Thematic Progression Analysis of Self-Introduction Paragraphs Written by Indonesian EFL Students

Rudi Suherman, Sutiono Mahdi


This article examines thematic progression in self-introduction paragraphs written by college students at the local Teacher Training Indonesia. This study utilizes a descriptive method since it attempts to accurately describe and analyze textual data. The data for this study are obtained from students who are taking a writing course on the research site. Each student wrote a self-introduction paragraph. There are self-introduction paragraphs from 7 different students. After collecting the data, it is then analyzed using thematic progression theory. This theory originally comes from a systemic functional linguistics study; in particular, from a clause as a message which was then developed by Fries (2002). This theory can be used to understand the coherence and cohesion of a particular text (Gerot & Wignell, 1994). Our finding shows that the students’ self-introduction paragraphs mostly use a constant theme pattern rather than linear or split themes. This indicates that the students’ writing is not very well-organized. Therefore, thematic progress needs to be acknowledged by the students through writing about subjects that are incorporated with the thematic progression lesson.

Keywords— thematic progression, self-introduction paragraph, EFL students

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