Rini Estiyowati Ikaningrum, 2201505010 (2009) DEVELOPING STUDENTS’ ABILITY TO WRITE A REPORT GENRE THROUGH THEMATIC PROGRESSION APPROACH (Action Research in the English Department, Faculty of Education and Teacher Training, Tidar University of Magelang). Masters thesis, Universitas Negeri Semarang.

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Abstract

Teaching writing is not as easy as we think. The lecturer needs a certain way to teach writing, especially in the university level. The students’ ability in writing a text type especially a report genre depends on how they express their ideas. That is why the writer applies thematic progression as the approach in teaching report genre. This thesis is aimed to identify and describe the teaching learning process in helping students writing a report genre. So, the writer wants to know how far thematic progression approach improved students’ writing ability in their report genre. This research was conducted in 2007. The subject of this research is the third semester students of English Department, Faculty of Education and Teacher Training, Tidar University of Magelang which take writing 2 subject in the afternoon class. There are two instruments of this research; they are students’ paragraph in about a hundred words and questionnaire (closed-ended questions that is questions on questionnaire that limit possible responses by providing specific choices or option yes or no). The first instrument (students’ paragraphs) and the second instrument (questionnaire) will be analyzed quantitatively. The students’ paragraphs were analyzed according to the rubric scoring that refers to analytic scoring. In this action research the writer applies three things; they are pre-test, test in cycle 1 and post-test in cycle 2. In pre-test, students were asked to write a report paragraph about ‘book’. In cycle 1, lecturer reviews about grammatical aspects in writing a report genre. Besides, they were also taught about the use of theme and rheme in a sentence. After discussing about grammatical aspects, theme, rheme and thematic progression, they were asked to write a report paragraph about ‘library’. In cycle 2, lecturer and students discuss the use of theme, rheme of students’ sentences. They also identify thematic progression pattern of their sentences. Finally, they were asked to write a report paragraph about ‘school’. After analyzing student’s writing, it can be concluded that the use of thematic progression is really needed in teaching writing. It proved that the mean score of each cycle is slowly increased. In the pre-test, students just write a report paragraph without knowing how to develop their ideas. In cycle 1, students get a new way in writing a report paragraph by using thematic progression. While in cycle 2, the students are trained in applying thematic progression. Besides, students’ motivation and seriousness in learning writing improve. They have good encouragement after getting the treatment. It is suggested that the lecturers of writing class should introduce text types and their social functions, schematic structures and language features. The lecturers should introduce various clause beginnings as Themes to the students in order that the students’ paragraphs / texts are more interesting. They should also be introduced with Theme- Rheme and Thematic Progression patterns so that they can write the paragraph coherently.

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