Abstract
The topic of this study is the textual meaning in recount texts written by the fourth semester students of English Department Universitas Negeri Semarang in the academic year 2018/2019. This study is conducted since there are still limited research that is conducted in Indonesia which analyses the problems of thematic development because most of Indonesian researchers are only analyses the thematic structure and thematic development pattern. This study aimed to figure out the thematic structure, thematic development pattern, and the problems of thematic development in students’ recount texts. The text analysis of qualitative method was employed to enhance the results. The result of the thematic structures showed that the unmarked topical Theme was frequently used than the marked one in terms of topical Theme, the conjunctions became the mostly used element in textual Theme, and the modal adjuncts became the frequently used constituent in interpersonal Theme. In the case of thematic development patterns, the Theme re-iteration (constant Theme pattern) became the mostly used pattern since the function is to keep the text focused. It has been found that there were three problems of thematic development in students’ recount texts: (1) the problem of the brand-new Theme, (2) the problem of double Rheme, and (3) the problem of empty Rheme. The results of this study indicate that the students belong to beginner (inexperienced) writer.
Highlights
In learning language, people have to master the four main skills of language: listening, speaking, reading, and writing
AND DISCUSSION This study investigated the textual meaning of recount texts written by the fourth semester students of English Department Universitas Negeri Semarang in the academic year 2018/2019
The thematic structures were analysed to figure out the types of Theme that is used by students in order to show the point of departure of the message in each clause
Summary
People have to master the four main skills of language: listening, speaking, reading, and writing. Whereas speaking and writing are considered into productive skills because people produce sounds in speaking and symbols in writing. Writing is considered as a difficult task for English as a Foreign Language (EFL) students because of the complexity of the writing process. Students need to organize ideas into a good sentence, arrange sentence by sentence into a good paragraph, and link paragraphs into text. Most of the students find difficulties in starting ‘what to write’, generating ideas, choosing the proper words, and relating each clause into a cohesive and coherence text. It happens because they do not know about Theme and Rheme
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