THEME AND RHEME IN CHILDRENS SONG TEXTBOOK : GETTING STARTED IN ENGLISH.
,.
..
ENGI.~
Submitted t,o tlze·"f!;rt;.;lish. Applied Linguistics Study Program
it! } ' t rt;a
l.F
~ t~ tfi:ilt!J"tent of the l?.e·quirement.$ for the Degree of
}jfqgister a ~.m c m i o r a
SH
Al"i'PLRED LINGUISTICS STUDY PROGRAI\'1
POS1bRADUATESCHOOL
STATE UNIVERSITY OF M¥:DAN
2009
THESIS
THEME AND RHEME IN CHILDREN'S SONG
TEXTBOOK: Getting Started in English
Ham ka
Registration Number: 082188330007
English Applied Linguistics Study Program
State University ~r M ~ an
Has Been Defended before Thesis Examination Committee on
September 3nt, 2009 and Declared to Fulfill the Requirement
Approved By
Adviser Commissions
First Advisor
arning. M.Pd
Dr. Bus
NIF. 131 571 761
ACKNOWLEDGEMENTS
The greatest thank is dedicated to Allah who gives Islam as my religion, Al-Qur'an
and Hadist as my way of life and Prophet Muhammad SAW as my guide, who gives me
health, material and chance in surface and deeply.
The writer would like to express his thanks to some persons. Firstly is to Prof. Tina
Mariany A, M.A., Ph.D as the head of English Applied Linguistics in UNIMED. She has
given more advices, guidance to finish this thesis. The writer also wishes to express his
gratitude to Prof. Amrin Saragih, M.A., Ph.D. and Dr. Busmin Gurning, M.Pd. who have
kindly assisted him in guiding, direction, revising and cotTecting the systematic or the
concept of his thesis. Further, his gratitude expression is to the reviewers and examiners in
examinations Prof. Tina Mariany A, M.A., Ph.D., Prof. Dr. Lince Sihombing, M.Pd. and Dr.
Eddy Setia, M.Ed TESP right from proposal seminar up to green table examination. God
bless them.
Secondly, the writer is indebted to all lecturers and tutors, who have given the
valuable knowledge during the study in English Applied Linguistics of Postgraduate School
in the State University ofMedan (UNIMED)
The writer would like to thank the main devoting of business and effort is addressed
to his beloved parents; Stn. Pangihutan Harahap and Surtini Siagian, also to his brothers and
sister; Bilal, Abdul Malik, Azwar Harahap and Irma Suryani for their patience to let him
continue his study until he finished this thesis.
The writer also would like to express his thanks to the head of STKIP "Tapanuli
Selatan" Padangsidimpuan, Dr. Ali Pada, M.Pd, the Foundation of Al-lman, H. Sahrul Hadi
and to all the lecturers especially to Drs. Mahyuddin, M.Hum and Mara Amin Hrp., S.Pd.,
M.Hum., English Study Program in that school for their assistance to provide the time and
the chance during conducting this study.
His sincere thanks are also extended to his classmates at the intake XIII, in particular
to Mr. Nazly Yusuf, Parlindungan Hutabarat, Miss Aprianti Hasibuan, Puan Suri Mira,
Debora, Hanim Saragih, Ade Aini Nuran, and Feriyanti Elina Gultom who have spent much
time to help the writer in finishing this thesis (English Applied Linguistics of Postgraduate
School in State University of Medan, 2007-2009).
Finally, his special thank is dedicated to Anita Adinda Nasution who gives support
fully in love and honesty. Furthermore, he would like to immortalize all his fiiends
whenever and however they are. They are Sapiruddin Srg, Hotri Oloan Nst and Erwin
Azhari (Teacher Training and Education School "South Tapanuli" Padangsidimpuan, 20032007), Partahian Hrp, Komala Hasan Srg, Lukman Hakim Srg, Dedi Kumia Pane and
Junaidi (Alm) (Vocational High School I Padangsidimpuan, 2000-2003).
Medan, September, 3nl 2009
The Writer,
Hamka
Registration Number: 081288330007
11
ABSTRACT
Hamka, Theme and Rheme in Children's Song Textbook: Getting Started in
English. Thesis: English Applied Linguistics Study Program. State University
ofMedan 2009.
Language as a system of meaning is unique based on text and context,
especially children's song. Children' s song must be created funny by simple structure
and simple language development. In fact, in children's song textbook: Getting Started
in English is found unmarked and marked difficulties. However, the text such children's
song affects and is affected by social context to create and to comprehend the message.
The objectives of this study are: ( 1) to identify how Theme and Rheme are structured,
(2) to describe what type of pattern is dominantly used, and (3) to elaborate why Theme
and Rheme structures are used while reference to the social context in children's song
textbook: Getting Started in English. This study is based on descriptive and qualitative
designs which focus on the naturalistic of the data. The analysis is conducted by
describing the data. There are 14 (fourteen) songs as the data source. The data analysis
reveals that Unmarked Theme, Simple Theme, and Constant Theme Pattern are
dominantly used. They implied that children's songs convey the most interesting
information to attract the listeners in written by simple structure. The choice of the
pattern is influenced by Mode and the information is simple and easier to get the
message. In Addition, elliptical semantic unit of Theme is found and dominated the
Theme. This is to say those children's songs in textbook: Getting Started in English
have similarities with conversations in case of language usage.
lll
CHAPTER I
INTRODUCTION
1.1
Tbe Background of tbe Study
Language is system of meaning that it is created in oral and written forms. It is
to say that language as a system of meaning is implicated into two types in the social
language in other how language is created and gives message to the listeners and
readers.
Language refers to linguistics study is expressed into two systems of meaning:
symbol and sound. One application of language that is symbol created in text and
context. Language especially in text and context is to organize human experience. It
means that the structure of language would convey meaning with the organization
language: words, phrase, clause, text and context. Through these elements meaning
will develop the larger text. By doing the language development, language has the
way how the human experience organized.
Text and context are two points of language that cannot be separated one and
each other as systems to convey meaning. Further, text is best regarded as a
semantic unit. This is not only talking about the kinds or forms of the text but also
the meaning of the text functionally related to a phrase, clause, sentence and also the
coding of symbolic system in another or contextually. So, it is to say why a text can
be found among the parts of a sentence or a clause.
In integrating message, it is related to linguistics which language is a medium
of meaning or message; they are sounds, symbols, words, groups, phrases, clauses,
2
sentences, text and context. They are structured in other to produce message easier
and comfortable. One medium of message easier and comfortable is song especially
Children's song.
Children's song is one of interesting language forms especially in English. It is
to say that how children' s song is created in other to be interesting. Children's song
is also a text that has Unmarked and marked structure refers to the way how the
writer creates the message in it. Based on the structure of children's song, it should
be created funny, by simple structure and by simple information development in
lyric.
In fact, nowadays, after observing the children's text book: Getting Started in
English, the structure and the language development such in song "Down by the
Station" (Diyata, 2004) have changed. Language development and the structure have
some difficulties traditionally. It is to say that they are found Unmarked and marked
songs in the children's song textbook.
However, children's song would be applicable to the children in their
competences how the song understood based on the linguistic elements in other the
song 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 children' s songs are able to get the
meaning. By providing children' s song, the children especially for primary school
will simultaneously stimulated to learn English more and more.
In addition, the fact (Gusrayani: 2008) that songs provide a perfect
environment and setting for children to learn a new language should not be made in
3
a rush. It is important that the content of the songs should be considered first
whether they are relevant and understandable for children or not.
Furthermore, Pane (2006) in her findings finds some difficulties that
commonly both speaker and listener very hard to comprehend the development of
song lyrics, due to the lack of knowledge of thematic development. So that, this
study specities and concerns to the children' s song textbook on the pattern of
thematic development that it is important to be analyzed.
In learning English, Indonesian children have to work hard since English is
neither their first nor second language. They are facilitated to study English only in
their formal class and hardly any outside the class.
Therefore, Children's song would provide to be an appropriate learning
context and atmosphere in order to enable children to acquire English as smoothly as
in their acquisition of the foreign language. Particularly, songs that have a number of
language elements which are relevant to children's world and, therefore,
understandable to them.
Nevertheless, songs themselves should be analyzed in terms of their meanings,
how children's song develops language, structure and meaning in order to serve the
needs. This is the core of this study analyzing theoretically how a song makes its
meaning and convey the message, and confirming practically how song is grasped
hy Indonesian children as indicated by their mastery of the English language skills at
the fifth grade learners
of primary school especially SD Negeri 200506
Manunggang Jae Padangsidimpuan.
Language is used to organize human experience. This is to say that language is
concerned with the organization of the information within the individual clause and,
4
through this, with the organization of the larger text. In order to do this language has
equipment how experiences are organized by using Theme and Rheme at the clause
rank.
Clause is organized as a message related to the genre of the text. English
varieties have ways in which the basic clause elements of subject, verb, complement
or object, and adverbial can be rearranged by putting different elements at the
beginning of the clause. The clause as a message is thus organized into Theme and
Rheme.
Theme and Rheme are very sensitive how language development in song in
creating meaning. In other words, the songs are shaped by the arrangement of the
Theme and Rheme. In this situation especially children's song, a study on Theme
and Rheme in it illuminates the structure of song.
Knowledge of structure is needed to comprehend a song. In this analysis study,
the researcher will unveil which one of the songs serves language development at
best due to the Systemic Functional Linguistic especially by considering Theme and
Rheme. In conclusion, the researcher wants to see only by applying the process of
the analysis of Theme and Rheme in children's song textbook, the better information
development will be found.
1.2
The Problem of the Study
This study focuses on Theme and Rheme in children's song textbook: Getting
Started in English through structures of Theme and Rheme. To make it more
available to research, the problems of the research are formulated as the following.
1) How are Theme and Rheme structured in children's song textbook: Getting
Started in English?
5
2) What various patterns of textual development are used m children ' song
textbook?
3) Why are the structures of Theme and Rheme used in children' song textbook:
Getting Started in English'?
1.3
The Object ive of the Study
In line of the problems, the objectives of the study are
I) to identify how Theme and Rheme are structured in children's song textbook:
Getting Started in English
2) to describe what various patterns of textual development are used in children'
song textbook
to explain why the structures of Theme and Rheme are used in children' song
textbook: Getting Started in English.
The Scope of the Study
After presenting the background, problems and objectives of the study above, the
scopes especially composed for children can be said: (l) Theme and Rheme as the
analysis of message, (2) various patterns by considering Theme and Rheme, and (3)
reason why the pattern is used while reference to social context.
1.5
The Significance of the Study
Text and context are two points in language that they cannot be separated one
and each other. Further, text and context involve value in them. The meaning of the
language is not only conveyed by the language used but also the structure of
information used or organized to convey meaning in text reflected to procedure of
the language and context.
6
This study provides the readers to see how rally children's songs convey the
meaning in case of structure and meaning. In other words, this analysis will create the
answers of the problem of the study in the previous points by using Theme and Rheme
to convey meaning in children' songs. Therefore, the findings of this study are expected
to be relevant in some respects; especially relevant to: (I) the learners who need them as
reference of Theme and Rheme, (2) the leamers who want to have a good analysis in
case of children' s songs, (3) the learners who learn English, (4) the teachers who want
to be successful in their job in Theme and Rheme course teaching English, (5) the
National Education Department of Indonesia for improving or progressing the English
in particular, and (6) all researchers who want to use the result of this research become
the comparison of their research.
CHAPTERV
CONCLUSIONS AND SUGGESTIONS
5.1
The Conclusion
The conclusion of this research is drawn based on the data analysis, findings and
discussion as the foll owing.
a) Language is unique included Children's song. However, language can be analyzed
based on the text and social context.
b) Theme and Rheme Structures are the analysis message in a text and social
context. Theme and Rheme Structures give more complete understanding and it is
more practical in presenting message
c) Unmarked Theme is used dominantly in children's song textbook: Getting Started
in English than Marked Theme. This crucially important in children's song refers
to the theory. Each of children's songs begins with Unmarked Theme which it
conveys the most interesting information to attract the listeners;
Simple Theme is also the characteristics of children's songs. Simple Theme is
used dominantly than Multiple ones. Simple Theme is the basic one to show the
symbol of children's song. This is important in other the message is easier to
remember, to understand and to reproduce the language of children's song.
e) Constant Theme Pattern is dominantly used than three other patterns. Constant
Theme Pattern is the first number of pattern. It means that the easiest pattern of
language development is Constant Theme Pattern. This is due to the fact and
reality of the children's song. The choice of pattern is influenced by Mode;
f) Elliptical linguistic element of Theme is found dominantly. Theme and Rheme
Structures contextually convey the elliptical semantic unit.
46
47
Ellipsis is found trom the social context of language. That social context is the
reconstruction of linguistic element previous and after. This social context
determines what the meaning of the elliptical linguistic element is. Normally,
ellipsis is very close to the linguistic element previous and after. Ellipsis tails a
meaning, and the meaning is not far away from the constructed linguistic element,
and
g) Children's song textbook Getting Started in English as the realization of spoken
text is an interesting language forms that would be created funny by simple
structure and simple language development. It is also very interesting to be
investigated in sense that the analysis can determine how children' song created
by the composer. It is to see how the message is conveyed by the composer. This
analysis shows the various elements and structures of Theme and Rheme in
children's song textbook: Getting Started in English.
5.2
The Suggestion
After analyzing children's song textbook Getting Started in English considering
with Theme and Rheme structures, the following suggestions are addressed.
a) This study will be relevant used by the learners to improve their ability to
understand and produce texts which are effective in conveying meaning;
b) Theme and Rheme Structures in this study can be used as models in various styles
of texts especially songs. The fmdings of this research indicate the teachers of
English should not only familiarize themselves with the types and the position of
Theme and Rheme in clauses but also the elliptical linguistic element or semantic
unit of Theme and Rheme in clauses (social context).
48
c) Children would learn English especially children's song right from the low level
of song or complete and concrete song and then they go on to the higher level
such abstract one. This gives clarity for them to study English as foreign
language.
d) The composer of children's song especially in English should be consistent and
intense to the theory of children's songs and social context of language in
children' s songs.
e) By having a specific study, also this study will be exploration of more detailed
analysis of Theme and Rheme Structures and the pattern of language development
in children's song specifically, and discourse generally. From linguistic
perspective, this will help in strengthening the significance of this analysis to
provide a critical tool for analysis of discourse in general.
5.2.1 The Implication for Teaching
The findings of this research indicate the teachers of English would not only
familiarize themselves with the types and the position of Theme and Rheme in clauses
but also the elliptical linguistic element or semantic unit of Theme and Rheme m
clauses (social context).
The structure of Theme and Rheme Structures in a clause indicate how message is
conveyed in songs. Songs convey message to the listeners. Theme and Rheme
Structures are useful to comprehend and structure the message by knowing the patterns
of Theme and Rheme. Thus, it is important for teachers of children's songs that they
would understand Theme and Rheme Structures in other they can apply the most
important messages that would be given to the students based on the children' s song in
English.
49
In addition, children's song textbook: Getting Started in English is better focusing
the material right from the low level with the complete song without ellipsis because
children learn something intensively with the concrete one. Further, tht!y go on to learn
the higher level by teaching the abstract one.
References
Bloor, T. & Bloor, M, 1995. The functional analysis of English. London: Edward
Arnold
Burns, P. C and Broman B. L. 1975. The Language Arts in Childhood Education.
Chicago: Rand McNall y College Publishing Company
Bogdan, R.C. & Biklen, S.K. 1982. Qualitative Research in Education: An
fnlroduction to Theory and Method, Boston: Allyn & Bacon
Cameron, L. 200 1. Teaching Languages to Young Learners. UK: Cambridge
University Press
Clark, H. H & Clark, E. 1977. Psychology and Language. USA: HBJ Incorporation
Diyata, F. 2004. Getting Started in English. Bandung: Regina
Djuharie, 0. S. 2007. Genre. Bandung: Yrama widya
Downing, A & Locke, P. 1992. A University Course in English Grammar. UK:
Prentice Hall International
Eggins, S. 1994. An Introduction to Systemic Functional Linguistics. GreatBritain :
Biddies
Emilia, E. 2008. Menu/is Tesis dan Disertasi. Bandung: A lfabeta
Gerrot, Land Wignell, P. 1994. Making Sense of Functional Grammar.Australia:
Gerd Stabler
Ousrayani, D. 2007. Teaching Grammar in Context through Constructivism
(Unpublished paper). Bandung: Universitas Pendidikan Indonesia
Gusrayani, D. 2008. Thematic and Transitivity in Children's songs and Stories
(Unpublished paper). Bandung: Universitas Pendidikan Indonesia.
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
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51
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
Hoey, M. 1991. Patterns of Lexis in Text . Oxford: OUP.
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
Pane, I. I. 2006. Theme Rheme in Children's songs (in Journal of Linguistic Terapan
Pascasarjana Unimed Vol. 3, No 1 Page 55). Medan: Pascasarjana UNIMED
Paltridge, B. 2000. Making Sense of Discourse Analysis. Australia : Gold Coast
Saragih, A. 2005 . Introduction functional Grammar. Medan: Pasca Sarjana
UNIMED
------------- . 2006. Bahasa dalam Konteks Sosial. Medan: Pasca Sarjana UNIMED
-------------. 2007. Discourse Analysis (Unpublished Lecture notes). Pasca Sarjana
UNIMED
-------------. 2008. Factual Writing (Unpublished Lecture Notes). Pasca Sarjana
UNIMED
Simatupang, S. R. 2008. Theme and Rheme in TVRI and Metro News Texts
(Unpublished Thesis). Pascasarjana UNIMED.
Sugiono. 2008. Metode Penelitian Pedidikan: Pendekatan Kuantitatif, kualitative
dan R & D. Bandung: Alfabeta.
..
ENGI.~
Submitted t,o tlze·"f!;rt;.;lish. Applied Linguistics Study Program
it! } ' t rt;a
l.F
~ t~ tfi:ilt!J"tent of the l?.e·quirement.$ for the Degree of
}jfqgister a ~.m c m i o r a
SH
Al"i'PLRED LINGUISTICS STUDY PROGRAI\'1
POS1bRADUATESCHOOL
STATE UNIVERSITY OF M¥:DAN
2009
THESIS
THEME AND RHEME IN CHILDREN'S SONG
TEXTBOOK: Getting Started in English
Ham ka
Registration Number: 082188330007
English Applied Linguistics Study Program
State University ~r M ~ an
Has Been Defended before Thesis Examination Committee on
September 3nt, 2009 and Declared to Fulfill the Requirement
Approved By
Adviser Commissions
First Advisor
arning. M.Pd
Dr. Bus
NIF. 131 571 761
ACKNOWLEDGEMENTS
The greatest thank is dedicated to Allah who gives Islam as my religion, Al-Qur'an
and Hadist as my way of life and Prophet Muhammad SAW as my guide, who gives me
health, material and chance in surface and deeply.
The writer would like to express his thanks to some persons. Firstly is to Prof. Tina
Mariany A, M.A., Ph.D as the head of English Applied Linguistics in UNIMED. She has
given more advices, guidance to finish this thesis. The writer also wishes to express his
gratitude to Prof. Amrin Saragih, M.A., Ph.D. and Dr. Busmin Gurning, M.Pd. who have
kindly assisted him in guiding, direction, revising and cotTecting the systematic or the
concept of his thesis. Further, his gratitude expression is to the reviewers and examiners in
examinations Prof. Tina Mariany A, M.A., Ph.D., Prof. Dr. Lince Sihombing, M.Pd. and Dr.
Eddy Setia, M.Ed TESP right from proposal seminar up to green table examination. God
bless them.
Secondly, the writer is indebted to all lecturers and tutors, who have given the
valuable knowledge during the study in English Applied Linguistics of Postgraduate School
in the State University ofMedan (UNIMED)
The writer would like to thank the main devoting of business and effort is addressed
to his beloved parents; Stn. Pangihutan Harahap and Surtini Siagian, also to his brothers and
sister; Bilal, Abdul Malik, Azwar Harahap and Irma Suryani for their patience to let him
continue his study until he finished this thesis.
The writer also would like to express his thanks to the head of STKIP "Tapanuli
Selatan" Padangsidimpuan, Dr. Ali Pada, M.Pd, the Foundation of Al-lman, H. Sahrul Hadi
and to all the lecturers especially to Drs. Mahyuddin, M.Hum and Mara Amin Hrp., S.Pd.,
M.Hum., English Study Program in that school for their assistance to provide the time and
the chance during conducting this study.
His sincere thanks are also extended to his classmates at the intake XIII, in particular
to Mr. Nazly Yusuf, Parlindungan Hutabarat, Miss Aprianti Hasibuan, Puan Suri Mira,
Debora, Hanim Saragih, Ade Aini Nuran, and Feriyanti Elina Gultom who have spent much
time to help the writer in finishing this thesis (English Applied Linguistics of Postgraduate
School in State University of Medan, 2007-2009).
Finally, his special thank is dedicated to Anita Adinda Nasution who gives support
fully in love and honesty. Furthermore, he would like to immortalize all his fiiends
whenever and however they are. They are Sapiruddin Srg, Hotri Oloan Nst and Erwin
Azhari (Teacher Training and Education School "South Tapanuli" Padangsidimpuan, 20032007), Partahian Hrp, Komala Hasan Srg, Lukman Hakim Srg, Dedi Kumia Pane and
Junaidi (Alm) (Vocational High School I Padangsidimpuan, 2000-2003).
Medan, September, 3nl 2009
The Writer,
Hamka
Registration Number: 081288330007
11
ABSTRACT
Hamka, Theme and Rheme in Children's Song Textbook: Getting Started in
English. Thesis: English Applied Linguistics Study Program. State University
ofMedan 2009.
Language as a system of meaning is unique based on text and context,
especially children's song. Children' s song must be created funny by simple structure
and simple language development. In fact, in children's song textbook: Getting Started
in English is found unmarked and marked difficulties. However, the text such children's
song affects and is affected by social context to create and to comprehend the message.
The objectives of this study are: ( 1) to identify how Theme and Rheme are structured,
(2) to describe what type of pattern is dominantly used, and (3) to elaborate why Theme
and Rheme structures are used while reference to the social context in children's song
textbook: Getting Started in English. This study is based on descriptive and qualitative
designs which focus on the naturalistic of the data. The analysis is conducted by
describing the data. There are 14 (fourteen) songs as the data source. The data analysis
reveals that Unmarked Theme, Simple Theme, and Constant Theme Pattern are
dominantly used. They implied that children's songs convey the most interesting
information to attract the listeners in written by simple structure. The choice of the
pattern is influenced by Mode and the information is simple and easier to get the
message. In Addition, elliptical semantic unit of Theme is found and dominated the
Theme. This is to say those children's songs in textbook: Getting Started in English
have similarities with conversations in case of language usage.
lll
CHAPTER I
INTRODUCTION
1.1
Tbe Background of tbe Study
Language is system of meaning that it is created in oral and written forms. It is
to say that language as a system of meaning is implicated into two types in the social
language in other how language is created and gives message to the listeners and
readers.
Language refers to linguistics study is expressed into two systems of meaning:
symbol and sound. One application of language that is symbol created in text and
context. Language especially in text and context is to organize human experience. It
means that the structure of language would convey meaning with the organization
language: words, phrase, clause, text and context. Through these elements meaning
will develop the larger text. By doing the language development, language has the
way how the human experience organized.
Text and context are two points of language that cannot be separated one and
each other as systems to convey meaning. Further, text is best regarded as a
semantic unit. This is not only talking about the kinds or forms of the text but also
the meaning of the text functionally related to a phrase, clause, sentence and also the
coding of symbolic system in another or contextually. So, it is to say why a text can
be found among the parts of a sentence or a clause.
In integrating message, it is related to linguistics which language is a medium
of meaning or message; they are sounds, symbols, words, groups, phrases, clauses,
2
sentences, text and context. They are structured in other to produce message easier
and comfortable. One medium of message easier and comfortable is song especially
Children's song.
Children's song is one of interesting language forms especially in English. It is
to say that how children' s song is created in other to be interesting. Children's song
is also a text that has Unmarked and marked structure refers to the way how the
writer creates the message in it. Based on the structure of children's song, it should
be created funny, by simple structure and by simple information development in
lyric.
In fact, nowadays, after observing the children's text book: Getting Started in
English, the structure and the language development such in song "Down by the
Station" (Diyata, 2004) have changed. Language development and the structure have
some difficulties traditionally. It is to say that they are found Unmarked and marked
songs in the children's song textbook.
However, children's song would be applicable to the children in their
competences how the song understood based on the linguistic elements in other the
song 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 children' s songs are able to get the
meaning. By providing children' s song, the children especially for primary school
will simultaneously stimulated to learn English more and more.
In addition, the fact (Gusrayani: 2008) that songs provide a perfect
environment and setting for children to learn a new language should not be made in
3
a rush. It is important that the content of the songs should be considered first
whether they are relevant and understandable for children or not.
Furthermore, Pane (2006) in her findings finds some difficulties that
commonly both speaker and listener very hard to comprehend the development of
song lyrics, due to the lack of knowledge of thematic development. So that, this
study specities and concerns to the children' s song textbook on the pattern of
thematic development that it is important to be analyzed.
In learning English, Indonesian children have to work hard since English is
neither their first nor second language. They are facilitated to study English only in
their formal class and hardly any outside the class.
Therefore, Children's song would provide to be an appropriate learning
context and atmosphere in order to enable children to acquire English as smoothly as
in their acquisition of the foreign language. Particularly, songs that have a number of
language elements which are relevant to children's world and, therefore,
understandable to them.
Nevertheless, songs themselves should be analyzed in terms of their meanings,
how children's song develops language, structure and meaning in order to serve the
needs. This is the core of this study analyzing theoretically how a song makes its
meaning and convey the message, and confirming practically how song is grasped
hy Indonesian children as indicated by their mastery of the English language skills at
the fifth grade learners
of primary school especially SD Negeri 200506
Manunggang Jae Padangsidimpuan.
Language is used to organize human experience. This is to say that language is
concerned with the organization of the information within the individual clause and,
4
through this, with the organization of the larger text. In order to do this language has
equipment how experiences are organized by using Theme and Rheme at the clause
rank.
Clause is organized as a message related to the genre of the text. English
varieties have ways in which the basic clause elements of subject, verb, complement
or object, and adverbial can be rearranged by putting different elements at the
beginning of the clause. The clause as a message is thus organized into Theme and
Rheme.
Theme and Rheme are very sensitive how language development in song in
creating meaning. In other words, the songs are shaped by the arrangement of the
Theme and Rheme. In this situation especially children's song, a study on Theme
and Rheme in it illuminates the structure of song.
Knowledge of structure is needed to comprehend a song. In this analysis study,
the researcher will unveil which one of the songs serves language development at
best due to the Systemic Functional Linguistic especially by considering Theme and
Rheme. In conclusion, the researcher wants to see only by applying the process of
the analysis of Theme and Rheme in children's song textbook, the better information
development will be found.
1.2
The Problem of the Study
This study focuses on Theme and Rheme in children's song textbook: Getting
Started in English through structures of Theme and Rheme. To make it more
available to research, the problems of the research are formulated as the following.
1) How are Theme and Rheme structured in children's song textbook: Getting
Started in English?
5
2) What various patterns of textual development are used m children ' song
textbook?
3) Why are the structures of Theme and Rheme used in children' song textbook:
Getting Started in English'?
1.3
The Object ive of the Study
In line of the problems, the objectives of the study are
I) to identify how Theme and Rheme are structured in children's song textbook:
Getting Started in English
2) to describe what various patterns of textual development are used in children'
song textbook
to explain why the structures of Theme and Rheme are used in children' song
textbook: Getting Started in English.
The Scope of the Study
After presenting the background, problems and objectives of the study above, the
scopes especially composed for children can be said: (l) Theme and Rheme as the
analysis of message, (2) various patterns by considering Theme and Rheme, and (3)
reason why the pattern is used while reference to social context.
1.5
The Significance of the Study
Text and context are two points in language that they cannot be separated one
and each other. Further, text and context involve value in them. The meaning of the
language is not only conveyed by the language used but also the structure of
information used or organized to convey meaning in text reflected to procedure of
the language and context.
6
This study provides the readers to see how rally children's songs convey the
meaning in case of structure and meaning. In other words, this analysis will create the
answers of the problem of the study in the previous points by using Theme and Rheme
to convey meaning in children' songs. Therefore, the findings of this study are expected
to be relevant in some respects; especially relevant to: (I) the learners who need them as
reference of Theme and Rheme, (2) the leamers who want to have a good analysis in
case of children' s songs, (3) the learners who learn English, (4) the teachers who want
to be successful in their job in Theme and Rheme course teaching English, (5) the
National Education Department of Indonesia for improving or progressing the English
in particular, and (6) all researchers who want to use the result of this research become
the comparison of their research.
CHAPTERV
CONCLUSIONS AND SUGGESTIONS
5.1
The Conclusion
The conclusion of this research is drawn based on the data analysis, findings and
discussion as the foll owing.
a) Language is unique included Children's song. However, language can be analyzed
based on the text and social context.
b) Theme and Rheme Structures are the analysis message in a text and social
context. Theme and Rheme Structures give more complete understanding and it is
more practical in presenting message
c) Unmarked Theme is used dominantly in children's song textbook: Getting Started
in English than Marked Theme. This crucially important in children's song refers
to the theory. Each of children's songs begins with Unmarked Theme which it
conveys the most interesting information to attract the listeners;
Simple Theme is also the characteristics of children's songs. Simple Theme is
used dominantly than Multiple ones. Simple Theme is the basic one to show the
symbol of children's song. This is important in other the message is easier to
remember, to understand and to reproduce the language of children's song.
e) Constant Theme Pattern is dominantly used than three other patterns. Constant
Theme Pattern is the first number of pattern. It means that the easiest pattern of
language development is Constant Theme Pattern. This is due to the fact and
reality of the children's song. The choice of pattern is influenced by Mode;
f) Elliptical linguistic element of Theme is found dominantly. Theme and Rheme
Structures contextually convey the elliptical semantic unit.
46
47
Ellipsis is found trom the social context of language. That social context is the
reconstruction of linguistic element previous and after. This social context
determines what the meaning of the elliptical linguistic element is. Normally,
ellipsis is very close to the linguistic element previous and after. Ellipsis tails a
meaning, and the meaning is not far away from the constructed linguistic element,
and
g) Children's song textbook Getting Started in English as the realization of spoken
text is an interesting language forms that would be created funny by simple
structure and simple language development. It is also very interesting to be
investigated in sense that the analysis can determine how children' song created
by the composer. It is to see how the message is conveyed by the composer. This
analysis shows the various elements and structures of Theme and Rheme in
children's song textbook: Getting Started in English.
5.2
The Suggestion
After analyzing children's song textbook Getting Started in English considering
with Theme and Rheme structures, the following suggestions are addressed.
a) This study will be relevant used by the learners to improve their ability to
understand and produce texts which are effective in conveying meaning;
b) Theme and Rheme Structures in this study can be used as models in various styles
of texts especially songs. The fmdings of this research indicate the teachers of
English should not only familiarize themselves with the types and the position of
Theme and Rheme in clauses but also the elliptical linguistic element or semantic
unit of Theme and Rheme in clauses (social context).
48
c) Children would learn English especially children's song right from the low level
of song or complete and concrete song and then they go on to the higher level
such abstract one. This gives clarity for them to study English as foreign
language.
d) The composer of children's song especially in English should be consistent and
intense to the theory of children's songs and social context of language in
children' s songs.
e) By having a specific study, also this study will be exploration of more detailed
analysis of Theme and Rheme Structures and the pattern of language development
in children's song specifically, and discourse generally. From linguistic
perspective, this will help in strengthening the significance of this analysis to
provide a critical tool for analysis of discourse in general.
5.2.1 The Implication for Teaching
The findings of this research indicate the teachers of English would not only
familiarize themselves with the types and the position of Theme and Rheme in clauses
but also the elliptical linguistic element or semantic unit of Theme and Rheme m
clauses (social context).
The structure of Theme and Rheme Structures in a clause indicate how message is
conveyed in songs. Songs convey message to the listeners. Theme and Rheme
Structures are useful to comprehend and structure the message by knowing the patterns
of Theme and Rheme. Thus, it is important for teachers of children's songs that they
would understand Theme and Rheme Structures in other they can apply the most
important messages that would be given to the students based on the children' s song in
English.
49
In addition, children's song textbook: Getting Started in English is better focusing
the material right from the low level with the complete song without ellipsis because
children learn something intensively with the concrete one. Further, tht!y go on to learn
the higher level by teaching the abstract one.
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