THEMATIC PROGRESSION IN THE ENGLISH READING TEXTS AT TWELFTH GRADE OF SENIOR HIGH SCHOOL: A SYSTEMIC FUNCTIONAL GRAMMAR STUDY

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dc.contributor.advisorHeriyanto
dc.contributor.advisorRosaria Mita Amalia
dc.contributor.authorSITI FATIMAH ROSADI
dc.date.accessioned2024-05-22T05:11:50Z
dc.date.available2024-05-22T05:11:50Z
dc.date.issued2018-03-23
dc.description.abstractABSTRACT This thesis is entitled “Thematic Progression in the English Reading Texts at Twelfth Grade of Senior High School: a Systemic Functional Grammar Study”. The objectives of this study are to describe types of thematic progression, to describe the functions of each type of thematic progression and to describe the elements of theme used in the English reading texts at twelfth grade of senior high school taken from three books that published by three publishers: Erlangga, Yrama Widya, and Kementrian Pendidikan dan Kebudayaan. The data obtained from the English reading texts at twelfth grade of senior high school taken from the three books that published by three publishers: Erlangga, Yrama Widya, and Kementrian Pendidikan dan Kebudayaan. The theory of Systemic Functional Grammar study proposed by Halliday and Matthiessen (2014) was used to analyze the data. This study was conducted in a qualitative method with descriptive as an approach. Finally, the result showed that there are seven types of thematic progression found in the data, those are constant theme, zigzag, combination of constant theme-zigzag, combination of constant rheme-zigzag, combination of constant rheme-split, combination of zigzag-split, and combination of constant theme-rheme-zigzag. Furthermore, the function of constant theme is making a strong focus on the same theme of the text. While, the use of zigzag functions to move forward the information from the previous clause to the next clause in order to get more cohesive text. Then, split functions in developing the relevant ideas based on macro theme existed. The use of combination of the types of thematic progression has mix functions combined from the three types of thematic progression before. Moreover, zigzag is distributed most in the three books. Further, the result of this study also showed that the elements used in the three books are (1) common noun, personal pronoun, proper noun, prepositional phrase, adverbial, embedded clause, process classifying as ideational theme; (2) structural conjunction and conjunctive adjunct classifying as textual theme; and (3) modal adjunct and WH element classifying as interpersonal theme.
dc.identifier.urihttps://repository.unpad.ac.id/handle/kandaga/180920150516
dc.subjectSFG
dc.subjectTidak ada keyword
dc.subjectTidak ada keyword
dc.titleTHEMATIC PROGRESSION IN THE ENGLISH READING TEXTS AT TWELFTH GRADE OF SENIOR HIGH SCHOOL: A SYSTEMIC FUNCTIONAL GRAMMAR STUDY

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