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Submitted
November 14, 2018
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November 14, 2018
Published
February 12, 2019
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Abstract

This study is an attempt to report the findings of the realization of types and the dominant type of markedness in Grade XI students’ recount texts departing from textual function in systemic functional perspective. Qualitative content analysis was utilized as the research design in this study. Writing sheets were utilized as the instruments for collecting the data. The data were in the form of clauses taken from 25 recount texts written by grade XI senior high school student of SMA Negeri 1 Binjai. It was found that there were 1416 clauses appeared. Specifically, both marked theme (MT) and unmarked theme (UMT) were also discovered in the data with the occurrences of MT totaling to 210 (25.70%) and UMT had 607 occurrences (74.30%). It leads to the conclusion that there were 2 types of markedness namely marked theme (MT) and unmarked theme (UMT) found. Then, UMT was discoverd as the dominant type of markedness. 

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Author Biographies

Reni Supriani, Indonesian Language and Literature Education Study Program, STKIP Pelita Bangsa

Indonesian Language and Literature Education Study Program, STKIP Pelita Bangsa

Ening Nanda Rama, Indonesian Language and Literature Education Study Program, STKIP Pelita Bangsa

Indonesian Language and Literature Education Study Program, STKIP Pelita Bangsa

Sulhaida Sulhaida, Indonesian Language and Literature Education Study Program, STKIP Pelita Bangsa

Indonesian Language and Literature Education Study Program, STKIP Pelita Bangsa

Aprilza Aswani, English Education Study Program, STKIP Pelita Bangsa, Binjai, Sumatera Utara, Indonesia

English Education Study Program, STKIP Pelita Bangsa, Binjai, Sumatera Utara, IndonesiaThe Realization of Markedness in Grade XI Students’ Recount Texts in Binjai: Systemic Functional Perspective
How to Cite
Supriani, R., Rama, E. N., Sulhaida, S., & Aswani, A. (2019). The Realization of Markedness in Grade XI Students’ Recount Texts in Binjai: Systemic Functional Perspective. JOALL (Journal of Applied Linguistics and Literature), 3(2), 1–10. https://doi.org/10.33369/joall.v3i2.5998
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