digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
which to present ideas
9 Zig-zag
To ensure the ideas, the
texts must
additionally be supported by
author citations in the literature
10 Reiteration
Therefore, to conduct good
ideas in academic
writing students
should use source text
material more substantively as
a means to develop a larger
theme or argument
The table 4.12 shows that to enhance the coherence of the text, the reiteration progression pattern is
employed by the student. This pattern is found that the theme of the first sentence has been selected as the
theme of the following sentences. The theme of the first sentence “writing” is used as the theme of the
second sentence. Then, the theme of the second sentence “writing” is used as the theme of the third
sentence. In addition, the theme of the third sentence “writing” is used as the theme of the fourth sentence.
Further, theme of the fourth sentence “writing” is also used as the theme of the fifth sentence. Additionally,
reiteration pattern is also found that the theme of the tenth sentence “good ideas” also reiterate from the
ninth sentence “the ideas”. Therefore, this condition makes the student reiterate the same theme of the
preceding theme to the following sentences.
Furthermore, the student also reveals zig-zag pattern in this text. It can be s
een that rheme “two main topics
” of the fifth sentence has become the theme “those” of the sixth sentence. In addition, the rheme of
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
the sixth sentence “free writing and academic writing” has been used as the theme of the seventh sentence
“the major different between them”. Thus, the theme of the sixth and seventh sentence apply pronoun “those”
and “both of them” to relate to the rheme of the previous sentence. Those words do not merely change
the theme of the sentence, but they are used as the substitute pronoun in order to avoid the monotonous of
the text. In addition, the rheme of seventh sentence “academic writing” has also been used as the theme of
the eighth sentence “academic writing”. The last is the rheme of the eighth sentence “to present the ideas” has
been used as the theme of the ninth sentence “to ensure the ideas
”. B.
Discussion
The presented data and the explanation from research findings draw the categorization of thematic progression patterns
made by the students. After analyzing the data, linked to the theories in related review literature, there are two kinds of
thematic progression, they are enhance coherence which is caused by reiteration, zig-zag, and multiple pattern and obscure
coherence which is caused by brand new theme, the empty use of
“there”, and the dummy use of “it”. The distribution of each pattern can be seen in Chart 4-1 and Chart 4-2 below.
See appendix 3
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
Chart 4-2 Thematic Progression Pattern which Enhance-Coherence
Chart 4-1 Thematic Progression Pattern which Obscure-Coherence
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
The presented data and the explanation from the chart 4-1 above draw the categorization of thematic progression patterns
made by the students. These following tables, containing the same sentences as mentioned in the research findings, come
after the explanation related to the types of thematic progression in the review of related literature. The explanation
about the different of both thematic progression patterns will be discussed in this chapter
1. Thematic Progression Pattern which Enhanced
Coherence
This section of the thesis discusses the thematic progression patterns which facilitated coherence in the
first paragraph of background of study of their thesis proposal. From the findings, there are three thematic
progression patterns which help the cohesion. They are reiteration, zig-zag, and multiple patterns.
Types of thematic progression pattern presented in the Chart 4-1 above exhibit that the commonest type of
thematic progression pattern used in the first paragraph of background of study in students‟ thesis proposal is the
reiteration 33, then followed by zig-zag pattern 23, and the last is multiple progression pattern 0.
a. Reiteration Progression Pattern
The highest thematic progressions pattern is reiteration. There are 33 reiteration patterns that reveal
in students‟ work. One example of thematic progression pattern of reiteration category is below
while the explanation is explained in the research finding.
However, the positive or even the negative feedback
surely can to be our evaluation towards
our works result. Feedback according Vibha Chawla in his research is the most important
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
component as it contributes significantly to behavior modification of the student teachers.
While, according to Hattie that feedback is one of the most powerful influences on learning and
achievement. Feedback must be provided to motivate each other as advice and criticism.
Feedback
can come from many sources, in the learning process, especially in the class, got it
from teacher and classmates Peer-feedback. Thus, the effect of feedback can be very strong
and can improve the teaching-learning process. Therefore, giving feedback is important for the
student-teachers to be concerned.
Based on the example above indicates thatby using reiteration or constant thematic progression makes the
students as the writer wants to get their readers over and over with the same word or word.
2
This condition is considered to be mostly preferred pattern used by
the students because it is simple by repeating one theme in the previous sentence become the new theme
in the upcoming sentence. Furthermore, to decrease the monotonous of the text, the students use the
pronouns to indicate the same theme of the previous theme. However, using this type of thematic
progression more may lead to the lack of deep explanation of the ideas introduced as the writer does
not expand the information contained in the rheme.
3
It is similar to Abed‟s statement that this pattern
indicates to the technique of simple explanation and
2
Hawes, T., Thomas, S. “Rhetorical Uses of Theme in Newspaper Editorials”. World
Englishes, 152. 1996, p. 165.
3
Belmonte, I. A., McCabe- Hidalgo, A. “Theme-rheme Patterns in L2 Writing”.
Didactica, 10. 1998, p. 22
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
description in writing strategy.
4
It goes to show that the way the students write their first paragraph of
background of study in thesis proposal is very simple. They don‟t need to find new theme in the next
sentence. Somehow, starting a sentence with the same theme in both the initial and subsequent sentences is
especially useful in helping students to communicate their ideas successfully.
5
Therefore, this is one of the ways the students can do to make their writing
coherent.
b. Zig-zag Progression Pattern
The second highest thematic progression reveals in students‟ work is zig-zag thematic progression pattern.
There are 23 zig-zag patern that occurred in it. One example of thematic progression pattern of zig-zag
category is below while the explanation is explained in the research finding.
Basically, writing can be categorized into two main types
in term of its style. Those are free writing and academic writing. The major
difference between them
is that academic writing
has many of the things that personal
writing has not. One of the important things in academic writing
must be organized around a
formal order or structure in which to present ideas. To ensure the ideas, the texts must additionally be
supported by author citations in the literature. As the example above is the example of academic
text, McCabe has said that the zig-zag pattern is the
4
Abed, A. Q. “Patterns of thematic progression in C. Dickens‟ A Tale of Two Cities”.Al-
Adab, 92, 2010, p. 91
5
L. Wang. “Theme and Rheme in the Thematic Organization of Text: Implications for Teaching Academic Writin
g”. ASIAN EFL Journal, 2007, Vol. 9, Issue 1, Article 9, 1-9.
