THEME, RHEME AND THEMATIC PROGRESSION OF
STUDENTS’ HORTATORY
EXPOSITION TEXT AT THE
TWELFTH GRADE OF MAN 2 MODEL MEDAN
A THESIS
Submitted to Fulfill the Partial Requirement for the Degree of Sarjana Pendidikan
By
FAJRIAH HASANAH Registration Number: 2121121003
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
DECLARATION
I have familiarized myself with The University’s Policy on Academic
integrity. Except where appropriately acknowledged, this thesis is my own work,
has been expressed in my own words and has not previously been submitted for
assessment.
I understand that this paper may be screened electronically or otherwise
for plagiarism.
Medan, Februari 2017
i
ABSTRACT
Hasanah, Fajriah. 2121121003. Theme, Rheme and Thematic Progression of Students’ Hortatory Exposition Text of the Twelfth Grade at MAN 2 Model Medan. A Thesis. English Education. Faculty of Languages and Arts, State University of Medan. 2017.
This study deals with the theme, rheme and thematic progression of students’ hortatory exposition text of the Twelfth Grade at MAN 2 Model Medan. The objectives of the study were to investigate thematic progression pattern used and the misuse of theme and rheme occurs in students’ hortatory exposition text. This study was conducted by using descriptive qualitative method. The data in this study were clauses of students’ hortatory exposition text. The instrument for collecting data was writing test of hortatory exposition text. The data were analyzed by using interactive model technique of Miles, Huberman and Saldana (2014). The findings indicated that there were two patterns of thematic progression used in students’ hortatory exposition text, they were Theme Reiteration/Constant Theme Pattern (TR/CTP), and Zig-zag/Linear Theme Pattern (Zig-zag/LTP). In terms of the problems of the misuse from theme and rheme, there two occurred in the students’ hortatory exposition text, they were the problems of brand new theme and empty rheme.
ii
ACKNOWLEDGEMENTS
Beyond words, the writer would like to thank Allah SWT and the Prophet
Muhammad SAW for countless blessing, knowledge, and opportunity so that the
writer can finished the academic year. This thesis aimed to fulfill one of the
requirements for the degree of Sarjana Pendidikan of the English Department,
Faculty of Language and Arts, State University of Medan (UNIMED).
In complementing this thesis, the writer realized that she faced some
problems, she had received the academic guidance, suggestions, comments, and
got a lot of assistance and moral support from people. Therefore, the writer
expresses her gratitude and special thanks to:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of the State University of Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and Arts, the State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department.
Dra. Meisuri, M.A., the Secretary of English Department and her examiner who had given their precious time, guidance, and suggestions. Nora Ronita Dewi, S.Pd., S.S., M.Hum., the Head of English Education
Study Program.
Dr. Anni Holila Pulungan, M.Hum., her First Thesis Advisor and Dr. I Wayan Dirgeyasa, M.Hum., her second Thesis Adviser who had given their support, advices, guidance, and their precious time in the process of
completing this Thesis.
Masitowarni Siregar, M.Ed her Examiner who had given their precious time, guidance, suggestions, and comments.
All the Lectures of English Department who had taught, guided, and advised her throughout the academic years.
iii
Dr. H. Burhanuddin, M.Pd., the Headmaster of MAN 2 Model Medan, for his permission in allowing the writer to do observation and to collect
the data needed for the Thesis.
Fatimah Nasution, S.Ag., S.Pd., M.Pd., the English Teacher of MAN 2 Model Medan, for the supports, guidance, suggestions, and motivations in
the process of completing this Thesis and all the teachers and students at
the school for the good cooperation.
Drs. Zainuddin and Saidah, her beloved parents, for their supports, endless love, prayer, inspiration, motivation, courage, and everything that
they have given to the writer during the process of completing the Thesis.
This Thesis is dedicated to you.
Her beloved sisters and brothers, Azliatul Fahma, Siti Maimuna, Muhammad Fadhil and Muhammad Alfin Fikri and also Her nieces Tazkiya Ulfa.
Her close friends; Putri, Dwita, Nisa, Wawa, Hera, and Eli for the courage, motivation, help and spirit during the completion of her Thesis.
Thank you for always be there for her.
Her friends in Reguler Dik A 2012, for their love and togetherness throughout the four years; Her friends in PPLT SMP Negeri 3 Stabat for
the togetherness, and the experiences shared;
For those whose names cannot be mentioned, yet had inspired, encouraged and give her support, help, and laughers during her study years and the
process of writing of this thesis.
Finally, the writer hopes this Thesis would be useful for those who read it.
Medan, Februari 2017
The writer,
Fajriah Hasanah
iv
A. Theoretical Framework ... 6
1. Systemic Functional Grammar ... 6
a. Metafunctions ...7
b. Textual Function ...9
c. Theme and Rheme ...11
1) Types of Theme ...11
a) Unmarked and Marked theme ...11
b) Simple and Multiple Theme ...12
2) Theme in Clause ...14
d. Intersection of Markedness and Complexity of Theme ...16
e. Systems of Theme and rheme ...17
f. The problems of misuse of theme and rheme ...18
g. Thematic Progression ...19
1) Theme Reiteration/Constant Theme Pattern ...20
v
3) Multiple Theme/Split Rheme Pattern ...22
2. Writing ...23
a. The Definition of Writing ...23
b. The Purpose of Writing ...24
c. The Process of Writing ...25
3. Genre Writing ...26
4. Hortatory Exposition Text ...27
a. Social Function ...27
b. Genre Structure and Text Element ...28
c. The Linguistic Feature ...29
d. Example of Hortatory Exposition Text ...30
B. Relevant Studies ...31
C. Conceptual Framework ...33
CHAPTER III. RESEARCH METHOD ... 35
A. Research Design ...35
B. Data ad Source of Data ...36
C. Technique of Collecting Data ...36
D. Technique of Analyzing Data ...36
CHAPTER IV. DATA, DATA ANALYSIS, FINDING AND DISCUSSION ... 39
A. Data ...39
CHAPTER V. CONCLUSIONS AND SUGGESTIONS ... 53
vi
B. Suggestions ...53
vii
LIST OF TABLES
Pages
Table 1.1 The Problems of Coherence in Student’s Writing ... 3
Table 2.1 Realisation of the Three Metafunction ... 10
Table 2.2 The structure of Theme and Rheme ... 12
Table 2.3 Unmarked and Marked Theme ... 13
Table 2.4 Simple Theme ... 13
Table 2.5 Multiple Theme ... 15
Table 2.6Theme in Clause Complex ... 16
Table 2.7 Theme in Embedded Clause ... 16
Table 2.8 Theme in Embedded Clause ... 17
Table 2.9 Theme Generated by its Markedness and Complexity ... 18
Table 2.10 The Generic Structure and Its Function ... 29
Table 2.11 Example of Hortatory Exposition Text ... 31
viii
LIST OF FIGURES
Pages
Table 3.1 Miles and Huberman Components Data Analysis ... 37
ix
LIST OF APPENDICES
Pages
Appendix A. Students’ Hortatory Exposition Text ...56
Appendix B. Division of Clauses of Students Text ...63
Appendix C. Analysis Theme and Rheme Structure ...66
Appendix D. Analysis Thematic Progression Pattern ...70
1
CHAPTER I
INTRODUCTION
A. The Backround of the Study
Writing is a process of constructing a message by using strategies and step
by step until it becomes a text (Hedge, 2002: 302). In writing, the writers have to
manage to fullfil the process well in order to produce a good writing. Good
writing is a writing that is easily understood by the reader and the content consists
of paragraphs that meet certain requirements and one of them is coherence
(McCrimmon, 2000: 54). He states that a paragraph is coherence when the reader
can move easily from one sentence to the next and read the paragraph as an
integrated whole, rather than a series of separate sentences.
Coherence is a product of many different factors, which combine to make
every paragraph, every sentence, and every phrase contribute to the meaning of
the whole piece. Coherence in writing is much more difficult to sustain than
coherent speech simply because writers have no nonverbal clues to inform them if
their message is clear or not. Therefore, writers must make their patterns of
coherence much more explicit and much more carefully planned and it can be
achieved through the operation of theme-rheme.
Theme-rheme movement represents how information is managed. Halliday
(2004: 256) states that theme is the point of departure for the representation of
information and rheme constitutes the information the writer wishes to impart
about the theme. These two elements are presented alternatively in a text to form a
2
discourse, rheme present specific information regarding the theme. As this
movement continues, ideas in a text or discourse are expected to flow along
smoothly and are easier for the reader to understand.
Ping (2007: 15) states that the division of the clause into theme and rheme
makes it particularly helpful to show the development of theme and rheme
throughout the text. The theme and rheme of each clause can be compared with
the same of previous clauses to find out how they are related. The inter-clausal of
theme-rheme connections is also known as thematic progression.
Thematic progression is an exchange of information between successive
theme and rheme pairings in a text (Eggins, 2004: 318). Thematic progression
contributes to the cohesive development of a text. Thematic progression in order
to give students more grammatical resources to improve the coherence of their
writing, help them become aware of how information and ideas should flow in a
text so that it could be easily understood by the reader. In addition, students would
apprehend which thematic progression patterns are valued in English writing and
have the opportunities to apply this knowledge to improve their writing (Jing
2015).
Eggins (2004) states that there are three kinds of thematic progression
pattern: first, theme reiteration or constant theme pattern, a theme is picked up and
repeated at the beginning of each clause as. Second, a zig-zag or linear theme
pattern, the subject matter in the rheme of the previous clause is taken up in the
3
rheme may include a number of different pieces of information, each of which
may be taken up as the theme in a number of subsequent clauses.
Based on the preliminary observation that had been done by the writer at
MAN 2 Model Medan, it was found that the students were still difficult in
organizing the messages in their paragraphs and the students could not develop
the next clause from the previous clause. As a result the students couldnot write
the paragraph coherently. This was because the language teacher in giving
correction to students’ writing was still focus on errors which occur such as lack
of subject-verb agreement, incorrect used of verb tenses, and so on. The teacher
never corrected the coherence in students’ writing so that the students did not
know whether their writing coherent or not.
The problems of coherence in student’s writing could be seen from the
following table.
Table 1.1 the Problems of Coherence in Student Hortatory Exposition Text
Student’s wriring The problems
Case Saipul Jamil (LGBT)
This year become news hot is LGBT. Now many teenagers do the LGBT. LGBT not only for maid but for woman too. For example, man with man, woman and woman, not only in teenager but in children and adult too. do for teenagers so stop LGBT.
In the second sentences, the word
“now” it doesn’t need to be used. It make the clause doesn’t coherent because it doesn’t show
development of the previous clause.
LGBT is an acronym for lesby, gay, bisexual and transgender. So the
sentences “LGBT not only for maid but for woman too. For example,
man with man, woman and
woman” it doesn’t need to be
written and it must be replaced with another sentence so that is easy to develop the next clause.
4
Based on the result of student’s writing, it could be seen that the students
were still difficult to write coherently. One of the ways can help to improve
coherence in students’ writing is by analyzing theme, rheme and thematic
progression. Thematic progression gives a reader orientation as to where the
information has come from and where it is going, and hence creates coherent in a
written text.
Thematic progression can be seen from the pattern of theme and rheme
used in students’ writing. The balance and movement of a clause between Theme
and Rheme is an essential component in composing a coherence text. If a writer
failed to control the flow of information from Theme to Rheme, his or her text
was 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.
Based on the problem above, the writer analyzed theme, rheme and
thematic progression particularly in hortatory exposition text.
B. The Problems of the Study
Based on the backround of the study, the problem of this study could be
formulated in the form of questions as follows:
1. What is the thematic progression pattern used by the students in writing
hortatory exposition text?
2. What does the misuse of theme and rheme occurred in writing hortatory
5
C. The Objectives of the Study
In line with the problems, this sudy was intended to investigate:
1. The thematic progression pattern used by the students in writing hortatory
exposition text.
2. The misuse of theme and rheme occurred in students’ hortatory exposition text.
D. The Scope of the Study
This study investigated the theme, rheme and thematic progression
patterns in students’ hortatory exposition text. The aspects observed (theme
reiteration/constant theme pattern, zig-zag/linear theme pattern, and multiple
theme/ split Rheme pattern), and the misuse of theme and rheme occurs in
students’ hortatory exposition text.
E. The Significance of the Study
This study was expected to have both theoretical and practical
contributions.
1. Theoretically, the findings were expected to enrich the theories of thematic
progression in students’ hortatory exposition text.
2. Practically, the findings of this study were expected to be useful for:
a. The teachers: They can use it to support teaching and learning materials
6
b. The students: They can enrich their knowledge about thematic progression.
c. The other researchers: This study is expected can be reference for those who
53
CHAPTER V
CONCLUSSIONS AND SUGGESTIONS
A. CONCLUSIONS
Based on the result of analysis, it could be concluded as follow:
1. There were two patterns of thematic progression used by the students in
hortatory exposition text. They were Theme reiteration/constant theme pattern
(TR/CTP), and zig-zag/linear theme pattern (Zig-zag/LTP).
2. There were two problems of misuse theme and rheme that occurred in students’
hortatory exposition text. They were problems of brand new theme and empty
rheme.
B. SUGGESTIONS
From the analysis about theme, rheme and thematic progression pattern
found in students’ hortatory exposition text,some suggestions were recommended
as follows:
1. The teacher can use it to support teaching and learning materials related to the
thematic progression
2. The students can enrich their knowledge about theme, rheme and the thematic
progression patterns in order to make a good writing or coherent paragraph.
3. The other researchers can use the result of this study as a reference to do further
54
REFERENCES
Bailey, S. 2003. Academic Writing: A practical Guide for Students. London: Rouletdge.
Blanchard, K. L. and Root, C. B. 2003. Ready to Write: A First Composition Text
(3rd edition). New York: Longman.
Bloor, T. and Bloor, M. 2004. The Function al Analysis of English: A Hallidayan
Approach, (2nd edition). London: Arnold
Broadman, C. A. and Jia F. 2002. Writing to Communicate: Paragraph and
Essay. New York: Longman.
Brown, H. D. 2001. Teaching by Principles, (2nd edition). New York: Longman.
Butt et all. 2000. Using Functional Grammar: An Explorer’s Guide, (2nd edition). Sydney: Macquarie University.
Dirgeyasa, I. W. 2015. College Academic Writing: A Genre-Based Perspective. Medan: Universitas Negeri Medan Press.
Ebrahimi, S. F. and Khedri, M. 2012. The Essence of Thematic Structures in the Academic Translated Texts. Journal of Education and Practice, 3(1), 37- 43.
Eggins, S. 2004. An Introduction to Systemic Functional Linguistics (2nd edition), London: Continuum.
Hedge, T. 2002. Teaching and Learning in the Language Classroom. New York: Oxford University Press.
Halliday, M.A.K. 2004. An Introduction to Functional Grammar (3rd edition).
Revised by C.M.I.M. Matthiessen. Beijing: Foreign Language Teaching and Research Press.
Halliday, M.A.K. 2014. Halliday’s Introduction to Functional Grammar (4th
edition). Revised by C.M.I.M. Matthiessen. New York: Routledge.
Jing, W. 2015. Theme and Thematic Progression in English Writing Teaching.
Journal of Education and Practice, 6(21), 178-187.
Oi, S.Y. 2015. Analysis of Topic Development in Guided Writing in Terms of Theme and Rheme. International Journal of Languages, Literature and
55
Ping, A. L. 2007. Developing the Message: Thematic Progression and Student Writing. The Journal of Asia TEFL, 4(3), 93-127.
Rogers, H. 2005. Writing Systems: A Linguistic Approach. Oxford: Blackwell Publishing.
Ur, P. 1996. A Course in Language Teaching: Practice and Theory. London: Cambridge University Press.
