Theme Types and Thematic Progression Analysis in Undergraduate EFL Students' Argumentative Texts
Keywords:
Argumentative Writing, EFL Students, Systemic Functional Linguistics, Theme Types, Thematic Progression
Abstract
This study examines how undergraduate students organize information in argumentative texts through Theme choices and thematic progression from a Systemic Functional Linguistics (SFL) perspective. The study employed a qualitative research design using qualitative content analysis to examine 20 argumentative texts obtained from a Paragraph Writing course in the even semester of 2025. The analysis was conducted using UAM CorpusTool as a supporting tool, while Theme types were analyzed based on Halliday and Matthiessen’s framework and thematic progression was examined following Bloor and Bloor’s framework. The findings revealed 346 Theme elements, consisting of topical Theme (63.01%), textual Theme (35.26%), and interpersonal Theme (1.73%). Topical Themes were mainly realized through nominal groups and were predominantly unmarked. The analysis identified 198 thematic relationships, including constant Theme (32.32%), linear Theme (28.79%), derived Theme (10.10%), and split Rheme (5.05%), alongside brand-new Themes (22.22%) and empty uses of “there” (1.52%). The findings suggest that students relied primarily on maintaining and developing established information through constant and linear progression, while the relatively frequent occurrence of brand-new Themes indicates challenges in maintaining thematic continuity when introducing new information.
References
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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.
Saepuloh, A. (2023). Thematic progression analysis on students’ analytical exposition texts. JOEL: Journal of Educational and Language Research, 2(12), 1363–1368. https://doi.org/10.53625/joel.v2i12.6259
Sari, E. D. P., & Agustina, M. F. (2022). Thematic development in students’ argumentative essay. IDEAS: Journal of Language Teaching and Learning, Linguistics and Literature, 10(1), 166–174. https://doi.org/10.24256/ideas.v10i1.2563
Schreier, M. (2012). Qualitative content analysis in practice. SAGE Publications.
Sun, G., Ahmad, N. K., & Che Nawi, N. R. (2024a). Applying theme types and thematic progression to cohesion and coherence of IELTS Academic Writing Task 2: A qualitative descriptive study. Forum for Linguistic Studies, 6(6), 473–488. https://doi.org/10.30564/fls.v6i6.7367
Sun, G., Ahmad, N. K., & Che Nawi, N. R. (2024b). Investigating the application of thematic progression in EFL writing: A systematic review. International Journal of Learning, Teaching and Educational Research, 23(2), 294–312. https://doi.org/10.26803/ijlter.23.2.14
Tarigan, F. N., & Zahiri, A. (2025). Theme and thematic progression in EFL students’ writing: A systemic functional linguistics analysis. Southeast Asia Language Teaching and Learning Journal, 8(1), 39–46. https://doi.org/10.35307/saltel.v8i1.131
Wakerkwa, D. A. P., & Astuti, D. A. (2025). Patterns and problems of coherence in EFL students’ essays. Musamus Journal of Language and Literature, 7(2), 332–339.
Wang, W., Chen, W., Shi, S., Tong, L., & Duan, M. (2024). A corpus-based study on cohesion development in writing by EFL novices. Journal of Language Teaching and Research, 15(3), 772–786. https://doi.org/10.17507/jltr.1503.10
Al-Reshaid, N., & Alhojailan, A. I. (2025). Stylistic variations in thematic structure across academic genres: A case study of EFL graduate students. Educational Process: International Journal, 15, e2025164. https://doi.org/10.22521/edupij.2025.15.164
Ananda, C. R., Mardiah, R., & Fajaryani, N. (2024). Writing argumentative essays: Jambi EFL students’ challenges and strategies. Indonesian Journal of English Language Teaching and Applied Linguistics, 9(2), 339–357. https://doi.org/10.21093/ijeltal.v9i2.1722
Bangga, L. A. (2021). An investigation of theme and theme progression of students’ exposition texts. Indonesian Journal of Functional Linguistics, 1(2), 72–84.
Baquerizo, A. M., & Guerrero, S. E. (2025). Analyzing pre-service English language teachers’ argumentation skills through online forum discussions. English Language Teaching, 18(10), 59–74. https://doi.org/10.5539/elt.v18n10p59
Bloor, T., & Bloor, M. (2013). The functional analysis of English: A Hallidayan approach (3rd ed.). Routledge.
Eggins, S. (2004). An introduction to systemic functional linguistics (2nd ed.). Continuum.
Feri, Z. O., Ashadi, Triyono, S., & Pranowo, D. D. (2023). Thematic structure in students’ writings: Implications on their ideas organization and development. Register Journal, 16(1), 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
Ghanbari, N., & Salari, M. (2022). Problematizing argumentative writing in an Iranian EFL undergraduate context. Frontiers in Psychology, 13, 862400. https://doi.org/10.3389/fpsyg.2022.862400
Haji, G. (2024). Exploring thematic progression of EFL students’ argumentative essays. Ebony: Journal of English Language Teaching, Linguistics, and Literature, 4(2), 97–113. https://doi.org/10.37304/ebony.v4i2.13676
Halliday, M. A. K., & Matthiessen, C. M. I. M. (2014). Halliday’s introduction to functional grammar (4th ed.). Routledge.
Hariyadi, H., Fitriati, S. W., & Haryanti, R. P. (2023). The application of thematic progression to enhance coherence in students’ analytical exposition texts. English Education Journal, 13(1), 71–80. https://doi.org/10.15294/eej.v13i1.71665
Islam, M. R., Rukmini, D., & Fitriati, S. W. (2022). The realization of thematic progression in the essays of English undergraduate students. English Education Journal, 12(2), 183–191. https://doi.org/10.15294/eej.v12i2.56520
Jusoh, W. N. A. S. W., Jobar, N. A., & Yusoff, M. Z. N. M. (2022). What is thematic progression in students’ essay? Revision of systematic literature review. International Journal of Academic Research in Progressive Education and Development, 11(4), 1063–1082. https://doi.org/10.6007/IJARPED/v11-i4/16090
Keskin, D., & Koçba? Demir, B. D. (2021). The role of theme and rheme in thematic progression patterns in English argumentative essays by Turkish university students. Edu 7: Yeditepe Üniversitesi E?itim Fakültesi Dergisi, 10(12), 64–82.
Khorina, M., Dewiyanti, S., Nugraha, D. G., & Sembiring, B. (2024). Problems of thematic progression patterns of English students’ academic writing: A view from systemic functional linguistics. Jurnal Bahasa Inggris Terapan, 10(1), 57–63.
Knapp, P., & Watkins, M. (2005). Genre, text, grammar: Technologies for teaching and assessing writing. UNSW Press.
Latifa, S. H., & Kurniawan, E. (2023). Theme and thematic progression analysis of pre-service teachers’ recount text. Indonesian Journal of EFL and Linguistics, 8(1), 99–111. https://doi.org/10.21462/ijefl.v8i1.588
Mubarak, H. Z. (2021). Theme and thematic progression of undergraduate theses. English Education and Applied Linguistics Journal, 4(1), 11–18.
Nhung, L. T. K., & Hiep, N. H. (2023). The effects of thematic progression in improving coherence and cohesion in EFL writing. English Language Teaching, 16(6), 126–135. https://doi.org/10.5539/elt.v16n6p126
Nicolas, E., & Hartono, R. (2022). Realization of thematic progression to achieve grammatical cohesion in students’ final project backgrounds. English Education Journal, 12(2), 162–170. https://doi.org/10.15294/eej.v12i2.54071
Nurjannah, S., Dalimunthe, R. N. R. P., & Kurniawati, N. (2023). The analysis of EFL students’ writing of argumentative text using SFL thematic progression theory. Beltic Journal, 1(1), 30–35.
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.
Saepuloh, A. (2023). Thematic progression analysis on students’ analytical exposition texts. JOEL: Journal of Educational and Language Research, 2(12), 1363–1368. https://doi.org/10.53625/joel.v2i12.6259
Sari, E. D. P., & Agustina, M. F. (2022). Thematic development in students’ argumentative essay. IDEAS: Journal of Language Teaching and Learning, Linguistics and Literature, 10(1), 166–174. https://doi.org/10.24256/ideas.v10i1.2563
Schreier, M. (2012). Qualitative content analysis in practice. SAGE Publications.
Sun, G., Ahmad, N. K., & Che Nawi, N. R. (2024a). Applying theme types and thematic progression to cohesion and coherence of IELTS Academic Writing Task 2: A qualitative descriptive study. Forum for Linguistic Studies, 6(6), 473–488. https://doi.org/10.30564/fls.v6i6.7367
Sun, G., Ahmad, N. K., & Che Nawi, N. R. (2024b). Investigating the application of thematic progression in EFL writing: A systematic review. International Journal of Learning, Teaching and Educational Research, 23(2), 294–312. https://doi.org/10.26803/ijlter.23.2.14
Tarigan, F. N., & Zahiri, A. (2025). Theme and thematic progression in EFL students’ writing: A systemic functional linguistics analysis. Southeast Asia Language Teaching and Learning Journal, 8(1), 39–46. https://doi.org/10.35307/saltel.v8i1.131
Wakerkwa, D. A. P., & Astuti, D. A. (2025). Patterns and problems of coherence in EFL students’ essays. Musamus Journal of Language and Literature, 7(2), 332–339.
Wang, W., Chen, W., Shi, S., Tong, L., & Duan, M. (2024). A corpus-based study on cohesion development in writing by EFL novices. Journal of Language Teaching and Research, 15(3), 772–786. https://doi.org/10.17507/jltr.1503.10
Published
2026-10-21
How to Cite
Naufal, A., Sajidin, S., & Aminuddin, M. (2026). Theme Types and Thematic Progression Analysis in Undergraduate EFL Students’ Argumentative Texts. Indonesian Journal of EFL and Linguistics, 11(2), 247-266. https://doi.org/10.21462/ijefl.v11i2.1053
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Articles
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