THEMATIC PROGRESSION ANALYSIS IN INDONESIAN EFL STUDENTS’ THESIS ABSTRACTS Indonesian EFL Journal, Volume 1 (1) January 2015ISSN 2252-7427 THEMATIC PROGRESSION ANALYSIS IN INDONESIAN EFL STUDENTS’ THESIS ABSTRACTS Rika Vennia Rahmawati Department of English Education, Indonesia University of Education, IndonesiaEmail: venniarika@gmail.com Eri Kurniawan Department of English Education, Indonesia University of Education, IndonesiaEmail: eri_kurniawan@upi.eduAPA Citation: Rahmawati, R. V. & Kurniawan, E. (2015). Thematic progression analysis in students’thesis abstracts. Indonesian EFL Journal, 1(1). 81-87Received: 10-09-2014 Accepted: 13-11-2014 Published: 01-01-2015 Abstract: This study examines thematic progression in thesis abstracts written by English students inIndonesia University of Education. This study employs a descriptive qualitative method since itattempts to describe and analyze textual data accurately. The data for this study come from repository.upi.edu. Five undergraduate students’ thesis abstracts were downloaded from the websitepublished in 2014. After gathering the data, a thematic progression theory proposed by Fries (2002) isemployed to analyze the data. Findings show that constant theme is the type of thematic progressionthat is mostly used the thesis abstracts by 52.64%. The linear theme and split rheme thematicprogression pattern are also found in the abstracts. However, split rheme is found only once. Amongthe problems the students have probably encountered are how to write a coherent abstract and tocreate an appropriate logical relation among sentences in their writing. This study concludes that thestudents’ thesis abstracts mostly use constant theme pattern, which suggests their writing is not quitewell-arranged. Since an abstract should be written in more or less 200 words and it should representthe important information of the research, students may be confused as to how to summarize theirresearch into 200 words. Keywords: thesis abstracts, thematic progression, English students INTRODUCTIONSuccessful communication must revolvearound transferring meanings, which are tiedin grammatical structure. Grammar can bedefined as a combination of linguistics unit,which produces sentences in the language(Richards and Schmidt, 2002). Grammar doesnot only focus on grammatical selection butalso on patterns of grammar and vocabularythat are combined to tie meanings in the textto make it cohesive and coherent. The way inwhich cohesive and coherent texts arecreated through resources such as patterns ofcohesion is understood as unity of texture(Paltridge, 2006). Among the elements thatcontribute to the texture of a text is thematicstructure. Thematic structure deals with theorganization of a clause or an utterance whichconsists of theme and rheme to form amessage (Sharndarma and Panamah, 2013). The theme and rheme relationshipcontributes to the flow of information in thetext. Theme can be understood as the elementwhich serves as point of departure of themessage and rheme as the remainder of themessage in which the theme is developed(Halliday and Mathiesssen, 2004). Theme canbe identified as the elements which come firstin a clause (Gerot and Wignell, 1994). Themeindicates what the text is about. There arethree catagories of theme; ideational ortopical theme, textual theme, andinterpersonal theme (Gerot and Wignell,1994).The idea of theme and rhemefurthermore leads to the analysis of thematicprogression or method of development oftexts (Fries, 2002, cited in Paltridge, 2006).According to Paltridge (2006), thematic 81 mailto:eri_kurniawan@upi.edu Rika Vennia Rahmawati& Eri Kurniawan Thematic Progression Analysis in Indonesian EFL Students’ Thesis Abstracts progression refers to “the way in which thetheme of a clause may pick up, or repeat, ameaning from a preceding theme or rheme”.The thematic progression is the key way tocreate information flow in a text. According toFries (2002 as cited in Paltridge, 2006), thereare three forms of Thematic Progression;constant theme or theme reiteration, zig-zag or linear theme, and multiple theme or splitrheme.The first pattern of thematic progressionis constant theme. Constant theme or themereiteration refers to the patterns in whichtheme 1 is repeated in the beginning of nextclause. It indicates that each clause hasinformation to discuss. For example: Table 1. Theme and rheme: Constant theme (based on Cornbleet and Carter, 2001 as cited in Paltridge, 2006) Theme RhemeText can be used for both spoken and written language.It usually refers to a stretch, an extract or complete piece of writing or speech. Figure 1 Thematic Progression: Constant theme based on Table 1 (Paltridge, 2006).Theme 1 Rheme 1Theme 1 Rheme 2The second pattern of thematicprogression is linear theme. Linear themeor zig-zag theme refers to the rheme 1 which is repeated as the theme 2 in thenext clause. For example: Table 2 Theme and rheme : Zig-zag/linear theme (based on Knapp and Walkins, 2005, as cited in Paltridge, 2006) Theme RhemeThe term ‘modality’ describes a range of grammatical resources used to express probability or obligation.Generally, obligation is used in speech, speech, especially when wanting to get things done such as ‘You shouldkeep your room tidy’. Figure 2 Thematic Progression: Zig-zag/linear theme based on Table 2 (Paltridge, 2006).Theme 1 Rheme 1Theme 2 Rheme 2The last pattern of thematicprogression is split rheme or multipletheme. In split rheme or multiple theme, arheme may include some different information which may be taken up astheme in some subsequent clauses(Paltridge, 2006). For example: Table 3 Theme and rheme: A multiple / split rheme pattern (based on Nesbitt et al, 1990, cited in Paltridge, 2006). Theme RhemeWhen Japanese people write their language,They use a combination of two separate alphabets as well as ideograms borrowed fromChinese.The two alphabets are called hiragana and katakana.The Chinese ideograms are called kanji.Hiragana represents the 46 basic sounds that are made in the Japanese language.Katakana represents the same sounds as hiragana. 82 Indonesian EFL Journal, Volume 1 (1) January 2015ISSN 2252-7427 Figure 3 Thematic progression: Multiple theme / split rheme based on Table 3 (Paltridge, 2006).Theme 1 Rheme 1Theme 2 Rheme 2Theme 3 Rheme 3Theme 4 Rheme 4Theme 5 Rheme 5Theme 6 Rheme 6Thematic Progression theory is mostlyemployed to analyze texts in academic field.By employing Thematic Progression theory,Arunsirot’s (2013) study reveals that thereare five problems of theme found in students’writing which are the problem of emptytheme, the problem of the brand new theme,the problem of overuse of constantprogression, the problem of empty rheme,and the problem of confusing selection oftextual theme. To improve students’ writingskills, Thematic Progression analysis can beemployed in teaching writing (Yang, 2008).Besides, textual theme and its types can beeffectively applied in classrooms to helpstudents in writings (Ebrahimi & Ebrahimi,2012). Students’ knowledge background alsoinfluences their writings. According to a studyconducted by North (2005), students witharts backgrounds obtained higher marks fortheir assignments than students with sciencebackgrounds. Moreover, a study conducted byKhedri (2012) which analyzes ThematicProgression in English and Persian academictexts reveals that there are significantdifferences between the languages in focusconcerning how information are introducedin texts especially in case of linear andconstant patterns.The purpose of thematic progression isto create a well-structured text. A well-structured text is indicated through the unityand connectedness between individualsentences that relate to each other. Therefore,this present study primarily examinesthematic progression pattern in thesisabstracts written by English students inIndonesia University of Education byemploying the thematic progression theory proposed by Fries (2002) to explore howtheir ideas are constructed in writing theirabstracts. METHODThis study employs a descriptivequalitative methodology by using thematicprogression theory proposed by Fries (2002,as cited in Paltridge, 2006) since this studyattempts to investigate the thematicprogression patterns found in five thesisabstracts written by undergraduate studentswhose major is English Education inIndonesia University of Education in order tosee how their ideas are constructed. However,the study also employs some quantitativemeasurement in calculating the number ofeach occurrence of thematic progressionpattern found in the students’ thesis abstracts.The abstracts are collected from onlinelibrary of Indonesia University of Education, repository.upi.edu. Five abstracts are chosenrandomly which were published in 2014.After gathering the data, thematicprogression theory proposed by Fries (2002,as cited in Paltridge, 2006) is employed toanalyze the data by:1. Close-reading the downloaded abstracts.2. Breaking down the abstracts into clauses3. Placing the clauses into table format tomake the process of the analysis easier andclearer4. Determining the theme and rheme5. Classifying the thematic progressionpattern, whether it is constant, linear, ormultiple theme.6. Calculating the occurence of each type ofthematic progression patterns found in theabstracts. 83 Rika Vennia Rahmawati& Eri Kurniawan Thematic Progression Analysis in Indonesian EFL Students’ Thesis Abstracts 7. Interpreting the findings to draw aconclusion of how English students’ ofIndonesia University of education presenttheir ideas in their thesis abstracts. FINDINGS AND DISCUSSIONThe following tables show thedistribution of thematic progression patternsfound in students’ thesis abstract and itspercentage as well. Table 4. The distribution of thematic progression pattern. TP pattern/samples A B C D EConstant theme 3 2 1 2 2Linear theme 1 3 1 1 2Multiple theme 1 0 0 0 0 Table 5. The percentage of thematic progression pattern. TP Patterns Total PercentageConstant theme 10 52.64%Linear theme 8 42.10%Multiple theme 1 5.26%From the tables above, it can be seen thatthesis abstracts written by five Englishstudents in Indonesia University of Educationmostly use constant theme by 52.64%. Eightlinear themes are also found in the abstractsand there is only one multiple theme found. The use of constant theme and linear themepattern in most of the abstracts used as thesamples in this study may indicate thediscontinuity of information in the texts.The samples of data are presented below: Table 6. Theme and rheme based on data C Theme RhemeThis study presents the analysis of how the national mass media deliver their ideologicalpoint of view to the readers in their online articles regarding a political issue inJoko Widodo and Basuki Tjahja Purnama first 100 days of office.It was aimed at investigating the way social actors are represented in the textand to uncover the ideologies underlying the representation.The data were obtained from ten online articles from different nationwide mediapublished in 22 January 2013.A qualitative method was employed to analyse the selected data.The data were analysed based on the sociosemantic approach proposed by Van Leeuwen(2008).The findings showedthat Jokowi as the governor ofJakarta was dominated the occurrences as an active participant.Moreover, different impression was shownwhere the active roles were always associated with Jokowiand the passive roles were always associated with Jakarta.The findings also revealed that the possible ideologies that can be inferred from the representationwere democracy and Jokowi as the “city rescuer.” Thematic progression pattern based on Table 6 Theme 1 Rheme 1Theme 2 Rheme 2Theme 3 Rheme 3Theme 4 Rheme 4 84 Indonesian EFL Journal, Volume 1 (1) January 2015ISSN 2252-7427 Theme 5 Rheme 5Theme 6 Rheme 6Theme 7 Rheme 7Theme 8 Rheme 8Theme 9 Rheme 9Theme 10 Rheme 10Theme 11 Rheme 11Theme 12 Rheme 12From the analysis above, it can beseen that the student uses one constanttheme and one linear theme in the abstract.The progress from theme 1 to theme 2 iscalled constant theme because theme 1 isrepeated in theme 2. What is being told fromrheme 5 is repeated in theme 6, which makes this progress called linear theme. However,most of the themes in the text have no pattern.It means that the relation between themes isnot actually found. This condition may bebecause the student wants to add newinformation in the text and has no idea howto make a relation between the clauses. Table 7. Another example of theme and rheme analysis Theme RhemeThis Paper Entitled “A Semiotic Analysis: The Severity of Mount Merapi Eruption Portrayedon Kemal Jufri’s Photos as The 2nd Prize Stories Winner of World Press Photo”.It is aimed to uncover the meaning behind the photographs and to discoversymbols, indexes and modes that appear in the photo stories.The study is qualitative which utilizes Eco’s (1994) Hermetic drift theory.The theory mainly focuses on the meaning of a symbol which not only has one meaning, buttwo or more meaningif the symbol is put in a different context.The main data are 12 photographswhich were used in the photo stories taken from www.wordpressphoto.orgThe study revealed the Juffri’s photo stories about the disaster of Mt. Merapi eruption.The symbols, indexes andmodes in the photo stories signify the damages, losses, death, and suffering of the people near Mt. Merapi,which directly got the worst effect of the disaster.The photo story also portrays collectiveness of Indonesian people to help the victims of the disaster.Figure 5. Thematic progression pattern based on Table 7.Theme 1 Rheme 1Theme 2 Rheme 2Theme 3 Rheme 3Theme 4 Rheme 4Theme 5 Rheme 5Theme 6 Rheme 6Theme 7 Rheme 7Theme 8 Rheme 8Theme 9 Rheme 9Theme 10 Rheme 10 85 Rika Vennia Rahmawati& Eri Kurniawan Thematic Progression Analysis in Indonesian EFL Students’ Thesis Abstracts In the sample data presented above,there are two constant themes and one lineartheme. Theme 1 is related to theme 2 whichmeans that it has a contant theme pattern.Theme 9 is related to theme 10 whichindicates the constant theme pattern as well.Besides, what is written in rheme 3 is used in theme 4 which means it has a linear theme.Just like the analysis in data C, most of thetheme in the abstract has no pattern. It meansthat this abstract is not really hang together.However, there is one sample in which amultiple theme or split rheme is found. Thesample is presented below.Table 8. Theme and rheme based on data A Theme RhemeThis paper entitled An Analysis of Themes in “The Magic”and Its Indonesian Translation (A Systemic Functional Grammar Approach) aims to find out the types of Theme andThematic Progression in the original version and the translated version of The Magic and Themes realization in the Indonesian translated version.This study employed a descriptive qualitative method especially textual analysis.The present study adopted Halliday’s (1994) theory of Systemic Functional Grammar as a tool toanalyze the Themes used in the texts and also Eggins’ (2004) theory of thematicprogression.The study foundThat in the source text and inthe target text, there are three types of Theme found out.Those are Topical Theme, Textual Theme and Interpersonal Theme.Moreover, the types ofThematic Progression in sourcetext and target text show the same pattern.The finding also showsThat there are four pattern of Theme realization in translation text.The first pattern, the Themes are translated like the original.The second pattern, part ofTheme is ellipted.The third pattern, there Rheme are some words from translated as Theme.The last is the Themes are shifted in the process of translation.The realization of Theme also does not affect the Thematic Progression.Figure 6. Thematic progression pattern based on Table 7Theme 1 Rheme 1Theme 2 Rheme 2Theme 3 Rheme 3Theme 4 Rheme 4Theme 5 Rheme 5Theme 6 Rheme 6Theme 7 Rheme 7Theme 8 Rheme 8Theme 9 Rheme 9Theme 10 Rheme 10Theme 11 Rheme 11Theme 12 Rheme 12Theme 13 Rheme 13Theme 14 Rheme 14 86 Indonesian EFL Journal, Volume 1 (1) January 2015ISSN 2252-7427 From the analysis above, it can be seenthat Rheme 9 presents information in thesubsequent themes, in Theme 10, Theme 11,Theme 12, and Theme 13.Since most of the samples seem notreally well arranged due to their lack ofthematic patterns, it may indicate thedifficulties that they face in writing abstracts.The problem that they probably find is thathow to write a coherent abstract and tocreate an appropriate logical relationbetween sentences in their writing. Thestudents may also find the problem in writingabstract because of the constraint in terms ofnumbers of words in writing an abstract. Anabstract generally should be written in moreor less 200 words and it should represent theimportant information or key elements of theresearch. In light of that, students may beconfused as to how to summarize orcondense their research into 200 words sothat their abstract appears to lack integration. CONCLUSIONThe study has found that constant themeis the type of thematic progression patternthat mostly used by the students in writingtheir abstracts (52.64%). Linear theme(42.10%) and multiple theme (5.26%) arealso found in the abstracts. The overuse of constant theme and lack of linear andmultiple theme used in the abstracts mayindicate that the abstracts are not really hangtogether. This problem could be attributed tothe fact that the students may find it difficultto condense their research into a 200hundred word-kind of abstract. ReferencesArunsirot, S. (2013). An analysis of textual metafunctionin Thai EFL. Novitas-ROYAL (Research on Youth and Language). 7(2), 160-174.Ebrahimi, S. 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