Irfina Safitri , 2201412021 (2016) THEMATIC PROGRESSION ON STUDENTS’ RECOUNT TEXTS (A Case of the Fourth Semester Students of the English Department, Universitas Negeri Semarang in the Academic Year of 2015/2016). Under Graduates thesis, Universitas Negeri Semarang.

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Abstract

The title of this research is Thematic Progression on Students’ Recount Texts (A Case of the Fourth Semester Students of the English Department, Universitas Negeri Semarang in the Academic Year of 2015/2016). The objectives of this research are to find out the types of thematic progression patterns the students mostly employ in their recount texts and to examine the coherence of the fourth semester students’ recount texts viewed from their thematic progression of the English Department, Universitas Negeri Semarang in the Academic Year of 2015/2016. This study was a written discourse analysis which is used to figure out the realization of meanings. The object of the study was the recount texts of the fourth semester students of the English Department, Universitas Negeri Semarang in the academic year of 2015/2016 who took Genre-Based Writing (GBW) class in Rombel 1. The findings showed that all of the students employed more than one pattern in their recount texts. They tended to use combination between reiteration (constant), zig-zag (linear), and multiple theme patterns. However, reiteration was the most dominant one. It can be said that it is easier for the students by repeating theme of one clause to another at the beginning of the clause. The second dominant pattern was zig-zag pattern. Most of zig-zag patterns occured in the relative clauses which functioned to replace the subject. The third pattern found in the students’ recount texts was multiple theme. The analysis also showed that the numbers of clauses and the thematic progression patterns produced by the students are not equivalent. It means that there are many clauses which are not related to one another. The students often introduced some new themes at the beginning of the clause without any relation with other clauses and they break the well signposted progression of the text. It can be concluded that most of the recount texts produced by the students are not coherent. It is suggested that English teachers should master the knowledge of Thematic structures and Thematic progression because it will give the benefits to enhance their awareness to pay attention to the use of theme and rheme in teaching writing. They also should give the introduction of Thematic structures and Thematic progression to the students in order that they can make a good writing especially coherence of writing.

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