The Effectiveness of Thematic Progression Patterns with Jingle Button Technique in Teaching Writing of Narrative Texts

2015 ◽  
Author(s):  
Farikah Farikah
Keyword(s):  
Teaching Writing ◽  
Narrative Texts ◽  
Thematic Progression ◽  
Progression Patterns

scholarly journals “CONSTANT, ZIG-ZAG LINEAR, OR MULTIPLE?”: THEMATIC PROGRESSION PATTERNS ON EFL STUDENTS’ RECOUNT TEXTS

2020 ◽  
Vol 7 (2) ◽  
pp. 172
Author(s):  
Merina Devira ◽  
Makhroji Makhroji ◽  
Allif Syahputra Bania ◽  
Novia Sari
Keyword(s):  
Teaching And Learning ◽  
Qualitative Method ◽  
English Language ◽  
English Language Teaching ◽  
Dominant Type ◽  
Linear Pattern ◽  
English Writing ◽  
Thematic Progression ◽  
Efl Students ◽  
Progression Patterns

The main problem faced by EFL students in writing English texts includes the difficulties to produce a cohesive and coherent text that it seems necessary to show how the tools of Theme and Rheme can be used to help construct the students' good English writing. This study aimed to find out the types of thematic progression patterns in each clause of the recount texts written by students and the dominant pattern of thematic progression revealed from the texts. The research design of this study is a qualitative method which employed the study instrument of the students' recount texts at class IX of SMAN 2 Langsa, Aceh. A content analysis approach by using a Theme and Rheme framework generated from a theory of Systemic Functional Linguistics (SFL) was used to analyze the thematic progression patterns on the students' recount texts, which included several steps: reading the student's texts, identifying the theme and rheme of every clause of the student's text, describing the thematic progression patterns of student's text and drawing the thematic progression pattern on student's text. The findings of the analysis indicated that there are three (3) thematic progression patterns found on the students' recount texts: the Theme Constant, the Theme Zig Zag Linear pattern and Theme Multiple patterns. The dominant type of thematic progression patterns constructed by the students into their recount texts was revealed mostly on 123 constant or reiteration patterns (76.8%), followed by zig-zag patterns of 35 times (21.8%)  and 9 times (1.25%) of multiple patterns. The results of this study will be facilitative as the tools for English language teaching and learning classrooms particularly for writing English texts. 

scholarly journals Improving Coherence of The Students’ Sentences by Applying Thematic Progression And Personal Blog In The Sentence-Based Writing Class

2012 ◽  
Vol 5 (2) ◽  
pp. 55
Author(s):  
Arif Suryo Priyatmojo
Keyword(s):  
Academic Writing ◽  
Learning Process ◽  
Teaching And Learning ◽  
Positive Contribution ◽  
Thematic Progression ◽  
Writing Class ◽  
Post Test ◽  
The Subject ◽  
Group 2 ◽  
Progression Patterns

This study was aimed at describing what kinds of thematic progression patterns mostly employed by the students, describing how to apply thematic progression theory and personal blog in the sentence-based writing class, and finding out whether the use of thematic progression theory and personal blog give positive significances to coherence of the students’ sentences. This is an action research study employing two cycles. The subject of the study was 24 students of group 2, in a class of sentence-based writing (SBW), and the object of the study was students’ sentences created by the students in the teaching and learning process (TLP). The result of the study shows that thematic progression patterns moslty employed by the students are constant theme pattern followed by zig zag and multiple theme patterns. In TLP, the materials were devided and given to the students in two cycles. The first cycle focused on introducing the thematic progression theory and its kinds of patterns. Then, in the next cycle the students focused on sharing ideas with other classmates via individual blogs. Based on the result of the study, teaching SBW using thematic progression theory gives its positive significance by varied patterns used by the students. It can be seen from the analysis of the students’ sentences from pretest, paragraf 1, paragraf 2, paragraf 3 and posttest. The students also give positive responses upon its teaching and learning process using thematic progression and personal blogs based on the pre and post test questionnaire data. It is hoped that the result of the study gives positive contribution to the students in preparing them to write in bigger contexts - paragraph-based writing, genre-based writng and academic writing in the next coming semesters. Keywords:  Thematic Progression; Theme-Rheme; Thematization; Personal Blog  

scholarly journals The Study on Thematic Progression Patterns of English News

2016 ◽  
Vol 5 (3) ◽  
Author(s):  
Tian Dong ◽  
Pingping Shao ◽  
Junju Jia
Keyword(s):  
Thematic Progression ◽  
Progression Patterns

scholarly journals Thematic progression and its reproduction in translation from English to Russian

Litera ◽  
2020 ◽  
pp. 71-80
Author(s):  
Ellina Vechkanova
Keyword(s):  
Word Order ◽  
Russian Language ◽  
Theory Theory ◽  
Perspective Theory ◽  
Thematic Progression ◽  
New Information ◽  
Grammatical Complexity ◽  
Discourse Units ◽  
The Russian Language ◽  
Progression Patterns

 This article is dedicated to studying thematic progression as a text-forming and discourse-forming phenomenon. The notion of thematic progression is analyzed in terms of the functional sentence perspective theory, theory of actual division of the sentence, and discourse linguistics. Thematic progression contributes to the cohesive development of discourse, distribution of given and new information that needs to follow certain patterns. That is why the article also dwells on the thematic progression patterns and peculiar characteristics of their themeatic-rhematic organization. Basic thematic progression patterns are: simple linear thematic progression, thematic progression with a continuous (constant) theme, thematic progression with derived themes and thematic progression with a split rheme. They are considered to be universal, peculiar to many languages. That is why thematic progression patterns of English discourse units translated into Russian language often remain the same. Their high informativity, grammatical complexity, as well as differences in grammatical systems of English and Russian languages, necessity to adapt these units to the norms and rules of the Russian language can cause changes in thematic progression patterns of the translated units. The abovementioned facts can also lead to compression / decompression of information, changes of the word order in Russian translations.

scholarly journals THEMATIC PROGRESSION PATTERNS OF SHORT STORY THE BLACK CAT

2019 ◽  
Vol 3 (1) ◽  
pp. 64-73
Author(s):  
Dewi Fatmawati ◽  
Tengku Silvana Sinar ◽  
Rohani Ganie ◽  
Muhammad Yusuf
Keyword(s):  
Short Story ◽  
Edgar Allan Poe ◽  
Systemic Functional Linguistics ◽  
Qualitative Design ◽  
Functional Linguistics ◽  
Thematic Progression ◽  
Dominant Pattern ◽  
Progression Patterns ◽  
Descriptive Qualitative

This study attempts to investigate thematic progression deployed in The Black Cat short story. The objectives of study are 1) To indicate the types of Thematic Progression in “The Black Cat” short story and 2) to describe the realization of Thematic Progression in “The Black Cat” short story. This study was conducted in descriptive qualitative design. The data were taken from the text of “The Black Cat” short story. The source of the data in this study was The Black Cat and Other Stories book written by Edgar Allan Poe. Systemic Functional Linguistics theory proposed by Halliday (1994) was used to analyzed thematic progression in “The Black Cat” short story regarded with Textual Function. In analyzing the thematic progression, there are three kinds of thematic progression: theme reiteration, the zig-zag pattern and the multiple- rheme pattern. The findings showed that the multiple- rheme pattern is the most dominant realized in 32 times (74%), theme reiteration is the second realized in 7 times (16,3%), and the zig-zag pattern is realized in 4 times (9,3%) and the least dominant pattern in “The Black Cat” short story.

scholarly journals THEMATIC PROGRESSION PATTERNS IN ELT JOURNAL ABSTRACTS

2020 ◽  
Vol 4 (2) ◽  
pp. 72
Author(s):  
Kasyfur Rahman ◽  
M. Arsyad Arrafi’i ◽  
Imansyah Imansyah
Keyword(s):  
Research Study ◽  
Theoretical Framework ◽  
Impact Factors ◽  
Thematic Progression ◽  
Single Pattern ◽  
Progression Patterns

Developing an English cohesive and coherent writing requires an effort of connecting ideas grammatically and semantically. To explore this, we carried out a research study by analyzing fifteen journal abstracts from international journals in ELT whose impact factors are within the top 10 in the field. The data showed that the abstracts make use of integrated pattern, not relying simply upon a single pattern. The findings also suggest ambiguous relationship between some clauses, many of which rather represent inductive relationship; therefore coding them into the three thematic progression patterns in Eggins (1994) seemed to be less accommodating. Further research on this subject would then require more sophisticated research theoretical framework.

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