This study aims at discovering how the students of English Education study program organize their writing in term of Theme choice and thematic progressions within the framework of Systemic Functional Linguistics (SFL). In addition, the problems encountered in students’ writing also become the concern of this study. The participants of the study are 24 students of English Education study program who have learned Systemic Functional Linguistics. To meet the purposes, the research employs a descriptive-qualitative research design embracing the characteristics of a case study approach. The data were obtained from students’ Commentary writing texts and the interview with the students regarding their difficulties during writing process. For the framework of text analysis, this research is grounded by the theory of Systemic Functional Linguistics, especially Theme system proposed by Halliday (1994), Gerot & Wignell (1994), Emilia (2014) Eggins (2004), Bloor and Bloor (1995), Lock (1996) as a tool for analyzing students’ text. Twenty four texts were analyzed and four texts were discussed in detail in terms of Theme choice and thematic progression using Systemic Functional Linguistics. The findings reveal that the students employed various types of Theme to make their text coherent, such as unmarked and marked topical Theme, interpersonal Theme, textual Theme, longer unit Theme and predicated Theme. In addition, all types of thematic progression are also found in students’ text. Even though the students were quite aware at applying Theme and thematic progression, the researcher still found a problem related to the misuse of Theme and thematic progression; it is the problem of brand new Theme. The problem is influenced either by students’ inability to understand the Theme system or teacher’ unclear explanation related to the Theme system. The findings of the research suggest that the teachers should provide the explicit and detail teaching of Theme system including Theme and thematic progression. Moreover, the teachers also should apply drafting strategy to eliminate students’ errors. ududKeywords: Systemic Functional Linguistics, Theme, Thematic progression
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机译：本研究旨在发现英语教育学习课程的学生如何在系统功能语言学（SFL）的框架内根据主题选择和主题发展来组织写作。此外，学生写作中遇到的问题也成为本研究的关注点。该研究的参与者是24位已经学习了系统功能语言学的英语教育学习计划的学生。为了达到目的，本研究采用了描述性-定性研究设计，其中包含案例研究方法的特征。数据来自学生的评论写作文本以及与学生在写作过程中遇到的困难的访谈。对于文本分析的框架，本研究以系统功能语言学理论为基础，尤其是Halliday（1994），Gerot＆Wignell（1994），Emilia（2014）Eggins（2004），Bloor和Bloor（1995）提出的主题系统。 ），Lock（1996）作为分析学生文字的工具。分析了二十四个课本，并使用系统功能语言学从主题选择和主题进行方面详细讨论了四个课本。调查结果表明，学生运用各种主题来使他们的文本连贯，例如未标记和标记的主题，人际主题，文本主题，较长单元主题和谓词主题。此外，在学生的课文中也可以找到所有类型的主题进度。即使学生对应用主题和主题进行非常了解，研究人员仍然发现了与主题和主题进行滥用有关的问题。这是全新主题的问题。问题可能是由于学生无法理解主题系统，或者是老师对主题系统的解释不清楚。研究结果表明，教师应提供主题系统的明确而详细的教学，包括主题和主题进展。此外，教师还应该采用起草策略来消除学生的错误。 ud ud关键字：系统功能语言学，主题，主题进展
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