Thematic Progression in EFL Students’ Academic Writings: A Systemic Functional Grammar Study

TEKNOSASTIK ◽  
2018 ◽  
Vol 14 (2) ◽  
pp. 39
Author(s):  
Heri Kuswoyo ◽  
Susardi Susardi
Keyword(s):  
Research Methods ◽  
Academic Writing ◽  
Functional Grammar ◽  
Systemic Functional Grammar ◽  
Thematic Progression ◽  
Library Research ◽  
Efl Students ◽  
Progression Patterns ◽  
Descriptive Qualitative

This research aims to find out (simple and multiple with two) thematic progression pattern in fifth semester students’ academic writing. It elaborates how the students organize the ideas in their writing through the organization of the theme and rheme. To find out the pattern, the theory of thematic progression patterns proposed by Bloor and Bloor (2004) was applied. Then, descriptive qualitative and library research methods are applied in this research. The data in this research are 20 pieces of fifth semester students’ academic writings. The result of the research shows that there are four types of simple thematic progression pattern and seven types of multiple with two thematic progression pattern found in students’ academic writings. Then, it can be concluded that thematic progression pattern in students’ academic writings, to some extent, are various.

scholarly journals PROBLEMS ON SFG THEMATIC PROGRESSION IN ESL ACADEMIC WRITING

2017 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Heri Kuswoyo ◽  
Susardi Susardi
Keyword(s):  
Research Methods ◽  
Academic Writing ◽  
Thematic Progression ◽  
Library Research ◽  
Selection Of ◽  
Esl Academic Writing ◽  
Descriptive Qualitative

The objective of this research is to identify the problems on the thematic progression in fifth semester students’ academic writing. It examines the problems caused by the misuse of theme and rheme in the thematic progression of their writing. The data in this research are taken from 20 pieces of fifth semester students’ academic writing. The collected data are analyzed based on the theory of problem in thematic progression, regarding misuse of theme and rheme put forward by Bloor & Bloor (1992) and Arunsirot (2013). Then, descriptive qualitative and library research methods are applied in this research. The results of the research reveal that six problems in thematic progression are found; they are the problem of brand new theme, the problem of double rheme, the problem of empty rheme, the problem of empty theme, the problem of overuse of constant theme pattern and the problem of confusing selection of textual theme. In addition, other four new problems are also identified. They are the problem of incomplete clause, the problem of error in choosing topical theme, the problem of unneeded textual theme, and the problem of double textual theme. In conclusion, the students must be aware of the flow of theme and rheme of thematic progression in their writing.

scholarly journals A Corpus-Based Study of Hypotactic and Paratactic Thematic Relations in English and Urdu Clause Complexes

2019 ◽  
Vol 9 (5) ◽  
pp. 430
Author(s):  
Humaira Yaqub ◽  
Aleem Shakir
Keyword(s):  
Information Flow ◽  
Functional Significance ◽  
English Text ◽  
Chinua Achebe ◽  
Functional Grammar ◽  
Annotation Scheme ◽  
Systemic Functional Grammar ◽  
Thematic Progression ◽  
Thematic Relations ◽  
Progression Patterns

The present research inquires the paratactic and hypotactic thematic relations in terms of their grammatical realization, functional significance (Halliday, 1994) and thematic progression (McCabe, 1999). In the paratactic clause complexes, two or more independent clauses are joined by the coordinating conjunctions while in the hypotactic clause complexes, two or more independent and dependent clauses are joined by the subordinating conjunctions. The specific objectives of this research are: (1) to define the grammatical realization of paratactic and hypotactic thematic structures in the English and the Urdu texts, (2) to describe the functional significance of paratactic and hypotactic thematic structures particular to information flow and thematic progression in the English and the Urdu texts, and (3) to discuss how effectively the paratactic and hypotactic thematic structures in the English text have been translated into the Urdu text. The English text, Things Fall Apart by Chinua Achebe and its translated Urdu text, Bikharti Duniya by Ikram Ullah have been selected for this study. These texts have been annotated through the annotation scheme of UAM Corpus Tool (O’Donnell, 2008). The results reveal that the Urdu text uses multiple equivalents of conjunction either paratactic or hypotactic in the English text. Thematic progression patterns in both texts are mostly constant, linear and peripheral. The unmotivated displacement of paratactic and hypotactic themes causes ambiguity and change the information flow in the Urdu text. The present research is significant to support the systemic functional grammar of Urdu taking into account of English.

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 CRITISISM OF CULTURE AT DAGADU PRODUCT COMPANY A CRITICAL MULTIMODAL DISCOURSE ANALYSIS

2019 ◽  
Vol 4 (2) ◽  
pp. 110
Author(s):  
Ari Nur Widiyanto ◽  
Sigit Ricahyono
Keyword(s):  
Discourse Analysis ◽  
Cultural Value ◽  
Functional Grammar ◽  
Generic Structure ◽  
Systemic Functional Grammar ◽  
Multimodal Discourse Analysis ◽  
Visual Elements ◽  
Multimodal Discourse ◽  
Descriptive Qualitative

<p>Dagadu Djokja is one of the icons Yogyakarta which provides various souvenirs typical of Yogyakarta such as t-shirts, batik, handicrafts and others. One product that is in demand by tourists is the shirt, because the shirt Dagadu has unique characteristics that are of cultural value delivered. In this study will analyze Dagadu products in terms of verbal and visual elements as well as explore the culture found on the shirt Dagadu.The approach of this study is descriptive qualitative. The type of this study is document research. The data of this research takes from <a href="http://www.Dagadu.co.id">www.Dagadu.co.id</a>. In this study, the researcher uses the Systemic Functional Grammar to analyse the verbal elements, the Generic Structure Potential to analyse the visual elements and the Iceberg Model to analyse the culture reflected in dagadu product.</p>

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  

ANALYZING THEMATIC STRUCTURE IN INDONESIAN FOLKTALES IN ENGLISH VERSION: A SYSTEMIC FUNCTIONAL GRAMMAR (SFG)

2019 ◽  
Vol 1 (2) ◽  
pp. 85
Author(s):  
Efransyah Efransyah
Keyword(s):  
Qualitative Method ◽  
Prepositional Phrase ◽  
Nominal Group ◽  
Thematic Structure ◽  
English Version ◽  
Functional Grammar ◽  
Systemic Functional Grammar ◽  
Descriptive Qualitative

This research is entitled “Analyzing Thematic Structure in Indonesian Folktales in English Version: A Systemic Functional Grammar Study (SFG)”.  The objectives of this study are analyzing and describing the themes, their elements and thematic progressions of Indonesian Folktales in English Version. The collected data, in this research, were taken from the book entitled “Indonesian Folktales” published in 1981 by Pustaka Media Publisher. One data, Princess Sumur Bandung which consists of 50 paragraphs and 221 clauses was chosen to be analyzed based on the theory of Systemic Functional Grammar (SFG) of Gerot and Wignell (1994). The method and technique used in this study are a descriptive qualitative method. The results of this research reveal that (1) there are two kinds of theme-rheme patterns are found; they are simple theme-rheme patterns and multiple theme-rheme patterns. In details, the simple theme-rheme patterns contain constant theme-rheme pattern, linear theme-theme rheme pattern, and derived theme-rheme pattern, while multiple ones contain a combination of constant and linear theme, a combination of linear and derived theme, and a combination of constant, linear and derived theme-rheme pattern. Besides, the combination of constant and linear theme-rheme pattern are the most frequently distributed.  While the elements of themes which found are textual, interpersonal and ideational elements. Textual elements cover continuative, structural conjunction, wh-relative and conjunctive adjunct. Interpersonal elements cover modal adjunct, vocative, wh-interrogative and finite verbal operator. Ideational elements cover nominal group, noun, adverbial group, prepositional phrase, process, complement, group complex and adverb.

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 A Systemic Functional Approach to the Passive Voice in English into Spanish Translation: Thematic Development in a Medical Research Article

2017 ◽  
Vol 3 (1) ◽  
pp. 1-17 ◽  
Author(s):  
Daniel Rodríguez-Vergara
Keyword(s):  
Medical Research ◽  
Functional Approach ◽  
Original Structure ◽  
Functional Grammar ◽  
Voice Change ◽  
Passive Voice ◽  
Systemic Functional Grammar ◽  
Active Voice ◽  
Research Article ◽  
Thematic Progression

AbstractThe purpose of this study was to explore, from the perspective of Systemic Functional Grammar, how passive clauses in a medical research article were translated into Spanish, specifically if they were kept in the passive voice, were changed into the active voice, or were turned into some other structure, and if voice change in the translated version affected the original thematic development. The medical paper chosen for this study was originally written in English and published in an Anglophone journal; it was then translated into Spanish and published in a Mexican journal. Both the original and the translated article were analyzed in terms of Theme and Rheme; all of the instances of passive and active voice were quantified and compared. The results show that in some cases the original thematic patterns were modified in the translation due to the use of the reflexive passive in Spanish, which results in the fronting of the verb in the sentences, thereby causing a change of Themes in the paragraphs with respect to the original structure. This study contributes to our understanding of the function of passive constructions in English and Spanish and its relationship with thematic progression.

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. 55-74
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  

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