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A qualitative approach with content analysis guides the research design. Findings show that narrative texts are realized through adverbial groups, prepositional phrases, and linking words. The study concludes that the textbook narratives can serve as a model for students to create varied sentence structures by placing adverbial or prepositional elements at the beginning and connecting ideas logically with connectors.",{"@graph":69,"@context":114},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-realization-of-marked-theme-in-narrative-text-of-secondary-school-textbook/608200/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-realization-of-marked-theme-in-narrative-text-of-secondary-school-textbook/608200.png","ImageObject",300,407,{"name":92,"@type":93},"BigDaveOnline","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-17",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108],{"name":109,"@type":110,"acceptedAnswer":111},"Why are narrative texts important for students?","Question",{"text":112,"@type":113},"Narrative texts support students’ comprehension and writing by providing structures and helping them connect ideas logically with sentence connectors.","Answer","https://schema.org",{"og:url":83,"og:type":116,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":118,"canonical":83},"index,follow",{"doc_id":120,"site_id":62},608200,1792223248,{"code":4,"msg":5,"data":123},{"doc_id":120,"user_id":124,"nickname":92,"user_avatar":125,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":131,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":132,"faqs":133,"seo_title":134,"seo_description":67,"update_tm":121,"read_time":135},962090896214,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","The Realization of Marked Theme in Narrative Text of Secondary School  \nTextbook  \nMimi Jamilah1, Yogi Setia Samsi2, Kelik Wachyudi3  \n1,2,3 Fakultas Keguruan dan Ilmu Pendidikan, Universitas Singaperbangsa Karawang  \nJl. H.S. Ronggowaluyo, Kel. Puseurjaya, Kec. Telukjambe Timur, Kab. Karawang, Jawa Barat  \n[E-mail:](E-mail: mimijamilah2401@gmail.com1)[ ](E-mail: mimijamilah2401@gmail.com1)[mimijamilah2401@gmail.com](E-mail: mimijamilah2401@gmail.com1)[1](E-mail: mimijamilah2401@gmail.com1)  \nAbstract : This study aimed to analyzed the realization of marked theme in narrative text. The data of this study is the narrative text in the English for Nusantara Textbook. This study applied a qualitative approach with content analysis as research design. The study found that the narrative texts in English Textbook are realized through adverbial group, prepositional phrase and linking words. This study concluded that the narrative texts in the textbook can be a model for students to create different sentence structures by putting adverbial or prepositional at the beginning of the sentence and connect ideas logically by using connectors.  \n.  \nKeywords: Marked Theme; Narrative Text; Textbook;  \nAbstrak : Penelitian ini bertujuan untuk menganalisis realisasi tema yang ditandai dalam teks naratif. Data penelitian ini adalah teks naratif dalam buku teks Bahasa Inggris untuk Nusantara. Penelitian ini menerapkan pendekatan kualitatif dengan analisis konten sebagai desain penelitian. Penelitian ini menemukan bahwa teks naratif dalam buku teks Bahasa Inggris diwujudkan melalui kelompok adverbial, frasa preposisional, dan kata penghubung. Penelitian ini menyimpulkan bahwa teks naratif dalam buku teks dapat menjadi model bagi siswauntuk membuat struktur kalimat yang berbeda dengan menempatkan adverbial atau preposisional di awal kalimat dan menghubungkan ide-ide secara logis dengan menggunakan kata penghubung.  \nKata kunci: Marked Theme; Teks Naratif, Buku Pelajaran  \n1. INTRODUCTION  \nThematic structure is the key in the organization of message in a text, particularly in how ideas are introduced and developed across clauses. In the framework of Systemic Functional Linguistics, theme is specified as the starting point in a message, guiding how information flows and how cohesion is built within discourse (Halliday & Matthiessen, 2014) . Mardani (2023) to build cohesion within discourse, the understanding of thematic structure is necessary. Thematic structure consists of Theme and Rheme. Halliday and Matthiessen (2014) describe the Theme as the element that initiates the clause, providing orientation along with context to the clause. In contrast, the rest ofthe message, where the Theme is further elaborated, is known as the Rheme. According to Halliday & Matthiessen (2014), Theme can be grouped into three types: Topical, Interpersonal, and Textual Theme. Furthermore, Gerot and Wignell (1994) claim that there are two types of topical theme, marked theme and unmarked. Halliday (2004), explained that unmarked theme is when the starting point of the clause aligns with the grammatical subject. In contrast, a marked topical theme as stated by Halliday (1994) is an  \nelement that takes the initial position in the clause but does not align with the grammatical subject is referred to as a marked theme. Marked topical Theme refers to a circumstance, prepositional phrase and compliment which acts as the beginning point of a clause but not asthe subject in the clause. A large proportion of marked Themes can represent the level of control and competency of the writer in guiding the readers to the development and organization of a text (Thompson, 1996; Halliday & Hasan, 1989) . Marked theme also offer the coherence and clarity of the text (Butt et al., 2000) . Considering the functional importance of marked topical Themes in shaping meaning and text organization, this study views it as necessary to analyze how marked Themes are utilized in texts.  \nAn academic ","cbCaig86xHI4GyiO","https://ap.wps.com/l/cbCaig86xHI4GyiO","pdf",948498,"English","# Introduction\n## Thematic structure and theme types\n## Marked topical theme\n## Narrative text in textbooks\n## Student challenges in comprehension and writing\n## Related studies","[{\"question\":\"Why are narrative texts important for students?\",\"answer\":\"Narrative texts support students’ comprehension and writing by providing structures and helping them connect ideas logically with sentence connectors.\"}]","The Realization of Marked Theme in Narrative Text of Secondary School - Textbook | PDF",23]