Yasmin Awalia Nadira Putri
201102011103
According to Eggins (2004), thematic progression contributes to a text's cohesiveness and coherence. Eggins (2004) defined coherence as meaning and context continuity, and it is concerned with underlying phenomena in the text. In coherence there four levels among others at a good, fair, less, and poor. This study examines the used of thematic progression in students’ writing and its impact on coherence and organization of the text. The purposes of this study are to explore the dominant patterns of thematic progression used in students’ writing and the levels of coherence in students’ recount text. This study used qualitative descriptive design and the instrument of this study is used documentary technique. The participants in this study are 8th grade students’ in Junior High School. The result showed that the constant theme pattern (reiteration) was realized 103 times with the percentage (67%) the linear pattern (zigzag) was realized 61 times with the percentage (37%), and the multiple theme pattern (split rheme) was realized 2 times with the percentage (1%). Meanwhile, the students’ coherence level was mostly at a fair level with the percentage (80%) because of that in this study there was pedagogical implication that can be implemented in learning activities to improve coherence in students’ writing skill.

Keywords: Levels of coherence, Thematic progression, Recount text, and Writing.