AN INQUIRY OF THEME CHOICE AND THEMATIC PROGRESSION IN EFL STUDENTS' EXPLANATION TEXTS
This study aims to investigate the realizations of theme choice and thematic progression in students' explanation texts and how they may influence the texts' cohesion and coherence. To achieve this aim, six explanation texts taken from low, middle, and high achiever categories were analyze...
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2023-07-28.
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| 100 | 1 | 0 | |a Shania Afina Barkah, - |e author |
| 245 | 0 | 0 | |a AN INQUIRY OF THEME CHOICE AND THEMATIC PROGRESSION IN EFL STUDENTS' EXPLANATION TEXTS |
| 260 | |c 2023-07-28. | ||
| 500 | |a http://repository.upi.edu/99473/1/S_ING_1902691_Title.pdf | ||
| 500 | |a http://repository.upi.edu/99473/2/S_ING_1902691_Chapter1.pdf | ||
| 500 | |a http://repository.upi.edu/99473/3/S_ING_1902691_Chapter2.pdf | ||
| 500 | |a http://repository.upi.edu/99473/4/S_ING_1902691_Chapter3.pdf | ||
| 500 | |a http://repository.upi.edu/99473/5/S_ING_1902691_Chapter4.pdf | ||
| 500 | |a http://repository.upi.edu/99473/6/S_ING_1902691_Chapter5.pdf | ||
| 500 | |a http://repository.upi.edu/99473/7/S_ING_1902691_Appendix.pdf | ||
| 520 | |a This study aims to investigate the realizations of theme choice and thematic progression in students' explanation texts and how they may influence the texts' cohesion and coherence. To achieve this aim, six explanation texts taken from low, middle, and high achiever categories were analyzed for this study using qualitative content analysis. By analyzing the texts with the theoretical frameworks taken from Halliday and Matthiessen (2014) and Eggins (2004), the frequencies of theme choice and thematic progression were obtained and interpreted to find the meanings held by them. The study found that the most employed theme type in the students' texts was topical theme, which was followed by the textual theme. However, there was no occurrence of interpersonal theme found in the students' texts. This phenomenon found in the realization of theme choice may indicate that students were trying to follow the nature of explanation texts and impersonal academic style. The most frequently used thematic progression were the zig-zag and reiteration patterns, but the least used one was the multiple-rheme pattern. This indicates that the students' texts have contained local coherence, but still lack global coherence. This study is expected to enrich the study of SFL in the classroom context and provide practical input for teachers. | ||
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| 546 | |a en | ||
| 690 | |a L Education (General) | ||
| 690 | |a P Philology. Linguistics | ||
| 655 | 7 | |a Thesis |2 local | |
| 655 | 7 | |a NonPeerReviewed |2 local | |
| 787 | 0 | |n http://repository.upi.edu/99473/ | |
| 787 | 0 | |n http://repository.upi.edu | |
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