This study is aimed to discover the types and the dominant type of theme markedness in EFL students’ recount texts based on the theory of systemic functional linguistics. Qualitative content analysis approach was utilized in this study. Writing sheets were utilized as the instruments of collecting the data. The data were in the form of clauses taken from 33 recount texts written by second-year students of English literature department of University of Sumatera Utara. Based on the analysis, it was discovered that there were 1144 clauses in the data. Then, in terms of theme markedness, marked theme (MT) had 213 occurrences (18.62%) and unmarked theme (UMT) had 931 occurrences (81.38%). The conclusion can be drawn that there were 2 types of markedness namely marked theme (MT) and unmarked theme (UMT), and the dominant type of theme markedness was unmarked theme (UMT). It means that the students dominantly used unmarked theme in their recount texts.Keywords: markedness, theme, recount text, systemic functional, content analysis

This present study attempts to depict the eco-lexicon form discovered in children’s North Sumatran folktales (CBNSF) book about primary food. The qualitative content analysis method was utilized as the research design. The data source was three folktales from a children’s book entitled “Asal Usul: Bunga Rampai Cerita Rakyat Sumatera Utara” under the primary theme food. The data were in the form of roots, derivative words, and phrases taken by using documentation technique. The results show that eco-lexicon forms related to primary food folktales are words (noun, verbs, and adjectives) in the form of phrase (noun phrase, and adjective phrase. Affixation in the data was found in prefix, suffix, and simulfix, which form noun and verb. Furthermore, the reference deals with biotic (plantae and animaliae) and abiotic reference. Therefore, it can be concluded that eco-lexicon in CBNSF was various.

Listening is a skill that is sometimes forgotten when learning a language. Although it may appear challenging, listening abilities can be improved over time if practiced regularly. This study aimed to see if the genre-based approach (GBA) could be used to teach listening. This study employed a qualitative design. The participants of this study were a teacher and 15 students of grade 11 (eleven) of Senior High school in Medan, Indonesia, consisting of nine males and six female students. The English teacher was chosen because she is a senior teacher who has applied 2013 curriculum and used genre-based English learning in grade eleven (11) students of an old high school in Medan. This study applied the data collection techniques by conducting classroom observation and interviews. The findings presented that the GBA with four cycles of learning model applied by the teacher was considered capable of helping students in listening learning. It can help students recognize text variations, vocabulary, and structures in the text, which were also students' provisions in the listening process.

This study is an attempt to report the findings of the realization of types and the dominant type of markedness in Grade XI students’ recount texts departing from textual function in systemic functional perspective. Qualitative content analysis was utilized as the research design in this study. Writing sheets were utilized as the instruments for collecting the data. The data were in the form of clauses taken from 25 recount texts written by grade XI senior high school student of SMA Negeri 1 Binjai. It was found that there were 1416 clauses appeared. Specifically, both marked theme (MT) and unmarked theme (UMT) were also discovered in the data with the occurrences of MT totaling to 210 (25.70%) and UMT had 607 occurrences (74.30%). It leads to the conclusion that there were 2 types of markedness namely marked theme (MT) and unmarked theme (UMT) found. Then, UMT was discoverd as the dominant type of markedness.