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All Journal SALTeL Journal (Southeast Asia Language Teaching and Learning) Journal of English Education and Teaching (JEET)
Zahiri, Arsi
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Languange, Linguistic, Communication & Media

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Theme and Thematic Progression in EFL Students’ Writing: A Systemic Functional Linguistics Analysis Tarigan, Fatin Nadifa; Zahiri, Arsi
SALTeL Journal (Southeast Asia Language Teaching and Learning) Vol. 8 No. 1: January 2025
Publisher : Association of Language Teachers in Southeast Asia (ALTSA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35307/saltel.v8i1.131

Abstract

A key component of writing that seamlessly integrates into language events is the use of theme and thematic progression. Observing themes is valuable for identifying the writing challenges faced by English learners, while incorporating thematic progression into writing lessons can help students achieve greater coherence in their texts. The present study aims to investigate the dominant patterns of theme and thematic progression in the writing of EFL college students at Universitas Pembinaan Masyarakat Indonesia (UPMI), Medan. A qualitative approach was employed since the study primarily focuses on descriptive elaborations of students’ writing assignments. Data were collected through purposive sampling, involving twenty-one undergraduate students from the Faculty of Teacher Training and Education (FKIP) at UPMI who were enrolled in academic writing classes. Both classroom observations and semi-structured interviews served as the instruments for data collection. Data analysis consisted of several stages. First, the students’ pre-writing assignments were reviewed and categorized into three levels: low, middle, and high achievers. These texts were then analyzed using the framework of Systemic Functional Linguistics (SFL), particularly the theory of theme systems and thematic progression. Subsequently, the students’ post-writing assignments were examined and compared within the same categorization. The findings reveal a significant relationship between students’ writing performance and the application of the SFL framework. High- and middle-achieving students demonstrated the ability to construct coherent messages within clauses, effectively employing theme systems and thematic progression to produce larger texts characterized by cohesion and coherence. This suggests that explicit attention to thematic progression in writing pedagogy can play a crucial role in improving the academic writing skills of EFL learners, particularly in the Indonesian higher education context.
Role of Peer and Self-Assessment Practices for Enhancing Critical Writing in EFL High School Tarigan, Fatin Nadifa; Zahiri, Arsi; Heridayani, Heridayani; Siregar, Nurmaliana Sari
Journal of English Education and Teaching Vol. 9 No. 4 (2025): Journal of English Education and Teaching (JEET)
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.9.4.563-577

Abstract

This study examines the effect of peer and self – assessment practices on high school students’ critical writing in English as a Foreign Language (EFL) context. A quasi-experimental design with two groups was employed with the intervention lasting six weeks. The participants were 60 students of the eleventh grade from a private high school in Medan. Peer and self-assessment using analytic rubrics were implemented in the experimental group, while the conventional teacher feedback was applied in the control group. The students’ writing performance was measured through pretest and posttest. In addition, qualitative data were collected using open-ended questionnaires to explore the students’ perception in implementing peer and self-assessment. The findings revealed a significant improvement in the experimental group especially in the aspect of argument development and critical reflection, compared to the control group. The findings also indicated the students’ awareness of writing and confidence increase after the implementation of peer and self-assessment in the experimental group. Overall, peer and self-assessment encouraged active engangement in the writing process and supported the development of critical thinking skills. It can be concluded that peer and self-assessment are effective in enhancing critical writing among high school EFL students.
Co-Authors Fatin Nadifa Tarigan Heridayani, Heridayani Nurmaliana Sari