THEME AND RHEME IN JANE AUSTEN CHARACTERIZATION OF EMMA.

THEME AND RHEME IN JANE AUSTEN’S

CHARACTERIZATION OF EMMA

THESIS

by

Trisnawati Marpaung

Registration Number 8106112021

ENGLISH APPLIED LINGUISTICS STUDY PROGRAM

POSTGRADUATE SCHOOL

STATE UNIVERSITY OF MEDAN

2014

Marpaung, Trisnawati. 2014. Theme and Rheme in Jane Austen’s Characterization of Emma. A Thesis, Linguistic Applied – State University of Medan.

A B S T R A C T

This thesis explores Theme and Rheme of an English classic novel, Emma. The main

problems are 1. what patterns of Theme and Rheme development are used in Jane Austen’s

Emma?, 2. How is the thematic structure of Jane Austen’s Emma be used?, and 3. why does the thematic structure flow as it does?. The objectives of this study are 1. to describe what

patterns of Theme and Rheme development are used in Jane Austen’s Emma, 2. to describe

how is the thematic structure of Jane Austen’s Emma, and 3. to explain why does the thematic structure flow as it does. This is a qualitative research which is based on the library observation. The data were obtained from Jane Austen’s novel Emma and were analyzed by using 5 parts of plot in literature. There were 133 conversations as the data source were taken from Emma which are realized into 790 clauses. The data analysis revealed that Climax was 37.59%. It took the main part of the conversations, as the reflected of pride character, Emma, that put her into some unexpected situation. Unmarked Theme, Simple Theme and Topical Theme, were dominantly used. As the result, Unmarked Theme (UT) was 35.44%. and Simple Theme (ST) was 63.40%. It was found that Topical Theme reflected the pride character of Emma.

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ACKNOWLEDGEMENTS

The writer’s endless gratitude is primarily expressed to God, the Almighty for

His forever blessing that has given her the ability, health, and safety to finish this thesis to fulfill one of the requirements to obtain the degree of Master of Humanism in Linguistics at English Applied Linguistics of Postgraduate School in State University of Medan.

. On this occasion, the writer would like to record her gratefully acknowledge to Prof. Amrin Saragih, M. A, Ph. D, being her first advisor and Prof. Silvana Sinar, M. A, Ph. D, being her second advisor who have kindly assisted her in guiding, directing, revising and correcting the systematic of concept of this thesis. Without their help, my thesis would never have been completed. May God bless them in their live.

In completing this thesis the writer would like to express her gratitude to the reviewers and examiners in examinations, Prof. Dr. Busmin Gurning, M. Pd as the Head of English Applied Linguistics in State University of Medan, Prof. Dr. Berlin Sibarani, M.Pd and Dr. Sri Minda Murni, M.S for their valuable inputs completing her thesis.

The writer deep appreciate would also express to all lecturers and tutors for giving her the valuable knowledge during the study. The classmates belonging to grade 18 of Executive Class and the colleagues at Perguruan Kristen Methodist Indonesia Lubuk Pakam that always support her during the study and completing the thesis.

Furthermore, the writer’s sincere gratitude and deep appreciation are dedicated to her beloved parents, brothers, sisters, nephews and nieces for their valuable support, help and advice in her study and in writing this thesis.

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Last but not least, the writer realizes that this thesis is still far from being perfect. Therefore, all suggestions and constructive criticism for the improvement of this thesis are highly appreciated.

THEME AND RHEME IN JANE AUSTEN’S

CHARACTERIZATION OF EMMA

THESIS

by

Trisnawati Marpaung

Registration Number 8106112021

ENGLISH APPLIED LINGUISTICS STUDY PROGRAM

POSTGRADUATE SCHOOL

STATE UNIVERSITY OF MEDAN

2014

TABLE OF CONTENTS

Page

ACKNOWLEDGEMENT……… i

ABSTRACT……….. iii

TABLE OF CONTENTS……….. iv

LIST OF TABLES.……….………… vii

LIST OF APPENDICES………..……. viii

LIST OF ABBRIVIATIONS……….. ix

CHAPTER I : INTRODUCTION 1.1 The Background of the Study……… 1

1.2The Problems of the Study………... 6

1.3The Objectives of the Study………... 7

1.4The Scope of the Study………... 7

1.5The Significance of the Study……….... 7

CHAPTER II : REVIEW OF LITERATURE 2.1 Text and Context………... 9

2.1.1 The context –Text Connection………. 9

2.1.2 Understanding Texts – Reconstructing the Context.. 10

2.1.3 Information Structure………... 11

2.2 Metafunction……….. 12

2.3 Textual Function……….... 13

2.3.1 Thematic Structure……… 14

2.3.2 Theme……… 15

2.3.2.1 Ideational Theme………. 16

2.3.2.2 Textual Theme………. 18

2.3.2.3 Interpersonal Theme……… 19

2.3.3 Theme and Mood………... 21

2.3.3.2 Theme in Interrogative Clause……… 21

2.3.3.3Theme in Imperative Clause……… 23

2.3.3.4Clauses as Theme……… 24

2.3.3.5Multiple Themes………. 24

2.3.4 Theme and Text……… 25

2.4.4Theme and New Information……….. . 26

2.5 Theme Patterns……… 28

2.6 Rheme……… 29

2.7 Language Style in Novel……….... 29

2.7.1 Diction……… 32

2.7.2 Syntax………. 32

2.7.3 Imagery………... 33

2.7.4 Stylistic……… 33

2.8Five Essential Parts of plot……… 37

2.9 The Biography of Jane Austen……… ... 39

2.10The Works of Jane Austen……… 40

CHAPTER III : RESEARCH METHOD 3.1 The Research Design………. 42

3.2 The Data Source………. 42

3.3 The Instrument of Data Collection……….... .42

3.4 Technique of Data Analysis……….. 43

CHAPTER IV: REVIEW OF LITERATURE 4.1 Data Analysis………. 45

4.1.1 Theme- Rheme Patterns in Emma……….. 45

4.1.2 Thematic Structure of the Text……… 49

4.1.2.1 The Use of Thematic in Emma……….. 69

4.1.3 Ideational or Topical Themes in Emma...……… 71

4.3 Discussion………. 73

CHAPTER V: CONCLUSIONS AND SUGGESTIONS

5.1 The Conclusions……… 74

5.2 Suggestions……… 74

5.2.1 The Implication for Teaching……… 75

LIST OF TABLES

Table Page

2. Five Essential of Plot………37 4.1.1. Distribution of Clauses in Percentage…..………51

4.1.1a _{Distribution of Unmarked Themes and Marked Themes}

in Percentage………..…...57 4.1.1b Distribution of Simple Themes and Multiple

Themes….………...64

4.1.1c Distribution of the Unmarked Simple and Multiple Themes; and Marked Simple and Multiple Themes in percentage……… ………68 4.1.3 Distribution of Thematic in percentage………...70

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LIST OF ABBRIVIATION

The following abbreviations are used in this study: UST = Unmarked Simple Theme UMT = Unmarked Multiple Theme MST = Marked Simple Theme MMT = Marked Multiple Theme

LIST OF APPENDICES

Appendix Page

A. The Conversations of Emma.……….79 B. Analysis of Theme and Rheme Structures………….………95

1 CHAPTER I INTRODUCTION

1.1The Background of The Research

Most of human‟s knowledge and culture stored and transmitted through language. Language is a systematic resource for expressing meaning in context and linguistics. It has various functions in social interactions to fulfill the human‟s needs, such as, to express ideas, feelings and desire. People use language not only as a social instrument to show the language users identity in a society but it is also used to insult, to promise, to agree, to criticize, to persuade or to influence beliefs or attitudes towards the others.

According to Halliday (1975 : 17 ), language has developed in response to three kinds of social-functional 'needs.' The first is to be able to construe experience in terms of what is going on around us and inside us. The second is to interact with the social world by negotiating social roles and attitudes. The third

and final need is to be able to create messages with which we can package our meanings in terms of what is New or Given, and in terms of what the starting point for our message is, commonly referred to as the Theme. Halliday calls these language functions metafunctions, and refers to them as ideational, interpersonal

and textual respectively.

In addition, language is an extension thing which human have within themselves, which in a sense takes the classical view reason, is one of the most primary characteristics of human nature. Language is presented as pieces of text in written and spoken form, such as, a writer expresses his thought through a text and a politician conveys his thought through a speech. Obviously, it needs some specialized language to describe texts. The readers specialized language will allow them to know exactly where they are and where they are going as explore texts for meaning. Halliday ( 2004 : 4 ) defines a text as an instance of social meaning in a particular context of situation. Text is the means of exchange of meanings among

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societal members in the context of situation. Halliday‟s notion of texts encompasses the traditional and the spontaneous, both literary and conversational.

Theme and Rheme are two terms which represent the way in which information is distributed in a sentence. The definition of Theme given by

Halliday (1985, p.38) is that Theme is given information serving as “the point of departure” of a message. The given information is the information which has

already been mentioned somewhere in the text, or it is shared or mutual knowledge from the immediate context. In other words, Theme typically contains familiar, old or given information. Theme provides the settings for the remainder of the sentence – Rheme. Rheme is the remainder of the message in a clause in which Theme is developed, that is to say, Rheme typically contains unfamiliar or new information. New information is knowledge that a writer assumes the reader does not know, but needs to have in order to follow the progression of the argument. The boundary between Theme and Rheme is simple: Theme is the first element occurring in a clause; the remainder clause is Rheme. For example:

Theme Rheme

The lion beat the unicorn all round the town All round the town the lion beat the unicorn

However, the unicorn still did not want to bow to the lion The lion decided to beat him to death Would the unicorn give in to the lion

When the lion got to the battle field the unicorn was ready for the battle

From the above division of Themes and Rhemes in the sentences, we can see that Theme is not equated with the subject of a sentence; nor is Rheme equated with the predicate. However, in the example given above, two sentences e.g. in the first

and fourth sentence, it happens that the Theme „The lion‟ overlaps with the

grammatical subjects of the sentences. This kind of Theme Halliday (1985) calls unmarked Theme. He states that unmarked sentences typically have Themes that overlap with subjects. On the other hand, marked sentences often contain a Theme that is separate from the subject containing pre-posed adverbial groups or

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prepositional phrases, for example „All around the town‟ is Theme in sentence 2

above. From the above sample, we could conclude that Theme may be realized by a nominal group, verbal group, adverbial group, prepositional phrase or a dependent clause. The characteristic of these elements is that they appear first in a

clause and represent „given‟ information. All the rest of a clause is Rheme

representing „new‟ information. Knowing where to place the Theme-Rheme

boundary in a more complex sentence requires a careful reading of the sentence in context to understand the meaning a writer is communicating. In a study of spoken data conducted by Lovejoy and Lance in1991, they found that there was a noticeable pitch drop at the end of Theme, and near the beginning of Rheme, often on the first word, an abrupt peak in pitch level. The initial place has an enormous importance in a clause. Whatever is chosen to be in the first place will influence a

reader‟s interpretation of everything that comes next.

Accordingly, in cohesive writing, „given‟ information in a clause needs be

presented in Theme position, which acts like a signpost signaling a reader where the meanings have come from and where they are going to. The new information needs to be located in Rheme position. The balance and movement of a clause between Theme and Rheme is an essential component in composing a cohesive text. If a writer fails to control the flow of information from Theme to Rheme, his or her text is difficult for a reader to follow, because there is no clear signpost directing the reader, who therefore cannot easily follow the progression of an idea or argument.

The Theme is the element which serves as the point of departure of the message; it is that with which the clause is concerned. The reminder of the message, the part in which the Theme is developed, is called Rheme. This organization depends on the context of using language that is the purpose of the text. This study is aimed at exploring the types of Theme and describing the patterns of Theme and their relation derived from theory of Systemic-Functional Grammar, with the aim to improve cohesion in literary texts namely development of Theme and Rheme in the novel Emma by Jane Austen. The thematic structure problematized because their patterns highlight why the texts in Emma mean what

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they do. The other aim of the study is, by analyzing Theme and Rheme in a text, the students can learn to perform the same analysis in their own writings, especially in literature works, and thus improve cohesion in their own work. Applying this concept of Theme, the typical and expected patterns can be separated from the typical and unexpected. Marked Theme is a way of seeing the

purpose behind the speakers‟ patterning; it may be to draw the addresses‟

attention to a particular group or phrase; more often it is to build a coherent text which is easy to follow.

_{Further, Butt, at all ( 1995 : 93 ) asserts being unmarked means the most}

expected, common and remarkable case. Whereas being marked means that it is unusual and should be noticed because of the way it stands out.

In this study, the writer is concerned to the use of Theme and Rheme in the classic novel Emma. There are some reasons why the use of Theme and Rheme made as the focus of this research. Theme and Rheme are common used in every text, but how to identify Theme and Rheme in a clause, how to label the elements of clause with references and how to analyze complex Theme in the texts will be discussed in this study. Through this study, the writer wants to assure if the development of using Theme and Rheme in literary work could reveal the characterization of the main character in Emma.

On the role of linguistics in literary analysis, Halliday ( 2004 : 4 ) concludes, linguistics is not and never will be the whole of literary analysis, and only the literary analyst, not the linguist, can determine the place of linguistics in literary studies. However, if the text is to be described at all, then it should be described properly; and this means by the theories and methods of developed in linguistics, the subject whose task is precisely to show how language works. It is part of the task of linguistics to describe texts; and all texts, including those prose, verse, which fall within any definition of „literature‟, are accessible to analysis by the existing methods of linguistics. In talking of the linguistics study of literary texts is the study ( of the language ) by the theories and methods of linguistics.

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The study of literature is not like the study of math or science or even history, because those disciplines are based largely upon fact while the study of literature is mostly based upon imagination, and it needs interpretation and analysis in order to understand literary works. But each person usually brings a different set of values and a different background to the reading. Reading novel is an experience, and a cultural one at that. It is an integration of reader and text in which they both have inherent characteristics and qualities that create an individualistic and distinct outcome when combined ( Tompkin, 1980 ).

Understanding a literary work, such as a novel, is not as easy as one may think. The readers need to understand the text of the literary work and some disciplines of knowledge that are related to it. It, therefore, becomes more complicated if an author mates use a discipline of knowledge, such as philosophy or psychology in his literary work. Even though, it makes the literary work more interesting because readers have to think the content deeply.

There are various elements in a novel, such as theme, characterization, plot, language/style, setting and point of view. Most of the literature works analysis use the various elements of novel above. It seems the interference of linguistics seldom to see in literature works. The writer of this thesis tries to use novel Emma as the data collection in the field of linguistics. Emma tells about the pride of the character that is shown through the conversations. The writer of this thesis is interested in Emma because the author, Jane Austen, describes the problems that occur in daily life. She depicts human natures through the characters and their conversations neatly and clearly in an interesting plot. The writer sees that the difference of social status, which exalts the aristocracy, and the family treatment could be the causes of the using of the language in a gentle, beautiful and bold young woman, Emma. Jane Austen‟s ability to create the character of the novel as the heroine with the strong characterization through the conversations attrack the

readers‟ attention. Most of her novels contain wide, global themes that can be

applied to any time period. That is why Jane Austen works are included to classical novels. A classic usually contains some kind of widespread, universal appeal that results in it being read and embraced by a wide audience of diverse

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people. Usually, it also contains some unique artistic quality, be it a brilliant storyline or an engaging writing style, that sets it apart from other works of literature. Classic novels tend to touch people and to help them define the world around them. Their confrontation of major universal themes makes people think and encourages them to form their own opinions of those themes. Perhaps it is this level of influence more than anything that truly defines a classic work.

The destabilization of the author-text connection, which 20th-century criticism was to propose later on, finally led to experiments with what had been the individual's voice so far – speaking through the author or portrayed by him. These options were to be widened with new concepts of what texts actually were with the beginning of the 20th century.

By analyzing the novel, the thematic structure of the novel can be traced and the result of it would be the complicated theme structure. Why it is said complicated because the selection of a different thematic structure changes the focus of the clause in significant functional ways ( Bloor & Bloor, 1995 : 74 )

1.2 _{The Problem of The Study}

This study is focused on Theme and Rheme in Jane Austen‟s Emma. With reference to the background, the following problems are formulated as the following :

1. What patterns of Theme and Rheme development are used in Jane

Austen‟s Emma?

2. How is the thematic structure of Jane Austen‟s Emma be used? 3. Why does the thematic structure flow as it does?

7 1.3The Objectives of Study

The objectives of the analysis in this thesis are :

1. to describe what patterns of Theme and Rheme development are used in

Jane Austen‟s Emma.

2. to describe how is the thematic structure of Jane Austen‟s Emma be used. 3. to explain why does the thematic structure flow as it does.

1.4The Scope of the Study

This study will be limited on the analysis of the structure of Theme and Rheme as the message, various patterns of Theme and Rheme, and reason why the structures of Theme and Rheme is used with reference to social context of the main character in Jane Austen‟s novel.

Characters are living persons which are portrayed imaginatively in the novel. As living persons, they live together both individually and socially. Therefore, their social integrity is embodied by the language they use in their social living ( John Cadden, 1986 : 90 ).

Emma is a love story in a social life of community, that was in England of the eighteenth century. In that time the distinction of classes in the society gradually arose. In this study, the writer merely concentrates on the main character, namely, the heroine Emma Woodhouse. Jane Austen portrays Emma’s unique characterization in an interested plot.

1.5The Significance of the Study

The writer of this thesis sees that this analysis shows a side of life in England and human natures through Theme and Rheme. In this study, the writer analyzes Theme and Rheme in a clause, how to label the elements of clause with

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references and how to analyze complex Theme in the texts will be discussed in this study.

Theoretically, findings of the study are expected to be a contribution to the students who willing to discuss the literary works in linguistics field. This thesis is also aim to be the base investigation for another researcher to deepen the analysis as well as to enrich the literature by using linguistic field. The writer also wants to assure if the development of using Theme and Rheme could be applied in literary work.

Practically, she hopes that this thesis is useful for developing knowledge through literary work for herself and for the readers, especially for the students who are interested in linguistics and literature.

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1 The Conclusions

After analyzing the data of theme and Rheme related to the characterization of Emma, conclusions are drawn as the following.

(a) The analysis of Theme and Rheme in Emma shared 133 conversations realized by 790 clauses based on the Parts of Plot namely Introduction (129), Rising Action(154), Climax(297), Falling Action(112), and Denouement(98). The dominants clause of parts of plot in the novel is climax which derived the pride character of the main player, Emma. (a.1) Simple Theme is also the characteristics of novel Emma. Simple Theme, (63.40%) is used

dominantly than Multiple ones, (36.41%). Simple Theme is the basic one to show the characteristic of Emma. This is important in other the message is easier to remember, to understand and to reproduce the language of the novel.

(a.2) Unmarked Theme dominates the entire texts at (91.75%) in Jane Austen’s Emma, than Marked Theme, (6.55%). Each of the clause begins with Unmarked Theme which it conveys the most interesting information to attract the readers.

(b) The dominant kind of Thematic employed in the conversations is Topical Themes in Unmarked Simple 361 clauses ( 45.69%).

(c) The thematic structure flows as it does is the novel is mainly due to the nature highest percentage of the novel is the dominant of Unmarked Simple Themes than Unmarked Simple Themes, Marked Simple Themes and Marked Multiple Themes..

5.2 Suggestions

After analyzing Jane Austen’s novel “Emma” in English considering with Theme and

Rheme structures, the following suggestions are addressed.

a) Theme and Rheme Structures in this study can be used as models in various styles of texts especially the literary works in conveying meaning..

b) By having a specific study, this study will also be the exploration of more detailed analysis of Theme and Rheme, Thematic Structure and the pattern of language development in English novels specifically, and discourse generally.

c) Teachers of English are advanced to motivate the students to learn more about literary works, especially classic and modern ones.

5.2.1 The Implication for Teaching

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 in clauses ( social context ).

The structure of Theme and Rheme is clauses indicate how messages are conveyed to the readers in novels. Theme and Rheme Structures are useful to comprehend the patterns of Theme and Rheme in reading and discussing literary works that would be given to the students based on the conversations in English novels.

REFERENCES

Ary, D. 1979. Introduction to Research in Education. New York: Holt, Rinehart and Winston. Austen, Jane. 1966. Emma. New York : Airmont Publishing Company.

Beard, Adrian. 2004. The Language Of Literature. 11 New Fetter Lane, London EC4P 4EE. Routledge.

Berry, H. M. 1977. Introduction to Systemic Linguistics 2. Links Batsford and Sons. Black, E. 2006. Pragmatic Stylistics. Edinburgh University Press. Edinburgh.

Bloor, T & Bloor, M. 1995. The Functional Analysis of English. London : Edward Arnold. Bogdan, R.C. & Biklen, S. K. 1982. Qualitatuve Research in Education to Theory and Method.

Boston : Allyn & Bacon.

Borschev, Vladimir and Partee, Barbara H. 2002. The Russian genitive of negation: Theme-rheme structure or perspective structure? Journal of Slavic Linguistics10, 105-44. Bradford, R. 2005. Stylistics. Routledge : New York.

Brown, Gillian & George Yule. 1983. Discourse Analysis. Cambridge : Cambridge University Press.

Cadden, J. A. 1992. A Dictionary of Literature Terms. London : Penguin Book.

Carter, Ronal, at. All. 1997. Working with Texts. A care books for Language Analysis. London : Rouletdge.

Downing, A. & Locke, P. 1992. A University Course in English Grammar. UK Prentice Hall International.

Eggins, S. 1994. An Introduction to Systemic Functional Linguistics. Great Britain : Biddles. Fowler, R. 1971. The Languages of Literature. London: Routledge & Kegan Paul.

Freytag, Gustav.1900. Technique of the Drama : An Exposition of Dramatic Composition and Art. Third Edition. Chicago: Scott, Foresman and Company.

Fries, P.H. 1995. A Personal View of Theme. In Ghadessy, M. ( ed. ) Thematic Development in English Text. London and New York : Pinter.

Gee, P.J. 1999. An Introduction to Discourse Analysis : Theory and Method. New York: Rouletdge-Taylor and Francis Group.

Halliday, M.A.K. 1985. An Introduction to Functional Grammar. London : Edward Arnold. 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. 2004. An Introduction to Functional Grammar. Third Edition. London : Edward Arnold.

Komagata, Nobo. 2001. Entangled Information Structure: Analysis of Complex Sentence Structures. Department of Computer and Information Science, University of Pennsylvania

Kress, G.R. 1989. Halliday : System as Function in Language . Oxford : Oxford University Press.

Leech. Geoffret N. 1980. Style in fiction. A linguistic introduction to English fictional prose. Longman. London and New York.

Li, M. 2009. The stylistics Analysis of the Magazine Advertisement; ---Atkins Chocolate Chip Granola Bar. Asian Social Science Journal. Vol. 5, No. 9.

Martin, J.R., Matthiessen, & C. Painter. 1995. Developing Functional Grammar : A Workbook

for Halliday’s Introduction to Functional Grammar. Sydney : Sydney University.

Martin, J.R., & Rose, D. 2007. Working with Discourse Meaning beyond the Clause. British: Library of Congress Cataloging – in – Publication Data.

McIntyre, Dan. 2012. Linguistics and Literature: Stylistics as a tool for the literary critic.

University of Huddersfield : UK.

Peck, John. 1986. How To Study A Novel. London: Macmillan Education Ltd.

Peck, John and Coyle, Martin. 1988. Literary terms and criticism. London: Macmillan Education.

Santoso, Santoso. Tahun 36, Nomor 1, Februari 2008. Bahasa Dan Seni: Jejak Halliday Dalam Linguistik Kritis.

Saragih, A. 2005. Introduction Functional Grammar. Medan : Pasca Sarjana Unimed. Saragih, A. 2006. Bahasa Dalam Konteks Sosial. Medan : Pasca Sarjana Unimed.

Short, M. 19844. What is Sytlistics? Journal of Foreign language. 5 ( 4 – 20 ), 6 ( 37 – 42 ). Simpson, P. 1997. Language Through Literature. London. Rouletdge.

Sinar, Tengku Silvana. 2007. Phasal and Experiential Realization in Lecture Discourse. A Systemic – Functional Analysis. Medan : Penerbit Kopertis Wilayah ISumut – NAD. Sinar, Tengku Silvana. 2008. Teori dan Analisis Wacana. Pendekatan Sistemik – Fungsiona.

Medan : Pustaka Bangsa Press.

Spencer, 1964. Investing English Style. London:Longman.

Taylor, Richard. 1981. Understanding The Elements of Literature. London: The Macmillan Press.

Todd, Janet. 2006. The Cambridge Introduction to Jane Austen. United States of America : Cambridge University Press. New York.

Walter, E. 2008. Cambridge Advanced Learners Dictionary ( 3rd Edition ). Cambridge University Press.

Widdowson, H. G. 1975. Stylistics and the Teaching of Literature. London : Longman.

Zhang, Z. 2010. The Interpretation of a novel by Hemingway in Terms of Literary Stylistics. The International Journal of Language Society & Culture.

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references and how to analyze complex Theme in the texts will be discussed in this study.

Theoretically, findings of the study are expected to be a contribution to the students who willing to discuss the literary works in linguistics field. This thesis is also aim to be the base investigation for another researcher to deepen the analysis as well as to enrich the literature by using linguistic field. The writer also wants to assure if the development of using Theme and Rheme could be applied in literary work.

Practically, she hopes that this thesis is useful for developing knowledge through literary work for herself and for the readers, especially for the students who are interested in linguistics and literature.

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1 The Conclusions

After analyzing the data of theme and Rheme related to the characterization of Emma, conclusions are drawn as the following.

(a) The analysis of Theme and Rheme in Emma shared 133 conversations realized by 790 clauses based on the Parts of Plot namely Introduction (129), Rising Action(154), Climax(297), Falling Action(112), and Denouement(98). The dominants clause of parts of plot in the novel is climax which derived the pride character of the main player, Emma. (a.1) Simple Theme is also the characteristics of novel Emma. Simple Theme, (63.40%) is used

dominantly than Multiple ones, (36.41%). Simple Theme is the basic one to show the characteristic of Emma. This is important in other the message is easier to remember, to understand and to reproduce the language of the novel.

(a.2) Unmarked Theme dominates the entire texts at (91.75%) in Jane Austen’s Emma, than Marked Theme, (6.55%). Each of the clause begins with Unmarked Theme which it conveys the most interesting information to attract the readers.

(b) The dominant kind of Thematic employed in the conversations is Topical Themes in Unmarked Simple 361 clauses ( 45.69%).

(c) The thematic structure flows as it does is the novel is mainly due to the nature highest percentage of the novel is the dominant of Unmarked Simple Themes than Unmarked Simple Themes, Marked Simple Themes and Marked Multiple Themes..

5.2 Suggestions

After analyzing Jane Austen’s novel “Emma” in English considering with Theme and Rheme structures, the following suggestions are addressed.

a) Theme and Rheme Structures in this study can be used as models in various styles of texts especially the literary works in conveying meaning..

b) By having a specific study, this study will also be the exploration of more detailed analysis of Theme and Rheme, Thematic Structure and the pattern of language development in English novels specifically, and discourse generally.

c) Teachers of English are advanced to motivate the students to learn more about literary works, especially classic and modern ones.

5.2.1 The Implication for Teaching

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 in clauses ( social context ).

The structure of Theme and Rheme is clauses indicate how messages are conveyed to the readers in novels. Theme and Rheme Structures are useful to comprehend the patterns of Theme and Rheme in reading and discussing literary works that would be given to the students based on the conversations in English novels.

REFERENCES

Ary, D. 1979. Introduction to Research in Education. New York: Holt, Rinehart and Winston. Austen, Jane. 1966. Emma. New York : Airmont Publishing Company.

Beard, Adrian. 2004. The Language Of Literature. 11 New Fetter Lane, London EC4P 4EE. Routledge.

Berry, H. M. 1977. Introduction to Systemic Linguistics 2. Links Batsford and Sons. Black, E. 2006. Pragmatic Stylistics. Edinburgh University Press. Edinburgh.

Bloor, T & Bloor, M. 1995. The Functional Analysis of English. London : Edward Arnold. Bogdan, R.C. & Biklen, S. K. 1982. Qualitatuve Research in Education to Theory and Method.

Boston : Allyn & Bacon.

Borschev, Vladimir and Partee, Barbara H. 2002. The Russian genitive of negation: Theme-rheme structure or perspective structure? Journal of Slavic Linguistics10, 105-44. Bradford, R. 2005. Stylistics. Routledge : New York.

Brown, Gillian & George Yule. 1983. Discourse Analysis. Cambridge : Cambridge University Press.

Cadden, J. A. 1992. A Dictionary of Literature Terms. London : Penguin Book.

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