is he. The rheme of the clause is is as loyal as can be – to his job and to his country.

From the analysis above, the thematic progression occurred in the paragraph can be seen as follows:

Clause 1 (theme= Amado Siva) to clause 2: Constant progression Clause 2 to 3: Constant progression

Clause 3 to 4: Constant progression Clause 4 to 5: Constant progression Clause 5 to 6: Constant progression Clause 7 to 8: Constant progression

The pattern of the thematic progression throughout the paragraph is the constant progression shown by the line above ( ) since the topical theme of the first clause in the paragraph above Amado Silva is used as the topical theme of the subsequent clauses by referring it through anaphoric reference He. The use of pronoun He can be seen throughout the clauses, except the seventh clause, to refer to Amado Silva, but the seventh clause uses Silva to raise again the reader‟s attention. Hence, the cohesion device used is anaphoric reference.

Data 3

Silva and his family were stunned at first. Gradually their disbelief at the government‟s action turned to anger. (p.5)

Analysis:

Silva and his family were stunned at first. Gradually their disbelief at the |Th1 | Rh1 || Th2

government‟s action turned to anger.

192

2. Mother : Hj. Tutie Sondari Occupation : Housewife

Address : Jl. Riung Subur 1B/87, Riung Bandung Permai, Bandung

B. Formal Education

No Year Institution

1 1992 - 1994 TK Atikan Riung Bandung Bandung 2 1994 - 2000 SDN Karang Pawulang 1 Bandung 3 2000 - 2003 SLTP Negeri 13 Bandung

4 2003 - 2006 SMU Negeri 5 Bandung

5 2006 - sekarang

Mahasiswa Jurusan Sastra Inggris Universitas Komputer Indonesia Bandung

C. Informal Education

No Year Institution

1 2002 - 2003 LBP LIA Buah Batu Bandung 2 2004 - 2005 ILP Buah Batu Bandung

3 2007 Workshop on copywriting (Certified) 4 2007 Self Motivation Training (C ertified) 5 2008 - sekarang Homey Korean Language Club

193

(Certified)

7 2009 Broadcasting Roadshow (Certified) 8 2010 Copywriting Seminar (Certified)

9 2010

Technology Information National Seminar (Certified)

10 2010

Translating and Interpreting Workshop (Certified)

D. Experiences

No Year Organization

1 2003-2006 Member of Corps Angklung V SMAN 5 Bdg 2 2006-2007 Member of HIMA SAIS UNIKOM Bandung 3 2007-2008 Secretary of HIMA SAIS UNIKOM Bandung

Bandung, July 2010

DECLARATION OF OWNERSHIP

I hereby certify that this skripsi entitled “Thematic Progression in Gail B.

Stewart’s Cuba (Places in the News)” is honestly my own work. I am fully aware that I have quoted some statements and ideas from various sources, and they are properly acknowledged in the text.

Bandung, July 2010

161 REFERENCES

Bloor, Thomas and Meriel Bloor. 2004. The Functional Analysis of English (2nd Edition). London: Hodder Education.

Borjars, Kersti and Kate Burridge. 1986. Introducing English Grammar. London: Arnold.

Brown, Gillian and George Yule. 1983. Discourse Analysis. Cambridge: Press Syndicate

Dadi, Dini Sumardini. 1988. Tema dalam Kalimat Bahasa Inggris. Bandung: Tesis Fakultas Sastra UNPAD.

Eggins, Suzanne. 2004. An Introduction to Systemic Functional Linguistics (2nd Edition). New York: Continuum International Publishing Group.

Gerot, Linda and Peter Wignell. 1994. Making Sense of Functional Grammar: An Introductory Workbook. Sydney: Gerd Stabler.

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

Paltridge, Bryan. 2000. Making Sense of Discourse Analysis. Australia: Gerd Stabler.

Pateda, Mansoer. 1985. Semantik Leksikal. Flores, NTT: Nusa Indah.

Ratna, Nyoman Kutha. 2007. Teori, Metode, dan Teknik Penelitian Sastra. Yogyakarta: Pustaka Pelajar.

Stewart, Gail. B. 1991. Cuba (Places in the News). New York: Crestwood House.

Ventola, Eija. 1991. Functional and Systemic Linguistics: approaches and uses. 15 December 2009. New York: Walter de Gruyter.

GRADUATE PROGRAM

INDONESIA UNIVERSITY OF COMPUTER BANDUNG

REVISION APPROVAL SKRIPSI (S1)

NAME : ANISTYA RACHMAWATI

STUDENT NUMBER : 63706006

DEPARTMENT : ENGLISH DEPARTMENT

DATE OF EXAMINATION : 22nd JULY, 2010

TITLE OF THE SKRIPSI : THEMATIC PROGRESSION IN GAIL B.

STEWART’S CUBA (PLACES IN THE NEWS)

(A Study of Systemic Functional Grammar)

THIS SKRIPSI HAS BEEN REVISED, APPROVED BY THE EXAMINERS AND ADVISORS, AND IS ALLOWED TO BE COPIED.

NO EXAMINERS SIGNATURE

1. Drs. Yani, M.A.

2. Retno Purwani Sari, S.S., M.Hum. 3. Tatan Tawami, S.S.

BANDUNG, 7th AUGUST 2010 Acknowledged by:

Advisor I

Dr. Nia Kurniasih, M.Hum. 132.320.671

Advisor II

Retno Purwani Sari, M.Hum. 4127.20.03.004

190 Third Appendix

Data Statistics

1%

7% 6%

86%

The Percentage of Types of Thematic

Progression in the Text

SLP

CP

DP

SP

Note:

SLP: Simple Linear Progression CP: Constant Progression DP: Derived Progression SP: Split Progression