THEMATIC PROGRESSION AS A MEANS TO KEEP COHESION IN [PDF]

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THEMATIC PROGRESSION AS A MEANS TO KEEP COHESION IN EXPOSITION TEXT December 12, 2009 by rusdinoor THEMATIC PROGRESSION AS A MEANS TO KEEP COHESION IN EXPOSITION TEXT Rusdi Noor Rosa FBSS UNP Padang Abstrak Kepaduan isi merupakan syarat mutlak untuk menghasilkan suatu teks yang baik. Kepaduan itu dapat dilihat dari bagaimana pergerakan informasi yang terdapat dalam setiap kalimat dalam suatu teks. Informasi tersebut disusun dalam bentuk tema dan rima. Makalah ini membahas hubungan antara tema dan rima dan pola pergerakan dari tema dan rima tersebut dengan tujuan untuk menjaga kepaduan isi teks, khususnya teks dengan jenis eksposisi. Makalah ini mengungkapkan bahwa dengan menganalisa pola pergerakan tema dan rima, siswa dapat meningkatkan kepaduan isi teks yang mereka tulis. Makalah ini diawali dengan penjelasan tentang tema dan rima dan bagaiman interaksi antara tema dan rima tersebut. Makalah ini juga menggunakan karangan eksposisi mahasiswa sebagai contoh bagaimana penerapan pola tema dan rima digunakan untuk menganalisa kepaduan isi teks. Makalah ini menyimpulkan bahwa kepaduan isi karangan eksposisi mahasiswa dapat ditingkatkan dengan mengacu kepada pola pergerakan tema dan rima dari teks tersebut. This article has been published in FBSS Journal 2007 Introduction Writing is one of communication modes that enable people to communicate with other people without limitation of time or distance. Through writing, one can communicate with other people within distant areas, even he/she can communicate with dead people. However, it is less frequently used than speech as human’s daily activities force them to speak more than to write. Asking the driver to drop us in some places, asking the seller to lower the price, and asking direction from someone are some examples of daily activities that must be conducted through speaking. Writing is generally recognized as a difficult task for language learners, especially foreign language learners. They have difficulties in translating their native language to the target language, in producing ideas, and organizing them systematically. Maintaining the cohesion in their writing is the main problem faced by the students when they are asked to write. In fact, cohesion is extremely needed when writing something; it is also the key term that distinguish writing from speaking. In speaking, the speaker does not have to keep cohesion in their speech, as he/she is allowed to have more than one topic to be discussed within a single conversation. As it is obviously seen, nowadays many foreign language teachers, whenever they give correction for their students’ writing, still focus on the learner’s errors that occur in the clause level, such as incorrect use of tenses, misuse of pronoun and conjunction, and so forth. As a matter of fact, it is not as essential as the students’ errors found in the discourse level; that is, lack of cohesion of writing. One of the ways that can be used to give correction or feedback to the students’ writing is by analyzing the thematic progression in their writing. Thematic progression can be seen from the pattern of theme and rheme used in their writing. Different patterns of thematic progression are used in different text types. Exposition is one of the text types that agrees with one of the patterns of thematic progression. This article is focused on the application of applying the patterns of thematic progression as the way to improve cohesion of the students’ exposition writing. 2. Theoretical Framework 2.1.1 Theme and Rheme The study of theme and rheme is mainly derived from systemic functional linguistics that analyzes language from its main functions. Butt, D. et al (2000:5-6) say that there are three main functions of language: (i) to talk about the experiences (experiential function) and to show the logical relationship between them (logical function); (ii) to interact and/or to express a point of view (interpersonal function); and (iii) to organize our experiential, logical, and interpersonal meanings into a coherent whole (textual function). Theme and rheme are the realizations of how our experiential, logical, and interpersonal meanings are organized. Different organization of ideas in a clause influences its thematic meaning. The clauses “John climbed the mountain” and “The mountain was climbed by John”, for example, show similar experiential and interpersonal meanings; that is, both show that “John” is the actor, the action process is “climb”, and “mountain” is a goal; however they have different thematic meaning as they demonstrate different order of the constituents in the clause: “John” and “mountain”. The example suggests that the position of the constituents contributes to different focus of the clause. There are only two positions of constituents recognized in a clause: the first part and the last part. The first part of a clause is known as theme. Halliday (1985:39) says that theme is the starting point for the message that informs what the clause is going to be about. In addition, Martin et.al (1997:21-22) defines theme as the point of departure of clause as message which possesses the initial position in the clause. The definition suggests that the first part of the clause has the most influential factor to the rest of the message in a clause. Putting the same word in different position of a clause influences the way the readers comprehend the message in the clause. Meanwhile, the last part of a clause is called theme. Eggins (1994:275) says that rheme is the part of the clause in which the theme is developed. Furthermore, Martin et al (1997:21-22) categorized rheme as the elements of clause that follows the theme where the presentation moves after the point of departure. Once the theme of a clause is identified, the rheme can be easily recognized. The rheme contains the information that controls the development of the theme. Theme cannot be equated to the subject of a clause — commonly categorized as nominal groups; nor the rheme must be equated to the predicate of the clause. e messagend bought her own show. the United States. b-themes from the hypertheme (Brief de Theme

Rheme

The children

are playing hide and seek in the garden

In the garden

the children are playing hide and seek

Very carefully

the man took his son to the hospital

How he did it

is his own secret

The first clause shows the subject (nominal group) functions as a theme; however, the last three clauses suggest that theme can also be constructed by prepositional phrase, adverbial phrase, or a clause. The sentences also reveal that the rheme may be in various forms. The relationship of theme and rheme can also show the progression of information in a clause. The information can be either given or new. Given information contains the information which is relatively familiar and is generally put in the first part of the clause. Therefore, a theme contains given information, i.e. information which has already been mentioned somewhere in the text (Eggins:1994). On the contrary, a rheme contains new information. The pattern of given and new information can be used to guide the readers effectively through the texts. If the writer cannot control the information progression from theme to rheme, this will make the readers difficult to understand his/her writing. 2.1.2 Thematic Progression The coherent text can be seen from how the information in the clauses goes on; that is the progression from theme to rheme in a clause. This progression, according to Eggins (1994:303-305) is called thematic progression. The thematic progression gives significant contribution to kepp the text coherent. Danes (1974) and Eggins (1994) divide thematic progression into three patterns: simple linear progression, constant continuous theme, and theme progression with derived themes. 2.1.2.1 Simple linear progression This patterns is also called zig-zag pattern (Eggins:1994), where the rheme of the first clause becomes the theme in the second sentence; the rheme of the second sentence becomes the theme of the third clause, and so forth. This pattern can be seen in the following figures. Theme 1 + Rheme 1; ¯ Theme 2 (= Rheme 1) + Rheme 2; ¯ Theme 3 (= Rheme 2) + Rheme 3; Figure 2.1 Simple linear progression (Danes:1974) Figure 2.2. Zig-zag pattern (Eggins:1994) The figures clearly show that the rheme of one clause becomes the theme of the following clause. The following text is an example how this pattern works in a text. The underlined words are themes of the clauses. Text 1 Communication is a process of transmitting a message (1). The message can be delivered through oral or written expression (2). Through writing, people can communicate without limitation of distance and time (3). Th1 (Communication) + Rh1 (a message); ¯ Th2 (The message) + Rh2 (written expression); ¯ Th3 (Writing) + Rh3; 2.1.2.2 Constant continuous theme The pattern of constant continuous theme shows up the theme of the first clause becomes the theme of the clauses that follow. This pattern can be seen in the figure below. Figure 2.3 Constant continuous theme Theme 1 + Rheme 1; ¯ Theme 2 (= Theme 1) + Rheme 2; ¯ Theme 3 (= Theme 1 = Theme 2) + Rheme 3;

The figure shows the dependence of the theme in the following clauses to the theme in the first clause. The text below demonstrates the example of the use of constant continuous theme progression in a text. The underlined words are themes of the clauses. Text 2 Oprah Winfrey was born in Mississippi on January 29, 1954 (1). When she was 19 years old (2), she became the first African-American news anchor on WTVF-TV in Nashville (3). She began The Oprah Winfrey Show, one of the most popular talk show in the United States (4). She got remarkable success in this program (5). She finally formed a company (6) and bought her own show (7). Th1 (Oprah Winfrey) + Rh1; ¯ Th2 (She) (=Oprah Winfrey) + Rh2; ¯ Th3 (She) (=Oprah Winfrey) + Rh3; … 2.1.3.3 Theme progression with derived themes This pattern highlights the one general theme from which other themes are derived. The following is the pattern of theme progression with derived themes. Theme 1 + Rheme 1; ­ [Hypertheme] Õ Theme 2 + Rheme 2; ¯ Theme 3 + Rheme 3; … Figure 2.4. Theme progression with derived themes The figure illustrates a superior theme (hypertheme); in other words, the themes in the following sentences are smaller parts of the hypertheme. The following text shows how this pattern works in a text. The underlined words are themes of the clauses. Text 3 Ecuador is situated on the equator in the northwest of South America (1). The economy is based on oil and agricultural products (2). More oil is produced in Ecuador than any other South American country except Venezuela (3). Bananas, coffee, and cocoa are grown there (4). The people are mostly of Indian origin (5). Several Indian languages are spoken there (6). The currency is called the Sucre (7). Th1 (Ecuador) + Rh1; ­ [Brief description of Ecuador] Õ Th2 (The economy) + Rh2; ¯ Th3 (More oil) + Rh 3; Text 3 shows that the second theme (the economy), the third theme (More oil), the fourth theme (Bananas, coffee, and cocoa), the fifth theme (Several Indian languages), and the sixth theme (The currency) give some information concerning Ecuador. In this case, they serve as the sub-themes from the hypertheme (Brief description of Ecuador). 3. Discussion The exposition text to be analyzed was written by Rethayuliasari Yuza, the forth year student of English Department of UNP. The thematic progression analysis shows how this text can be improved in term of cohesion. The thematic progression of her text can be seen in the following figure. Figure 3.1. Thematic progression of the student’s writing Based on the analysis, it can be concluded that her text lacks in thematic progression. The text contains only 6 instances of cross-referential thematic progression in her text (Th3 = Rh1, Th4 = Rh4, Th5 = Rh1, Th6 = Rh5, Th8 = Rh3, Th10 = Rh11). Besides, these cross-referential thematic progressions do not show good organization of ideas because of the deep gap among them (Th5 = Rh1, Th8 = Rh3, Th3 = Rh1). Therefore, the overall effect is of a stream of disconnected ideas, which contributes significantly to the sense that the text is lacking in the development of ideas. Moreover, the ideas are not well organized since the thematic progression used is not in a good pattern. For example, the first two sentences present two pieces of information which are not well organized: the second clause fails to give given information that is provided in the rheme of the first sentence. The theme of the second clause (everyday) should be moved into rheme position; instead, the rheme of the first clause (people) may possess the theme position. As a result, the ideas can be linked and developed. Another problem is that the writer (Rethayuliasari) overuses constant progression, where the same theme is chosen over several clauses. She uses ‘Entertainment’ in Theme position three times in a row. Consequently, the text often looks like a list because there is a lack of further development of Rheme. She tends not to expand on information introduced in the Rheme. In narrative or description, the writers characterize their ideas through using constant continuous progression; but in exposition text, the zig-zag pattern is more preferable as it shows dynamic progression of the ideas. Moreover, the use of “there” and “impersonal it” as the theme is the common problem found in the student’s writing. It is due to the fact that they cannot present new information in the rheme position. Furthermore, the new information provided in the rheme is often neglected by the writer which, in fact, can serve as given information in the next clause. As mentioned earlier, a coherent text should have connected ideas. One of the ways is by presenting the new information and giving a brief description about it. For example, the sixth clause provides new information (news or information); however, this information is not use as theme of the next clauses. Besides, her writing also contains the empty rheme; it means that the rheme fails to present new information. The third clause “But things like television, radio, internet, and magazine often seem bad” fails to present new information that can connect it to the next sentences. To improve this clause, it is better to present new information by inserting groups that feel bad because of those things. The sixth clause also contains empty rheme. The clause “Not many people realize that news provides useful information to help their study” does not present new information because there is no further explanation what “useful information” is. The problem here is that Rheme is virtually free of information. What is the useful information? The text does not tell the readers anything about them. The way to overcome this problem can be done by adding new content to Rheme to make Rheme complete; that is to provide examples of useful information. The clause could be improved to “Not many people realize that news provides useful information to help their study, such as the development of technology, tips to stay healthy, and many others”. The inconsistent use of theme and rheme also appears in her writing. In the first two clauses, she mentioned the influence of mass media to people in general. But in the third clause, she already specified that mass media influences students. In the fifth clause, she put “the students” in theme position; but when she continued to the next clause, she introduced another theme in which the ideas are still connected. These cases show that the writer does not use the theme and rheme consistently. Once the writer specified the participant found in the theme, he/she is not allowed to rewrite it in general term. Thus the clauses could be changed to “First, students can get news or information from media; however, many of them do not realize that news provides useful information to help their study”. The problem of using brand new themes also appears in her text. It occurred in the eleventh clause. The word “service” is put in the theme position, and therefore indicates given information; yet this is the first mention of “service” in the text. One strategy of overcoming this problem is to find another word which has already been mentioned in the previous clauses. So, the word “service” is much better replaced by “advantage”. The misuses of appropriate connectors also influence to lack cohesion of her writing. The third and the fourth clause both use connectors indicating opposite ideas. The two connectors are used simultaneously; hence, it is very difficult to identify which contrasts which. The fourth clause obviously contrasts the third clause; therefore, the use of contrast connector is already appropriate. But, the third clause does not contrast anything; the best thing to do is to throw away the connector. By working on thematic progression and thematic selection to improve cohesion in the student’s text, a second draft of the text could be improved as can be seen in Appendix 2. Learners need try to avoid these problems resulting from misuse of Theme and Rheme in their writings. 4. Conclusion This paper highlights the application of the thematic progression in improving cohesion of the student’s exposition text. Cohesion is the main requirement to produce good exposition text. An exposition text agrees with a specific pattern of thematic progression as different text types employ different patterns of thematic progression. Through this paper, it can be concluded that the cohesion of an exposition text could be improved by analyzing the thematic progression of each clause in the text. This method can also be used as the good way to give feedback to the student’s writing as it works not only in the level of clauses; but it also analyzes the student’s writing in discourse level. Reference Butt,. Et.al. 2000. Using Functional Grammar: An Explorer’s Guide. Sydney: Macquire University. Danes, F. 1974. Functional sentence perspective and the organization of the text. In F. Danes, ed. Papers on Functional Sentence Persepctive (106-128). Prague: Academia /The Hague: Mouton. Downing, A. 2001. Thematic Progression as a Functional Resource in Analysing Texts. [email protected] (mailto:[email protected]). Retrieved at February 20, 2008. Eggins, S. (1994). An introduction to systemic functional linguistic. London: Printer Publishers. Gerot, L. & Wignell, P. 1994. Making Sense of Functional Grammar. Sydney: Macquirie University. Halliday, M.A.K. 1985. An Introduction to Functional Grammar. London: Edward Arnold Ltd. Halliday, M.A.K. & Hasan, R. 1985. Language, Context and Text: aspect of language in a social semiotic perspective. Geelong: Deakin University Press Martin, J.R. Matthiensen, C & Painter, C. 1997. Working with Functional Grammar. Sydney: Sydney University Press. Wang, L. Theme and Rheme in the Thematic Organization of Text: Implications for Teaching Academic Writing. March 2007 (http://www.asian-efl-journal.com/March_07_home.php). PDF Full Journal (http://www.asian-efl-journal.com/March_2007_EBook.pdf). Vol 9. Issue 1. Article 9 Appendix 1: The Advantages of Mass Media for students (the original text by Rethayuliasari Yuza) Nowadays, mass media influences people in their daily lives. Everyday they watch television and read newspapers. But things like television, radio, internet, and magazine often seem bad for students. However, mass media has many advantages. First, students can get news or information from media. Not many people realize that news provides useful information to help their study. Knowing the news will make the students become smart, critical, and full of conception. Mass media always includes science in its contents, so the students can get the knowledge from it. The most exciting service that students can get is entertainment. Entertainment is the most wanted present from mass media. It gives pleasure to the audience. It can lessen the stress and fatigue. After students do their daily activities, they can watch television or listen to the radio to get relaxed. It can make them in good condition. In conclusion, there is no doubt that mass media provides many advantages for students; such as information, knowledge, and entertainment. The existence of mass media will always be needed. Appendix 2: The Advantages of Mass Media for students (after improving coherence) Nowadays, mass media influences people in their daily lives. They watch television and read newspapers everyday. Sometimes things like television, radio, internet, and magazine often seem bad for them, especially for students. However, mass media itself has many advantages. First, students can get news or information from media; however, many of them do not realize that news provides useful information to help their study such as the development of technology, tips to stay healthy, and many others. Knowing the news will make the students become smart, critical, and full of conception. Besides, mass media always includes science in its contents, so the students can get the knowledge from it. The most exciting advantage that students can get is entertainment. Entertainment is the most wanted present from mass media. It gives pleasure to the audience so that they can lessen their stress and fatigue as a result of their busy routines. After doing their daily activities, they can watch television or listen to the radio to get relaxed that is obviously able to make them in good condition. In conclusion, there is no doubt that mass media provides many advantages for students; such as information, knowledge, and entertainment. The existence of mass media will always be needed. Posted in Writing Essay | Tagged Cohesion, Exposition Text | Leave a Comment Comments RSS

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