The Thematic Progression Analysis of Recount Texts of Tenth-3 Class of Tenth Grade Students of MAN 1 Kudus in Academic Year 2011/2012.

Thematic progression is one of system to know the coherent whole text. The thematic progression is also the element development of a clause connects each other called theme-rheme, is the text contains all new meaning or repeating meaning from the theme of one clause in the theme of subsequent clauses or by placing elements from rheme of one clause into the theme. The objectives of this research are to find out the types of theme and to describe the thematic progression in the recount texts of tenth-3 class of tenth grade students of MAN 1 KUDUS in Academic Year 2011/2012. The design of this research is descriptive qualitative. Whereas the data of this research is the thematic progression in the recount texts that are made by the tenth-3 class of tenth grade students of MAN 1 KUDUS in academic year 2011/2012 and the data source of this research is the ten recount texts of tenth-3 class of tenth grade students of MAN 1 KUDUS in academic year 2011/2012 that given to the writer. Based on the the analyzing data, it was found three types of theme in the recount texts. They are Topical theme, Textual theme and Interpersonal theme. The most of type of theme that is used in the recount text that the writer has analyzed is unmarked topical theme type. It showns by the precentage of types of theme in the recount texts, the precentage of Marked Topical Theme is 11,7%, Unmarked Topical Theme is 61,7%, Textual Theme is 25%, Interpersonal Theme is 1,6%. Secondly the thematic progression in the recount texts are constant and unconstant so it cannot be concluded what pattern of the thematic progression is because the thematic progression in one text consists of two or three types of thematic progression pattern. Therefore the writer suggests that the English teachers especially for English Education Department of Muria Kudus University have knowledge about theme-rheme system and thematic progression pattern. So they can be a professional English teacher and can teach their students how to create a coherent English text. The writer also recommends for the students, it is better that they add their knowledge about the theme-rheme system and thematic progression pattern in order they able to create coherent text whole especially in writing skill. In addition to the further researcher to use this research as a reference in the same thematic progression analysis but in other object