Theme and Thematic Progression in Students’ Recount Texts

Yunita, Sri

doi:10.17509/ijal.v7i3.9797

Cited by 26 publications

(42 citation statements)

References 5 publications

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“…The difference is caused by the nature of news item text that frequently highlights the time and the place of the reported events. In addition, the findings of this research are contradictory with the findings of the research on narrative texts done by Nurlela et al [22]. They found that Indonesian narrative texts are characterized by the frequent use of marked themes and multiple themes.…”

Section: Resultscontrasting

confidence: 99%

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Theme Shifts in the Translation of Student and Professional Translators

Rosa¹,

Sofyan²

2019

Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018)

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Any translation practices aim at producing a target text (TT) which is equivalent in meaning to the source text (ST) and corresponding to the style and lexicogrammar applicable in the target language (TL). One of the ways to arrive at such purpose is through shift. From the SFL point of view, shifts involve the elements of language metafunctions, one of which is shifts in textual metafunction element, i.e. theme. This study aims at analyzing the so-called theme shifts in the translation of student translators and professional translators. This study used a content analysis method taking student translators and professional translators as the participants who were asked to translate a text from English into Bahasa Indonesia. Based on the data analysis, it was found that most of theme shifts done by student translators were at the lexicogrammatical level, while professional translators did more theme shifts at the discourse level. This study concludes that student translators' theme shifts focus on the form, while professional translators focus on the meaning.

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Section: Resultscontrasting

confidence: 99%

“…As historical text is a part of recount text, this finding supports Yunita's study, finding the frequent use of simple theme in recount texts [22]. However, this finding is in contrast with Sofyan and Tarigan's study whose findings show that marked theme is the theme most frequently used in Indonesian news item texts [12].…”

Section: Resultssupporting

confidence: 77%

Theme Shifts in the Translation of Student and Professional Translators

Rosa¹,

Sofyan²

2019

Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018)

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“…The researcher's basis I n P r e s s is to investigate thematization in periodicity (SFL) in text Kuroino. Besides, considering objectives of this research to examine patterns in theme development and information distribution, which is coherence in the text is by combining the theory of thematic progression stated by Danes in (Kizil & Kushch, 2019) and Eggins in (Gunawan & Aziza, 2017;Yunita, 2018), namely thematic progression with a linear theme, thematic progression with a continuous (constant) theme, and thematic progression with derived themes.…”

Section: Resultsmentioning

confidence: 99%

“…Data analysis is conducted to answer problems in this research; (1) to analyze verbal text (35 clauses) using a theory of three metafunctions of language, namely ideational meaning, interpersonal meaning, and textual meaning by Halliday & Matthiessen (2014) and thematic progression by Danes in (Kizil & Kushch, 2019) and Eggins in (Gunawan & Aziza, 2017;Yunita, 2018); and (2) to analyze visual text using three metafunctions of the image by Kress & van Leeuwen (2020), including representational meaning, interactive meaning, and compositional meaning. After conducting the analysis, in the discussion section, the researcher sees the relevance of meaning in verbal and visual texts based on the relationship stated by Liu (2019), whether or not it creates a relation with synergy and meaning.…”

Section: Methodsmentioning

confidence: 99%

Interplay of Meaning between Verbal and Visual Texts in a Japanese Children’s Book

Puspitasari

2021

Lingua Cultura

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This research aimed to interpret the meaning of aspects in the verbal and visual texts to identify whether these two texts created interplay. It was intended to understand the meaning conveyed by the writer and illustrator in a Japanese children’s book entitled ‘Kuroino’ (Little Shadow). This research used the approaches for verbal text analysis by Halliday about Systemic Functional Linguistics (SFL) and visual text analysis by Kress and van Leeuwen about Visual Grammar (VG). The research method was descriptive qualitative by explaining two data types: clauses in the Japanese language and images in the storybook. The data analysis of every aspect in the three metafunctions of language and the three metafunctions of images show the meaning that completes each other. In the analysis of ideational meaning, interpersonal meaning, and textual meaning, the writer narrates the friendship and adventure of ‘Kuroino’ (the Black) and Watashi (I). Meanwhile, in the analysis of representational meaning, interactive meaning, and compositional meaning, the illustrator describes two characters in a book entitled ‘Kuroino’ as the focuses in some pictures. Besides, the illustrator describes the background in detail as if he invites the reader to participate in the adventure of these two characters. Although verbal and visual texts describe a story from two different perspectives, in ‘Kuroino’, these texts collaborate to create a message in the story with synergy and meaning to be easily understood by the readers by maintaining the entertainment aspect in a story narrated.

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“…The researcher draws a conclusion based on previous studies that using thematic progression patterns to solve students' writing problems is a good choice. Meanwhile, (Yunita, 2018) focused on the Theme and Thematic development patterns of recount texts written by vocational students, as well as the patterns of dominance constructed by the students in their writing and the representation of Theme elements with students' writing abilities.…”

Section: Introductionmentioning

confidence: 99%

Thematic Progression in Students’ Descriptive Text

Purba

Pasaribu

2021

IJERSC

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A way for developing good writing skills is by using thematic progression. It can help students improve their writing abilities. Theme and rheme are used to analyze the thematic progression. This study aimed to find out the types of thematic progression of students' descriptive texts and the most dominant pattern of thematic progression in students’ descriptive texts. The researcher used the descriptive qualitative method in the research design. There were 50 texts written by students at SMP Swasta Sultan Agung Pematangsiantar. The data was analyzed using (Eggins, 2005) theory as the theoretical framework that found three types of thematic progression. The findings revealed that the students' descriptive texts follow three thematic progression patterns: reiteration or constant pattern, zig-zag or linear pattern, and multiple patterns or split rheme pattern. The constant pattern was the most dominant used by students in 271 occurences (91.80%), followed by zig-zag or linear pattern occurred 13 times (4.4%) and multiple patterns or split rheme pattern occurred 11 times (3.8%)l. The findings show students, in writing descriptive text, tend to use simple thematic progression due to their level of knowledge in grammar and thematic progression is relatively low.

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Theme and Thematic Progression in Students’ Recount Texts

Cited by 26 publications

References 5 publications

Theme Shifts in the Translation of Student and Professional Translators

Theme Shifts in the Translation of Student and Professional Translators

Interplay of Meaning between Verbal and Visual Texts in a Japanese Children’s Book

Thematic Progression in Students’ Descriptive Text

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