This study focused on analysing the theme-rheme structure and thematic progression in students’ descriptive texts. Fifteen descriptive texts written by eleventh-grade students were analysed using Halliday’s Theme-Rheme analysis. The findings of this study reveal that the unmarked topical theme was the most commonly used theme type, used in 165 clauses (84.6%), followed by textual theme, used in 37 clauses (18.9%), marked topical theme in 30 clauses (15.4%), and interpersonal theme in one clause (0.5%). The Simple Linear progression and Hyper-Theme Derived progression are employed in 15 texts, the Constant Theme progression in 12 texts, and the Split Rheme pattern in 6 texts. The findings underscore that: (1) all students are familiar with simple linear pattern and hyper themes; (2) most students are able to develop text using constant thematic progression; and (3) six students are able to develop text using split rheme. Furthermore, five students are able to employ four types of thematic progression in their writing, which means that these five students have better ability in developing descriptive text. All in all, regardless of grammatical mistakes the students made in their writings, the employment of various thematic progression by the students reflects that the students have sufficient ability to write cohesive and coherent texts.