Thematic Progression in Recount Text Written by the Eight Grade Students

Abstract

This study was about the theme, rheme and thematic progression of students‟ recount text of the eight grade at SMP RK Budi Mulia Pematangsiantar. The aim of this study were (1) to investigate thematic progression pattern used (2) to find out the reason why the students used thematic progression in the way they did. This study was conducted by using descriptive qualitative method. The data in this study were clauses of students‟ recount text. The instrument of collecting data was elicitation technique and interview. The data were analyzed by using interactive model technique of Miles, Huberman and Saldana (2014). The result of this study were the following, (1) There were two patterns of thematic progression used in students‟ recount text, they were Theme Reteration/Constant Theme Pattern (TR/CTP), and Zig-zag/Linear Theme Pattern (Zig-zag/LTP). (2) The reason in use of thematic progression by students, they were: (a) the student‟s lack of knowledge about use of the thematic progression, (b) they also less interested in writing, (c) the students got resources from reading material and (d) the students got resources from english teacher‟s explanation.Keywords: Theme, Rheme, Thematic Progression, Recount Text

What is Thematic Progression in Students’ Essay? Revision of Systematic Literature Review

“…Deductive thinking can be seen in the progression patterns, where a Theme is continually expanded with relevant information. Purba et al (2019) used Eggins (2004 to identify thematic patterns and thematic progression selection factors used by students in their study of rheme themes and thematic progression in the recount text of eighth-graders at SMP RK Budi Pematangsiantar. At the same time, the study used an interactive technique model developed by Miles et al (2014) to collect data via interview instruments.…”

“…In general, in written teachings, most teachers still use traditional ways based on their experience and knowledge that they have and more focused on the aspects of grammar, punctuation, spelling although ignoring aspects of cohesion and coherence in essay writing ( Purba et al, 2019;Saeed et al, 2021;Styani & Rodliyah, 2021). At the same time, students struggle with writing that isn't coherent and cohesive in sentences, paragraphs, and essays (Sri Yunita, 2018).…”

Theme and Thematic Progression in Students’ Recount Texts: A Systemic Functional Linguistic Perspective

“…Considering the elaboration above, both Theme and Thematic Progression are necessary for the success of students" writing. A number of researches related to Theme and Thematic Progression was conducted by many researchers on ref [21]- [23]. The studies analyzed Theme with various focuses and Thematic Progressions in varied genres including expository, narrative, argumentative, recount text, academic translated texts, and research article abstract.…”

“…Those previous researches investigated thematic progression in various genre of text, including recount text. However, Purba et al, (2018) analyzed thematic progression in recount texts written by junior high school students whereas this research investigates senior high school students" texts with three levels of achievement: low, middle, and high [23]. The purposes of this research are to analyze how the students organize their ideas in their recount text, seen from Theme and Thematic Progression and to find out the implication of the Theme and Thematic Progression used by students for the flow of text.…”