Feri, Zefki Okta and Wiedarti, Pangesti (2019) Thematic Choice and Progression in Students’ Expository Essays of IELTS Academic Writing. S2 thesis, Program Pascasarjana.
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Abstract
This research investigated Theme and thematic progression in students’ expository essays of IELTS academic writing. The focus of this study is on analysing Theme types and thematic progression patterns realised in the essays. It also mapped the Themes and thematic progression patterns in the low and high scoring essays. The study was essentially qualitative through content analysis with complementary quantitative data. The subject of this research is 40 expository essays of IELTS academic writing written by 40 students taking IELTS preparation program at Language Development Centre of Universitas Negeri Yogyakarta. There were also two groups of essays consisting of 24 essays analysed in this study, 12 low scoring and 12 high scoring essays. The unit of analysis of Theme types in this study was Halliday & Matthiessen (2004) thematic structure constituted of Themes and Rhemes realised in 878 clauses. Bloor & Bloor’s (2004) thematic progression patterns were used to analyse the thematic progression. Findings of this study reveal that all Theme types were present in students’ expository essays and in both the low and high scoring essays. The highest number of occurrence is the Unmarked topical Theme, followed by Textual Theme, Marked topical Theme, and Interpersonal Theme. Interpersonal Theme is the least applied theme in the students’ essays. Comparing both the low and high scoring essays, the high scoring essays elaborate more Themes than the low scoring essays. Each type of these Themes contributes to the students’ text construction and to the flow of information. Moreover, the four patterns of thematic progression were also found in the students’ essays. The highest number of occurrence is the linear Theme pattern, followed by the constant Theme pattern, the split Rheme pattern and derived Themes. Derives Themes is the least applied patterns in these essays. Each of these thematic progression patterns contributes in showing students’ ideas organization. Comparing both the low and high scoring essays, the linear Theme pattern was applied mostly by the high achievers, indicating that they provides more elaborated ideas introduced in Rhemes. On the other hand, the constant Theme was used frequently by the low achievers, indicating that they tend to focus on particular specific subject that was reflected through theme reiteration. In conclusion, the use of various Themes and thematic progression patterns in students’ essays support the nature of expository text particularly in development of argument. The appropriate use of these themes and thematic progression also contributes to successful text construction. In addition, both the low and high achievers employed themes and thematic progression differently. Thus, proficiency characterized students’ in both their thematic choices and progression. It emphasizes that Theme and thematic progression are suggested to be included in writing instruction.
| Item Type: | Thesis (S2) |
|---|---|
| Subjects: | Bahasa dan Sastra > Bahasa dan Sastra Inggris |
| Divisions: | Sekolah Pascasarjana (SPS) > Program Pascasarjana > Linguistik Terapan |
| Depositing User: | Perpustakaan Pascasarjana |
| Date Deposited: | 09 Dec 2019 02:09 |
| Last Modified: | 09 Dec 2019 02:09 |
| URI: | http://eprints.uny.ac.id/id/eprint/66848 |
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