Final Discourse Studies - Diyana Sulistyani - 0203519032 - Rombel 2 Reguler

DISCOURSE STUDIES
FINAL ASSIGNMENT
by
Diyana Sulistyani
0203519032
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
UNIVERSITAS NEGERI SEMARANG
2020
Application of Thematic Progression Concept to Improve Students’ Writing
Skill in Writing Exposition Text to Second Grade Students of SMA N 1
Rembang
Diyana Sulistyani
Abstract
Students lack of necessary knowledge of how to produce coherent, natural-

sounding like writings (Hawes, 2015). The present study aims to provide teaching
ideas in the application of thematic progression concept. The idea is intended for
senior high school teachers in guiding 2nd grade students to write exposition
texts. The author uses thematic progression patterns by Daneš (1974). There are
three patterns namely constant, simple linear, and derived progression. In
planning the present teaching idea, the author adopts teaching plans with similar
focus from Jing (2015) and Yan (2015). The plan is reconstructed to be suitable
for Indonesian students. There are three main stages in teaching plan—
introduction, identification, and application. In introduction, the teacher
introduces the concept of Theme, Rheme, and thematic progression, especially the
patterns, to the students in general. Identification allows the students to identify
patterns of thematic progression in writing samples. In the last stage, the students
practice their knowledge by composing a simple paragraph and a full exposition
text.
Keywords: thematic progression, T/TP, Daneš (1974), teaching plan, exposition

texts, writing
INTRODUCTION
Thematisation refers to positioning given and new information in a clause

(Hawes, 2015). The information is either put in the beginning or in the end of the
clause. In Systemic Functional Linguistic, they are called as Theme and Rheme.
Theme contains given information and context and Rheme is the new information
(Gerot and Wignell, 1994). Information in a text develops in certain patterns. The
patterns reveals how information between clauses are disributed and repeated. In
linguistics, it is called as thematic progression, or thematic development.
The notion of thematic progression is originated from Theme and Rheme. In

this sense, Theme and Rheme are linked to cohesion and cohesive of texts
(Hawes, 2015). Cohesion is achieved by organizing topics of clauses, in which
later contribute to the text’s underlying organization (Hawes, 2015). However,
studies (Ahmed, 2010; Wei, 2016; Chen, 2019) reveal that ESL students struggle
to produce texts with smooth information flow. Hawes (2015) also points out the
lack of important knowledge in producing coherent writings in real teaching
context.
Based on the problem, the author aims to provide teaching idea to apply
thematic progression concept in teaching writing. The author specifically selects
exposition texts as the focus of article. The teaching idea proposed is adapted
from previous studies (Jing, 2015; Yan, 2015). The author reconstructs the
teaching ideas to be suitable for Indonesian students.
LITERATURE REVIEW
Studies report the application of thematic progression in ESL students, ranging

from high school to graduate students. Rakhman (2013) investigated the patterns
of thematic progression in senior high school students’ writings. The students
were divided into three groups, high achievers, middle achievers, and low
achievers. From the three thematic progression patterns by Daneš (1974), constant
progression was the most employed in all groups, followed by simple linear and
derived progression. The application of thematic progression is not only benefited
on text organisation among the students, but also on content, grammar, style, and
quality of the text (Nurdianingsih & Purnama, 2017). It is also reported that
thematic progression helps the students to write easily (Nurdianingsih & Purnama,
2017). For college students, Wei (2016) reported that college students lack of
knowledge in information ordering and developing the framework in their
writings. Chen (2019) found similar case. It was revealed that advanced language
students also lack in knowledge of text structure and information development.
The previous studies, in major, investigated the use of Theme, Rheme, and
thematic progression for ESL students. They suggested the application of the
theory in teaching (Rakhman, 2013; Hawes, 2015; Wei, 2016; Nurdianingsih &
Purnama, 2017; Chen, 2019). However, there are few articles discuss the
application of the theory. The application of the theory is considered rare in spite
numerous researches pointing out the importance of it (Chen, 2019).
A prominent article which discussed the application of Theme and thematic

progression (T/TP) was from Jing (2015). The teaching idea proposed by Jing
(2015) concerned in building the students’ meta-awareness of T/TP and allowing
the practice of the knowledge in writings. There are ten sessions elaborated. The
early sessions involved analyzing students’ previous writings. The activity
followed by introducing the key concepts and authentic texts. It includes
introducing T/TP, covering clause, Theme/Rheme, types of Themes, and concept
and patterns of thematic progression. Yan (2015) suggested the teacher to avoid
explaining all expressions and definitions. It should be noted that the teacher’s
task is to guide the students to use the theories well in the writing (Yan, 2015).
Follow-up activities include the students revising their writings after each theory
of T/TP is introduced. They also practiced to identify Theme and Rheme in a
scramble activity obtained from authentic texts. Then, the students attempted to
develop new information by using theory of thematic progression patterns
introduced and revised the writings in the end.
PATTERNS OF THEMATIC PROGRESSION BY DANEŠ (1974)
In this present article, the author uses patterns of thematic progression by Daneš
(1974). There are three patterns, namely constant, simple linear, and derived
progression (Hawes, 2015). On another book, the third pattern is also called as
multiple theme or split rheme (Fitrianti & Agatha, 2019).
Constant progression, or constant theme, takes Theme from the previous
clause to be developed in the following clause. The pattern can be represented as
Th1-Th2, Th2-Th3, Th3-Th4, etc. An example of constant progression is shown
in Example 1.
Example 1
Text can be used for both spoken and written language. It usually refers to a
stretch, and extract or complete piece of writing or speech. Discourse is much
wider term. It can be used to refer to language in action, such as legal discourse,
which has characteristi pattern on language.
(from Cornbleet & Carter, 2001, in Fitrianti & Agatha, 2019)
Simple linear progression follows the same pattern. Rheme from previous
clause is taken and transformed into Theme for the following clause. Simple
linear is a way to create cohesion by being less obstrusive than constant
progression (Hawes, 2015). It is represented as Rh1-Th2, Rh2-Th, Rh3-Th4, etc.
An example of simple linear progression is shown in Example 2.
Example 2
The term modality describes a range of grammatical resources used to
express probability and obligation. Generally, obligation is used in speech,
especially when wanting to get things done such as ‘You should keep your room
tidy’.
(from Knapp & Watkins, 2005, in Fitrianti & Agatha, 2019)
Lastly, in derived progression, the Themes connect to an implicit overall

‘hypertheme’ of the whole text (Hawes, 2015). To put it simpler, a Rheme in the
clause may contain a series of information in which each information is taken to
be developed as the Theme in the following clauses (Fitrianti & Agatha, 2019). It
is represented as Th(D1), Th(D2), Th(D3), etc.
Example 3
When Japanese people write their language, they use a combination of two
separate alphabets as well as ideograms borrowed from Chinese. The two alphabet
are calledd hiragana and katakana. The Chinese ideogram are called Kanji.
Hiragana represents the 46 basic sounds that are made in the Japanese language.
Katakana represents the same sound as hiragana but is used mainly for words
from foreign language and for sound effects. Kanji are used to communicate an
idea rather than a sound.
(from Nesbitt, Nesbitt & Uchimaru, 1990, in Fitrianti & Agatha, 2019)
Figure 1 shows the diagram patterns of each thematic progression by Danes
(1974).
Figure 1 Patterns of Thematic Progression by Daneš (1974; adopted from Chen,

2019)
APPLICATION OF THEMATIC PROGRESSION IN TEACHING

EXPOSITION TEXTS
SETTING
The author intends to provide teaching idea on application of thematic progression

concept to senior high school students in Indonesia. In this study, the aimed
school is SMA N 1 Rembang. Since the proposed teaching idea utilizes thematic
progression as the basic theory, the author considers that the idea would be
suitable for second grade students who learn exposition texts. The author selects
expsition text because its text organization is different from previously learnt
genres, such as descriptive and narrative. Moreover, information organization in
exposition text is challenging for high school students, thus makes it an ideal text
genre.
PROCEDURES
The author proposes folowing teaching procedures in applying thematic

progression concept on teaching exposition text to senior high school students.
The procedures are adapted from Jing (2015) and Yan (2015). Teaching idea
proposed by Jing (2015) was originally intended for college students. In this
article, the author reconstructs the teaching plan to be suitable for senior high
school students of Indonesia. There are three main stages, they are introduction,
identification, and application.
Introduction stage involves the teacher introduces basic concept of Theme,

and Rheme. The introduction should be as general as possible to prevent
confusion among students. The teacher later moves to the concept of how
information is distributed and developed in a text. In this activity, the teacher may
introduces patterns in thematic progression and explain them briefly. Patterns of
thematic progression by Daneš (1974) are recommended since they are easy to
follow for ESL students. In explaining the patterns, the author also suggests the
teacher to provide examples for each pattern. The examples help the students to
grasp the pattern better.
The next stage is identification. As the name suggests, identification stage

involves the activity of identifying thematic progression patterns from various
writing samples with the guide of the teacher. Depending on the text genres being
discussed, the teacher is suggested to provide writing samples from related text
genres, in this case exposition texts. The writing samples should represent
different degree of text development complexity and vocabulary difficulty suitable
for the students. This is done to prevent the students from the main goal of the
teaching—introducing thematic progression.
The teacher hands out writing samples to the students. In this activity, the
students identify thematic progression patterns from the writing samples. This
activity allows the students to see how information from various texts are
developed. The activity can be executed in small groups or partners. Groups of
students from different range of understanding level is great to begin with.
Students who less understand from teacher’s explanation can benefit from
obtaining explanation from their peers. As for working in partners, the students
are stimulated to think and work more independently than in groups. Thus, the
author recommends the teacher to engage the students to work in groups before
moving to work in partners.
The last stage is application. It also includes writing excersies. The teacher
lists several writing ideas on the board. The ideas should be familiar to the
students to ease the writing process. The students choose one idea based on their
interest. Then, the teacher asks the students to write a paragraph of the choosen
idea. The teacher here plays an important role in guiding the students. He or she
can recommend the students to lists several main ideas or information in a draft
first. The students then identify what keywords in the main ideas. The keywords
are later developed. By doing this, the students learn how to organize their texts
efficiently. After the students finish their works, the teacher selects several
writings and discusses the pattern and thematic progression. The students can
benefit the teacher’s feedback in this activity.
The teacher can proceed to the next activity if he or she is sure that the
students understand and are able to apply the thematic progression concept. The
next activity is writing exercise. Similar to the previous activity, the teacher can
provide several writing ideas of exposition texts. The students are allowed to
choose from one of the ideas provided, or they can select their own writing ideas.
The idea selected is developed into a writing work consists of several paragraphs.
In the process of writing, the teacher may help, guide, and provide feedback of the
writing progress. The final writings then are submitted and presented in the class.
CONCLUSION
The present article provides teaching idea on application of thematic progression

concept. The concept is applied in teaching exposition texts to second grade
students of SMA N 1 Rembang. The author selects exposition text for the
application because the text requires critical argument and information
organizations which is suitable with the concept.
The procedure of application involves three main stages, they are

introduction, identification, and application. In introduction, the teacher
introduces the concept of Theme, Rheme, and thematic progression. The
introduction should be as general as possible to avoid confusion among the
students. Patterns of thematic progression is also introduced with examples of
writing samples represents each type. Identification involves the activity of
identifying types of thematic progression on writing samples provided by the
teacher. This activity can be done in small groups and/or partners. Lastly, the
teacher engages the students to practice the knowledge in the application stage.
The teacher may begin with guiding the students to make a simple paragraph from
choosen writing themes. Then, if the teacher is sure that the students understand
and are able to proceed, he or she may continue the next activity which is
producing an exposition text. The text is then choosen to be presented in the class.
References
Ahmed, A. H. (2010). Students' problems with cohesion and coherence in EFL
essay writing in Egypt: Different percpectives. Literacy Information and
Computer Education Journal (LICEJ), 1(4), 211-221.
Chen, Q. (2019). Theme-rheme structure in Chinese doctoral students' research

writing: From the first draft to the published paper. Journal of English for
Academic Purposes, 154-167.
Fitriati, S. W., & Lisa, A. (2019). Discourse studies in English language

education. Semarang: Unnes Press.
Gerot, L., & Wignell, P. (1994). Making sense of functional grammar. Gerd
Stabler.
Hawes, T. (2015). Thematic progression in the writing of students and

professionals. Ampersand, 93-100.
Jing, W. (2015). Theme and thematic progression in English writing teaching.

Journal of Education and Practice, 6(21), 178-188.
Nurdianingsih, F., & Purnama, Y. I. (t.thn.). The effect of thmatic progression
pattern toward students' writing expository paragraph. Advances in Social
Science, Education nd Humanities Research (ASSEHR), 158, 288-294.
Rakhman, A. N. (2013). An analysis of thematic progression in high school

students' exposition texts. Passage, 65-74.
Wei, J. (2016). Thematic choice in English college students' English essays.

English for Specific Purposes, 50-67.
Yan, L. (2015). A systemic functional linguistic analysis of the application of

theme and thematic progression patterns in college English writing and
teaching: A study of sample writings of CET-4. World Journal of English
Language, 5(4), 33-56.

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DISCOURSE STUDIES

Students lack of necessary knowledge of how to produce coherent, natural-

Keywords: thematic progression, T/TP, Daneš (1974), teaching plan, exposition

Thematisation refers to positioning given and new information in a clause

The notion of thematic progression is originated from Theme and Rheme. In

Studies report the application of thematic progression in ESL students, ranging

A prominent article which discussed the application of Theme and thematic

PATTERNS OF THEMATIC PROGRESSION BY DANEŠ (1974)

Lastly, in derived progression, the Themes connect to an implicit overall

Figure 1 Patterns of Thematic Progression by Daneš (1974; adopted from Chen,

APPLICATION OF THEMATIC PROGRESSION IN TEACHING

The author intends to provide teaching idea on application of thematic progression

The author proposes folowing teaching procedures in applying thematic

Introduction stage involves the teacher introduces basic concept of Theme,

The next stage is identification. As the name suggests, identification stage

The present article provides teaching idea on application of thematic progression

The procedure of application involves three main stages, they are

Chen, Q. (2019). Theme-rheme structure in Chinese doctoral students' research

Fitriati, S. W., & Lisa, A. (2019). Discourse studies in English language

Hawes, T. (2015). Thematic progression in the writing of students and

Jing, W. (2015). Theme and thematic progression in English writing teaching.

Rakhman, A. N. (2013). An analysis of thematic progression in high school

Wei, J. (2016). Thematic choice in English college students' English essays.

Yan, L. (2015). A systemic functional linguistic analysis of the application of

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