THEMATIC PROGRESSION FOUND IN READING TEXTS OF “PATHWAY TO ENGLISH” X GRADE GENERAL PROGRAM CURRICULUM 2013 BY ERLANGGA AND THE IMPLICATION ON TEACHING READING

Betari Nirwana, Nica (2017) THEMATIC PROGRESSION FOUND IN READING TEXTS OF “PATHWAY TO ENGLISH” X GRADE GENERAL PROGRAM CURRICULUM 2013 BY ERLANGGA AND THE IMPLICATION ON TEACHING READING. Masters thesis, Universitas Sebelas Maret.

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    Abstract

    ABSTRACT Nirwana, Nica Betari. (2017). Thematic Progression Found in Reading Texts of “Pathway to English” X Grade General Program Curriculum 2013 by Erlangga and the Implication on Teaching Reading. English Education Department, Graduate School, Sebelas Maret University (UNS). Supervisor (1) Prof. Drs. Riyadi Santosa, M.Ed., Ph.D. (2) Dr. Ngadiso, M.Pd. Reading is the main skill to be taught in school. To master it, teachers provide various reading texts. To comprehend those reading texts easily, they need good coherence and cohesiveness. One of the cohesive and coherent devices can be seen in the thematic progression. This research aims to find out the types of thematic progression found in reading texts of “Pathway to English” X Grade General Program Curriculum 2013 by Erlangga and the relationship with the genre, to explore how thematic progression types work in developing reading passages, to investigate the pedagogical implication of thematic progression types in reading, to reveal advantages and disadvantages of teaching reading using thematic progression. Content analysis was used as research design. The data of the research are clauses which contain the thematic progression of“Pathway to English”X Grade Curriculum 2013 General Program by Erlangga while the data source is the reading texts. In collecting data, it used documentation. There are ten chapters in “Pathway to English” X Grade General Program Curriculum 2013 by Erlangg and they are selected randomly based on its chapter. In analyzing them, Eggins’ (1994) model was employed. They were four stages. Firstly, determine the thematic structure of the clause. Secondly, analyze the thematic progression of the text. Thirdly, tabulate the result of thematic progression. Fourthly, elaborate how thematic progression works and explain how thematic types work in the text. The findings were obtained after analyzing the reading texts. Firstly, there were three types of thematic progression found in reading texts of “Pathway to English” X Grade General Program Curriculum 2013 by Erlangga. They were re-iterate, zig zag, and blending thematic progression. Secondly, each thematic type worked differently in reading texts. Re-iterate thematic progression built message of the text by focusing on the themes. Zig zag thematic progression composed coherence of reading texts by developing rhemes to themes. Blending thematic progression happened since there were re-iterate and zig zag thematic progression in a text. Thirdly, the pedagogical implication of thematic progression types in reading is the readers can catch the message of the text by notifying the thematic patterns. Fourthly, teaching reading using thematic progression clearly contributes understanding the flow of texts. However, teachers should know well thematic progression when they apply in classroom. It is suggested that the teachers should know about thematic progression and how apply it in classroom. Authors also should understand well about thematic progression so that they can design good and coherent reading texts. Besides, publishers and the government should select credible authors so that they can provide qualified textbooks. Keyword: Theme, Rheme, Thematic Progression, Reading Texts, Teaching Reading

    Item Type: Thesis (Masters)
    Subjects: L Education > L Education (General)
    Divisions: Pascasarjana > Magister > Pendidikan Bahasa Inggris - S2
    Depositing User: Indrawan indra
    Date Deposited: 22 Nov 2017 14:21
    Last Modified: 22 Nov 2017 14:21
    URI: https://eprints.uns.ac.id/id/eprint/36158

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