Thematic Development in Students’ Report Writing: A Study Based on Achievement Level

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Technium

42/2023

2023 A new decade for social changes

Social Sciences

Technium.

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Thematic Development in Students’ Report Writing: A Study Based on Achievement Level

Nurlela¹, Nidiya Mawarni², Muhammad Yusuf³

1,2,3Faculty of Cultural Sciences, Universitas Sumatera Utara, Medan, Indonesia

[email protected]

Abstract. This study examines Thematic Development types based on the framework of Systemic Functional Linguistics that are used by tertiary students. It aims to find out how the students used Thematic Development to produce effectively and efficiently their report texts. The data were all clauses taken from fifteen students’ report text divided into three levels: high, middle, and low achievement. The findings showed there are three types of Thematic Development patterns used in students’ report text, they are Theme Reiteration, Zig-zag, and Multiple-Rheme patterns. The most dominant pattern is Theme Reiteration occurred 50 times (67.5%), followed by Zig-Zag occurred 18 times (24.3%), and the Multiple-Rheme pattern occurs 6 times (8.1%). The dominance of the Theme Reiteration in their texts is to enable the readers to focus on a specific element to follow the development of the text. By the result, it indicates the students’ report writing conveyed the messages cohesively and coherently.

Keywords. Thematic Development, Report Text, Systemic Functional Linguistics, Student’s Achievement

1. Introduction

Writing is significant to be mastered for everyone, especially for EFL students from junior high school to tertiary level. According to [1], the students in university level highly demand the capability of writing that they must produce a scientific work in the form of thesis at the end of their study. In addition, [2] found the students may not be able to put their ideas cohesively and coherently in a text and the people who read their writing could not follow the development of the ideas from the text.

Relating to students’ writing capability, Systemic Functional Linguistics (SFL) offered a theory to help anyone who wants to write effectively and efficiently that is Thematic Development. It is a technique for how to develop a cohesive and coherent text [3]. The purpose of Thematic Development is to create a well-structured text [4]. Thematic Development concerns the way how ideas are developed in texts in order to provide continuity in discourse and to organize the text coherently. In the educational context, [5] claims that Thematic Development can be applied as an approach to analyzing texts, particularly students’ texts.

Technium Social Sciences Journal Vol. 42, 231-239, April, 2023 ISSN: 2668-7798 www.techniumscience.com

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Furthermore, Thematic Development contributes to strengthening the text‘s coherence and cohesion by concern on how the exchange of information between Theme and Rheme pairings of a clause [6]. The Theme is the element that serves as the point of departure of the message. While, Rheme is the remainder of the message, the part in which the Theme is developed. Thus, as a message structure, a clause consists of a Theme accompanied by a Rheme, and the structure is expressed by the order [7]. The thematic structures provide us an insight into its texture and understand what message that the writer try to convey through a text and how the writer enhanced by the use of various types of the Thematic Development in the text.

In terms of thematic development, [8] proposes three types of thematic development patterns, called theme reiteration, zig-zag, and multiple-rheme pattern. First, the theme reiteration allows the speaker or writer to keep a text-focused through reiterating an element.

Second, the zig-zag pattern helps the text make sense by building on newly introduces information and contributes to the text a sense of cumulative development which does not happen in theme reiteration. Third, the multiple-rheme pattern helps the readers to recognize the focus and follow the flow of the idea in the text easily.

The importance of Thematic Development study made some previous researchers have conducted it. [9] provides an instructional package in T/TP for Chinese EFL, [10] explored thematic progression realized in scientific articles namely medical and engineering texts written by Iraqi English learners, [11] released a journal article about the application of theme progression in students’ final project proposals, [12] conducted thematic progression in the short story, [13] investigate thematic development in EFL Learners’ Narrative Text, [14] did research at UIN Ar-Raniry to examine thematic progression in students’ writing recount, [15]

analyze the thematic progression of students’ descriptive texts.

Most previous researchers focused on analyzing genre of text such as narrative, descriptive, recount, expository text, and etc. There is rarely investigates the report text or report genre. The present study focuses on report text in order to fill the gap of lack of report text study. According to [16], report aims to provide factual information about something in general.

It has purpose to describe the way things are and provides factual information about something to the readers [17]. This type of text is very interesting and urgent to be appointed as a research by considering its benefit for tertiary students. Actually, they are required to write report text, since it gives the advantages in academic and professional world such as develop the power of analyzing, getting the factual data, then organizing the data as well as the information can be conveyed to the readers clearly [18]. Referring to [19], report is a crucial instrument in relation to the professional area, because it is the backbone of thinking process of the establishment, and all of the professional’s skills and knowledge are conveyed through reports. It can be the evidences of the importance to learning report text, especially for tertiary students.

Further, the ability of writing report text will be something valuable to prepare tertiary students to be professional in working world. Because, this type of report text is not only text that discusses natural phenomena, the environment and surrounding objects. However, there are many other types of report text such as analytical, research, accounting, financial reports, and etc. Of course, these types of report texts are widely used for interests in the working field and academics. This proves how important the competence of writing report texts is for tertiary students both during and after graduating from university.

This present study took report texts written by the fourth semester of English Department students in University of Sumatera Utara, Indonesia as the data, since report text is one of the genre text taught for them in this semester. The researcher analyzed the report text based on students’ achievement which also the novelty of this research, because there is rarely Technium Social Sciences Journal

Vol. 42, 231-239, April, 2023 ISSN: 2668-7798 www.techniumscience.com

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previous studies concern on it, especially in University of Sumatra Utara. [20] considers students’ achievement as an aspect of students’ total behavior. It also refers to a student’s proficiency in academic work as determined by teachers, standardized examinations, or a combination of both as measured by test scores or a mark given by the teacher.

The student achievement data took from the Writing 4 score in the KHS (Kartu Hasil Studi/Study Result Card) of fourth semester of English Department students. The researcher divided the score into three groups such as High, Middle, and Low level for then analyze the types of thematic development patterns and determine how thematic development realized and the relationship between thematic development and cohesion in report text written by English Literature students in University of Sumatera Utara.

2. Method

This study applied a descriptive qualitative approach within the framework of Systemic Functional Linguistics (SFL) that employed discourse analysis by giving the distribution of written form (Theme and Rheme) in all clauses in the report text written by the fourth semester of English Department students based on students’ achievement in University of Sumatera Utara. The descriptive qualitative approach was used as it provides to achieve a deeper understanding that produces descriptive data in the form of written or spoken words.

The data of this study is all clauses in 15 students’ report text that there are a totally 237 clauses. Furthermore, the data sources were taken from the fourth semester of English Department students’ report text based on students’ achievement in University of Sumatera Utara. This present study chose the fourth semester students were because they learnt report text in Writing 4 course. The researcher took 15 students’ report text as the sample then divide them into three level of achievement such as high, middle, and low.

In analyzing the data on the use of thematic development, [7] and the thematic development taxonomy by [8]) were employed. The procedure of analyzing the data followed several steps. First, close-reading the report texts. Second, classifying the clauses. Third, identifying and classifying theme and rheme using [7] theory and thematic development patterns based on [8]. Fourth, tabulating the thematic development patterns. Fifth, interpreting the data. The last, drawing a conclusion and providing suggestions from the research findings and data interpretation.

3. Result and Discussion

The results of this study found two main findings based on the formulated research questions. They are types of thematic development used and the way tertiary students realized the ideas on their report text. Each of them is explained below.

3.1 Types of Thematic Development Pattern Used in Students’ Report Text a. Theme Reiteration

Theme reiteration is a pattern which keeps a text focused or cohesive by simply repeating (reiterate) the element [6]. This pattern shows that the first theme is picked up and repeated in the beginning of the next clause. The use of same participant on Theme regularly can make the readers easier to get the messages of a text. Based on the analysis, a total of 50 Theme Reiteration patterns are found in students’ report text. The example as followings below:

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Table.1 Theme-Rheme in Theme Reiteration

NO THEME RHEME

6 Orcas are known to grab seals right off the ice.

7 They also eat fish, squid, and seabirds.

8 They

are protected in the U.S under the Marine Mammal Protection Act (MMPA).

9 They are also listed under the Endangered Species Act

10 as they

are at particular risk of extinction, due to threats like noise from boat traffic and a decline in the salmon population— their preferred food.

Theme 6 Rheme 6

Theme 7 Rheme 7

Theme 8 Rheme 8

Theme 9 Rheme 9

Theme 10 Rheme 10

Figure 1. Realization of Theme Reiteration

Based on the figure 1, it indicates that student applied reiteration pattern by repeating (reiterate) the theme and each repetition is in the beginning of the next clause. This text in Theme 6 (Orcas) which is plural noun is repeated with the plural pronoun “They” in Theme 7- Theme 10. The use of pronoun “They” in seventh until tenth clauses refer to the word “Orcas”

in Theme 6. Theme 7 (They) is repeated in Theme 8, Theme 9, and Theme 10 with the word

“They”. Each repetition is in the beginning of the next clause. It indicates that each clause has information to discuss. This type of Thematic Development is usually employed to focus on a specific element or participant. By repeating the theme in subsequent clauses, the readers are able to follow the development of the text. This repetition of the same theme also contributes to making the text cohesive and coherent because having the same participant makes Theme on a regular basis in providing the text with a clear focus.

b. Zig zag Pattern

Zig zag pattern is a pattern in which an element is introduced in the Rheme in the preceding clause and then gets promoted to become the Theme of the following clauses. The previous rheme becomes the current theme. For instance, the rheme that is introduced as an element in clause 1 becomes the theme in clause 2. Based on the analysis of Thematic Development in students’ report text, a total of 18 Zig-zag patterns are found. The example as followings below:

Table 2. Theme-Rheme in Zig zag Pattern

11 They use sound to catch insects in the darkness.

12

The sound that bounce

back tell the bats exactly

13 where they will find their prey.

Theme Reiteration Technium Social Sciences Journal

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Theme 11 Rheme 11

Theme 12 Rheme 12

Theme 13 Rheme 13

Figure 2. Realization of Zig-zag Pattern

Based on the figure 2, it indicates that the student applied zig-zag pattern in three clauses which is in the eleventh until thirteenth clause. This pattern found that by taking up the Rheme 11 (use sound to catch insects in the darkness) becomes the Theme 12 (The sound that bounce back), then Rheme 12 (tell the bats exactly) gets promoted to become the Theme 13 (where they), the word “they” refers to the word “bats” in Rheme 12. The object/element of eleventh clause (Rheme 11) become the subject/element of twelfth clause (Theme 12), then the object/element of twelfth clause (Rheme 12) become the subject/element of thirteenth clause (Theme 13). The promotion of the new element presented in the Rheme to become the Theme of the preceding clauses makes the text cohesive. Thus, the text is considered as the Zig zag pattern.

c. Multiple-Rheme Pattern

Multiple-Rheme pattern refers to the pattern which rheme of one clause introduces a number of different pieces of information, each of which is then picked up and made Theme in subsequent clauses [6]. Based on the analysis of Thematic Development in students’ report text, a total of 6 the Multiple-Rheme patterns are found. The example as followings below:

Table 3. Theme-Rheme in Multiple-Rheme Pattern

5

The most important skincare parts

are facial wash, toner, serum, moisturizer, and sunscreen.

6 The facial wash is a facial treatment process using facial soap 7 so that the face is clean from dust and oil that can cause acne.

8 Toner

is an active ingredient in a skincare series that aims to neutralize the face and reduce irritation.

9 The serum

is the main active ingredient that aims to improve serious skin problems such as removing dark spots or reducing acne.

10 Moisturizing in skincare is optional,

Zig-zag Pattern Technium Social Sciences Journal

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Theme 5 Rheme 5

Theme 6 Rheme 6

Theme 7 Rheme 7

Theme 8 Rheme 8

Theme 9 Rheme 9

Theme 10 Rheme 10

Figure 3. Realization of Multiple-Rheme Pattern

Based on figure 3, it indicates that the student applied the multiple-rheme pattern in the text. This pattern occurred when Rheme 5 (are facial wash, toner, serum, moisturizer, and sunscreen) introduces new information as Theme 6 (The facial wash), Theme 8 (Toner), Theme 9 (The serum), Theme 10 (Moisturizing in skincare) in the next clause because object/element of the fifth clause (Rheme 5) becomes subjects/elements of the fifth clause (Theme 5), sixth clause (Theme 6), seventh clause (Theme 7), eighth clause (Theme 8), ninth clause (Theme 9), and twelfth clause (Theme 12). The words “The facial wash” in Theme 6, “Toner” in Theme 8,

“The serum” in Theme 9, and “Moisturizing in skincare” in Theme 10 refer to “facial wash, toner, serum, moisturizer” in Rheme 4. This pattern occurs when the rheme of one clause introduces a number of different pieces of information, each of which is then picked up made theme in subsequence clauses. That is why it is considered as the multiple-rheme pattern.

3.2 Types of Thematic Development Pattern Used in Students’ Report Text

The findings to answer the second research question shows that the three patterns of thematic development proposed by [6] are applied in the texts. The patterns include the theme reiteration, zig-zag, and multiple-rheme pattern. The realization of the development patterns contributes to the texts’ cohesion and coherence as it maintained the flow of information development. The findings concerning the use of thematic development are outlined in Table 4.

Table 4. Realization of Thematic Development on Students’ Report Writting

Thematic Development Pattern Student

Achievement Text Number of Clauses

Theme

Reiteration Zig-zag Multiple- Rheme

High

1 10 2 0 0

2 22 7 0 0

3 23 4 3 0

4 21 3 3 2

Multiple- Rheme Pattern Technium Social Sciences Journal

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5 29 5 2 2

Middle

6 19 4 2 0

7 14 4 1 0

8 19 1 2 1

9 16 4 1 0

10 15 2 2 1

Low

11 9 4 0 0

12 13 3 1 0

13 10 3 1 0

14 8 2 0 0

15 9 2 0 0

Total 237 50 18 6

Total (%) 67.5% 24.3% 8.1%

Based on the result, Theme Reiteration is the most dominant pattern used in the report text written by fourth semester students of English Department based on students’ achievement in University of Sumatera Utara. Theme reiteration is strategy for maintaining the focus of a text by simply repeating (reiterate) the theme element which is a great way of making cohesion and coherent in the text. Based on the analysis, the findings are in line with the previous studies by [21] and [11]. The research was conducted by [21] found Theme Reiteration is the most frequent used in students’ recount text in a state Vocational School in Bandung by dividing the text into three categories: high achievers, middle achievers, and low achievers which occurs 92 times (76.03%). Also, [11] found that constant theme (theme reiteration) is the most dominant pattern used in final project proposal written by students in UIN Walisongo Semarang. There are 248 occurrences of theme reiteration, while the second occurrence was linier pattern theme (the zig-zag pattern) with 180 times, and multiple theme was only 57 times. [11] claim by using theme reiteration can help students to attract public readers to keep the stressed topics of each clause as well as the model of constant theme was easy to be shared because the writer was only asked to maintain the highlighted points in the first clause.

However, this study is contradictory with [12] that analyze thematic development in

“The Black Cat” short story by Edgar Allan Poe. The result of her finding shows the multiple- rheme pattern reach the highest frequency in a short story with realized in 32 times (74.4%), then followed by theme reiteration which realized 7 times (16.3%), and the zig-zag pattern is realized only in 4 times (9.3%). [12] asserts the multiple-rheme pattern become dominant pattern realized is because short story used to give more explanation. The writer of the short story want to emphasized to elaborating the zig-zag pattern and theme reiteration in the paragraph. It was more complex deals with more than two rhemes. Since the application of the pattern could make readers curious for the next coming plot of the story and the writer wants to give more explanation, so the writer will use rheme as the theme for the next clause as it found in the multiple-rheme pattern.

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Based on the explanation above, it is realized that the dominant patterns of thematic development of certain text depends on the function or purpose of the text itself. It is in line with the statement from [22], “Every genre has a number of characteristics and the special purpose which make it different from other genre”. In this case, this present study concerns with the report text which the function is to give the description of the factual information about a subject or something to the readers by observation and analysis. The result of this study that aimed to find out the types and the dominant pattern used in students’ report text based on students’ achievement has found that Theme Reiteration with a total number of occurrences 50 (67.5%) is the type of thematic development pattern that is mostly used by the students in writing their report text. Furthermore, the second pattern of thematic development used is the zig-zag pattern which have 18 occurrences (24.3%), following with the least pattern used is the multiple-rheme pattern which have only 6 occurrences (8.1%).

This present study shows Theme Reiteration is the most dominant pattern used in students’ report text. This is in accordance with [17] who discuss about the linguistic features of the report text. It is said that the report text focus on a subject or participant and describe the thing in detail (part per part). This is what makes Theme Reiteration becomes the most dominant pattern used in the report text, because the students simply reiterate the theme element that emphasizes the same subject at the beginning of each clause. The high number of Theme Reiteration in students’ texts may indicate students’ ability in maintaining the focus of the texts by reiterating the thematic element of the clause in the subsequent clauses, enable the readers to focus on a specific element, and follow the development of the text.

4. Conclusion

This research concludes that there are three types of Thematic Development pattern used in the report text written by the fourth semester students of English Department based on students’ achievement such as Theme Reiteration, Zig-zag, and Multiple-Rheme Pattern. This research found Theme Reiteration is the most dominant pattern used that occurs 50 times (67.5%), followed by The Zig-zag Pattern which occurs 18 times (24.3%), and The Multiple- Rheme pattern is the least pattern used which occurs 6 times (8.1%). Most of the students’ report text applied Theme Reiteraiton pattern indicates a good students’ ability in maintaining the focus of the texts by reiterating the thematic element of the clause in the subsequent clauses.

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