THEMATIC STRUCTURES IN STUDENTS’ RESEARCH PAPERS AND ORAL PRESENTATIONS:A Case Study of Postgraduate Program in English Education at UPI Bandung.
Sidik Indra Nugraha, 2014
THEMATIC STRUCTURES IN STUDENTS’ RESEARCH PAPERS AND ORAL PRESENTATIONS : A Case Study of Postgraduate Program in English Education at UPI Bandung
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
THEMATIC STRUCTURES IN STUDENT
S’
RESEARCH
PAPERS AND ORAL PRESENTATIONS
(A Case Study of Postgraduate Program in English Education at UPI Bandung)
A Thesis
Submitted in partial fulfillment of the requirements for Master’s Degree in English Education
Sidik Indra N 1102679
DEPARTMENT OF ENGLISH EDUCATION
SCHOOL OF POSTGRADUATE STUDIES
INDONESIA UNIVERSITY OF EDUCATION
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Sidik Indra Nugraha, 2014
THEMATIC STRUCTURES IN STUDENTS’ RESEARCH PAPERS AND ORAL PRESENTATIONS : A Case Study of Postgraduate Program in English Education at UPI Bandung
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Thematic Structures in Student
s’
Research Papers and Oral
Presentations
(A Case Study of Postgraduate Program
in English Education at UPI Bandung)
Oleh Sidik Indra N
S.Pd UPI Bandung, 2005
Sebuah Tesis yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Magister Pendidikan (M.Pd.) pada Fakultas Pendidikan Bahasa dan Seni
© Sidik Indra N 2014 Universitas Pendidikan Indonesia
Desember 2014
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Sidik Indra Nugraha, 2014
THEMATIC STRUCTURES IN STUDENTS’ RESEARCH PAPERS AND ORAL PRESENTATIONS : A Case Study of Postgraduate Program in English Education at UPI Bandung
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APPROVAL SHEET
Thematic Structures in Students’ Research Papers and Oral Presentations
By: Sidik Indra N
1102679
Approved by: Supervisor
Iwa Lukmana, M.A., Ph. D. NIP 196611271993031002
Head of English Education Department
Prof. Emi Emilia, M. Ed., Ph. D. N IP 1 9 6 6 0 9 1 6 1 9 9 0 0 1 2 0 0 1
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Sidik Indra Nugraha, 2014
THEMATIC STRUCTURES IN STUDENTS’ RESEARCH PAPERS AND ORAL PRESENTATIONS : A Case Study of Postgraduate Program in English Education at UPI Bandung
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
ABSTRACT
This research aims to investigate the thematic structures in students’ research papers and oral presentations. Specifically, it focuses on two aspects, i.e. types of Theme and realizations of topical Theme in students’ research papers and oral presentations. It is qualitative in nature, and involves three students’ research papers and transcribed students’ oral presentations as the main research data. Findings from the research show differences of thematic structures in students’ research papers and oral presentations in terms of the types of Theme used and realizations of topical Theme. Firstly, the types of Theme used in students’ research papers and oral presentations were interpersonal, textual, and topical. Topical Theme was the most frequently used type of Theme, with the total of 72.7% and 56.3% in students’ research papers and oral presentations respectively. After topical Theme came textual Theme, constituting 26.1% and 39.5% of overall Themes in both types of text respectively. Finally, interpersonal Theme was the least common type of Theme found in students’ research papers (1.2%) and oral presentations (5.2%). Secondly, the topical Themes in both types of text were realized by relatively similar elements including nominal group with common or proper noun as Head, nominal group with personal pronoun as Head, nominal group with nominalization as Head, prepositional phrase, nominal group with proper noun as Head, dependent clause, adverbial group, non-representational it, reference item, existential, embedded clause, and question word. Of these twelve elements realizing the topical Themes, nominal group with common noun as head mostly occurred in students’ research papers (46.1%) and oral presentations (40.3%). Considering these findings, it is concluded that the variation regarding the types of Theme and realizations of topical Theme in both types of text may be attributed to the mode variation of the texts, i.e. distinction between spoken and written language. This variation of thematic structure is related to the role the language plays in the realization of the context of situation, in this case, students’ research papers and oral presentations. It is recommended that teaching on the way the message is organized in both written and spoken contexts of language use be given to students to improve coherence and cohesion of text.
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Sidik Indra Nugraha, 2014
THEMATIC STRUCTURES IN STUDENTS’ RESEARCH PAPERS AND ORAL PRESENTATIONS : A Case Study of Postgraduate Program in English Education at UPI Bandung
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
ABSTRAKSI
Penelitian ini bertujuan untuk menginvestigasi struktur tematis dalam tulisan ilmiah dan presentasi lisan mahasiswa. Secara spesifik penelitian ini menyoroti dua aspek, yakni, jenis Theme dan realisasinya dalam tulisan ilmiah dan presentasi lisan mahasiswa. Penelitian ini menggunakan metode kualitatif dan melibatkan masing-masing tiga tulisan ilmiah dan presentasi lisan mahasiswa sebagai data penelitian. Hasil analisis menunjukan perbedaan struktur tematis dalam tulisan ilmiah dan presentasi lisan mahasiswa. Pertama, jenis Theme yang digunakan dalam tulisan ilmiah dan presentasi lisan mahasiswa adalah interpersonal, textual, dan topical.
Topical Theme merupakan jenis Theme yang paling banyak muncul, yaitu, 72,7%
dalam tulisan ilmiah siswa dan 56,3% dalam presentasi lisan mahasiswa. Berikutnya adalah textual Theme dengan persentase 26.1% dan 39.5% di kedua jenis teks secara berurutan. Interpersonal Theme adalah jenis Theme yang paling jarang muncul, dengan persentase 1,2% dalam tulisan ilmiah dan 5.2% dalam presentasi lisan mahasiswa. Kedua, topical Theme direalisasikan dengan elemen yang sama di kedua jenis teks termasuk nominal group with common or proper noun as Head, nominal
group with personal pronoun as Head, nominal group with nominalization as Head, prepositional phrase, nominal group with proper noun as Head, dependent clause, adverbial group, non-representational it, reference item, existential, embedded clause, and question word. Dari keduabelas elemen tersebut nominal group
merupakan elemen yang paling sering muncul, 46.1% kemunculan dalam tulisan ilmiah dan 40.3% dalam persentasi lisan. Dari temuan diatas dapat disimpulkan bahwa variasi jenis Theme dan realisasinya di kedua jenis teks dapat disebabkan oleh variasi modus di kedua jenis teks, yakni, bahasa tulis dan lisan. Variasi tematis berhubungan dengan peran bahasa dalam merealisasikan konteks situasi. Dalam pengajaran bahasa siswa harus diajarkan cara menyusun teks dalam kedua jenis modus, lisan dan tulisan, yang benar sehingga mereka mampu menulis teks yang kohesif dan koheren.
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Sidik Indra Nugraha, 2014
THEMATIC STRUCTURES IN STUDENTS’ RESEARCH PAPERS AND ORAL PRESENTATIONS : A Case Study of Postgraduate Program in English Education at UPI Bandung
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
TABLE OF CONTENTS
ABSTRACT i
TABLE OF CONTENT ii
LIST OF TABLES v
LIST OF FIGURES vi
CHAPTER 1: INTRODUCTION
1.1Research background 1
1.2Research questions 3
1.3Aims of the research 4
1.4Significance of the research 4
1.5Definitions of terms 5
1.6Thesis organization 6
CHAPTER 2: LITERATURE REVIEW
2.1Introduction 7
2.2Systemic Functional Grammar (SFG) 8
2.3Language metafunctions 11
2.3.1 Interpersonal meaning (clause as exchange) 11
2.3.2 Ideational meaning (clause as representation) 12
2.3.3 Textual meaning (clause as message) 12
2.4The grammar of textual meaning: THEME 13
2.4.1 The system of Theme 13
2.4.2 Types of Theme 16
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Sidik Indra Nugraha, 2014
THEMATIC STRUCTURES IN STUDENTS’ RESEARCH PAPERS AND ORAL PRESENTATIONS : A Case Study of Postgraduate Program in English Education at UPI Bandung
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
2.4.2.2Interpersonal Theme 16
2.4.2.2.1 Finite (unfused) as interpersonal Theme 17
2.4.2.2.2 Mood Adjuncts as interpersonal Theme 17
2.4.2.2.3 Vocative Adjuncts as interpersonal Theme 17
2.4.2.2.4 Polarity Adjunct 17
2.4.2.2.5 Comment Adjunct 18
2.4.2.3Textual Theme 18
2.4.2.3.1 Continuity Adjunct as Theme 18
2.4.2.3.2 Conjunctive Adjunct as Theme 18
2.5Register variable of mode 19
2.5.1 Spatial/interpersonal distance 20
2.5.2 Experiential distance 19
2.6Academic language: functional perspective 24
CHAPTER 3: RESEARCH METHODOLOGY
3.1Research design 27
3.2Research site and participants 27
3.3Procedures of data collections 28
3.4Data analysis 29
CHAPTER 4 DATA PRESENTATIONS AND ANALYSIS 4.1Types of Theme get used in student’s research papers
and oral presentations 31
4.1.1 General findings: trend in the use of Themes
in student’s papers and oral presentations 31
4.1.2 Types of Theme in research papers 36
4.1.2.1Interpersonal Theme 36
4.1.2.2Textual Theme 39
4.1.2.3Topical Theme 46
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Sidik Indra Nugraha, 2014
THEMATIC STRUCTURES IN STUDENTS’ RESEARCH PAPERS AND ORAL PRESENTATIONS : A Case Study of Postgraduate Program in English Education at UPI Bandung
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
4.1.3.1Interpersonal Theme 49
4.1.3.2Textual Theme 53
4.1.3.3Topical Theme 59
4.2Realizations of topical Theme in student’s research papers
and oral presentations 62
4.2.1 General findings: trend in selections of topical Theme
in student’s research papers and oral presentations 62 4.2.2 Realizations of topical Theme in research papers 66
4.2.2.1Nominal group: common noun as Head 67
4.2.2.2Nominal group: personal pronoun as Head 68
4.2.2.3Nominal group: nominalizations as Head 69
4.2.2.4Prepositional phrase 70
4.2.2.5Dependent clause 72
4.2.2.6Adverbial group 74
4.2.2.7Non-representational it 75
4.2.2.8Reference item 76
4.2.2.9Existential 78
4.2.2.10 Embedded clause 79
4.2.2.11 Question word 80
4.2.3 Realizations of topical Theme in oral presentations 81
4.2.3.1Nominal group: common noun as Head 81
4.2.3.2Nominal group: personal pronoun as Head 82
4.2.3.3Nominal group: nominalization as Head 83
4.2.3.4Prepositional phrase 84
4.2.3.5Dependent clause 85
4.2.3.6Adverbial group 88
4.2.3.7Existential 89
4.2.3.8Embedded clause 90
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Sidik Indra Nugraha, 2014
THEMATIC STRUCTURES IN STUDENTS’ RESEARCH PAPERS AND ORAL PRESENTATIONS : A Case Study of Postgraduate Program in English Education at UPI Bandung
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CHAPTER 5 CONCLUSION AND RECOMMENDATION
5.1 Conclusion 98
5.2 Recommendation 101
BIBLIOGRAPHY 103
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Sidik Indra Nugraha, 2014
THEMATIC STRUCTURES IN STUDENTS’ RESEARCH PAPERS AND ORAL PRESENTATIONS : A Case Study of Postgraduate Program in English Education at UPI Bandung
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CHAPTER 1
INTRODUCTION
This chapter provides the general issues related to the current research. It includes background of the study, research question, purpose of the study, significance of the study, definition of terms and thesis organization.
1.1Research background
Halliday‟s Systemic Functional Linguistics (hence SFL) influence on language learning has been of great interest to researchers. This is believed to owe to its particular specialization on the concept of metafunctions, i.e. interpersonal, ideational and textual, as opposed to the traditional grammar (see Eggins, 2004). Within SFL theory, language users are able to express these three kinds of meaning simultaneously by utilizing a set of grammatical choices available in the lexico-grammar system. As the theory posits, the interpersonal, ideational and textual metafunction are the semantic meanings for which people make when interacting (Eggins, 2004). Interpersonal metafunction expresses the writer‟s role relationship with the reader as well as the writer‟s attitude towards the subject matter. Ideational metafunction shows the way the writers make sense of the world. Textual metafunction suggests the way the text is organized.
It is particularly this latter strand of metafunction that is of important for its role that partly contributes to realizing textual meanings. According to Halliday (1974: 95, 97, in Eggins, 2004), textual metafunction is described as the „relevance‟ or the „enabling‟ metafunction. This suggests the organization of the text in such a way that is relevant to its given context and communicative purpose.
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THEMATIC STRUCTURES IN STUDENTS’ RESEARCH PAPERS AND ORAL PRESENTATIONS : A Case Study of Postgraduate Program in English Education at UPI Bandung
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Research into thematic structure in texts has been revealing. Several research compared the thematic structure in different genres (see, for example, Ghadessy, 1999; Ebrahimi and Heng, 2012), whereas several others compared the thematic structure and aspects of students‟ writing of different level of score (e.g., Ping, 2007; Kawaguchi, Haenouchi, & Ichinose, 2009). Research into thematic structure of interlanguage texts has also been prevalent. For example, Green, Christopher, & Mei (2000) reported a comparison of corpus academic writings produced by non-native speakers of Chinese student and native speakers of English in relation to the occurences of the two fronting devices (i.e., beginning
For and Concerning) and the three thematized connectors (i.e., Besides, Furthermore and Moreover). Mirahayuni (2002) investigated the textual structure
of research articles written by English speakers, Indonesian writers writing in English, and Indonesian writers writing in Indonesian. Some attention has also been given to thematic progression in academic research articles (e.g., Soepriatmadji, 2009; Herriman, 2011; Nuraeningsih, 2012; Sharndama & Panamah, 2013; Shi, 2013). These studies described the way the thematic structure and progression contribute to cohesion and coherence of texts.
Thematic structure and its utilization in the field of language teaching has been an especially popular area of research. Several action research reported the effectiveness of incorporating thematic structure in teaching writing (e.g., Ren, Cao, Gao, & Li, 2009; Priyatmojo, 2012 ; Farikah, Nurkamto, & Sofwan, 2013). The results showed a considerable improvement of students‟ competence in developing paragraph of certain genres.
In translation studies thematic organization has been of an issue. Khedri and Ebrahimi (2012) reported the efficacy of thematic structure to keep the rhetoric and argumentation well-structured. Several studies have mostly dealt with the way the translator tackled the issues of textual devices (i.e. thematic organization and progression) when a text was translated into another language (e.g., Jalilifar, 2009; Rorvik, 2003; Kim, 2007). In coping with translation
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THEMATIC STRUCTURES IN STUDENTS’ RESEARCH PAPERS AND ORAL PRESENTATIONS : A Case Study of Postgraduate Program in English Education at UPI Bandung
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
problems as regards the thematic issue, Dejica-Cartis and Cozma (2013) proposed a process-based translation by putting a methodological approach for integrating information-structure theories in translation process.
Although considerable research has been devoted to thematic structure, these research have tended to focus on a single mode of discourse, i.e. written (e.g. Ghadessy, 1999; Ebrahimi and Heng, 2012; Ping, 2007; Kawaguchi, Haenouchi, & Ichinose, 2009). It would seem, therefore, that further investigations are needed in order to find out the thematic realizations in two different modes of discourse, i.e. spoken and written. The aim of the present research is to compare the realizations of thematic structures in students‟ research papers and oral presentations. To be specific, it will reveal the types of Theme and linguistic realizations of topical Theme in research papers and oral presentations. Selections of type of Theme and realizations of topical Theme to become the focus of investigation because they will reveal variations between two types of text, considering there is a choice between using textual and interpersonal thematic elements. In addition, topical Theme is expected to occur in each clause for its vital role in giving the content to the clause (see Thompson, 2004; Martin, Matthiessen and Pinter, 1997), and thus is crucial to look at what it is (see Eggins, 1994, 2004). Topical Theme can be realized in various elements such as nominal group, dependent clause, embedded clause, etc.
The selection of research papers and oral presentations being the focus of investigation is motivated by a consideration that these two have become an important part in academic tradition particularly postgraduate level. Research papers constitute students‟ mastery of a subject matter, and as it turns out, they are often followed up by oral presentations. The analysis of Theme will provide evidence that the two types of text are alike to several respects, but different to the other: the texts may be ideationally and interpersonally similar but textually different. It is hoped that the information presented will be useful to students of non-native English speakers particularly in Indonesian context as to differences of
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Sidik Indra Nugraha, 2014
THEMATIC STRUCTURES IN STUDENTS’ RESEARCH PAPERS AND ORAL PRESENTATIONS : A Case Study of Postgraduate Program in English Education at UPI Bandung
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
spoken and written language in terms of the way they are structured, which realizes the textual meaning of the text.
1.2Research questions
The questions that this research seeks to answer are formulated as follows:
1. What types of Theme are used in students‟ research papers and oral presentations?
2. What is selected to be Topical Theme in students‟ research papers and oral presentations?
1.3Aims of the research
The research is aimed to:
1. find out the types of Theme get used in students‟ research papers and oral presentations. The type of Theme is expected to vary according to the mode variations of the texts.
2. reveal the elements selected to be the topical Theme in students‟ research papers and oral presentations. The language use in different mode will somehow affect the lexical choices as well as their structure in clauses. This in turn will reveal the characteristics of spoken and written language in terms of its thematic structure.
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Sidik Indra Nugraha, 2014
THEMATIC STRUCTURES IN STUDENTS’ RESEARCH PAPERS AND ORAL PRESENTATIONS : A Case Study of Postgraduate Program in English Education at UPI Bandung
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
The following significant points are expected from this case study:
1. It imparts a contribution to the theory of functional linguistics. The study of functional linguistics has mostly dealt with the way the metafunctions are realized in either written or spoken mode. The current research, however, extends the analysis to uncover how the Theme is structured in written mode as compared to that of spoken mode. This will indicate that the texts are alike to some extents but different to the other.
2. It contributes to raising students‟ awareness of the way the message is structured in both written and spoken mode. As for non-native language users particularly in Indonesian context, it is helpful to provide accounts towards how the language is used according to its context and purpose.
1.5Definition of terms
The technical terms prominently used in this research are defined as follows:
1. Academic language refers to language typically used in the school context that gives access to students to acquire knowledge and that serves as a tool of thinking (Schleppegrell, 2004).
2. Metafunction is defined as “the highly generalized functions language has evolved to serve and which are evidenced in its organization” (Matthiessen, Teruya, & Lam, 2010: 138).
3. Mode refers to “the role language is playing in an interaction” (Martin, 1984, in Eggins, 2004: 90).
4. Register is “A variety of language determined by a particular set of values of the context; it is determined by what the speaker is doing socially” (Matthiessen, Teruya, & Lam, 2010: 176).
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Sidik Indra Nugraha, 2014
THEMATIC STRUCTURES IN STUDENTS’ RESEARCH PAPERS AND ORAL PRESENTATIONS : A Case Study of Postgraduate Program in English Education at UPI Bandung
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
5. Systemic functional linguistics (SFL) refers to “a functional approach to language which explores both how people use language in different contexts, and how language is structured for use a semiotic system” (Eggins, 2004: 20).
6. Theme is defined as “Textual system for organizing the clause as a message, more specifically for assigning an element or set of elements of the clause the textual status of prominence as orientation or local context for the interpretation of the rest of the clause—the point of departure in the process of interpreting the clause” (Matthiessen, Teruya, & Lam, 2010: 223).
7. Topical Theme refers to “an element of the clause in which a Transitivity function can be assigned occurs in first position in a clause” (Eggins, 2004: 301).
1.6Thesis organization
This research is organized into five chapters. Chapter 1 consists of the background of the study which elaborates a general description of the research focus under discussion. The following sub-chapter includes research questions, purpose of the study, significance of the study, definition of terms and thesis organization. Chapter 2 elaborates theoretical bases underlying the present research. It mainly discusses the language approach of Halliday‟s SFL to analyze the thematic structure in students‟ research papers and oral presentations. It subsequently provides a description on the concept of register, mode and language features typical in academic setting.
Chapter 3 describes the methodology employed in this research. It includes research design, research setting and participants, data collection and data analysis.
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Sidik Indra Nugraha, 2014
THEMATIC STRUCTURES IN STUDENTS’ RESEARCH PAPERS AND ORAL PRESENTATIONS : A Case Study of Postgraduate Program in English Education at UPI Bandung
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Chapter 4 presents the data presentation and data analysis. The data presentation describes the choice of types of Theme including textual, interpersonal, and topical Theme in students‟ research papers and oral presentations. They also present the elements used to be the topical Theme in both types of text. They are discussed by referring to relevant theories and previous studies.
Chapter 5 provides conclusion and suggestions drawn from this research. The conclusion is made based on the research findings and the discussion regarding the two research problems formulated above.
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Sidik Indra Nugraha, 2014
THEMATIC STRUCTURES IN STUDENTS’ RESEARCH PAPERS AND ORAL PRESENTATIONS : A Case Study of Postgraduate Program in English Education at UPI Bandung
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CHAPTER 3
RESEARCH METHODOLOGY
This chapter describes the research strategy that is used to study the realizations of thematic structures in research papers and oral presentations. It provides an account of the specific research design, research site and participants, data collection and data analysis.
3.1 Research design
As described earlier in Chapter 1, this research attempts to investigate the thematic choices and realizations of topical Theme in students‟ research papers and oral presentations. Relevant to this inquiry, qualitative research is adopted since it provides descriptive data concerning what people wrote and said as well as how they behaved (Anderson, 1987: 384, in Hatch, 2002: 6). Furthermore, there are several characteristics of qualitative found in this research (Hatch, 2002: 6-11); Alwasilah, 2000: 36; Best & Kahn, 1993: 185). Firstly, the natural setting of the current research is that the research was conducted in a classroom whereby the students were doing oral presentations of the research papers. Secondly, it is the researcher himself as the main data gathering instrument; the researcher directly collected the main data of the research including students‟ document of research papers and videotaped oral presentations. Thirdly, the data are analyzed inductively. The researcher collected the data from the research setting, and then began to consider patterns that emerge from the data.
This research is designed as case study. Case study, according to Creswell (2007, cited in Liamputtong, 2009: 76), is:
a qualitative approach in which the investigator explores a bounded system (a case), or multiple bounded systems (cases) over time, through detailed, in-depth data collection involving multiple sources of
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THEMATIC STRUCTURES IN STUDENTS’ RESEARCH PAPERS AND ORAL PRESENTATIONS : A Case Study of Postgraduate Program in English Education at UPI Bandung
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
information (e.g., observations, interviews, audiovisual material, and documents and reports), and reports of a case description and case-based themes.
Based on the definition above, several points can be drawn that characterize this research as case study. Firstly, the “case” identified for the research involves a course as well as students attending it. Secondly, this “case” is a bounded system, that is, bounded by time (two weeks of data collection) and a place (situated at a single campus). Thirdly, the data collection involves multiple sources of information, i.e. students‟ documentations and audiovisual materials, to generate a complete picture of the realizations of thematic structures in students‟ research papers and oral presentations (see Richards, 2003; Hood, 2009).
Focusing on how the Theme-Rheme is structured in students‟ research papers and oral presentations, case study is a useful method for this purpose of research. It is designed as a viable strategy for researchers which anchored their inquiry in providing answers for „how, „why‟ or „what‟, or in a condition that limits researchers to handle the complexity of events as a whole (Burns, 1994: 313)
3.2 Research site and participants
The research was conducted at English Department of Postgraduate School in one of state universities in Bandung. It involved a course of Teaching English for Young Learners (TEYL) of academic year 2012. This selection was due to a consideration that proficient English command was highly demanding for the students at this level in order to engage in academic culture and to develop professional confidence. In addition, one of the course-related tasks required students to write a research-based paper as a partial fulfillment of course completion. Research-based papers represented students‟ expertise regarding the theoretical bases and current issues related to the subject matter. As it turned out,
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Sidik Indra Nugraha, 2014
THEMATIC STRUCTURES IN STUDENTS’ RESEARCH PAPERS AND ORAL PRESENTATIONS : A Case Study of Postgraduate Program in English Education at UPI Bandung
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
they were followed up by students‟ oral presentations with respect to the papers that the students had written.
In this research three students of postgraduate program in English were selected purposively as research participants (see Alwasilah, 2000: 56; Liamputtong, 2011: 11; Dornyei, 2007). This selection of purposive sampling is based on a consideration that the participants were considered to have characteristics and information that were relevant to the research focus under discussion (Ritchie and Lewis, 2003). The characteristics and information discussed here deal with the textual structures the students used in research papers and oral presentations. They were assumed to bear information regarding the contrastive aspects in terms of their thematic structure developed in these two types of text.
3.3 Data collection
The data of students‟ research papers and oral presentations were collected using two methods, i.e. documentation of students‟ research papers and video-taped oral presentations. Since this research were undertaken involving a course, the data collections were conducted in coordination with the lecturers. The research papers were collected as scheduled in the syllabus. To collect the data of students‟ oral presentations, the researcher attended each meeting when the students presented their papers, and video-taped them by means of a video-taping device. This was done after all students had submitted their research papers.
3.4 Data analysis
The data collected including students‟ document of research papers and videotaped oral presentations were analyzed by using Halliday‟s SFL particularly the grammar of Theme (Halliday, 1994; Halliday and Matthiessen, 2004; Eggins,
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THEMATIC STRUCTURES IN STUDENTS’ RESEARCH PAPERS AND ORAL PRESENTATIONS : A Case Study of Postgraduate Program in English Education at UPI Bandung
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
2004). The analyses in this research were performed in sequences. Firstly, the data of videotaped oral presentations were transcribed. Next step was divide all texts of students‟ research papers and transcribed oral presentations into clauses since thematic analysis operates at the level of clause. After that, each clause in both types of texts was analyzed to determine the boundary between Theme and Rheme. The principle of deciding where Theme begins and stops is by considering that the element(s) that comes first at the beginning of the clause including the first topical element would be considered as Theme. The Theme was analyzed with respect to the types of Theme, i.e. topical, interpersonal, and textual. The topical Theme includes selections of marked or unmarked Theme; interpersonal Themes consist of selections of (unfused) Finite, Mood Adjunct, Vocative Adjunct, Polarity Adjunct, and Comment Adjunct as interpersonal Theme; and, textual Themes involve selections of Conjunctions, Continuity Adjunct and Conjunctive Adjunct. All occurrences of each type of Theme were quantified and provided in percentage (%).
Having completed the analysis of types of Theme, the analysis proceeded with the realizations of topical Theme in students‟ research papers and oral presentations. This included various elements potentially selected to be topical Theme, for example, nominal group, nominalization, dependent clause, prepositional phrase, etc. All occurrences of each element used to be the topical in students‟ research papers and oral presentations were quantified and presented in percentage (%). All findings related to types of Theme and selections of topical Theme in students‟ research papers and oral presentations were discussed by taking into account relevant theories and previous research.
3.5Conclusion
This chapter has elaborated the research methodology that the current research will employ including research design, research site and participants, data collection, and data analysis. Chapter 4 will present the findings and discussion
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Sidik Indra Nugraha, 2014
THEMATIC STRUCTURES IN STUDENTS’ RESEARCH PAPERS AND ORAL PRESENTATIONS : A Case Study of Postgraduate Program in English Education at UPI Bandung
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that will provide answer to the research questions formulated in Chapter 1, i.e. types of Theme and realizations of topical Theme in students‟ research papers and oral presentations.
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THEMATIC STRUCTURES IN STUDENTS’ RESEARCH PAPERS AND ORAL PRESENTATIONS : A Case Study of Postgraduate Program in English Education at UPI Bandung
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CHAPTER 5
CONCLUSION AND RECOMMENDATION
This chapter provides conclusions of the findings in relation to the research questions formulated in Chapter 1, i.e. types of Theme and realizations of topical Theme in students’ research papers and oral presentations. Recommendations for further study are also provided.
5.1Conclusion
This research investigated the thematic structures in students’ research papers and oral presentations. Specifically, it attempted to find out the types of Theme and realizations of topical Theme in students’ research papers and oral presentations. The findings related to the types of Theme and realizations of topical Theme in students’ research papers and oral presentations highlighted a number of differences of thematic structures between the two types of text.
Considering the first research question, i.e. types of Theme used in students’ research papers and oral presentations, the two types of texts shared similar types of Theme, i.e. interpersonal, textual, and topical. However, the occurrence of each type of Theme in both texts varies considerably. Firstly, interpersonal Theme in the form of Modal Adjuncts tends to occur more commonly in oral presentations (5.2%) rather than in research papers (1.2%). This variation may stem from the fact that Modal Adjuncts realizing interpersonal Theme are movable; it is the speaker’s choice either to assign Modal Adjuncts a thematic role or simply to consign them into the Rheme. It was also observed the variation in terms of the way the Theme is structured. While
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THEMATIC STRUCTURES IN STUDENTS’ RESEARCH PAPERS AND ORAL PRESENTATIONS : A Case Study of Postgraduate Program in English Education at UPI Bandung
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the Mood Adjunct realizing interpersonal Theme in students’ research papers were Adjunct, there were several cases when the interpersonal Themes in student’s oral presentations were realized by grammatical metaphor. The occurrence of interpersonal Theme in student’s oral presentations suggests the speaker’s evaluation of something s/he has presented, whereas interpersonal Theme in research papers may be considered as a way to create “approachable, fallible style” of text (Eggins, 2004: 322).
Secondly, the findings related to textual Theme revealed considerable differences of thematic structure between students’ research papers and oral presentations. This finding again confirms the proposition stated earlier that mode variation apparently affects the realizations of textual Theme in both types of text. Textual Theme can consist of any element of Conjunctive Adjuncts, Conjunctions, and Continuity Adjuncts. It was found that textual Theme tend to be used more frequently in student’s oral presentations (39.5%) than that in students’ research papers (26.1%). Conjunctive Adjuncts tend to appear more commonly in student’s oral presentations (10.3%) than those in students’ research papers (5.1%). They contribute to developing the rhetorical structure in students’ research papers (see Gerot and Wignel, 1994). Conjunctions occurred more frequently in student’s oral presentations (27.1%) than those in students’ research papers (20.2%). This is relevant to the nature of spoken language in which clause complexes may abound as indicated by an extensive use of Conjunctions that link the clauses within sentences (see Eggins, 2004; Schleppegrell, 2004). Continuity Adjuncts, typical textual elements in spoken language, were only found in student’s oral presentations.
Thirdly, realizations of topical Themes in students’ research papers and oral presentations with respect to the use of marked and unmarked topical Theme revealed further differences between the two types of text. It was revealed that marked topical
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THEMATIC STRUCTURES IN STUDENTS’ RESEARCH PAPERS AND ORAL PRESENTATIONS : A Case Study of Postgraduate Program in English Education at UPI Bandung
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Themes tend to occur more frequently in students’ research papers (11.7%) than that in student’s oral presentations (7.2%). Marked Themes in research papers contribute to doing coherence work in that they present information of previous texts and make them as the point of departure of the clause (see Thompson, 2004). They also allow other elements that are not usually functioning as Subject to become the Themes of the clause without making them Subject in declarative Mood. By contrast, marked topical Themes in oral presentations were often used to signal schematic move when speakers presented their research papers (see Lock, 1996).
The findings related to the second research question, i.e. realizations of topical Theme in students’ research papers and oral presentations, revealed further characteristics of thematic structures in both texts. It was revealed that the nominal group with common noun as Head was frequently used in both students’ research papers (46.1%) and oral presentations (40.3%). Despite this similarity, this element was in fact realized differently in both types of text. It was found that the speakers in oral presentations tend to use brief nominal groups, which refer to specific common nouns or simple prepositional phrases. In contrast to oral presentations, research papers were often loaded with relatively lengthy nominal groups. Nominal groups containing nominalizations as Head were also found quite frequently in research papers. In addition to nominal group with common noun as Head, the use of nominal group with personal pronoun as Head is also worth noticing. It was the second element mostly selected to be the topical Theme both in students’ research papers (14.1%) and oral presentations (30.5%). In oral presentations, it is often the case that the speakers identify themselves by using first person singular pronoun I, which is hardly used in students’ research papers.
The findings related to types of Theme and realizations of topical Theme in students’ research papers and oral presentations elaborated in Chapter 4 are
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THEMATIC STRUCTURES IN STUDENTS’ RESEARCH PAPERS AND ORAL PRESENTATIONS : A Case Study of Postgraduate Program in English Education at UPI Bandung
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considered partly as realizing textual meaning. The textual meaning realized deals with the way the messages are organized so that they “fit smoothly into the unfolding language event” (Thompson, 2004: 141; see also Lock, 1996: 219; Martin, Matthiessen, & Pinter, 1997: 21; Eggins, 2004: 320). In this case, it is the students’ research papers and oral presentations. It was revealed how the thematic structures in students’ research papers differ quite considerably from those in oral presentations by offering choices of what Theme to be selected as the point of departure of the clause, either single Theme that consists of topical Theme only, or multiple Theme that consists of a combination of textual and/or interpersonal and topical Theme. The realizations topical Theme in students’ research papers and oral presentations also revealed another differing aspect between the two types of texts. In oral presentations, it was found that the topical Themes tend to be brief nominal groups of personal pronoun, or particular commons nouns. In research papers, by contrast, the elements selected to be the topical Themes tend to be relatively lengthy nominal groups, containing lengthy strings of word. Nominalizations and dependent clauses were also frequently given a thematic prominence of topical Theme. In addition to the analysis of thematic structures in clausal level, the analysis of higher level of Theme, i.e. macro- and hyper-Theme also reveals that both types of text are considered cohesive and coherent. This can be observed from the predictive relations between the macro- and hyper-Theme in both types of text.
5.2Recommendations
This research investigates the differences between spoken and written texts with respect to the thematic structures in students’ research papers and oral presentations. The findings revealed how thematic structure contributes to cohesion and coherence
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THEMATIC STRUCTURES IN STUDENTS’ RESEARCH PAPERS AND ORAL PRESENTATIONS : A Case Study of Postgraduate Program in English Education at UPI Bandung
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of the text in both spoken and written language (see Martin, 2001). Given the importance of thematic structure in organizing the message of the texts, there are two suggestions that can be made in relation to the practice of English as Foreign Language (EFL) teaching particularly college level in which research papers and oral presentations become an essential part in this academic level, and linguistic research on thematic structure.
Firstly, with regard to the practice of EFL teaching, it is recommended that teaching on the way the message is organized in both written and spoken context of language use be given to students to improve coherence and cohesion of text (see Martin, 2001; Nunan, 1991). In addition, it is important that students be exposed to various research papers from which they internalize some characteristics of research papers especially in terms of the way the message is organized. For example, it is quite common that academic texts use abstract ideas as the point of departure (Eggins, 2004; see also Martin, 1993). In addition, nominalization is commonly used as the clause Theme since it allows for reiteration of prior information to be used as the point of departure in the writer’s succeeding clause. Clause combination strategies signifying taxis and projections are the other points that need to be addressed properly in the teaching of writing because they play important roles in logical relationships either within or between sentences.
Secondly, for further research, it is recommended that other researcher analyze the method of development of research papers as compared to that of oral presentations. This will generate a complete description of how the texts are different. More importantly, this will show how thematic elements are related to each other, contributing to the cohesion and coherence of the texts.
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THEMATIC STRUCTURES IN STUDENTS’ RESEARCH PAPERS AND ORAL PRESENTATIONS : A Case Study of Postgraduate Program in English Education at UPI Bandung
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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
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THEMATIC STRUCTURES IN STUDENTS’ RESEARCH PAPERS AND ORAL PRESENTATIONS : A Case Study of Postgraduate Program in English Education at UPI Bandung
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REFERENCES
Alwasilah, A. C. (2000). Pokoknya Kualitatif: Dasar-dasar Merancang dan Melakukan Penelitian Kualitatif. Jakarta: Pustaka Jaya.
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Dejica-Cartis, D., & Cozma, M. (2013). Using Theme-Rheme analysis for improving coherence and cohesion in target-texts: a methodological approach. Procedia - Social and Behavioral Sciences , 89, 890 – 894. Dornyei, Z. (2007). Reseach Method in Applied Lingistics. Oxford: Oxford
University Press.
Ebrahimi, S. F., & Heng, C. S. (2012). Manifestation of Theme as a Point of Departure in the Result and Discussion Section of Academic Research Articles. Proceedings of the 7th Malaysia International Conference on Languages, Literatures, and Cultures, 2012 (pp. 1-6). Putrajaya: Universiti Putra Malaysia.
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(2)
Sidik Indra Nugraha, 2014
THEMATIC STRUCTURES IN STUDENTS’ RESEARCH PAPERS AND ORAL PRESENTATIONS : A Case Study of Postgraduate Program in English Education at UPI Bandung
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Emilia, E. (2011). Teaching Academic Writing: A Critical Genre-based Approach in an EFL Context. Berlin: Lambert Academic Publishing.
Faghih, E. (2010). A Contrastive Study of Theme in English and Azerbaijani Turkish Fictional Texts. The Journal of Applied Linguistics , 3 (1), 55-69. Fang, Z., Schleppegrell, M. J., & Cox, B. E. (2006). Understanding the Language
Demands of Schooling: Nouns in Academic Registers. Journal of Literacy
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Farikah, Nurkamto, J., & Sofwan, A. (2013). Improving the Students’
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THEMATIC STRUCTURES IN STUDENTS’ RESEARCH PAPERS AND ORAL PRESENTATIONS : A Case Study of Postgraduate Program in English Education at UPI Bandung
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Heng, C. S., & Ebrahimi, S. F. (2012). Marked Themes as Context Frames in Research Article Abstracts. GEMA Online™ Journal of Language Studies , 12 (4), 1147-1164.
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Sidik Indra Nugraha, 2014
THEMATIC STRUCTURES IN STUDENTS’ RESEARCH PAPERS AND ORAL PRESENTATIONS : A Case Study of Postgraduate Program in English Education at UPI Bandung
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
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