Other studies have focused on the pedagogical possibilities surrounding teaching students, especially non-native English learners, how to use Theme in their academic writing. Many studies have found correlations between Theme choice, particularly use of circumstantial Themes, and thematic progression, particularly the use of simple linear progression and constant progression, and a writer's first language, their level of proficiency in English, and also disciplinary variation. The aim of this research project was to analyse 26 examples of the International Baccalaureate's (IB) Extended Essay in History according to North's (2005) categorisation of orienting Themes (textual, interpersonal and experiential) and topical Themes as well as McCabe's (1999) realisations of thematic progression, in particular the simple linear progression and constant progression structures. The result showed that the participants who were exposed to the use of themes were able to write effectively by putting their sentences in a coherent way. By analysing coherence in writing and students’ selection of theme choice in writing, and through students’ perception of this approach, this study examined not only how the use of themes improves students’ writing, but more importantly, the implications of current strategies of teaching basic writing essays. This study’s sample included secondary school students who study in Form Four in a rural school in Batu Pahat. This quasi-experimental study utilises the framework of Systemic Functional Linguistics and examined the use of themes in improving coherence of writing in students’ narrative essays to see if there was a difference in coherence and the choice of themes between the pre-test and post-test. According to Halliday (1985), theme is defined as “the point of the departure” for the clause and therefore it is important for text organisation. The lack of coherence is a major problem in students’ writing as students are not able to link their ideas together in the sentences and paragraphs.
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