AN INVESTIGATION OF THEME AND THEME PROGRESSION OF STUDENTS’ EXPOSITION TEXT : A Case Study in a State University in Bandung.
Lungguh Ariang BAngga, 2013
An Investigation of Theme and Theme Progression of Students’ Exposition Text : A Case Study in a
State University in Bandung Universitas Pendidikan Indonesia | Repository.upi.edu |
An Investigation of Theme and Theme
Progression of Students’
Exposition Text
(A Case Study in a State University in Bandung)
A Research Paper
Submitted to the English Education Department of FPBS UPI as a Partial Fulfillment of the Requirements for Sarjana Pendidikan Degree
By:
Lungguh Ariang Bangga 0902418
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGE AND ARTS EDUCATION INDONESIA UNIVERSITY OF EDUCATION
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Lungguh Ariang BAngga, 2013
An Investigation of Theme and Theme Progression of Students’ Exposition Text : A Case Study in a
State University in Bandung Universitas Pendidikan Indonesia | Repository.upi.edu |
An Investigation of Theme and Theme Progression of
Students’ Exposition Text
(A Case Study in a State University in Bandung)
Oleh
Lungguh Ariang Bangga
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana Pendidikan (S.Pd.) pada Fakultas Pendidikan Bahasa dan Seni
© Lungguh Ariang Bangga 2013 Universitas Pendidikan Indonesia
Desember 2013
Hak Cipta dilindungi undang-undang.
Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.
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Lungguh Ariang BAngga, 2013
An Investigation of Theme and Theme Progression of Students’ Exposition Text : A Case Study in a
State University in Bandung Universitas Pendidikan Indonesia | Repository.upi.edu |
PAGE OF APPROVAL
AN INVESTIGATION OF THEME AND THEME PROGRESSION OF STUDENTS’ EXPOSITION TEXT
(A Case Study in a State University in Bandung)
A Research Paper By
Lungguh Ariang Bangga 0902418
Approved by:
First Supervisor
Prof. Emi Emilia, M.Ed., Ph.D. NIP. 196609161990012001
Second Supervisor
Lulu Laela Amalia, S.S., M.Pd. NIP. 197504092007102001
Head of English Education Department Faculty of Language and Arts Education
Indonesia University of Education
Prof. Dr. Didi Suherdi, M.Ed. NIP. 196211011987121001
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Lungguh Ariang BAngga, 2013
An Investigation of Theme and Theme Progression of Students’ Exposition Text : A Case Study in a
State University in Bandung Universitas Pendidikan Indonesia | Repository.upi.edu |
ABSTRACT
This study focuses on the investigation of Theme and Theme progression of students’
Exposition text in a state university in Bandung. This study intends to explore how the students organized their ideas in the text seen from its schematic structures, Theme choice, and Theme progression. Besides, this study also intends to find out the aspects contributing to the creation of such texts. To meet the purposes, this study employs a descriptive-qualitative research design embracing the characteristics of a case study approach. The data are obtained from the collection of students’ text and the interview. For the framework of text analysis, this study draws on Systemic Functional Linguistics theory, especially of the Theme system developed by Halliday (1994) and Halliday & Matthiessen (2004), and Theme progression developed by Fries (1994; 1995a; 1995b), Eggins (2004), and Bloor & Bloor (2005). This study reveals that the students indeed employed various textual strategies in writing Exposition text seen from the application of various Theme choices such as marked and unmarked topical Theme, interpersonal Theme, textual Theme, longer unit Theme, and predicated Theme to make their texts coherent. In terms of thematic progression, the students tend to make the text focus thus easing the reader to find the information by applying the Theme reiteration pattern. Besides, this study also reveals that the students are able to develop the text globally by the use of higher level Theme (macro- and hyper-Theme) which contribute to the cohesion and coherency of the text at global level. Meanwhile, from the interview, it reveals that there are some factors contributing to the creation of Exposition texts i.e. teaching
program, students’ prior knowledge of the text structure, and additional efforts in reading and searching materials from other sources. Based on the findings, it is recommended that Theme and Theme progression analysis can be applied in classroom practice to gain a better control of text organization and development. Besides, it is also suggested that further researcher can investigate the other texts or analyze the cohesive devices beyond Theme system.
Keywords: Theme, Theme progression, Systemic Functional Linguistics, Exposition
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Lungguh Ariang BAngga, 2013
An Investigation of Theme and Theme Progression of Students’ Exposition Text : A Case Study in a
State University in Bandung Universitas Pendidikan Indonesia | Repository.upi.edu |
ABSTRAK
Penelitian ini fokus pada investigasi Tema dan Progresi Tema dalam Teks Eksposisi yang ditulis mahasiswa di sebuah Universitas negeri di Bandung. Penelitian ini bertujuan untuk menjelaskan bagaimana para mahasiswa menyusun gagasan-gagasannya di dalam teks dilihat dari struktur teks, pemilihan Tema, dan Progresi Temanya. Selain itu, penelitian ini bertujuan untuk mengetahui aspek-aspek apa saja yang berkontribusi pada penulisan teks tersebut. Untuk mencapai tujuan-tujuan tersebut, desain penelitian deskriptif kualitatif dengan karakteristik studi kasus digunakan. Penelitian ini mengacu pada teori Linguistik Sistemik Fungsional (SFL) khususnya pada Sistem Tema yang dikembangkan oleh Halliday (1994) and Halliday & Matthiessen (2004), dan Progresi Tema yang dikembangkan oleh Fries (1994; 1995a; 1995b), Eggins (2004), dan Bloor & Bloor (2005). Penelitian ini mengungkap bahwa mahasiswa menggunakan ragam strategi tekstual dalam penulisan teks Eksposisi. Hal ini dapat dilihat dari penggunaan pilihan Tema seperti Tema topikal
unmarked dan marked, Tema interpersonal, Tema tekstual, longer unit Theme, dan predicated Theme yang membuat teks menjadi koheren. Dalam segi Progresi Tema,
mahasiswa cenderung membuat teks menjadi fokus dengan menggunakan pola Theme
Reiteration sehingga memudahkan pembaca untuk menemukan informasi di
dalamnya. Selain itu, penelitian ini juga mengungkap bahwa mahasiswa mampu membangun teksnya dalam skala global melalui penggunaan higher level Theme
(macro- dan hyper-Theme) yang berkontribusi pada koherensi teks pada tingkat
global. Di samping itu, dari data interviu diungkap bahwa terdapat beberapa aspek yang berkontribusi pada penulisan teks Eksposisi mahasiswa yakni proses pengajaran, pengetahuan tentang struktur teks, dan usaha mahasiswa untuk membaca dan mencari materi-materi terkait dari berbagai sumber. Berdasrkan temuan-temuan tersebut, disarankan bahwa analisa Tema dan Progresi Tema dapat diterapkan di kelas guna meningkatkan kontrol yang lebih baik terhadap organisasi dan penyusunan teks. Selain itu, para peneliti selanjutnya disarankan untuk menyelidiki Tema dan Progresi Tema pada teks yang berbeda atau menganalisa cohesive devices di atas sistem Tema. Kata Kunci: Tema, Progresi Tema, Linguistik Sistemik Fungsional, Teks Eksposisi
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Lungguh Ariang BAngga, 2013
An Investigation of Theme and Theme Progression of Students’ Exposition Text : A Case Study in a
State University in Bandung Universitas Pendidikan Indonesia | Repository.upi.edu |
TABLE OF CONTENTS
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Lungguh Ariang BAngga, 2013
An Investigation of Theme and Theme Progression of Students’ Exposition Text : A Case Study in a
State University in Bandung Universitas Pendidikan Indonesia | Repository.upi.edu |
2.2.1.3. Textual Theme ... Error! Bookmark not defined. 2.2.2. Theme in Different Clause Types ... Error! Bookmark not defined. 2.2.2.1. Theme in declarative clauses ... Error! Bookmark not defined. 2.2.2.2. Theme in interrogative clauses ... Error! Bookmark not defined. 2.2.2.3. Theme in imperative clauses... Error! Bookmark not defined. 2.2.2.4. Theme in exclamative clauses ... Error! Bookmark not defined. 2.2.3. Longer Unit Theme ... Error! Bookmark not defined. 2.2.4. Theme Progression ... Error! Bookmark not defined. 2.2.5. Higher Level Theme: Macro- and Hyper-Theme ... Error! Bookmark not defined.
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Exposition Text ... Error! Bookmark not defined. 2.6. Factors Contributing to the Creation of the Text . Error! Bookmark not defined. 2.7. Concluding Remark ... Error! Bookmark not defined. CHAPTER III METHODOLOGY ... Error! Bookmark not defined. 3.1. Research Design ... Error! Bookmark not defined. 3.2. Research Site ... Error! Bookmark not defined. 3.2.1. Settings ... Error! Bookmark not defined. 3.2.2. Participants ... Error! Bookmark not defined. 3.3. Data Collection... Error! Bookmark not defined. 3.3.1. Collecting Students’ Text ... Error! Bookmark not defined. 3.3.2. Interview ... Error! Bookmark not defined. 3.4. Data Analysis ... Error! Bookmark not defined. 3.4.1. Identification of Theme Choice ... Error! Bookmark not defined.
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Lungguh Ariang BAngga, 2013
An Investigation of Theme and Theme Progression of Students’ Exposition Text : A Case Study in a
State University in Bandung Universitas Pendidikan Indonesia | Repository.upi.edu |
3.4.2. Identification of Theme Progression Pattern . Error! Bookmark not defined. 3.4.3. Deciding the Thematic Progression Trends .. Error! Bookmark not defined. 3.4.4. Transcribing and Condensing Interview Data Error! Bookmark not defined. 3.5. Concluding Remark ... Error! Bookmark not defined. CHAPTER IV FINDINGS AND DISCUSSIONS .. Error! Bookmark not defined. 4.1. Schematic Structures of Students’ Exposition Texts ... Error! Bookmark not defined.
4.1.1. Analysis and Discussions of Text 4.1 ... Error! Bookmark not defined. 4.1.1.1. Schematic Structures, Purposes, and Linguistic Features of Text 4.1 ... Error! Bookmark not defined. 4.1.1.2. Theme and Theme Progression of Text 4.1 ... Error! Bookmark not defined.
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4.3. Factors Contributing to the Creation of Exposition Text .... Error! Bookmark not defined.
4.4. Concluding Remark ... Error! Bookmark not defined. CHAPTER V CONCLUSION ... Error! Bookmark not defined. 5.1. Conclusion ... Error! Bookmark not defined. 5.2. Recommendation... Error! Bookmark not defined.
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Lungguh Ariang BAngga, 2013
An Investigation of Theme and Theme Progression of Students’ Exposition Text : A Case Study in a
State University in Bandung Universitas Pendidikan Indonesia | Repository.upi.edu |
BIBLIOGRAPHY ... Error! Bookmark not defined. APPENDICES
APPENDIX 1 STUDENTS’ EXPOSITION TEXTS
APPENDIX 2 TEXT ANALYSIS
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Lungguh Ariang BAngga, 2013
An Investigation of Theme and Theme Progression of Students’ Exposition Text : A Case Study in a State University in Bandung Universitas Pendidikan Indonesia | Repository.upi.edu |
CHAPTER I INTRODUCTION
This study focuses on the investigation of Theme and Theme progression analysis
of students‟ Exposition texts in an English Education study program of a state
university in Bandung. The Theme and Theme progression analysis draws on Systemic Functional Linguistics approach. This chapter introduces the underlying principles towards this study including background, statement of problems, purpose of the study, scope of study, significance of the study, clarification of key terms, and the organization of the paper.
1.1. Background
Writing is the most significant cultural accomplishment throughout human history. It signals new age of civilization — findings of written record are often
associated with the initial development of the “literate society” which is more
complicated than the former society found in human history. In line with this,
Coulmas (2003 p. 1) stated that „humanity relies on writing to an unprecendented extent‟. Through writing, we record, convey, and communicate something that
appears in our mind (Rodgers, 2005). Besides, writing can also maintain our memory since the written text is more fallible than human memory.
Throughout its development, writing becomes an important aspect in many fields, including education. In many schools or universities, writing is a core subject to be taught to students. According to Schleppegrell (2004 p. 3) schools play an important role to prepare and shape students for achieving particular roles in the society. One of the ways to achieve those purposes is by teaching writing. Through the teaching of writing, students learn to convey information through written page. In learning writing, students are taught how to know effectively
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Lungguh Ariang BAngga, 2013
An Investigation of Theme and Theme Progression of Students’ Exposition Text : A Case Study in a State University in Bandung Universitas Pendidikan Indonesia | Repository.upi.edu |
that effect (Bazerman, 2010). This happens because when students learn writing, they also learn new knowledge about language (linguistic features) which is important to make the text communicative and informative. Thus, roughly speaking, learning to write can also mean learning how to encrypt language (utterance) to the visible form; the language that is learned becomes a vehicle to the achievement of particular social roles in a society.
The accomplishment of writing task among the educational levels is different. Regarding this, Schlepegrell (2004) says
As students move from the early primary years into late primary school, middle school, and high school, and then into college or university, they need to engage in increasingly advanced literacy tasks in which language is typically structured in ways which condense information through lexical choices and clause structures that are different from the way language is typically used in ordinary contexts of everyday interaction (p.4).
In relation to this study, the university students majoring in English Education study program who are prepared to be a teacher also learn writing. According to the statement above, the requirements of writing in the university tend to be high. One of the requirements is to compose a text showing their position or argument towards an issue. In the academic area, expressing arguments are the ways for creating belief, changing mind, and altering perception which is commonly found in academic discourse (Fulwiler, 2002). One of the typical texts that students wrote in showing their position towards an issue is Exposition.
In addition to that, the needs to investigate the text made by students come up since it is important to know how the text is organized textually. The textual analysis gives many benefits, especially for those who are willing to be involved in the teaching of language. Regarding this, Achugar et.al (2007) noted that teachers do not only need knowledge about language, they also need tools to analyze language to understand their requirements of their subject matter delivered to students, to support the students‟ literacy development, to critically
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An Investigation of Theme and Theme Progression of Students’ Exposition Text : A Case Study in a State University in Bandung Universitas Pendidikan Indonesia | Repository.upi.edu |
approach the text they use, and to develop their professional capacity. The text analysis can reveal the information flow or the organization of message in a text (Halliday, 1994; Halliday and Matthiessen, 2004; Eggins, 2004). One of the means to analyze the text is by applying Theme-Rheme system and thematic progression of Systemic Functional Linguistic (SFL) analysis. By analyzing thematic structure of a text, we can identify the organizational approach and method of development used by the writer (Schleppegrell, 2001).
However, there are few studies concerning the analysis of university students‟
Exposition text majoring in English Education study program using Theme-Rheme system and thematic progression analysis. Recent publications are mainly
concerned to the analysis of junior and senior high school student‟s text. Yang et al (2007) who investigated Chinese students‟ text in a nationwide English
examination found out that there are important differences in the students‟ degree of control of the textual resources of the text through the explicit instruction of genre. Mineshima (2010) noted that purposeful language in the text is organized at higher or macro level. It can be elaborated by examining its component and diagrammatical representation of its hierarchial relations.
In terms of Theme choice and Theme progression, some researchers have investigated their effects on the text development. Rakhman (2012), who investigated thematic progression of high school students‟ Exposition text found out that the thematic progression (SLP, CTP, and DTP, see also Eggins, 2004; Bloor and Bloor, 2004) are consistent with the linguistics features of argumentative essays. The somewhat similar study has also been conducted by
Wang (2007) in China. She investigated university students‟ writing in terms of
thematic choices and progression. This study found out that by analyzing Theme and Rheme in a text, the students can learn to perform the same analysis in their own writings, and thus improve cohesion in their own work. In addition, Bowen (2013) who investigated the 1st and 3rd year graduate students text found out that
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An Investigation of Theme and Theme Progression of Students’ Exposition Text : A Case Study in a State University in Bandung Universitas Pendidikan Indonesia | Repository.upi.edu |
shown that some Theme choices link co-textually to the surrounding discourse, whilst others are chosen to look outward from the text to wider contextual issue.
Based on the reasons above, this study aims at analyzing undergraduate English Education study program students‟ Exposition text in terms of its schematic structure and textual organization using Theme-Rheme and thematic progression of Systemic Functional Linguistics (SFL). The Theme and Theme progression analysis play a significant role in the organization and development of the text thus contributing to the successful of writing — the achievement of
overall text‟s purpose.
1.2. Statement of Problem
Related to the previous explanation, this study attempts to answer the following questions:
1. How are the schematic structures of English Education study program
students‟ Exposition text?
2. Which Theme and Theme progression mostly occur in students‟ Exposition
texts?
3. What are the factors contributing to creation of such texts? 1.3. Purpose of the Study
Relevant to the statements of problems, this study is aimed to meet the following purposes:
1. To find out the schematic structures of Exposition text made by English Education study program students.
2. To investigate the Theme and Theme progression that mostly occurs in
students‟ Exposition texts.
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1.4. Scope of the Study
This study concerned to the analysis of English Education study program students in one of state university in Bandung in terms of its schematic structures and the textual organization.
1.5. Significance of the Study
Since this study is aimed at investigating schematic structures and textual
organization of English Education study program students‟ Exposition text, it
hopefully gives the significance in some areas, such as theory, practice, and policy.
Firstly, the result of this study is expected to have a significant impact to the theory enrichment of schematic structures and textual organization of students‟ text, especially the one related to the Systemic Functional Linguistics Theme-Rheme system, Theme progression, and text analysis.
Secondly, this study is expected to provide an in-depth analysis of Theme-Rheme system and thematic progression by applying Systemic Functional Linguistics analysis in both language studies and language teaching studies. Teachers can gain information of this study to broaden their knowledge their knowledge of schematic structures and textual organization of Exposition text. Besides, the result of this study hopefully gives the contribution to help further researcher who are interested in investigating schematic structures and textual organization by providing relevant information.
Thirdly, by investigating the schematic structures and textual organization of Exposition text, this study hopefully gives the contribution of designing English curriculum in this country by providing the information of how the Exposition text should be in terms of schematic structure and textual organization. Besides,
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An Investigation of Theme and Theme Progression of Students’ Exposition Text : A Case Study in a State University in Bandung Universitas Pendidikan Indonesia | Repository.upi.edu |
teachers can also use the information of this study to provide better materials and to develop their professional capacity by analyzing text.
1.6. Clarification of Key Terms
a. Systemic Functional Linguistics is a linguistics theory which concerns language as a source of meaning making process rather than a set of grammatical rules (Halliday and Matthiessen, 2004; Eggins, 2004, Emilia, 2005; 2012; Bloor and Bloor, 2004; Downing and Locke, 2006).
b. Theme system in this study refers to the point of departure of a message, it is that which locates and orients the clause within its context. In English for example, Theme can be identified through the position of the clause. In the text, what comes first in the clause has thematic status (Halliday and Matthiessen, 2004).
c. Theme progression is Theme choice to which support the texts develop the ideas they present (Fries, 1995a; 1995b; Eggins, 2004).
d. Genre in this study refers to „a staged, goal oriented, purposeful activity in which the speakers engaged as a member of our culture‟ (Martin, 1984 as cited in Kay and Dudley-Evans, 1998). It comprises class of communicative events, the member of which share some sets of communicative purposes (Swales, 1990).
e. Exposition text is a text which argues for a particular point of view of an issue. It gives reason to support thesis and elaborate this using evidence (Martin and Rose, 2008; Christie and Derewianka, 2008; Knapp and Watkins, 2005; Johns, 2002; Gerrot and Wignell, 1995).
1.7. Organization of the Paper
This paper is organized into five chapters. Each chapter is provided with some subtopics to give an insight into the topic under investigation.
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The first chapter is introduction. This section gives the readers an overview to the study by providing background of the study, statement of problems, purpose of the study, significance of the study, scope of the study, clarification of key terms used in the study, and organization of the paper.
The second chapter is literature review. This chapter elaborates the literature relevant to this study: Systemic Functional Linguistics (SFL), Theme system including Theme progression, genre, Exposition text, related previous research dealing with the analysis of Theme and Theme progression of Exposition text and the factors contributing to the creation of such text.
The third chapter is research methodology. This chapter focuses on the methodological aspects of this study. It covers four main aspects: research design, research site and participant, data collection, and data analysis.
The fourth chapter is findings and discussions. This section presents and discusses the result of the study. Furthermore, the interpretation of finding can also be found in this chapter.
The last chapter is conclusions. This chapter presents the conclusion and recommendation of this study. This chapter will be divided into two: conclusion and recommendation. The conclusion section begins with a brief description of aspects underlying this study: background, purpose, findings, and conclusion. Meanwhile, the recommendation section provides the suggestion for further research, generally in Text Analysis using SFL, particularly in investigating the Theme and Theme progression either for teachers, students, or other researchers. 1.8. Concluding Remark
This chapter has presented the underlying principles of this study covering background, statement of problem, purpose of the study, scope of the study, significance of the study, clarification of key terms, and organization of the paper. In the next chapter, the literatures relevant to this study will be elaborated.
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CHAPTER III METHODOLOGY
The previous chapter has elaborated the theories relevant to this study: Systemic Functional Linguistics (SFL), Theme system, Genre, and Exposition text. This chapter focuses on the methodological aspects of this study. It covers four main aspects: research design, research site and participant, data collection, and data analysis. Research design elaborates the method employed in this study including its principles and characteristics. The research site and participants emphasizes on the place where the study takes place and the participant involved. The data collection section presents the data types and data collection technique. The data analysis elaborates the procedure of analyzing the data.
3.1. Research Design
This study employed a descriptive-qualitative design, embracing the characteristics of a case study approach. This approach had been taken into account since it provided an intensive, holistic description and analysis of single entity (the bounded system, the case) (Merriam, 1988 cf. Duff, 2008 p. 22). A case, in EFL context, can include a person (teacher and student) or an entity such as school or classroom (Chappele and Duff, 2003 as cited in Hood, 2009) or group of students. In this study, the focal point was on the Exposition text written by English Education study program students at an English Education Department of a state university in Bandung.
.Besides, since this primary purpose of this study was to analyze, describe, categorize, and interpret data to recognize how the schematic structure and textual organization of university students’ Exposition text in a small scale/case, a descriptive qualitative study was considered appropriate (Cresswell, 2003). The researcher in this study tried to give the interpretation by making inferences,
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An Investigation of Theme and Theme Progression of Students’ Exposition Text : A Case Study in a
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developing insights, attaching significance, and drawing conclusion (Hatch, 2002) towards the Theme choice and thematic progressions found in students’ Exposition text along with the factor affecting its creation.
In addition, the use of SFL, specifically in analyzing Exposition text, as a text analysis, played a significant role in this study. The use of Theme-Rheme and Theme progression analysis will help researcher to reveal textual organization of
students’ Exposition text (Halliday, 1994; Halliday and Matthiessen, 2004;
Eggins, 2004 see also Chapter II section 2.1 and 2.3 in this paper) Besides, this analysis was also chosen since it was one of many linguistics approach that had been well developed in education area (Freebody, 2003 p. 185 as cited in Emilia, 2005).
3.2. Research Site 3.2.1. Settings
This study was conducted at an English Education study program of a state university in Bandung. The place was chosen for several reasons. Firstly, as this study was a part of bigger study conducted by a lecturer in that university, the researcher hoped to get access easily. Secondly, the situation and contexts were familiar to the researcher since he was one of students in that department. The familiarity to the situation and context gives more feasibility to conduct the research. Thirdly, as mentioned earlier in the first chapter, university or tertiary level was chosen since the students in this department were expected to teach after they graduated. Thus, as a teacher to be, they should have awareness in selecting the materials that will be delivered, especially in teaching writing. 3.2.2. Participants
The participants of this study were 25 students taking writing course on the second semester. They were chosen purposively in order to develop an in-depth understanding related to the topic. The students’ texts were categorized into three
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An Investigation of Theme and Theme Progression of Students’ Exposition Text : A Case Study in a
State University in Bandung Universitas Pendidikan Indonesia | Repository.upi.edu |
representing all level of achievements: low achiever texts, middle achiever texts, and high achiever texts. It gives benefits for the researcher to obtain access easily, gather more useful data, and enhance understanding of the context based on prior knowledge (Duff, 2008) regarding the analysis of Exposition text in terms of Theme choice and Theme progression.
3.3. Data Collection
The data collections techniques used in this study were collecting students’ Exposition text and interview.
3.3.1. Collecting Students’ Text
Students’ Exposition texts were collected at two stages: the first and the final draft stage. A total of 12 texts were chosen specifically to be analyzed using Theme and Theme progression analysis of SFL to find out its textual organization and the most occurrence thematic pattern of those texts. Those texts were from three levels of achievement: low, middle, and high achiever. Besides, those texts became the main resource of information to track students’ development in control of generic structure knowledge and their writing skill.
3.3.2. Interview
The second data collection technique was interview. Interview was chosen to find out the factors affecting the creation of Exposition texts from the students. A focus group interview was applied in this study. This technique was used to collect the shared understanding and views from specific people (Cresswell, 2012) regarding the creation of the Exposition text. Besides, focus group interview also gave some benefits such as the respondents will be more comfort; they are motivated to answer the question and they will also share their opinion related to the subject matter thus avoiding time consuming compared to the one-on-one interview (Alwasilah, 2002 p. 147). In addition, the interview was the semi-structured one. The intention to apply this interview was to obtain all of the
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required data regarding the factors affecting the creation of Exposition text. By conducting the semi-structured interview, although researcher has designed the guiding questions, it is open to follow the leads of informants and probing into the areas that arise during interview (Hatch, 2002 p. 94). It gives the freedom to respondent to response, describe, and illustrate such factors.
3.4. Data Analysis
The data analysis in this study will be divided into four steps: identification of Theme choice, identification of thematic progression pattern, deciding the thematic progression trends, and condensing interview data.
3.4.1. Identification of Theme Choice
The texts collected from the students both the first and the final drafts were broken down into numbered clauses. Besides broken down into numbered clauses, the texts were also divided into some stages according to the stages of Exposition text: thesis, argument, and reiteration of thesis. After that, the researcher identified the Theme choice based on Halliday (1994), Halliday and Matthiessen (2004), and Eggins (2004) in terms of textual, interpersonal, and topical Theme. In terms of topical Theme, the researcher further analyzed whether it was marked or unmarked. Besides, longer Theme unit was also taken into consideration in this analysis. The identification of Theme choice aimed at investigating how the students organized the idea textually in those texts.
3.4.2. Identification of Theme Progression Pattern
After identifying all of the clauses in terms of thematic choice, the researcher then identified the thematic progression pattern of those texts. The thematic progression analysis aimed at finding out how the students maintain the logical relation of the texts (see Knapp and Watkins, 2005; Schleppegrell, 2004; 2006).The thematic progression pattern analysis in this study based on the works of Fries (1994; 1995a and b), Eggins (2004), and Bloor and Bloor (2005).
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According to them, there are three thematic progression patterns: the Theme reiteration pattern, the zig-zag pattern, and the multiple/derived Theme pattern. In analyzing this aspect, the researcher focused on each stages of Exposition text to see how the students elaborate and relate the point made to the supporting information or evidences provided in each stage.
3.4.3. Deciding the Thematic Progression Trends
In this part, the researcher summed up all the thematic progressions that occurred in those texts analyzed. This analysis revealed the thematic progression trends that were mostly used in students’ Exposition texts. To make it clearer, the researcher compared the result of this analysis (see Chapter IV) to the previous researches. It is to find out whether there is a difference or not of the result of thematic progression trends in this study.
3.4.4. Transcribing and Condensing Interview Data
The interview recording were transcribed, categorized and interpreted to find out the factors affecting the creation of Exposition text. After that, the researcher categorized the response and comment from the respondents according to the interview questions. Then, the data was presented into a condensed body of information (Emilia, 2005).
3.5. Concluding Remark
This chapter has presented the methodological aspects applied in this study covering the research design, research site and participants, data collection, and data analysis.
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CHAPTERV
CONCLUSION
The previous chapter has presented the analysis and discussion towards the findings of schematic structure, linguistics features, Theme choice, and Theme progression in students’ Exposition text along with the factors contributing to the creation of such text. This chapter presents the conclusion and recommendation of this study. This chapter is divided into two sections: conclusion and recommendation. The conclusion section begins with a brief description of aspects underlying this study: background, purpose, findings, and conclusion. Meanwhile, the recommendation section provides the suggestion for further research, generally in Text Analysis using SFL, particularly in investigating the Theme and Theme progression either for teachers, students, or other researchers.
5.1. Conclusion
This study focuses on the investigation of Theme and Theme progression of university students’ Exposition text. This study aims at investigating how the students organized their ideas textually in the texts seen from the schematic structures, Theme choice, and Theme progression. Besides, this study also intends to capture the Theme progression trends in their Exposition texts along with the factors contributing to the creation of such texts.
This study has confirmed the findings from previous research that the Theme and Theme progression analysis in students’ text plays a significant role in organizing the ideas textually thus making the writing process effective as well as making text produced more communicative (Ebrahimi and Khedri, 2012; Jallilifar, 2010; Wang, 2007; Rakhman, 2012; Rustipa, 2010). It can be said that the Theme system (Theme and Theme progression analysis) can be used as a tool
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to investigate the students’ text (see also Emilia, 2005; 2010; Fries, 1994; 1995a; 1995b; Nwogu and Bloor, 1991; Ravelli, 2000).
This study found out that the students were able to make a coherent text seen from Theme choice and thematic progression applied in the text. They tried to identify the topic under discussion by employing the unmarked Theme in the texts. When they need to shift the focus of the clause to a certain context or activity sequence, they indeed used the marked Theme. In addition to that, the occurrence of interpersonal Theme signified that the students tried to foreground a position, or to share beliefs to the readers. The use of this interpersonal resource was important in argumentative writing since it could sway the reader perception to the writer’s ways of thinking. Moreover, the use of textual Theme in the text was mainly on maintaining the logical relation between the clauses thus giving a texture and a sense of coherency of the text.
In terms of Theme progression, all types of Theme progression are present in the students’ texts. At global level, the use of Multiple Theme pattern/higher level Theme, functions to scaffold the text development which contributes to the cohesion of the text at whole. Meanwhile, at the clause level, the students mostly used the reiteration pattern to keep the text focus by repeating the same element as a Theme. This pattern allowed readers to easily find the information in the text. Besides, they also tried to make a sense of cumulative development of the text by employing the zig-zag pattern. The use of this pattern indicated that the students indeed create or introduced newly information by promoting the Rheme in a clause to the Theme in the subsequent clause. In addition, the use of derived/multiple Theme pattern that conflates with the use of higher level Theme (macro- and hyper-Theme). This means that the students have already known the strategy to make the text coherent at the global level. In this study, all of the students from three level of achievement indeed made the use of higher level Theme to scaffold the development of the text. The use of higher level Theme
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indicated that the students’ texts were planned well thus make the text more coherent.
5.2. Recommendation
Relevant to the findings, discussions, and the conclusion of this study, the researcher intends to propose some suggestions for further study particularly in applying Theme and Theme progression analysis of text.
Firstly, for teachers, it is recommended that they should pay more attention to the benefits of applying Theme and Theme progression analysis applied in classroom practice, especially in the teaching of writing. By applying Theme and Theme progression analysis in writing classroom when the teacher and students are developing the texts, it will help them to gain control of ideas organization better so that they can better achieve the purpose of the text composed. Moreover, the use of higher level Theme, as elaborated in this study, will also help them to plan the development of the text well since by applying this aspect the coherency of the text will be better. Besides, the result of this study hopefully can be taken into account in motivating teachers to enhance their professional capacity in teaching by conducting research on analyzing the text, either the written text or spoken text produced in their classroom.
Secondly, it would be better for further researchers to investigate the Theme choice and thematic progression of other texts types such as narrative, descriptive, discussion, explanation, or even in spoken genre, such as classroom interaction. Applying the Theme and Theme progression analysis in different text provides more elaboration of how the ideas are organized textually in different text types and how such resources contribute to the coherency and the achievement of purpose of the text.
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Lastly, it is also recommended that further researcher can develop the insight beyond the Theme and Theme progression in analyzing the text. They can further analyze the text by applying cohesion analysis to find the texture of the text or by applying the mood system and transitivity analysis along with Theme system analysis to elaborate the detailed structure of the text seen respectively from three strands of meaning in SFL: interpersonal, ideational, and textual.
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