The Implementation of Thematic Development in Exposition Texts by EFL Learners

Abstract

The ability to implement the Thematic development is important in writing exposition text. Moreover, the exposition text is written to convince the readers. It means the writers are required to achieve the readers’ expectation. This study therefore aims to explore EFL learners’ exposition texts using Thematic progressions. The analysis of this element reveals the logical relations which become the main aspect in the text to achieve micro-level of coherence. Three exposition texts written by high, average and low proficiency level learners, are analyzed using systemic functional linguistics approaches on discourse analysis. The analysis reveals that the exposition text written by high proficiency level learner successfully implements the Thematic progressions and hence it achieves the micro-level of coherence. The Theme re-iteration patterns are implemented to keep the text focused. The zig-zag patterns are used to construct newly introduced information. Then, the multiple Theme patterns are implemented, especially in thesis statements of the texts, to preview the argument that will follow in the texts. Differently, the exposition text written by average proficiency level learner overuses one of the patterns, namely the Theme re-iteration patterns. This makes the text stuck in only same idea. However, the micro-level of coherence is still achieved as the logical relations of the text are still implemented successfully. Lastly, the exposition text written by low proficiency level learner unsuccessfully implements the Thematic progressions and hence the micro-level of coherence is not achieved. In sum, the implementation of Thematic progressions helps the texts to hang together and make sense.

What is Thematic Progression in Students’ Essay? Revision of Systematic Literature Review

“…The overuse of the constant progression pattern makes the text appear simple, repetitive, and redundant like a list, the writer is unable to go further to the ideas introduced in the text (Trung & Hoa, 2018). His style of writing could cause-effect to the boring readers, as the point is repeated and the existence of non-required description or overwritten (Williyan et 2019). This pattern is not much realized to a great extent in the essays.…”

“…The use of thematic patterns in this issue suggests that students have planned how they will construct their text writing (Eggins, 2004). Williyan et al (2019) used Eggins (2004 to analyze the exposition text. The study investigated the phenomenon of three student skill levels, namely high, medium, and low.…”

“…It does not appear that the construction of text containing logical, cohesive, and coherent elements has yet met the requirements of the desired thematic pattern. Williyan et al (2019) investigated "Thematic Development Implementation in Exhibition Text by EFL Students." The study is based on Eggins' (2004) theory and examines three levels of text writing skills, namely high, medium, and low.…”

An Analysis of English Writing Errors in Efl Learners’ Recount Text

“…This study uses a descriptive qualitative method on discourse study. Williyan & Sutopo (2019) states that is because this study aims to analyze written documents. The researchers use this method to explain the analysis of several students' writing errors based on the Surface Strategy Taxonomy proposed by Dulay et al (1982).…”