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.
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
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
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
iii 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 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 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
1
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
2
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
3
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
4
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.
5
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.
6
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
7
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
8
also several suggestions for further research related to the Thematic Progression
49
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
50
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
51
(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
52
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
53
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
54
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
55
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
56
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
84
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
85
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
86
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
87
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
88
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