AN ANALYSIS OF THEMATIC PROGRESSION IN HIGH SCHOOL STUDENTS’ EXPOSITION TEXTS.

An Analysis of Thematic Progression in High School

Students’ Exposition Texts

A PAPER

Submitted to the English Department of FPBS UPI as a Partial Fulfillment of Requirements for Sarjana Pendidikan Degree

By:

Asri Nur Rakhman 0807342

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND ARTS EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

2012

An Analysis of Thematic Progression

in High School Students’ Exposition

Texts

Oleh Asri Nur Rakhman

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana Pendidikan pada Fakultas Pendidikan Bahasa dan Seni

© Asri Nur Rakhman 2012 Universitas Pendidikan Indonesia

Desember 2012

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.

AN ANALYSIS OF THEMATIC PROGRESSION IN HIGH SCHOOL

STUDENTS’ EXPOSITION TEXTS

A Paper

By

Asri Nur Rakhman 0807342

Approved By

First Supervisor Second Supervisor

Emi Emilia, M.Ed., Ph. D. M. Handi Gunawan, S. Pd., M. Pd. NIP. 196609161990012001 NIP. 197301132009121002

Head of English Education Department Faculty of Language and Arts Education

Indonesia University of Education

Prof. Dr. Didi Suherdi, M.Ed. NIP: 196211011987121001

ABSTRACT

The research paper entitled “An Analysis of Thematic Progression in High School Students’ Exposition Texts” attempted to investigate how the students organize their ideas in their Exposition texts seen from Thematic Progression, and to what extent the students’ Exposition texts are consistent to the argumentative language features, in terms of Thematic Progression. This study was conducted in one public senior high school in Bandung. This study used a case study research design. The data were nine students’ Exposition texts from three different levels of achievement that is low, middle, and high achievers. The texts were analyzed using Thematic Progression frameworks from Fries (1981, 1994, 1995), Danes (1981), and Eggins (1994, 2004). The findings of this study show that, seen from the Thematic Progression, there were three patterns that the students used to organize their ideas in Exposition text. These are the Zig-zag Pattern, the Re-iteration Pattern and the Multiple Theme Pattern. In terms of Thematic Progression consistency, some texts from middle and high achievers seemed consistent with the argumentative language features, since they employed more Zig-zag Pattern than Re-iteration Pattern and used Multiple Theme Pattern.

Keywords: Thematic Progression, Exposition text, Senior High School Supervisor : Emi Emilia, M.Ed., Ph. D.

ABSTRAK

Skripsi berjudul “Analisis Thematic Progression dalam Teks Eksposition SIswa Sekolah Menengah Atas” bertujuan untuk menyelidiki bagaimana siswa mengorganisir ide mereka dalam teks Eksposisi mereka dilihat dari Thematic Progression-nya, dan sejauh mana teks Eksposisi siswa konsisten dengan fitur-fitur bahasa argumentatif dalam hal Thematic Progression. Penelitian dilakukan di satu sekolah menengah atas di Bandung. Penelitian ini menggunakan desain penelitian studi kasus. Data dari penelitian ini merupakan sembilan teks Eksposisi siswa dari tiga tingkat prestasi yang berbeda, yaitu, rendah, sedang, tinggi. Teks Eksposisi dianalisis menggunakan teori Thematic Progression dari Fries (1981, 1994, 1995), Danes (1981), dan Eggins (1994, 2004). Penemuan dari penelitian ini menunjukkan bahwa, dilihat dari Thematic Progressionnya, ada tiga pola yang digunakan oleh siswa untuk mengorganisir ide mereka dalam teks Eksposisi. Pola-pola tersebut adalah pola Zig-zag, pola Reiteration, dan pola Multiple

Theme. Dalam hal konsistensi Thematic Progression, beberapa teks dari siswa

dengan tingkat prestasi sedang dan tinggi terlihat konsisten dengan fitur-fitur bahasa argumentative, karena mereka menggunakan pola lebih banyak pola

Zig-zag dibandingkan dengan pola Reiteration, dan menggunakan pola Multiple

Theme.

Kata Kunci: Thematic Progression, Teks Eksposisi, Sekolah Menengah Atas Pembimbing I : Emi Emilia, M.Ed., Ph. D.

ii TABLE OF CONTENT

STATEMENT OF AUTHORIZATION ... ii

PREFACE ... iii

ACKNOWLEDGMENT ... iv

ABSTRACT ... vi

TABLE OF CONTENT ... vii

LIST OF FIGURES ... xi

LIST OF TABLES ... x

CHAPTER I INTRODUCTION ... 1

1.1 ... Back ground ... 1

1.2 ... Rese arch Question ... 4

1.3 _... Aims of Study ... 4

1.4 ... Scop e of Study ... 4

1.5 _... Signi ficance of Study ... 5

1.6 ... Clarif ication of Related Terms ... 5

1.7 ... Paper Organization ... 6

CHAPTER II LITERATURE REVIEW ... 8

2.1 Systemic Functional Linguistics... 8

2.2 Metafunction... 10

2.3 Theme System as the Realization of Textual Metafunction ... 12

2.4 Boundary of Theme ... 14

2.4.1 _... Topic al Theme ... 15

2.4.2 ... Inter personal Theme ... 18

iii 2.4.3 ... Textu

al Theme ... 20

2.4.4 _... Them e Markedness ... 23

2.4.5 ... Them e Predication ... 26

2.5 _... Long er Unit Theme ... 27

2.6 _... High er Level Theme ... 29

2.7 ... Them e for Different Mood Types ... 30

2.7.1 _... Them e in Declarative ... 30

2.7.2 ... Them e in Interrogative ... 31

2.7.3 ... Them e in Imperative ... 32

2.7.4 _... Them e in Exclamative ... 32

2.8 ... Them atic Progression ... 33

2.8.1 _... Re-iteration Pattern/Constant Theme Progression (CTP) ... 33

2.8.2 _... Zig-zag Pattern/Simple Linear Progression (SLP) ... 35

2.8.3 ... Multi ple Theme Pattern/Derived Theme Progression (DTP) ... 35

2.8.4 _... Split Rheme Progression (SLP) ... 36

2.9 ... Genr e ... 37

2.9.1 ... Factu al Genre: Exposition ... 39

2.9.2 _... Them atic Progression Consistency in Exposition Text ... 43

2.10 Conclusion Remark ... 46

CHAPTER III METHODOLOGY ... 49

iv

3.2 Site and Participant ... 51

3.3 Data Collection ... 51

3.4 Data Analysis ... 52

3.4.1 _... Identi fication and Classification of Theme ... 53

3.4.2 ... Identi fication of Thematic Progression ... 54

3.5 Conclusion Remark ... 56

CHAPTER VI FINDINGS AND DISCUSSION ... 57

4.1 ... The Schematic Structure, Organization and Purpose of the Text, and Linguistic Features ... 58

4.2 ... Them atic Progression Analysis ... 69

4.2.1 _... Them atic Progression in Low Achiever’s Text ... 70

4.2.2 ... Them atic Progression in Middle Achiever’s Text ... 73

4.2.3 _... Them atic Progression in High Achiever’s Text ... 77

4.3 ... Them atic Progression Consistency Analysis ... 81

4.4 ... Conc lusion Remark ... 83

CHAPTER V CONCLUSIONS AND RECOMMENDATIONS ... 84

5.1 Conclusions ... 84

5.2 Recommendations ... 86

BIBLIOGRAPHY ... 88

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CHAPTER I INTRODUCTION

1.1 Background

In the 2006 English curriculum of Indonesia, which is called KTSP (Kurikulum Tingkat Satuan Pendidikan/ Curriculum of Educational Unit), students of secondary schools are supposed to develop their English in four language skills including speaking, listening, reading and writing (Depdiknas, 2006). Thus, if we look at the curriculum, writing is one of the four skills in English that the students have to master. However, writing is generally recognized as a difficult task for the students in almost of ESL and EFL students (Thonus, 1993; Rosa, 2007; Wang, 2007). The reason for this is that writing requires the students to encounter some conditions by which they can write well. Moreover, one condition that the students have to master is maintaining the coherence in their text.

Nevertheless, maintaining the coherence in students’ writing becomes the main problem faced by the students when they are asked to write. Research has found that in ESL/EFL students’ writing, the students focus almost entirely on the word and sentence levels rather than the level of the whole discourse, that is, textual coherence (Bamberg, 1984; Ferris and Hedgecock 1998 as cited in Lee, 1998). Priyatmojo (2007) confirms that grammar is not the only thing that has to be accounted to make the sentences coherent. In other words, grammatical

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sentences alone will not ensure that the text itself makes sense. He states that we have to know how the sentences relate to each other.

Thus, one of the ways that can be used to assess the students’ improvement in writing is by analyzing the Thematic Progression on their writing. Thematic Progression can be seen from the pattern of Theme and Rheme used in their writing. Danes (1974) as cited in Downing (2001) asserts that the organization of information in text is determined by the progression in the ordering of utterance Themes and their Rhemes. As Wang (2007) suggested, in order to help the students communicate their ideas successfully and systematically, the sentence should be started by the Theme. Theme is the element of the clause structure which serves as the point of departure of the message; it is with which the clause is concerned (Halliday, 1985:38). The Theme provides the environment for the remainder of the message; which is known as the Rheme, in Theme-Rheme organization (ibid) that becomes the most significant factor of the development of the text (Halliday and Matthiessen, 2004).

Recent studies such as Nwogu and Bloor (1991), Downing (2001), Li and Liu (2005), Jalilifar (2009), Wang (2007), Li (2009), Thomas and Hawes (2010), Emilia (2005, 2010), and Fries (1994, 1995), Crompton (2003) are related to Systemic Functional Linguistics and focus on Thematic Progression. Those studies analyzed the Thematic Progression in some genres, including the argumentative text which becomes the main data of this study. Additionally, those

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studies describe and explain why and how certain Thematic Progression exists in the text, and also interprets how the writer of the text organizes their ideas.

However, in Indonesian secondary school context, Theme-Rheme organization is not paid attention to by both teachers and students in the teaching and learning activity, especially in writing skill, though it is important since it can show the ability of students in organizing their ideas and making their sentence coherent (Wang, 2007), and also it can enhance language skill development (Huda, 1999). This can be proved by picturing the students texts analyzed in this study, which are some of them lack of coherence. Therefore, this study will focus on analyzing Thematic Progression on students’ texts, with the specific focus; it is on students’ Exposition text, to reveal how the students organize their ideas seen from Thematic Progression in their Exposition texts, and to explore the extent to which the students’ Exposition texts are consistent with the argumentative language features in terms of Thematic Progression in high school students.

Concerning the text type investigated, students’ Exposition text becomes the main concern of this study for several reasons. First, Exposition text is one of the genres in the curriculum that is taught to the students in senior high school (see 2006 Indonesia Curriculum) where the students have been able to give or to write a critical point of view. Second, this genre is an important and influential text, which shows the students’ ability language process for dealing with many aspects of school knowledge and effective social participation. It is a process that involves reasoning, evaluation and persuasion (Knapp and Watkins, 2005).

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1.2 Research Question

This study attempts to answer the research questions formulated as follows:

1. How do the students organize their ideas in Exposition text, seen from Thematic Progression?

2. To what extent are the students’ Exposition texts consistent with argumentative language features in terms of Thematic Progression?

1.3 Aims of Study

Based on the description in the background, the study aims to:

1. Reveal how the students organize their ideas seen from Thematic Progression (TP) in students’ Exposition text.

2. Explore the extent to which the students’ Exposition texts are consistent with the argumentative language features in terms of Thematic Progression.

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This study focuses on analyzing Thematic Progression and Thematic Progression Consistency with argumentative language features in senior high school students’ Exposition texts. Some underlying frameworks such as Halliday (1985, 1994), Eggins (2004), Martin (1992), Emilia (2010), Fries (1981, 1994, 1995) are used to analyze the Theme-Rheme and Thematic Progression. In addition, the consistency of argumentative language features in term of Thematic Progression will be seen by comparing the result of Enkvist (1978), Dubois (1987), Francis (1990), Gomez (1994), and Fries’ (1995) studies, as cited by Crompton (2003), toward argumentative text. The analysis of Thematic Progression focuses on Exposition text written by nine high school students in one of public school in Bandung. The analysis focuses on Theme selection and Thematic Progression in Exposition text.

1.5 Significance of the Study

This study is expected to offer some theoretical and practical contributions. In terms of theory, this study can enrich the literature on Thematic Progression analysis in students’ texts. Practically, the result of this study is expected to give information on how to analyze students’ text based on Thematic Progression.

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This section presents the technical terms that occur in the study in order to avoid the ambiguity, misunderstanding, and misinterpretation toward the concept presented. Those are:

1. Thematic Progression is the exchange of information between Theme and Rheme pairings in a text (Eggins, 1994 as cited in Wang, 2007) and it is regarded as a structural device to measure the cohesion of the text (Halliday, 1994). This is supported by Danes (1987) as cited in Downing (2001) who claims that the organization of information in texts is determined by the progression in the ordering of utterance Themes and their Rhemes. is called Thematic Progression

2. Exposition text is a text type which clearly focuses on the purpose of argument; that is, putting forward a viewpoint and providing evidence to support it (Knapp and Watkins, 2005). In this study, students’ Exposition text refers to Exposition text written by second grade of senior high school students in public school in Bandung

1.7 Paper Organization

This paper will be presented into five chapters, as follow:

1. Chapter I: Introduction

In this chapter, the paper elaborates the background of the study. It will discuss writing becomes the focus of this study and why analyzing student’s writing is very important. The chapter also states the research questions, aims of the study,

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scope of the study, significance of the study, research method, clarification of related terms, and Paper Organization.

2. Chapter II: Literature Review

This chapter discusses some theories about Systemic Functional Grammar, Thematic Progression, Thematic Progression Consistency and also Genre taken for the study.

3. Chapter III: Reasearch Methodology

This chapter gives clear Exposition about how the study is conducted and analyzed. It clarifies why the study needs to use students’ Exposition text. The data collection and analysis will also be briefly explained.

4. Chapter VI: Findings and Discussions

This chapter analyzes and discusses the findings of the study clearly. It shows the elaboration of the result of the students’ writing of Exposition text as analyzed by Thematic Progression and see whether it will be consistent to the pattern of previous result.

5. Chapter V: Conclusion and Suggestion

This chapter presents the conclusion and several suggestions of the study based on the analysis in chapter four. The conclusion states the answer to the research questions about the Thematic Progression in students’ Exposition text. There are

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also several suggestions for further research related to the Thematic Progression analysis.

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CHAPTER III

METHODOLOGY

This chapter elaborates the method employed in this study. It covers

Research Design, Site and Participants, Data Collection, and Data Analysis. The

Research design discusses the method that will be employed by this study, its

principles and characteristics. The Site and Participants elaborate the place where the study was conducted and participant involved in this study. The Data

Collection presents the data types and the data collection technique. The Data

Analysis focuses on elaboration of procedure in Theme and Thematic Progression

pattern identification and classification, and in Thematic Progression Consistency determination.

3.1Research Design

In order to answer the research questions, this study employed descriptive qualitative method. Since this study is intended to analyze, describe, categorize, and interpret the data to find Thematic Progression realization that reflect how the students organize their ideas in their writing and Thematic Progression consistency with argumentative language features used by students, descriptive qualitative method is an ideal method as it is fundamentally interpretive (Creswell, 2003). It means that the researcher makes an interpretation of the data. This includes developing a description of an individual and setting, analysing data for themes or categories, and finally making an interpretation or drawing

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conclusion about its meaning personally and theoretically (Walcott, 1994 as cited in Creswell, 2003).

In association with qualitative design, this study can be considered into case study design since this study used text analysis, which is another method of qualitative case study (Travers, 2001), and this study also attempted to describe and interpret a particular phenomenon (Marshall and Rossman, 2006), that is, how the students organize their ideas by analyzing thematic progression in their text, especially in Exposition text.

3.2Site and Participant

The study was conducted in one public senior high school in Bandung. This institution was chosen for two reasons. First, the researcher was a practical teacher in that school and taught the second grade of high school where Exposition texts, which becomes the data in this study, were taught (c.f. KTSP 2006 for secondary school). Second, it is located in a reachable place, so it can be accessed easily.

There are two programs in the second grade of senior high school in that school, that is, science program and social science program. The researcher chose to conduct the study in the science program since this program has more students so the data sample required could be fulfilled.

In this study, the researcher chose nine students from 24 students provided in science program. These nine participants were chosen because, as DePaulo

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(2000) suggested, 10 participants could be appropriate since in qualitative design the quality of the samples is more important than the number of samples. It is because it is not the representation of the sample population but only theoretical. Therefore, since this study categorized the students’ texts into three levels of achievement, that is, low, middle, and high achievers, the researcher took a number that can be divided into three categories equally. This categorization was based on their performance in the class, especially in writing class, indicated by their grades in writing. In order to avoid personal judgement in categorizing the students’ text, the researcher also tried to consult the data to encounter the general performance of students in learning English. After consulting with some teachers, it was found that when students got score between 80 -100 they were categorized into high achievers, when their score were 79 -70, they were categorized into middle achievers, and when their score were below 70, they were categorized into low achievers.

3.3Data Collection

Concerning the data collection techniques, several steps were taken. Firstly, the students were asked whether they had studied about Exposition texts to make sure that they understood the Expository text. Secondly, the students attended three meetings with the teacher to review the material of Exposition text. The material covered the language features, generic structure, and the purpose of Exposition text. Thirdly, the students were asked to choose one of the topics provided by the teacher. The topics were The Dangerous of Drugs, The Important

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of Wearing Helmet, Saving Money in Bank, and Buying Original CD. These topics

were chosen because they were common topics that many people talked about it and they usually invited pros and cons that required the students to take the position and argue for it. Moreover, the students were asked to write a hortatory Exposition text based on the topic provided which was done in two meetings. Finally, the students wrote and submitted their texts to the teacher.

The data of this study are students’ written texts, those are, nine students’ Exposition texts where the topics of the texts were chosen by their own. From nine students’ texts, five texts discuss The Dangerous of Drugs, two texts discuss about The Important of Wearing Helmet, one text discusses Saving Money in Bank and one text discusses Buying original CD. The topics of the text in detailed can be seen in the Table 3.1 below.

Table 3.1. The Topics Chosen by Students

Text Topic

Text 1 Saving Money in Bank Text 2 The Dangerous of Drugs Text 3 Buying Original CD Text 4 The Dangerous of Drugs

Text 5 The Important of Wearing Helmet Text 6 The Dangerous of Drugs

Text 7 The Dangerous of Drugs Text 8 The Dangerous of Drugs

Text 9 The Important of Wearing Helmet

These nine students’ Exposition texts can be considered as product studied for thematic progression and thematic progression consistency analysis in this study.

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3.4Data Analysis

After the Exposition texts were submitted by the students, the researcher then analyzed the data in terms of schematic structure, linguistic features, organization and purpose of the text at the first time. Then, to follow Danes (1974), Halliday (1985), and Eggins (1994, 2004), each text was segmented into clauses and identified in terms of Theme-Rheme, as the basis of identifying Thematic Progression and Thematic Progression Consistency.

Moreover, several steps were taken by the writer in order to analyze the texts. First, Themes were categorized into textual, interpersonal, and topical Themes. The topical Themes were further categorized as unmarked and marked Theme. Then, the relations between the topical Theme with the one in following clause(s) or with the Rheme of another clause were seen to determine the thematic progression pattern. Finally, Thematic Progression Consistency was determined based on the occurrence of Derived Theme Progression (DTP) or Multiple Themes Pattern and the dominance occurrence of Simple Linear Pattern (SLP) or Zig-zag Pattern. The analysis is presented in Table 3.2 below.

Table 3.2 Table of Thematic Progression Analysis

1. Bank becomes one of the most important place to save money. 2. It can use to save every people’s money on every ages.

3. Saving money in Bank is safest (safer) than saving money in Bank. Reiteration Pattern

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3.4.1 Identification and Classification of Theme

Identification and classification of Theme section is intended to identify the Theme and Rheme in clauses and classify the Theme based on Theme type, markedness, and predication.

In relation to Theme type, Theme can be single or multiple Themes. Multiple Themes can consist of topical, interpersonal, or textual Theme. A Theme is topical when a transitivity function can be assigned to the Theme (Eggins, 2004). A Theme is interpersonal when it shows unfused Finite (in interrogative structures) and all four categories of Modal Adjunct: Mood, Vocative, Polarity and Comment. Theme is classified into textual Theme when continuatives and/or conjunctive Adjuncts and Conjunctions (Structural Theme) occurs.

In addition to Theme markedness, Theme can be categorized into marked and Unmarked Theme. Unmarked Theme is the subject in the clause. It occurs when participant in the clause such as actor, goal, beneficiary, etc. and the most usual form being nominalization. Marked Theme, on the other hand, is other than subject of the clause, and the most usual form is adverbial and prepositional group.

Based on Theme predication, Theme can be Predicated and Non Predicated. Predicted Theme occurs when a clause is introduces by ‘it is’, as in ‘it

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Non Predicted when the first clause is introduce without introductory ‘it is’, as in ‘George had bought this shoes for you’.

3.4.2 Identification of Thematic Progression

The identification of thematic progression is intended to classify the relation of clauses in the text to the thematic progression pattern proposed by Eggins (2004) and Danes (1974).

Based on Eggins (2004), there are three main patterns of thematic progression; re-iteration pattern, zig-zag pattern and multiple-Theme pattern. However, Danes (1974) categorizes Thematic Progression into four pattern, those are Constant Thematic progression (CTP), Simple Linear thematic Progression (SLP), Derived Theme Progression (DTP), and Split Rheme Progression (SRP). Since the concept of three first patterns is the same, this study will use Eggins’ and Danes’ concepts.

According to Danes (1974) and Eggins (2004), Re-iteration pattern or CTP appears when Topical Theme has relation to the one in the following clause. Zig-zag Pattern or SLP, on the other hand, has a Theme which derives from an element in the Rheme of the preceding clause. Multiple-Theme Pattern or DTP, which mostly occurs in the longer text, has one or some elements in a clause which are then distributed in Themes of the following clauses. Last, SRP occurs when one or some elements in Rheme in the clause is shared into several Themes in the following clause.

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In determining Thematic Progression Consistency, the occurrence of Thematic Progression above was calculated to see which pattern that mostly occurs in the text. Since in the longer Exposition text DTP usually occurs, and SLP is dominant, then those two phenomena becomes the basic parameter to determine whether or not the students’ texts are consistent with the argumentative language features in terms of Thematic Progression. (see Fries, 1995; Nwogu and Bloor, 1991).

3.5Conclusion Remark

This chapter has elaborated the methodology of the study which includes, research design, site and participant, data collection, and data analysis. This study attempted to find how the students organize their idea in writing Exposition text in terms of Thematic Progression, and to what extent the students’ Exposition texts consistent with argumentative language features. Case-study was used as research design. The Exposition texts, which are the data of this study, were gotten from one public high school in Bandung, as the place of this study was conducted. The texts then were analyzed using Hallidayan concepts and some other researchers related to Theme-Rheme ad Thematic Progression. The further result and discussion from this chapter will be elaborated in chapter VI.

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CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

This chapter presents Conclusions and Recommendations. The Conclusions section begins with a brief description of the background, the research problems, the main findings, and the conclusion. The Recommendations section contains of suggestions that are intended for the improvement of future research, particularly in Thematic Progression Analysis, for both teachers, students, and also other researchers.

5.1 Conclusions

This study is concerned on analysing Thematic Progression on high school students’ exposition texts. The purpose of this study is to find out how the students’ organize their ideas in their exposition’s texts, seen from Thematic Progression, and to what extent the students’ exposition texts are consistent with argumentative language features in terms of Thematic Progression.

Previously, the study on Thematic Progression analysis, particularly on exposition texts, had been conducted by some researchers. This study confirms findings from the previous research that Thematic Progression can be used as a tool to analyse the texts, especially students’ texts (Emilia, 2005, 2010, 2012; Fries, 1981, 1994, 1995; Nwogu and Bloor, 1991; Hawes and Thomas, 1996; Sugijarto, 2008; Du Bois, 1987).

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The findings of this study signified that, seen from Thematic Progression, the students have organized their ideas in three ways of Thematic Progression patterns. Despite some minor weaknesses such as grammatical errors and the compliance of linguistic features that still need further improvement, the students seemed to be able to make a cumulative sense of text development by applying SLP or Zig-zag Pattern. They also tried to make their text a clear focus when they applied CTP or Re-iteration pattern. Some of them were able to organize all issues of their texts in the first clause and distributed the issues as hyper-Theme in preceding clause when they applied DTP or Multiple Theme Pattern. It was also found that most students generally applied Constant CTP and SLP. In the specific identification, SLP and DTP, which became the parameter to see the thematic progression consistency in students’ texts, seem frequently occur in high achievers. CTP, on the other hand, is dominant in middle and low achiever.

Furthermore, the Thematic Progression seemed consistent with argumentative language features in middle and high achievers since they presented DTP and more SLP in their texts. This kind of text organization represents comprehension, since the information in the text is established in well-organized and it is easy to follow. For such reasons, the students can be regarded having achieved a certain level of ability in writing particularly in organizing message based on Thematic Progression.

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5.2 Recommendations

Based on research findings, discussion, and the conclusion of research result, the writer proposes some suggestions particularly regarding to the teaching of writing and the research in applying Thematic Progression.

First, it is suggested that the students and teachers develop the text organization by applying Thematic Progression pattern in the process of writing, so it can lead the students to have a good control of writing, especially in managing their information in their texts to achieve the goal effectively. In addition, the teachers need to put more effort in teaching low achievers, specifically in the use of hyper- and macro-Theme and in elaborating arguments. In order that the students can elaborate their arguments, the teacher should ask the students to read more about the topic first so that they have better knowledge on the issue.

Second, on the topic of applying Thematic Progression analysis, it is recommended to other researchers to provide more data and theoretical basis. It is also suggested to analyse Thematic Progression on different text types, such as, narrative, descriptive, discussion, or even spoken texts.

Furthermore, this study is also proposed to conduct research process in the classroom, where the teachers teach the students how to organize texts, so it can be directly observed. Additionally, not only thematic progression but also the other parameter such cohesion analysis, can be used as text evaluation tool after being given some teaching strategies to organize the students’ texts

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by the teachers. The teacher, for example, can put more emphasis in teaching pronoun, reference, conjunctive and conjunction as a textual resource that can enhance the coherence in students’ texts. Moreover, the effectiveness of the teaching strategies also can be evaluated from the result of Thematic Progression analysis.

Lastly, it is hoped that Thematic Progression analysis can be considered as new application of analysis to assess the students’ progression in writing, particularly in Indonesia context of teaching writing in secondary school.

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http://www.ucm.es/info/circulo/no5/downing.html. Accessed on 11th June,

2012.

Droga, L. and Humphrey, S. (2002). Getting Started with Functional Grammar. Berry, NSW,Australia: Target Text.

Droga, L., Humprey, S., and Feez, S. (2012) Grammar and Meaning. Australia: PETAA

Duke, L. (1999). Qualitative Research Design. [Online]. Available at

http://ruby.fgcu.edu/course/sbevins/soob5/qldesign.html

Ebrahimi, Seyed Jamal. (2012). Interpersonal Theme in Reading Comprehension

Texts [Online]. Available at:

http://www.languageinindia.com/may2012/ebrahimireadingtheme.html.

Accessed on 9th June, 2012.

Ebrahimi, S. F. (2008). Thematic organization and thematic progression in

Iranian EFL composition writing: Implication in teaching writing skill.

Unpublished thesis. Ahvaz: Islamic Azad University, Science and Research Branch Press.

Eggins, S. (1994). An Introduction to Systemic Functional Linguistics. London: Printer Publishers, Ltd.

Emilia, E (2005). A Critical genre-nased approach to teaching academic writing

in a tertiary EFL context in Indonesia. A Ph.D thesis. University of

Melbourne.

Emilia, E. (2008). Menulis Tesis dan Disertasi. Bandung: AlphaBeta.

Emilia, E. (2010). Teaching Writing, Developing Critical Learners. Bandung: Rizqi Press.

Emilia, E. (forthcoming). Introduction: Functional Grammar. Bandung: Forthcoming

Feez, S., and Joyce, H. (1998). Writing Skills: Narrative and Non-fiction Text

Types. Australia: Phoenix Education Pty Ltd.

Feez, S., and Joyce, H. (2012). Text-Based Language & Literacy education:

Programming and Methodology. Australia: Phoenix Education Pty Ltd.

Forey, G. (2002). Aspects of Theme and Their Role in Workplace Texts. Ph.D. Dissertation. Department of English Language, Faculty of Arts, University of Glasgow.

90

Fraenkel, Jack R., and Wallen, Norman E. (1993). How to Design and Evaluate

Research in Education. New York: McGraw-Hill.

Freadman, A. (1994). „Anyone for tennis?‟ In Freedman, A., and Medway, P. (1994). (Eds). Genre and the new Rhetoric. London: Taylor and Francis. Fries, P. H. (1994). „On Theme, Rheme and discourse goals‟. In Coulthard, M.

(1994). (Ed). Advances in written text analysis. London: Routledge.

Fries, P. H. (1995). ‗Themes, Methods of Development, and Texts.„ In Hasan,

R., and Fries, P.H. (1995). (Eds). On Subject and Theme. A

Discourse functional perspective. Amsterdam: John Benjamins. B. V.

Gerot, L., and Wignell, P. (1994). Making Sense of Functional Grammar. Australia: Gerd Stabler.

Giroux, H. A. (1997). Pedagogy and the politics of hope. Colorado: Westview Press.

Grabe, W., and Kaplan, R. (1996). Theory and Practice of writing. New York: Longman.

Graber, Philip L. (2001). Context in Text: A Systemic Functional Analysis of the

Parable of the Shower. A dissertation. Faculty of the Graduate School of Emory University: unpublished.

Halliday, M. A K, (1985). An Introduction to Functional Grammar. London, Edward Arnold.

Halliday, M. A. K. (1994). An Introduction to Functional Grammar. (2nd Ed). London: Edward Arnold.

Halliday, M.A.K., Mathiessen, C.M.I.M. (2004). An Introduction to

Functional Grammar. (3rd Ed). Revised by Mathiessen, C.M.I.M.

London, Edward Arnold

Hawes and Thomas. (2010). „Thematic Progression and Rhetoric in Sun and Times Editorials: 1992-2008‟. Rice Worling Papers in Linguistics, Vol. 2, p. 39-50

Huda, N. (1999). Language Learning and Teaching. Malang: IKIP Malang Publisher.

Hughes, J., and Moore, I. (2007). Reflective Portfolios for Professional Development. In Teaching Portofolio Practice in Ireland: A Handbook. Centre for Academic Practice and Student Learning (CAPSL), Trinity College Dublin and All Ireland Society for Higher Education (AISHE), Dublin, p. 75-85. ISBN 978-0-9550134-3-0

91

Johns, A. M. (2002a). „Introduction: Genre in the classroom‟. In Johns, A. M. (2002). Genre in the classroom. Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers.

Kawaguchi, K., Haenouchi, H., and Ichinose, S. (2010). „Thematic structure analysis of Japanese advanced EFL college student writing‟. In A. M. Stoke (Ed.). JALT2009 Conference Proceedings. Tokyo: JALT

Knapp, P., and Watskin, M. (2005). Genre, Text, Grammar. Australia: University of New South Wales Press Ltd.

Lavid, J. (2012). Genre Realized in Theme: The Case of News Report and

Commentaries [Online]. Available at: http://discours.revues.org/8623.html.

Accessed on 9th June, 2012.

Li, H., and Liu, Y. (2005). „Thematic Progression, Register Consistency and Text Coherence‟. US-China Foreign Language Journal. Vol. 3, Issue 22, p. 55-58.

Lock, G. (1996). Functional English Grammar: An Introduction for Second

Language Teachers. Cambridge Univ. Press.

Marshall, C., and Rossman, G.B. (2006) Designing Qualitative Research. (4th

Ed). London. SAGE Publication.

Martin, J. R. (1992). English text. System and structure. Amsterdam: John Benjamin‟s Publishing Company.

Martin, J. R., & Rose, D. (2008). Genre Relations. Mapping Culture. London: Equinox

Martin, J.R. (2001d). „A Context for Genre: Modelling Social Processes in Functional Linguistic‟. Communication in Linguistics. Toronto: GREF (Collection Theory) p. 1-4.

Martin, J. R, &Rose, D. (2007). „Interacting with text: The role of dialogue in learning to read and write‟. Foreign studies journal. Beijing

Martines L. M., and Smith, B. (2010). “Contextual functions of predicated themes in written text: Alan Paton‟s Cry, the Beloved Country (1948) as dialogue

with Apartheid South Africa”. Brno Studies in English. Vol. 36, No. 1

(2010). ISSN 0524-6881, p. 103-121.

McCabe, Anne M. (1999). Theme and Thematic Patterns in Spanish and English Sistory Texts (Vol.1). A dissertation submitted to the Faculty of the Graduate School Aston University: unpublished.

92

Myles, J. (2002). Second Language Writing and Research: The Writing Process

and Error Analysis in Students Text [Online]. Available at: http://tesl-ej.org/ej22/a1.html. Accessed on 15th June, 2012.

Nwogu, K.N. (1991) „Thematic Progression and Paragraph Development in the Experimental Research paper; Implications for Academic Writing‟. ITL

Review of Applied Linguistic 101-102, p. 89-102.

Nwogu, K., and Bloor, T. (1991). „Thematic Progression in Professional and Popular Medical Texts in‟. Trends in Linguistics: Functional and Systemic Linguistics: Approaches and Uses (Eds.) by Eija Ventola.

Mouton de Gruyter. New York

O'Donnell, M. (1994). Sentence Analysis and Generation -- a Systemic

Perspective. Ph.D. Dissertation, Linguistics Dept., University of Sydney.

O‟Farell, C. (2007). Introduction: „Mind the Gap‟: Teaching Portfolios as Forums for Academic Inquiry. In Teaching Portofolio Practice in Ireland: A

Handboo.k Centre for Academic Practice and Student Learning (CAPSL),

Trinity College Dublin and All Ireland Society for Higher Education (AISHE), Dublin, p. 75-85. ISBN 978-0-9550134-3-0

Ping, Alvin L. 2005. „Talking themes: The thematic structure of talk‟. Discourse

Studies, Vol. 7, Issue 6, p. 701-732.

Plum, G. (2004). Text and Contextual Conditioning in Spoken English: A

genre-based approach . [Volume 1]. Ph.D. Dissertation. Linguistics Department,

University of Sydney. .

Priyatmojo, A. S. (2007). Cohesion and Coherence of the Students Recount Texts

and Its Implication for Teaching Writing of Text Types in English

[Online]. Available at http://www.enotez.files.wordpress.com Accessed on 15th June, 2012.

Ravelli, Louise J. (2004). „Signaling the Organization of Written Texts: hyper -Themes in Management and History Essays‟. in Louise J. Ravelli and Robert A. Ellis (Eds) Analysing Academic Writing: Contextualised

Frameworks p.104-130 London: Continuum

Rosa, R. N. (2007) Thematic progression as a means to keep coheson in

exposition text. [Online]. Available at: http://rusdinoorrosa.blogspot.com/

Accessed on 11th June, 2011.

Sarfraz, S. (2011). „Error Analysis of the Written English Essay of Pakistani Undergraduate Students: A Case Study‟. Asian Transaction on Basic &

93

Savenye, W. C. and Robinson, R. S. (2004). Qualitative Research Issues and Methods: An Introduction for Educational Technologists. In Handbook of

Research on Educational Communications and Technology, 2nd ed. p.

1045-1071. Mahwah, NJ: Lawrence Erlbaum Associates.

Schleppegrell, Mary J. (2004) The Language of Schooling: A Functional

Linguistic Perspective. London: Lawrence Erlbaum Associates Publisher.

Thomas, Shirley. (1999). Thematic Networks and Text Types. Asp, 23-26, p. 139-147.

Thomson, J. (2005). “Theme analysis of narratives produced by children with and without Specific Language Impairment”. Clinical Linguistics & Phonetics. Vol. 19, Issue 13, p. 175–190. April–May 2005

Thonus, T. (1993).”Tutors as teachers: Assisting ESL/EFL students in the writing center.” TheWriting Center Journal, 13, p. 13-26.

Travers, M. (2002). Qualitative through Case Study. London. SAGE Publication Universitas Pendidikan Indonesia. (2008). Pendoman Penulisan Karya Ilmiah.

Bandung: UPI Press

Wang, L. (2007). “Theme and Rheme in the Thematic Organization of Text: Implication for Teaching Academic Writing”. Asian EFL

Journal. Vol. 9, Issue 1, Article 9. Accessed on 11th February, 2012. Xudong, D. (2003). Exploring thematic analysis as a possible self-revision method for

ESL/EFL writers. Reflections on English Language Teaching, 2, p. 1-23.

Yang, X. (2008). “Thematic Progression Analysis in Teaching Explanation Writing”.

English Language Teaching Vol. 1, No. 1 June 2008.

Yang, Qian., Ramirez, Andres., and Harman, Ruth. (2007). „EFL Chinese

Students and High Stakes Expository Writing: A Theme Analysis‟. In

Colombian Applied Linguistics Journal. No. 9, September 2007.

Yin, Robert. K. (2011). Qualitative Research: from Start to Finish. USA: Guilford Press.

Yujiao, L. (2006). “Assessing Students Writing from The Perspective of Textual

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Ebrahimi, Seyed Jamal. (2012). Interpersonal Theme in Reading Comprehension

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Ebrahimi, S. F. (2008). Thematic organization and thematic progression in Iranian EFL composition writing: Implication in teaching writing skill. Unpublished thesis. Ahvaz: Islamic Azad University, Science and Research Branch Press.

Eggins, S. (1994). An Introduction to Systemic Functional Linguistics. London: Printer Publishers, Ltd.

Emilia, E (2005). A Critical genre-nased approach to teaching academic writing in a tertiary EFL context in Indonesia. A Ph.D thesis. University of Melbourne.

Emilia, E. (2008). Menulis Tesis dan Disertasi. Bandung: AlphaBeta.

Emilia, E. (2010). Teaching Writing, Developing Critical Learners. Bandung: Rizqi Press.

Emilia, E. (forthcoming). Introduction: Functional Grammar. Bandung: Forthcoming

Feez, S., and Joyce, H. (1998). Writing Skills: Narrative and Non-fiction Text Types. Australia: Phoenix Education Pty Ltd.

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Fraenkel, Jack R., and Wallen, Norman E. (1993). How to Design and Evaluate Research in Education. New York: McGraw-Hill.

Freadman, A. (1994). „Anyone for tennis?‟ In Freedman, A., and Medway, P. (1994). (Eds). Genre and the new Rhetoric. London: Taylor and Francis. Fries, P. H. (1994). „On Theme, Rheme and discourse goals‟. In Coulthard, M.

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Fries, P. H. (1995). ‗Themes, Methods of Development, and Texts.„ In Hasan, R., and Fries, P.H. (1995). (Eds). On Subject and Theme. A Discourse functional perspective. Amsterdam: John Benjamins. B. V. Gerot, L., and Wignell, P. (1994). Making Sense of Functional Grammar.

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Giroux, H. A. (1997). Pedagogy and the politics of hope. Colorado: Westview Press.

Grabe, W., and Kaplan, R. (1996). Theory and Practice of writing. New York: Longman.

Graber, Philip L. (2001). Context in Text: A Systemic Functional Analysis of the Parable of the Shower. A dissertation. Faculty of the Graduate School of Emory University: unpublished.

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Halliday, M. A. K. (1994). An Introduction to Functional Grammar. (2nd Ed). London: Edward Arnold.

Halliday, M.A.K., Mathiessen, C.M.I.M. (2004). An Introduction to Functional Grammar. (3rd Ed). Revised by Mathiessen, C.M.I.M. London, Edward Arnold

Hawes and Thomas. (2010). „Thematic Progression and Rhetoric in Sun and Times Editorials: 1992-2008‟. Rice Worling Papers in Linguistics, Vol. 2, p. 39-50

Huda, N. (1999). Language Learning and Teaching. Malang: IKIP Malang Publisher.

Hughes, J., and Moore, I. (2007). Reflective Portfolios for Professional Development. In Teaching Portofolio Practice in Ireland: A Handbook. Centre for Academic Practice and Student Learning (CAPSL), Trinity College Dublin and All Ireland Society for Higher Education (AISHE), Dublin, p. 75-85. ISBN 978-0-9550134-3-0

Johns, A. M. (2002a). „Introduction: Genre in the classroom‟. In Johns, A. M. (2002). Genre in the classroom. Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers.

Kawaguchi, K., Haenouchi, H., and Ichinose, S. (2010). „Thematic structure analysis of Japanese advanced EFL college student writing‟. In A. M. Stoke (Ed.). JALT2009 Conference Proceedings. Tokyo: JALT

Knapp, P., and Watskin, M. (2005). Genre, Text, Grammar. Australia: University of New South Wales Press Ltd.

Lavid, J. (2012). Genre Realized in Theme: The Case of News Report and Commentaries [Online]. Available at: http://discours.revues.org/8623.html. Accessed on 9th June, 2012.

Li, H., and Liu, Y. (2005). „Thematic Progression, Register Consistency and Text Coherence‟. US-China Foreign Language Journal. Vol. 3, Issue 22, p. 55-58.

Lock, G. (1996). Functional English Grammar: An Introduction for Second

Language Teachers. Cambridge Univ. Press.

Marshall, C., and Rossman, G.B. (2006) Designing Qualitative Research. (4th

Ed). London. SAGE Publication.

Martin, J. R. (1992). English text. System and structure. Amsterdam: John Benjamin‟s Publishing Company.

Martin, J. R., & Rose, D. (2008). Genre Relations. Mapping Culture. London: Equinox

Martin, J.R. (2001d). „A Context for Genre: Modelling Social Processes in Functional Linguistic‟. Communication in Linguistics. Toronto: GREF (Collection Theory) p. 1-4.

Martin, J. R, &Rose, D. (2007). „Interacting with text: The role of dialogue in learning to read and write‟. Foreign studies journal. Beijing

Martines L. M., and Smith, B. (2010). “Contextual functions of predicated themes in written text: Alan Paton‟s Cry, the Beloved Country (1948) as dialogue with Apartheid South Africa”. Brno Studies in English. Vol. 36, No. 1 (2010). ISSN 0524-6881, p. 103-121.

McCabe, Anne M. (1999). Theme and Thematic Patterns in Spanish and English Sistory Texts (Vol.1). A dissertation submitted to the Faculty of the Graduate School Aston University: unpublished.

Myles, J. (2002). Second Language Writing and Research: The Writing Process and Error Analysis in Students Text [Online]. Available at:

http://tesl-ej.org/ej22/a1.html. Accessed on 15th June, 2012.

Nwogu, K.N. (1991) „Thematic Progression and Paragraph Development in the Experimental Research paper; Implications for Academic Writing‟. ITL Review of Applied Linguistic 101-102, p. 89-102.

Nwogu, K., and Bloor, T. (1991). „Thematic Progression in Professional and Popular Medical Texts in‟. Trends in Linguistics: Functional and Systemic Linguistics: Approaches and Uses (Eds.) by Eija Ventola. Mouton de Gruyter. New York

O'Donnell, M. (1994). Sentence Analysis and Generation -- a Systemic Perspective. Ph.D. Dissertation, Linguistics Dept., University of Sydney. O‟Farell, C. (2007). Introduction: „Mind the Gap‟: Teaching Portfolios as Forums

for Academic Inquiry. In Teaching Portofolio Practice in Ireland: A Handboo.k Centre for Academic Practice and Student Learning (CAPSL), Trinity College Dublin and All Ireland Society for Higher Education (AISHE), Dublin, p. 75-85. ISBN 978-0-9550134-3-0

Ping, Alvin L. 2005. „Talking themes: The thematic structure of talk‟. Discourse Studies, Vol. 7, Issue 6, p. 701-732.

Plum, G. (2004). Text and Contextual Conditioning in Spoken English: A genre-based approach . [Volume 1]. Ph.D. Dissertation. Linguistics Department, University of Sydney. .

Priyatmojo, A. S. (2007). Cohesion and Coherence of the Students Recount Texts and Its Implication for Teaching Writing of Text Types in English

[Online]. Available at http://www.enotez.files.wordpress.com Accessed on 15th June, 2012.

Ravelli, Louise J. (2004). „Signaling the Organization of Written Texts: hyper -Themes in Management and History Essays‟. in Louise J. Ravelli and Robert A. Ellis (Eds) Analysing Academic Writing: Contextualised Frameworks p.104-130 London: Continuum

Rosa, R. N. (2007) Thematic progression as a means to keep coheson in exposition text. [Online]. Available at: http://rusdinoorrosa.blogspot.com/

Accessed on 11th June, 2011.

Sarfraz, S. (2011). „Error Analysis of the Written English Essay of Pakistani Undergraduate Students: A Case Study‟. Asian Transaction on Basic & Applied Science, Vol. 01 Issue 03, p. 29-51.

Savenye, W. C. and Robinson, R. S. (2004). Qualitative Research Issues and Methods: An Introduction for Educational Technologists. In Handbook of Research on Educational Communications and Technology, 2nd ed. p. 1045-1071. Mahwah, NJ: Lawrence Erlbaum Associates.

Schleppegrell, Mary J. (2004) The Language of Schooling: A Functional Linguistic Perspective. London: Lawrence Erlbaum Associates Publisher. Thomas, Shirley. (1999). Thematic Networks and Text Types. Asp, 23-26, p.

139-147.

Thomson, J. (2005). “Theme analysis of narratives produced by children with and without Specific Language Impairment”. Clinical Linguistics & Phonetics. Vol. 19, Issue 13, p. 175–190. April–May 2005

Thonus, T. (1993).”Tutors as teachers: Assisting ESL/EFL students in the writing center.” TheWriting Center Journal, 13, p. 13-26.

Travers, M. (2002). Qualitative through Case Study. London. SAGE Publication Universitas Pendidikan Indonesia. (2008). Pendoman Penulisan Karya Ilmiah.

Bandung: UPI Press

Wang, L. (2007). “Theme and Rheme in the Thematic Organization of Text: Implication for Teaching Academic Writing”. Asian EFL Journal. Vol. 9, Issue 1, Article 9. Accessed on 11th February, 2012. Xudong, D. (2003). Exploring thematic analysis as a possible self-revision method for

ESL/EFL writers. Reflections on English Language Teaching, 2, p. 1-23.

Yang, X. (2008). “Thematic Progression Analysis in Teaching Explanation Writing”.

English Language Teaching Vol. 1, No. 1 June 2008.

Yang, Qian., Ramirez, Andres., and Harman, Ruth. (2007). „EFL Chinese Students and High Stakes Expository Writing: A Theme Analysis‟. In Colombian Applied Linguistics Journal. No. 9, September 2007.

Yin, Robert. K. (2011). Qualitative Research: from Start to Finish. USA: Guilford Press.

Yujiao, L. (2006). “Assessing Students Writing from The Perspective of Textual Metafunction”. CELEA Journal (Bimonthly). Vol. 29 No. 4, p. 119-123