THEMATIC PROGRESSION ANALYSIS IN TEXTUAL ORGANIZATION OF SECONDSEMESTER STUDENTS’ WRITING AT UNIVERSITY OF MUHAMMADIYAH GRESIK

Good writing is important aspect in teaching writing subject. It means that the teachers should focus on this aspect. Good writing means that the students can write their text coherence in cohesion. It means that they have to organize their ideas well and link their ideas logically. This study was carried out to describe the types of thematic progression in students’ essay of writing subject made by the 2nd Semester Students of English Department at University of Muhammadiayah Gresik in academic year of 2014/2015 and to find their problems in making good writing. Thedesign of this particular study is descriptive qualitative, especially discourse analysis; twenty two essays had been collected and evaluated based on Eggin, Suzzane (2014) theory; in the term of theme reiteration or constant progression pattern, zig – zag pattern, and multiple – rheme pattern. The finding of this study considered the types of thematic progression committed by students are theme reiteration, zig – zag pattern and multiple – rheme pattern. Most of students wrote a few of theme reiteration and zig – zag pattern, they also wrote the theme reiteration with inconsistent theme. The multiple – rheme pattern was used greater by the students in telling the differences and similarities between two games but the students did not write the multiple – rheme in good pattern. The multiple – rheme becomes main thematic progression in comparative essay. The result also showed that the students have problem in making good writing such as difficulties in organizing the ideas, arranging sentences in order to become united text. The background knowledge of students influences in their process of writing. The result also showed that (a) the students should use the pronoun of the theme in order to avoid the monotonous when the writers want to write theme reiteration in many times, (b) although the using of theme reiteration in many times make the clauses look like list, it still keeps the text coherence, (c) zig – zag pattern shows the dynamic progression of ideas, (d) for writing multiple – rheme, the use of theme in subsequent clauses must be suitable with the rheme in previous clause, (e) Multiple – rheme becomes main thematic progression in comparative essay By knowing the result of the study, the researcher suggested that the teacher can teach writing subject by using the thematic progression theory as the one of reference