The Analysis of EFL Students’ Writing of Argumentative Text using SFL Thematic Progression Theory


Shofiah Nurjannah(1*), R. Nadia R.P Dalimunthe(2), Nia Kurniawati(3)

(1) UIN SUnan Gunung Djati Bandung, Indonesia
(2) UIN Sunan Gunung Djati Bandung, Indonesia
(3) UIN Sunan Gunung Djati Bandung, Indonesia
(*) Corresponding Author

Abstract


This study aimed to investigate which thematic progression is mostly applied to students’ argumentative text and how thematic progression contributes to students’ argumentation development. A descriptive qualitative method was used as the method of this study. The data of the study were thirteen students’ argumentative texts from second-semester students at the English Education Department. The steps in analyzing the data are:  taking texts written by the students; reading the texts and separating clauses or sentences one by one in the text then determining the Theme and Rheme in each clause; underlining and coding identified Theme with T and identifying Rheme with R; making the graph and table between Theme and Rheme from every clause which aims to determine the Thematic Progression Pattern; making a description or explanation of what has been analyzed in the argumentative text. The result shows that Constant theme progression became the most applied pattern in students’ argumentative text with a total number of occurrences of 17. Split rheme progression became the second one that applied to students’ argumentative text with a total number of occurrences of 14. Simple linear progression became the third that applied to students’ argumentative text with a total number of occurrences of 12. Meanwhile, in the contribution of thematic progression to argumentation development, the results show that students' writing prefers to use the Constant theme progression pattern in expressing their arguments, which means that the author of each text mostly used the same Theme that is taken from the previous sentence and repeated in next sentences.

 


Keywords


Argumentative text, Thematic progression

Full Text:

PDF

References


Almurashi, W. (2016). An Introduction to Halliday’s Systemic Functional Linguistics. Journal for the Study of English Linguistics, 4, 70. https://doi.org/10.5296/jsel.v4i1.9423

Ananda, R. P., Arsyad, S., & Dharmayana, I. W. (2018). Argumentative Features of International English Language Testing System (IELTS) Essays: A Rhetorical Analysis On Successful Exam Essays. International Journal of Language Education, 2(1), 1. https://doi.org/10.26858/ijole.v2i1.4768

Andrews, R. (2009). Argumentation in Higher Education: Improving Practice Through Theory and Research (1st ed.). Routledge. https://doi.org/10.4324/9780203872710

Ary, D., Jacobs, L. C., Razavieh, A., & Ary, D. (2010). Introduction to research in education (8th ed). Wadsworth.

Bazerman, C. (2004). Intertextuality: How Texts Rely on Other Texts 1 (pp. 83– 96).

Bloor, T., & Bloor, M. (2004). The functional analysis of English: A Hallidayan approach (2nd ed). Arnold ; Distributed in the USA by Oxford University Press.

Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed). Pearson.

Derewianka, B., & Jones, P. (2016). Teaching Language in Context. Oxford University Press.

Ejiofor, E. (2019). Material Clauses in Koring Language. Journal of Languages, Linguistics and Literary Studies (JOLLS), Http://Www.Jolls.Com.Ng Vol. 8. March ISSN : 2636-7149-6300 (Online & Print). Retrieved from: https://www.academia.edu/38486832/MaterialClausesinKoringLanguage

Elmusharaf, K. (2016). Qualitative sampling techniques. 24.

Fauziyanti, K. I. (n.d English Language Teaching Department Tarbiyah and Teacher Training Faculty Syekh Nurjati State Islamic Institute Cirebon 2016. 31.

Gunawan, W., & Aziza, F. (2017). Theme and Thematic Progression of Undergraduate Thesis: Investigating Meaning Making in Academic Writing. Indonesian Journal of Applied Linguistics, 7, 175. https://doi.org/10.17509/ijal.v7i2.8350

Halliday, M. A. K., & Matthiessen, C. M. I. M. (2013). Halliday’s Introduction to Functional Grammar. Routledge.

Hennink, M., Hutter, I., & Bailey, A. (2020). Qualitative Research Methods. SAGE. Jing, W. (2015). Theme and Thematic Progression in English Writing Teaching.

Journal of Education and Practice, 11.

Kifari, M. A. (2017). English Language Education Department Faculty of Teacher Training and Education University of Muhammadiyah Malang. 12.

Mali, Y. C. G. (2014). Presented as a Partial Fulfillment of the Requirements to Obtain the Magister Humaniora (M.Hum) Degree in English Language Studies. 12, 207.

Matthiessen, C., & A K Halliday, M. (2019). Systemic Functional Grammar: A First Step Into The Theory.

Matthiessen, C., & Halliday, M. A. K. (2009). Systemic Functional Grammar: A First Step into the Theory. Bilingual edition, with introduction by Huang Guowen.

Muthoharoh, S. (2014). A discourse analysis on thematic progression patterns found in “Opinion” articles in Jakarta Post newspaper [Undergraduate, Universitas Islam Negeri Maulana Malik Ibrahim]. http://etheses.uin-malang.ac.id/8373/

Olsen, A. W., VanDerHeide, J., Goff, B., & Dunn, M. B. (2018). Examining Intertextual Connections in Written Arguments: A Study of Student Writing as Social Participation and Response. Written Communication, 35(1), 58–88. https://doi.org/10.1177/0741088317739557

Özdemir, S. (2018). The Effect of Argumentative Text Pattern Teaching on Success of Constituting Argumentative Text Elements. World Journal of Education, 8(5), 112. https://doi.org/10.5430/wje.v8n5p112 Paltridge, B. (2012). Discourse Analysis. (Second edition). Paltridge, B. (2015). Discourse analysis (pp. 134–139).

Purba, D., Ginting, S., & Haswani, F. (2019). Thematic Progression in Recount Text Written by The Eight Grade Students. GENRE Journal of Applied Linguistics of FBS Unimed, 7. https://doi.org/10.24114/genre.v7i4.12453

Rahmawati, R. V., & Kurniawan, E. (2017). Thematic Progression Analysis in Indonesian EFL Students, Thesis Abstracts. Indonesian EFL Journal, 1(1), 81. https://doi.org/10.25134/ieflj.v1i1.617

Rodway, Claire Louise. (2018). Reconceptualising feedback as interactional contingent scaffolding: Improving argumentation in second language undergraduate writing: A praxiology. https://doi.org/10.25904/1912/3613

Yunita, S. (2018). Theme and Thematic Progression in Students’ Recount Texts. Indonesian Journal of Applied Linguistics, 7(3), 524–530. https://doi.org/10.17509/ijal.v7i3.9797

Zeegers, M., & Barron, D. (2015). Milestone 6. In Milestone Moments in Getting your PhD in Qualitative Research.


Refbacks

  • There are currently no refbacks.


Creative Commons License

Beltic Journal by http://journal.uinsgd.ac.id/index.php/belticjournal is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License

View My Stats