The background of this study was that language had the aims or goals which brought the essential meanings and notions in order that a hearer or a speaker impeccably understood. So, to get the central goal of the arrangement of the information on the sentences or utterances needed the appropriate device; theme and rheme. The definition of theme and rheme was that theme was the first initial or label as the urgent formal high grammatical term that brought up the clause. And then, next term which is functioned as the supporting of theme was known as rheme. The descriptive qualitative method was used to realize this study, and that used descriptive analysis as data analysis with the following core files; the recording of students’ dialogue and its transcript. The analysis of the data was done with several steps; first, to divide the texts into three parts namely; topical, interpersonal, and textual, second, to find the components of theme, and third, to label each of three components. This thesis discussed about thematic analysis of spoken texts in English dialogue that was focused and conducted in the VIII grade of SMP N 16 Semarang. In this study, the discussion was limited to the research question; how thematic meanings are realized in the spoken texts of the English dialogue at the VIII grade of SMP N 16 Semarang in academic year 2016/2017. And its objective of the research was to find and state thematic meaning that are realized in the spoken texts of the English dialogue at the VIII grade of SMP N 16 Semarang in academic year 2016/2017. The last step was to draw the conclusions based on the finding. After analyzing the data, it was found that students applied three types of theme in their dialogue. The themes were topical, interpersonal, and textual. Then, it was found that the dominant theme was topical theme. It was also revealed from the analysis that students did not apply one single strategy of Thematic development in their text but three of rhematic development; reiteration theme, linier pattern theme, and multiple or derived theme. Each text had two or three patterns of thematic development. Theme reiteration was the most often used pattern in students’ writing. It was because the pattern was the easiest way that students could use in developing a text. The presenting of this study was hoped that theme-rheme as the method,could give the benefit and advantages for those who concerned in composing the texts, either spoken or written types, especially for teachers’ writing. The Teachers were able to apply this method to teach their students how to compose the cohesive and coherence texts so that the texts were understandable and well-written.