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Coherence in Students’ Analytical Exposition Texts

Nur Aeni Afiati Mafuroh, Yusnita Sylvia Ningrum 

English Department, Faculty of Languages and Arts, Universitas Negeri Semarang, Indonesia

Article Info

________________
Article History:

Received in 25 October

2018

Approved in 29 July

2019

Published in 29 July

2019

________________
Keywords: analytical
exposition; coherence;
schematic structure;
thematic choices;
thematic development

____________________

Abstract

___________________________________________________________________
This study aims to reveal the coherence of 19 analytical exposition texts written by the
fourth semester students of English Department of UNNES through analysis of schematic

structure, thematic choices, and thematic development. Coherence is an essential
component to create a make-sense text. Thus, it is very important to know the students’
competency in writing a good text. This study applied a qualitative approach. It employed

theories of schematic structure based on stages proposed by Gerot and Wignell (1995),
thematic choices from Gerot and Wignell (1995) and thematic development by Eggins

(2004). The findings indicated that students preferably used topical Theme (67.79%) and
textual Theme (30.42%). In addition, in terms of thematic development, Theme

Reiteration is the most common pattern applied by the students. Based on the findings,
students’ texts were less coherence because there were several texts having an incomplete
thesis at the beginning of the paragraph and one text leaving 1 out of 3 stages of

exposition text. Furthermore, the over-use of Theme Reiteration might show that the
students’ writing skill is low because they could not elaborate their ideas through various

methods. Therefore, it is suggested that the students should learn how to organize their
ideas into a coherent analytical exposition text.

© 2019 Universitas Negeri Semarang

 Correspondent Address: ISSN 2252-6706
B3 Building FBS Unnes

Sekaran, Gunungpati, Semarang, 50229

E-mail: aeni9037@gmail.com

ELT FORUM 8 (1) (2019)

Journal of English Language Teaching

http://journal.unnes.ac.id/sju/index.php/elt



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INTRODUCTION

There are four skills of language: listening, speaking, reading, and writing. To master a

language including English, those skills are, then, very important. Among those language

skills, writing is considered as the most difficult skill for English as a Foreign Language (EFL)

students (Fitriati & Yonata, 2017; Kilic, Genc, & Bada, 2016). The difficulties in writing are

due to some aspects, starting from choice of words, grammar, spelling, punctuation to the

more complicated aspects such as generating ideas and putting these ideas together in

harmonious and logical ways (Katrini & Farikah, 2015). In other words, there are many

things to consider when a student wants to produce a good text.

Producing a text is not only about how to express the writer’s ideas by using

appropriate structures. It is not only about putting ideas in a combination of words, but also

turning such ideas logically into a readable text (Katrini & Farikah, 2015). The text which is

understandable is called a coherent text.

Text coherence has been a point of interest of some writing experts. For example,

Oshima and Hogue (2006) explained that coherence means all sentences hold together in

which the movement of one sentence to the next is logical and smooth. Thornburry (2005)

also argued that a coherent text is a text which makes sense to the readers. It means a writer

must write a make-sense text to the readers by arranging the sentences in the text so that they

move logically and smoothly.

Thornburry (2005) mentioned two perspectives of analyzing coherence, the micro and

macro levels. While micro level coherence can be realized through texts’ logical relations and

Theme-Rheme; in the macro level, coherence is achieved by looking at texts’ lexical chains,

schemas and scripts. In regards to this study, I analyzed text coherence through analysis of

schematic structure in order to recognize the genre of the text, thematic choices in order to

know how students write a text effectively by paying attention to the front of the clause, and

thematic development analysis in order to find out how students shape their writing through

pattern they mostly use. If the students can use the patterns well, their writings certainly have

logical movement of ideas.

The failure to construct a logic movement of sentences may lead the readers

misunderstand, or worse they may have different interpretation to writer’s purpose of writing,

for example in writing analytical exposition. Gerot and Wignell (1995) defined an analytical

exposition as a text which persuades the readers that something is the important case. To

make the readers believe, the writers must write a well-organized exposition text.

However, many EFL students still got difficulties in writing a coherent exposition text.

They had problems of empty Theme and empty Rheme (Setiawati, 2016). They also did not

use thematic patterns for all clauses (Ervina, Sukmawati, & Zakiyah, 2016). In addition, it

was found that some analytical exposition texts had no reiteration at the last paragraph

(Undayasari & Saleh, 2018). Seemingly, coherence is still the current issue which happened to

EFL students. Thus, this study is an attempt to reveal coherence in analytical exposition texts

through analysis of schematic structure, thematic choices, and thematic development. To sum

up, the objectives of this study are to (1) figure out the schematic structure in the students’

exposition texts, (2) find out the types of thematic choices and thematic development found in

students’ exposition texts, and (3) examine the students’ exposition texts coherence in terms

of schematic structure, thematic choices, and thematic development patterns.

METHODS

This study used a qualitative research since it is aimed to reveal the coherence in analytical

exposition texts through schematic structure, thematic choices, and thematic development in



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the form of words. The object of this study was 19 analytical exposition texts written by the

fourth semester students of UNNES majoring in English Education and taking Genre-based

Writing (GBW) class in Rombel 207-208 in the Academic Year of 2017/2018.

To collect the data, the researcher firstly asked the students to give permission. After

that, the researcher asked them to send the copy of the data via email or WhatsApp. Finally,

the researcher listed the texts based on the students’ register numbers. Then, were several

steps to analyze the data: (1) Reading each of texts, (2) Analyzing the schematic structure of

each text, (3) Diving each text into clauses, (4) Determining thematic choices (5) Analyzing

thematic development, (6) Presenting the data in forms of tables, (7) Interpreting the data

based on theories from Gerot and Wignell (1995) and Eggins (2004), and (8) Concluding the

findings.

FINDINGS AND DICUSSIONS

Schematic Structure in Students’ Analytical Exposition Texts

The finding of schematic structure was presented in the following table.

Table 1 Schematic Structure Analysis in Students’ Exposition Texts

Texts Components of Analysis
Thesis Arguments Reiteration

Text 1   

Text 2   
Text 3   
Text 4 *  

Text 5 *  
Text 6 *  

Text 7 *  
Text 8  only 1 argument elaborated -

Text 9   
Text 10 *  
Text 11 *  
Text 12   
Text 13 *  
Text 14   
Text 15   
Text 16   
Text 17 *  
Text 18 *  
Text 19   

Note: * means the thesis only contains the writer’s position. There is no preview or the writers did not

outline the main arguments to be presented.

According to Table 1, there were 3 types of schematic structures found in the students’

analytical exposition texts elaborated below.

Thesis, Arguments, and Reiteration

The example could be illustrated by Text 14. According to Gerot and Wignell (1995, pp. 197-

198), thesis must contain writer’s position and preview. The thesis on Text 14 was realized in

the sentence “One of the methods to teach English to the early childhood is using children’s

songs, because children’s songs have some benefits”. From this sentence, the writer’s position

was positive because she agreed to use songs in teaching English. Moreover, the preview

could be seen in the words “because children’s songs have some benefits”. It could be

assumed that in the next paragraphs, the writer would elaborately inform the benefits of

children’s songs.



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Paragraph 2 and 3 were the arguments of the text. Paragraph 2 performed the first

benefit of children song. It was realized by the sentence “Firstly, the lyrics of children’s songs

are not too long and not complicated”. Next, paragraph 3 used the sentence “Secondly, the

tone and rhythm of the children’s songs will make the children’s mood become happy” as the

second benefit of the songs to teach English for children.

In addition, the last paragraph was the conclusion of the text. The writer concluded her

arguments by writing the sentence “In conclusion, children’s songs are really good for early

childhood to learn English because children’s songs are not complicated with entertaining

lyrics and have good tone with exciting dance movement”. In other words, she restated her

arguments briefly.

Incomplete Thesis, Arguments, and Reiteration

The example of the text containing this schematic structure could be illustrated by Text 5. As

explained by Gerot and Wignell (1995), a thesis must have position and preview. However, in

paragraph 1 of the Text 5, the writer only showed her position for the issue. In the first

paragraph, she just informed what 5 words per day is effective without giving the main

reasons or arguments. In other words, she only showed her agreement of using this method.

She did not give the reasons why this method is good in learning English.

Paragraphs 2,3, and 4 were the arguments of the text. In paragraph 2, the writer

informed the first reason of using 5 words per day method. It was realized by the sentence

“Firstly, the ability of the human brain has its limits”. Then, paragraph 3 showed the second

reason to use 5 words per day method, which could be seen in the sentence “Secondly, this

method doesn’t take much time”. Moreover, in paragraph 4, the sentence “Thirdly, this

method is quite fun and will not bore us” can be regarded as the third reason.

Furthermore, paragraph 5 was the reiteration or conclusion of the text. The writer

reiterated her arguments by writing the sentence “Thus, for the reason above, we can

conclude that this method should be applied for beginners and for all.”

Thesis, Incomplete Arguments, and No Reiteration

The example of the text having such schematic structure was realized in Text 8. In the first

paragraph, the writer could make a good thesis by writing the sentence “This method is quite

effective to improve students’ skill in speaking English because it’s more focused on speaking

and listening practice rather than writing and reading”. From this sentence, it seemed that the

writer showed her agreement of using Audio-lingual method in learning English. Moreover,

she also introduced two main arguments that were about speaking and listening skills.

However, in paragraph 2-4, the writer only restated and developed her first argument

about speaking skill. She did not elaborate her second argument properly that was about

listening skill. In addition, she also did not summarize her all arguments. Therefore, the

schematic structure of Text 8 was not good because it left one out of three stages of analytical

exposition text

Thematic Choices in Students’ Analytical Exposition Texts

The first finding was about three types of Theme: topcal (ideational), textual, and

interpersonal Theme (Gerot & Wignell, 1995; Halliday, 2014). The finding was presented in

Table 2.



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Table 2 Types of Themes in Students' Analytical Exposition Texts

Texts Topical Textual Interpersonal
f % f % f %

Text 1 24 3.97 13 4.8 0 0
Text 2 22 3.64 16 5.9 0 0
Text 3 21 3.48 9 3.32 0 0
Text 4 30 4.97 6 2.21 2 12.5
Text 5 24 3.97 13 4.8 0 0
Text 6 33 5.46 10 3.69 0 0
Text 7 43 7.12 15 5.54 1 6.25
Text 8 44 7.28 11 4.06 0 0
Text 9 34 5.63 14 5.17 2 12.5
Text 10 29 4.8 13 4.8 1 6.25
Text 11 44 7.29 16 5.9 2 12.5
Text 12 46 7.62 25 9.23 2 12.5
Text 13 28 4.64 13 4.8 0 0
Text 14 22 3.64 12 4.42 0 0
Text 15 55 9.11 27 9.96 4 25
Text 16 28 4.64 16 5.9 0 0
Text 17 15 2.48 8 2.95 2 12.5
Text 18 29 4.8 13 4.8 0 0
Text 19 33 5.46 21 7.75 0 0

Total 604 100 271 100 16 100
% Total Theme Types % Total Topical % Total Textual % Total Interpersonal

67.79 30.42 1.79

Table 4.2 performed that topical Theme (67.79%) was the dominant type of Theme

followed by textual Theme (30.42%) and interpersonal Theme (1.79%).

Example 1 (Text 15 clause 7)

7

Because, generally a child imitate
Struct. Modal Adjunct Nom. Group

Rheme 7
Text. Inter. Un. Top.

Theme 7

This example contained three types of Themes which can be realized by the words

“because”, “generally, and “a child”.

Topical Theme

Topical Theme is divided into unmarked and marked as shown in Table 3.

Table 3 Types of Topical Themes in Students' Exposition Texts

Texts Unmarked Marked
f % f %

Text 1 20 3.7 4 6.25
Text 2 19 3.52 3 4.6
Text 3 20 3.7 1 1.57
Text 4 23 4.26 7 11
Text 5 21 3.9 3 4.6
Text 6 31 5.74 2 3.2
Text 7 34 6.3 9 14.1
Text 8 41 7.59 3 4.6
Text 9 33 6.11 1 1.57
Text 10 25 4.64 4 6.25
Text 11 42 7.78 2 3.2

Text 12 43 7.96 3 4.6
Text 13 25 4.63 3 4.6
Text 14 22 4.07 0 0
Text 15 49 9.44 6 6.25



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Text 16 26 4.81 2 3.2
Text 17 10 1.85 5 7.81
Text 18 23 4.26 6 9.4
Text 19 31 5.74 2 3.2

Total 538 100 66 100
% Total Topical

Types
% Total Unmarked Topical % Total Marked Topical

89.07 10.93

Table 3 showed that the occurrence of unmarked topical was higher than marked

topical Theme. While marked topical only performed 10.93%, unmarked topical Theme

achieved the higher occurrence with the percentage of 89.07%.

Unmarked Topical Theme

Based on Gerot and Wignell (1995), in a declarative clause, unmarked topical Theme can be

defined as the subject of the clause. There are several subjects or elements of unmarked

topical Theme including nominal group, nominal group complex, and nominalization or

embedded clause. Halliday (2004, p. 85) also argued that in a WH-interrogative clause, WH-

items have the function as unmarked topical Theme because they represent Participant or

Circumstance. The following table is the result of unmarked topical Themes types found in

students’ exposition texts.

Table 4 Types of Unmarked Topical Themes in Students’ Exposition Texts

Texts NG NG Cp. Embed. Str. Rel. Exist. Wh-intr.

f % f % f % f % f % f %
Text 1 20 4.18 0 0 0 0 0 0 0 0 0 0
Text 2 18 3.76 0 0 0 0 0 0 1 7.69 0 0
Text 3 18 3.76 1 10 0 0 1 3.03 0 0 0 0
Text 4 22 4.59 0 0 0 0 1 3.03 0 0 0 0
Text 5 19 3.97 0 0 1 50 0 0 1 7.69 0 0
Text 6 31 6.47 0 0 0 0 0 0 0 0 0 0
Text 7 29 6.05 1 10 0 0 3 9.09 1 7.69 0 0
Text 8 33 6.89 4 40 0 0 2 6.06 2 15.4 0 0
Text 9 29 6.05 0 0 0 0 3 9.09 0 0 1 100
Text 10 23 4.8 1 10 0 0 0 0 1 7.69 0 0
Text 11 39 8.14 0 0 0 0 2 6.06 1 7.69 0 0
Text 12 40 8.35 1 10 0 0 2 6.06 0 0 0 0
Text 13 24 5.01 0 0 0 0 1 3.03 0 0 0 0
Text 14 19 3.97 1 10 0 0 2 6.06 0 0 0 0
Text 15 39 8.14 0 0 0 0 7 21.2 3 23.1 0 0
Text 16 21 4.38 0 0 0 0 3 9.09 2 15.4 0 0
Text 17 8 1.67 1 10 0 0 0 0 1 7.69 0 0
Text 18 20 4.18 0 0 1 50 2 6.06 0 0 0 0
Text 19 27 5.64 0 0 0 0 4 12.1 0 0 0 0

Total 479 100 10 100 2 100 33 100 13 100 1 100
% Total
Un.
Top.

89.03 1.86 0.37 6.13 2.42 0.19 89.03 1.86 0.37 6.13 2.42 0.19

As shown in Table 4, students used all types of unmarked topical Theme suggested

by Gerot and Wignell (1995). It was found that nominal group was the dominant subject used

by the students was nominal group due to performing 89.03% followed by structural relative

(6.13%), existential (2.42%), nominal group complex (1.86%), embedded clause (0.37%), and

WH-interrogative (0.19%). The examples of unmarked topical Theme were presented below.



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Example 2 (Text 2 clause 10)

10

The students could share their knowledge and opinion in doing the exercises
and discussing the answer to the exercises.

Nom. Group

Rheme 10
Un. Top.
Theme 10

Example 3 (Text 3 clause 7)

7

Ostrander and Schroeder cited in Harmer said
Nom. Group Complex

Rheme 7
Un. Top.
Theme 7

Example 4 (Text 5 clause 22)

22

the results we get will always be attached to our memories.
Embedded Clause

Rheme 22
Un. Top.
Theme 22

Example 5 (Text 1 clause 18)

18

Reading English newspapers can be supplementary to texts books.
Nom. Group

Rheme 18
Un. Top.
Theme 18

Example 6 (Text 11 clause 21)

21

There are some benefits of using picture.
Existential

Rheme 21
Un. Top.
Theme 21

Example 7 (Text 12 clause 29)

29

who have learning difficulties in all subjects.
Struct. Rel.

Rheme 29
Un. Top.
Theme 29

Example 8 (Text 9 clause 5)

5

So what is the best way to learn English in the shortest amount of
time?

Struct. Wh-inter.

Rheme 5

Text. Un. Top.
Theme 5

Examples 5-8 showed the various functions of unmarked topical Theme other than

participant. Example 5 used the words “reading English newspapers” in order to represent the

Theme functioning as a process. Example 6 used the word “there” in order to represent the

Theme functioning as an existential. Example 7 used the word “who” in order to represent

the Theme functioning as WH-relative. Furthermore, example 8 used the word “what” in

order to represent the Theme functioning as WH-interrogative. Thus, there are many ways of

presenting unmarked topical Theme.

Marked Topical Theme



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In a declarative clause, marked Theme refers to the topical Theme which is not the

subject. Marked topical Theme is not common to appear in the beginning of a sentence or

clause. According to Gerot and Wignell (1995), marked topical Theme usually happens in the

forms of adverbial, prepositional phrase, and complement. The finding showed that students

used three types of marked topical as mentioned by Gerot and Wignell (1995). The following

table is the result of marked topical Theme.

Table 5 Types of Marked Topical Themes in Students’ Exposition Texts

Texts Adverbial Prep. Phrase Complement
f % f % f %

Text 1 0 0 4 6.35 0 0
Text 2 0 0 3 4.76 0 0
Text 3 0 0 1 1.6 0 0
Text 4 0 0 7 11.1 0 0
Text 5 0 0 3 4.76 0 0
Text 6 0 0 1 1.6 1 100
Text 7 2 100 7 11.1 0 0
Text 8 0 0 3 4.76 0 0
Text 9 0 0 1 1.6 0 0
Text 10 0 0 4 6.35 0 0
Text 11 0 0 2 3.17 0 0
Text 12 0 0 3 4.76 0 0
Text 13 0 0 3 4.76 0 0
Text 14 0 0 0 0 0 0
Text 15 0 0 6 9.52 0 0
Text 16 0 0 2 3.17 0 0
Text 17 0 0 5 7.95 0 0
Text 18 0 0 6 9.52 0 0
Text 19 0 0 2 3.17 0 0

Total 2 100 63 100 1 100
% Total Marked
Topical Types

% Total Adverbial % Total Prep. Phrase % Total Complement

3.03 95.45 1.52

From this table, prepositional phrase (95.45%) was more frequent than adverbial group

(3.03%). On the contrary, complement (1.52%) was the rarest subject used by the students.

Example 9 (Text 7 clause 23)

23

and automatically they will learn how to pronounce the words correctly.
Struct. Adverbial

Rheme 23
Text. Marked Top.

Theme 23

Example 10 (Text 1 clause 16)

16

By reading English
newspapers

students can have knowledge about their country
as well as about the world.

Prep. Phrase

Rheme 16
Marked Topical

Theme 16

Example 11 (Text 4 clause 16)

16

In public places we need to have a confidence.
Prep. Phrase

Rheme 16
Marked Topical

Theme 16



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Example 12 (Text 17 clause 8)

8

Almost everyday we may listen to Western music / song anytime and everywhere
without realizing

Prep. Phrase

Rheme 8
Marked Top.

Theme 8

Example 13 (Text 6 clause 13)

13

or the way teacher(s)speak
Struct. Complement

Rheme 13
Text. Marked Topical

Theme 13

According to example 9-13, it could be assumed that there are various ways of

presenting marked topical Theme.

Textual Theme

The finding of textual Themes was presented in table below.

Table 6 Types of Textual Themes in Students' Exposition Texts

Texts Continuative Conjunctive
Adjunct

Structural

f % f % f %
Text 1 0 0 7 10.3 6 2.97
Text 2 0 0 5 7.35 11 5.44
Text 3 0 0 2 2.94 7 3.47
Text 4 0 0 1 1.48 5 2.48
Text 5 0 0 4 5.88 9 4.46
Text 6 0 0 1 1.48 9 4.46
Text 7 0 0 2 2.94 13 6.44
Text 8 0 0 0 0 11 5.44
Text 9 0 0 2 2.94 12 5.94
Text 10 0 0 3 4.41 10 4.95
Text 11 0 0 4 5.88 12 5.94
Text 12 0 0 6 8.82 19 9.4
Text 13 0 0 2 2.94 11 5.44
Text 14 0 0 3 4.41 9 4.46
Text 15 0 0 9 11.76 18 9.4
Text 16 0 0 6 8.82 10 4.95
Text 17 1 100 1 1.48 6 2.97
Text 18 0 0 5 8.82 8 3.47
Text 19 0 0 5 7.35 16 7.92

Total 1 100 68 100 202 100
% Total Textual

Theme Types
% Total Cont. % Total Conj. Adj. % Total Struct.

0.4 25.1 74.5

As presented in Table 6, structural was the most frequent of textual Theme due to

appearing 74.5% whereas conjunctive adjunct performed 25.1%. On the contrary, the rarest of

textual Theme was continuative with the percentage of 0.4%.

Example 14 (Text 17 clause 14)

14

Well from the memorized lyrics we can learn new words, expressions or
phrases.

Cont. Prep. Phrase

Rheme 14
Text. Marked Topical

Theme 14



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The second type of textual Theme is conjunctive adjunct. As said by Gerot and

Wignell (1995), conjunctive adjuncts are free to move in a clause. The result of conjunctive

adjuncts was presented in Table 7.

Table 7 Types of Conjunctive Adjuncts in Students' Exposition Texts

No add. temp. causal sum. adv. verif. app. correct. cond.
Text 1 5 1 0 1 0 0 0 0 0
Text 2 2 2 1 0 0 0 0 0 0
Text 3 0 1 0 1 0 0 0 0 0
Text 4 0 0 1 0 0 0 0 0 0
Text 5 0 3 1 0 0 0 0 0 0
Text 6 0 1 0 0 0 0 0 0 0
Text 7 0 1 0 0 1 0 0 0 0
Text 8 0 0 0 0 0 0 0 0 0
Text 9 1 0 0 1 0 0 0 0 0
Text 10 1 2 0 0 0 0 0 0 0
Text 11 2 1 0 1 0 0 0 0 0
Text 12 1 0 2 1 2 0 0 0 0
Text 13 0 1 1 0 0 0 0 0 0
Text 14 0 2 0 1 0 0 0 0 0
Text 15 0 1 3 1 1 0 1 1 1
Text 16 0 4 0 1 0 1 0 0 0
Text 17 0 0 0 1 0 0 0 0 0
Text 18 0 4 1 0 0 0 0 0 0
Text 19 2 2 1 0 0 0 0 0 0

Total 14 26 11 9 4 1 1 1 1
% 20.5 38.2 16.2 13.2 5.9 1.5 1.5 1.5 1.5

Table 7 portrayed that there were several types of conjunctive adjuncts realized in

students’ exposition texts. Those types were additive, temporal, causal, summative,

adversative, verificative, appositive, corrective, and conditional. From those types, the highest

percentage was found in temporal type because it appeared 38.2%. The most recurring

temporal type functioning as conjunctive adjunct was “then”. The following is the example of

conjunctive adjunct.

Example 15 (Text 15 clause 24)

24

Then, a child like something
Conj. Adj. Nom. Group

Rheme 24
Text. Un. Top.

Theme 24

Example 15 revealed the most frequent conjunctive adjuncts was realized in the word

“then”. The last type of textual Theme is structural. The common structurals functioning as

textual Theme were “that” and “because” as shown in examples below.

Example 16 (Text 4 clause 28)

28

that oral presentation is very important for university students’ thought and
professional.

Struct. Nom. Group

Rheme 28
Text. Un. Top.

Theme 28



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Example 17 (Text 4 clause 12)

12

because we kindly open our mind to receive other’s opinions.
Struct. Nom. Group

Rheme 12
Text. Un. Top.

Theme 12

Interpersonal Theme

Gerot and Wignell (1995) mentioned that interpersonal Theme includes modal adjunct,

vocative, finite, and WH-interrogative. However, students only applied modal adjunct. The

most frequent types of modal adjunct were “of course”, “once”, and “now” as shown in the

following examples.

Example 18 (Text 11 clause 42)

42

of course they will speak
Modal Adjunct Nom. Group

Rheme 42
Inter. Un. Top.

Theme 42

Example 19 (Text 9 clause 17)

17

Once you have listened to the English audio book
Modal Adjunct Nom. Group

Rheme 17
Inter. Un. Top.

Theme 17

Example 20 (Text 15 clause 1)

1

Now English is a second language
Modal Adjunct Nom. Group

Rheme 1

Inter. Un. Top.

Theme 1

Thematic Development in Students’ Analytical Exposition Texts

The finding of thematic developments was presented in the following table.

Table 8 Types of Thematic Development in Students’ Exposition Texts

Texts Theme Reiteration Zig-Zag Pattern Multiple Rheme
f % f % f %

Text 1 12 8.51 3 2.4 0 0
Text 2 5 3.55 2 1.6 0 0
Text 3 4 2.84 3 2.4 1 33.33
Text 4 6 4.27 6 4.8 0 0
Text 5 8 5.67 0 0 0 0
Text 6 9 6.38 3 2.4 0 0
Text 7 9 6.38 13 10.4 0 0
Text 8 9 6.38 10 8 1 33.33
Text 9 10 7.1 5 4 0 0
Text 10 3 2.13 8 6.4 0 0
Text 11 17 12 6 4.8 0 0
Text 12 10 7.1 6 4.8 1 33.33
Text 13 6 4.27 3 2.4 0 0
Text 14 5 3.55 4 3.2 0 0
Text 15 6 4.27 20 16 0 0
Text 16 9 6.38 10 8 0 0
Text 17 3 2.13 5 4 0 0
Text 18 2 1.42 9 7.2 0 0
Text 19 8 5.67 9 7.2 0 0



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Total 141 100 125 100 3 100

% Total Pattern
Types

% Total Reiteration % Total Zig-Zag % Total Multiple Rheme

52.41 46.47 1.12

Table 8 showed that Theme reiteration pattern (52.41%) was mostly used by the

students in writing analytical exposition texts followed by zig-zag pattern (46.47%) and

multiple Rheme pattern (1.12%).

Theme Reiteration

The example of Theme reiteration pattern could be seen below.

Example of Theme Reiteration Pattern in Text 1

Clause Theme Rheme
14 Besides, English newspapers help students to enjoy reading, based on their

interests.

15 So, the English newspapers can be learners personal English classroom and
can help students acquire higher level of
proficiency in English.

16 By reading English newspapers students can have knowledge about their country
as well as about the world.

17 Again, reading English newspapers widens students outlook and enriches their
knowledge.

18 Reading English newspapers can be supplementary to texts books.

This example revealed that Theme reiteration pattern could be found on Text 1. In this

pattern, the Theme of the first clause is also selected as the Theme of the following clause.

From this table, the Theme was “English newspapers”. The Theme in clause 14 was also

chosen as the Theme in clause 15-18.

Zig-Zag Pattern

The following was the example of the zig-zag pattern found in Text 7.

Example of Zig-Zag Pattern in Text 7

Clause Theme Rheme
3 In Indonesia, English is used as a foreign language.

4 English is divided into four skills

5 which are listening, speaking, reading, and writing.

6 All of these skills should be taught by English teachers (Depdiknas,
2006:307).

Based on the example above, zig-zag pattern could be found in Text 7. This pattern

performed that the Rheme of a clause became the Theme of the following clause. In clause 4,

the Theme was about “English” which was taken from the Rheme in clause 3. Next, in clause

5, the Theme is “which” referred to the Rheme in clause 4. Moreover, the Theme in clause 6

also referred to the Rheme in clause 5.



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Multiple Rheme Pattern

The following is the example of multiple Rheme pattern which could be realized in Text 8.

Example of Multiple Rheme Pattern in Text 8

Clause Theme Rheme
28 There are some types of drill: repetition drill and

substitution drill.

29 In repetition drill, we only ask the students to repeat sentences or
words said before without making any change.

30 In substitution, the students have to substitute the words in
sentence with the words the teacher about to
mention,

This example provided the use of multiple Rheme pattern in the students’ exposition

taken from Text 8. Multiple Rheme occurred when a clause contained more than one

information, and each of which would become the Theme of the subsequent clauses. In clause

27, the Rheme informed two ideas. Those ideas were about two drills: “repetition drill” and

“substitution drill”. The first idea then was elaborated in clause 29 and the second idea was

developed in clause 30.

The result of schematic structure showed a similarity and a difference with studies

committed by Garintama (2018) and Undayasari and Saleh (2018). The similarity could be

seen in the use of reiteration as the last stage in analytical exposition. Based on the findings,

there was one text which had no reiteration. Both this current study and those previous

studies found that “reiteration” was one of the components of analytical exposition which is

commonly left by a few students.

The difference between this current study and studies from Garintama (2018) and

Undayasari and Saleh (2018) was in the use of thesis and arguments. Although students had

already applied good schematic structure, there were several theses which were not complete.

Some students only gave their position towards the topic presented in the text. They did not

inform their preview. Thus, students might get difficulty in creating a good thesis and

reiteration.

The result of topical Theme as the dominant type of Theme is in line with the results of

previous studies committed by Az-Zahro (2017), Babaii et al. (2016), Jalilifar et al. (2017),

Katrini and Farikah (2015), Setiawati (2016), and Undayasari and Saleh (2018). Those

previous studies figured out that topical Theme was frequently used by the students instead of

textual and interpersonal Theme. This occured because almost all of the students’ analytical

exposition texts contained declarative sentences which put subject as the starting point of the

clause.

From the view of thematic developments, this finding is similar to the result of studies

conducted by Setiawati (2016) and Undayasari and Saleh (2018). Theme reiteration was

mainly used because it is easy for students especially novice writers to organize their ideas by

using the same participant as the Theme in each clause.

CONCLUSIONS

Firstly, students used three schematic structures including texts containing thesis, arguments,

and reiteration, texts comprising incomplete thesis, arguments, and reiteration, and a text

only consisting of thesis and incomplete argument. Considering those structures, students

might get difficulties in organizing a good thesis and reiteration.



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Secondly, Topical Theme was mainly used instead of textual and interpersonal Theme.

Then, in terms of thematic developments, Theme reiteration was the dominant pattern

because it is the easiest way in organizing ideas in which the students simply use Theme on

the first clause to be the Theme on the next clauses.

In conclusion, students’ texts were less coherent. Although they had used a correct

schematic structure, there were several texts having an incomplete thesis and there was also

one text which left 1 out of 3 stages of analytical exposition text. In addition, from the view of

thematic developments, the over-use of Theme reiteration might show that the students’

writing skill is low because they could not elaborate their ideas through various methods.

SUGGESTIONS

For the English students, they should learn how to organize a good thesis in order to write a

coherent analytical exposition text. Furthermore, it is suggested that English teachers or

lecturers should relate the material of thematic choices and thematic development. During the

process of learning, they also should give clear explanation and instruction in order to make

the students understand. In addition, for the future researchers, they are expected to find an

alternative approach or way to help the students in writing a coherent text.

REFERENCES

Az-Zahro, U. F. (2017). The Coherence of the Background of the Study of the Undergraduate
Students’ Final Project Proposals.

Babaii, E., Atai, M. R., & Shoja, L. (2016). A Comparison of Thematic Choices and
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Oshima, A., & Hogue, A. (2006). Writing Academic English (4th ed.). United States of
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