The Thematic Progression Pattern of the Hortatory Exposition Text for Twelfth Grade Students

Siska Anggita Situmeang; Sanggam Siahaan; Basar Lolo Siahaan

doi:10.55227/ijhess.v5i4.1976

Authors

Siska Anggita Situmeang Universitas HKBP Nommensen Pematangsiantar
Sanggam Siahaan Universitas HKBP Nommensen Pematangsiantar
Basar Lolo Siahaan Universitas HKBP Nommensen Pematangsiantar

DOI:

https://doi.org/10.55227/ijhess.v5i4.1976

Keywords:

thematic progression pattern, hortatory exposition text, online english text book, twelfth grade students.

Abstract

The English curriculum aim for F phase students in Indonesia develops the critical thinking skill on the production and comprehension of coherent texts in a social context. This research is to explore the thematic progression of a hortatory exposition for twelfth grade students. This research applied a qualitative research method. The results show 7 or 43.75% constant theme pattern, 6 or 37.50% zigzag theme pattern, 3 or 18.75% new brand theme pattern, 15 or 93.75% constant rheme pattern, and 1 or 6.25% evaluation rheme pattern in the text. The results also show 11 or 64.70% unmarked topical theme, 1 or 5.88% marked topical theme, and 5 or 29.41% textual themes. The results also show 10 or 58.82% noun phrases, 1 or 5.88% conjunction phrase + adverbial phrase + sentence subject, 3 or 17.64 conjunctions + sentence subjects, 2 or 11.76% prepositional phrases + sentence subjects, and 1 or 5.88 clauses. English textbook writers, teachers, and 12^th grade students need to apply noun phrase, adverbs, conjunction, and preposition plus sentence subject to realize topical and textual themes in constant and zigzag thematic progression pattern in the production and interpretation of a coherent hortatory exposition text.

References

Bahang, M. D., Nawun, A. R., Wutun, A. A., & Nurhusain, M. (2021). The Use of Thematic Progression in Writing: Hortatory Exposition Text at Second Grade Students of SMA Negeri 1 Elar. The Educational Review, USA, 5(10), 385–390. https://doi.org/10.26855/er.2021.10.002

Banks, D. (2024). Systemic functional linguistics: Advances and applications. Journal of World Languages, 10(1), 1–8. https://doi.org/10.1515/jwl-2023-0083

Bhangu, S., Provost, F., & Caduff, C. (2023). Introduction to qualitative research methods - Part i. Perspectives in Clinical Research, 14(1), 39–42. https://doi.org/10.4103/picr.picr_253_22

Bloor, & Bloor. (2013). The Functional Analysis of English (O. O. 4RN Park Square, Milton Park, Abingdon (ed.); 3rd ed.). Routledge.

Busetto, L., Wick, W., & Gumbinger, C. (2023). Catheterization Risks and Complications. In: StatPearls [Internet]. Treasure Island (FL): StatPearls, 2(1). https://www.ncbi.nlm.nih.gov/books/NBK531461/

Danes, F. (1974). Papers On Functional Sentence Perspective (M. Dokuli (ed.); 1st ed.). House Of the Czechoslovak Academy Of Sciences.

Eggins, S. (2004). Introduction to Functional Foods. In Functional Foods: Technological Challenges and Advancement in Health Promotion. https://doi.org/10.1201/9781003315100-1

Feri, Z. O., Ashadi, A., Triyono, S., & Djoko Pranowo, D. (2023). Thematic Structure in Students’ Writings: Implications on their Ideas Organization and Development. Register Journal, 16(1), 49–72. https://doi.org/10.18326/register.v16i1.49-72

Fitriati, S. W., & Gayatri, N. M. (2021). Thematic Progression in EFL Learners’ Writing: A Literature Review. Lingua Cultura, 15(2), 257–262. https://doi.org/10.21512/lc.v15i2.7645

Gebhard, M., & Acccurso, K. (2020). Systemic functional linguistics. The Bloomsbury Handbook of Discourse Analysis, April, 79–96. https://doi.org/10.5040/9781350156111.ch-006

Gerot, L., & Wignell, P. (1994). Making Sense of Functional Grammar (J. BURTON (ed.); 1st ed.). Centre for Applied Linguistics University of South Australia November 1994.

Gunawan, W., & Wirza, Y. (2025). Teachers’ Questioning Strategies as a Scaffold to the Middle School Students’ Knowledge Building in Constructing Hortatory Exposition Texts: A Thematic Analysis. International Journal of Language Education, 9(1), 18–36. https://doi.org/10.26858/ijole.v1i1.71701

Haji, G. (2024). Exploring Thematic Progression of EFL Students’ Argumentative essays. EBONY: Journal of English Language Teaching, Linguistics, and Literature, 4(2), 1–17. https://doi.org/10.37304/ebony.v4i2.13676

Hardini, S., Merdianto, A., Mrjenny, & Rani. (2020). BUKU BAHASA INGGRIS Life

today. In K. A. M. Capa & Desainer (Eds.), KEMENTERIAN PENDIDIKAN, KEBUDAYAAN, RISET, DAN TEKNOLOG (2nd ed.). Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Dikeluarkan. https://doi.org/10.4324/9780429022968-9

Hawes, T. (2015). Thematic progression in the writing of students and professionals. Ampersand, 2, 93–100. https://doi.org/10.1016/j.amper.2015.06.002

Keskin, D., & Demir, D. (2021). The Role of Theme and Rheme in Thematic Progression Patterns in English Argumentative Essays by Turkish University Students. Edu 7: Yeditepe Üniversitesi Eğitim Fakültesi Dergisi, 10(12), 64–82.

Leong, A. P. (2022). Thematic and Rhematic Progression in Scientific Writing: A Pilot Study. Journal of Language and Literature, 22(1), 238–254. https://doi.org/10.24071/joll.v22i1.4117

Lim, W. M. (2025). What Is Qualitative Research? An Overview and Guidelines. Australasian Marketing Journal, 33(2), 199–229. https://doi.org/10.1177/14413582241264619

Matthiessen, C. (2014). Halliday’s Introduction To Functional Grammar. (4th ed.). Routledge.

Mezmir, E. A. (2020). Qualitative Data Analysis: An Overview of Data Reduction, Data Display and Interpretation. Research on Humanities and Social Sciences, 10(21), 15–27. https://doi.org/10.7176/rhss/10-21-02

Mustofa, M. I., & Kurniawan, E. (2023). Theme and Thematic Progression in a Recount Text by an Advanced Student. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 7(2), 481. https://doi.org/10.21093/ijeltal.v7i2.1382

Nassaji, Hossein (2020). Good Qualitatif Research. Language Teaching Research, 24(4), 427-431. doi.org/10.1177/1362168820941288

Nhung, L. T., & Hiep, N. (2023). The Effects of Thematic Progression in Improving Coherence and Cohesion in EFL Writing. English Language Teaching, 16(6), 126. https://doi.org/10.5539/elt.v16n6p126

Njobvu, N., & Simwinga, J. (2022). Does Thematic Progression Enhance English Discourse Coherence? Evidence from Selected University of Zambia Students’ Written Discourse. International Journal on Studies in English Language and Literature, 10(3), 29–41. https://doi.org/10.20431/2347-3134.1003004

Pavavijarn, S. (2022). Influences of Thematic Progression on Quality of EFL Argumentative Writing. LEARN Journal: Language Education and Acquisition Research Network, 15(1), 282–319.

Purba, G., & Nahum Pasaribu, A. (2021). Thematic Progression in Students’ Descriptive Text. International Journal of Educational Research & Social Sciences, 2(3), 503–507. https://doi.org/10.51601/ijersc.v2i3.86

Qomariah, N. (2021). Theme and Rheme in Students’ Writing. KnE Social Sciences, 2021, 502–515. https://doi.org/10.18502/kss.v5i4.8707

Sari, T. A., Suhartini, L., & Rohmana, R. (2023). Thematic Progression Used on Introduction of Journal of Teaching of English. Journal of Teaching of English, 8(2), 13–21. https://doi.org/10.36709/jte.v8i2.60

Siahaan, E. M., Amalia, R. M., & Krisnawati, E. (2023). Type of themes and thematic progression patterns in low achiever’s descriptive writings. Diksi, 31(1), 12–24. https://doi.org/10.21831/diksi.v31i1.59734

Sulastri, S. (2022). How A Student Develops Paragraphs : A Thematic Progression Analysis of Student Works on Short Story. Journal Of Education And Teaching Learning (JETL), 4(2), 105–114. https://doi.org/10.51178/jetl.v4i2.558

Sun, X. (2022). Thematic Progression and Discourse Analysis. Academic Journal of Humanities & Social Sciences, 5(15), 72–76. https://doi.org/10.25236/ajhss.2022.051510

Utomo, A. B., Albaekani, A. K., & Pahlevi, M. R. (2020). Thematic Progression of Students’ Writing Descriptive Text in Junior High School. English Ideas: Journal of English Language Education, 1(1), 1–9.