38 Theme4
Rheme4
Well, I think that’s a little description about Liza
13. The role of thematic progression in teaching writing
Wang 2007: 173 finds out that controlling the information flow through thematic progression enables students to state their idea effectively. Thematic
progression also enhances the connectivity among ideas within the text. This makes the audience understand the text easily. Therefore, the knowledge of
thematic progression can be applied in joint construction of the text where the students are practicing their writing. The teacher guides the students in developing
their idea using the patterns so that the students can enhance the connectivity among idea within their writing.
B. Conceptual Framework
Writing skill is regarded as the most difficult skill to learn, especially for foreign language learners. Writing requires students to translate their native
language to the target language, inventing idea, and organizing the idea coherently and cohesively. Based on the classroom observation, the main problem which the
students in SMP N 3 Tempel faced is about how to state their idea effectively. The students have already had the idea in their mind, but they find difficulties in
articulating the idea into good writing. Therefore, the English teacher and I agreed to improve the students’ writing ability.
Based on the literature review, thematic progression is assumed to be an alternative solution to the problem. Thematic progression is understood as the
39 development of theme in a text. Thematic progression has several patterns,
namely, reiteration, zigzag and hierarchical pattern. These can be used to help controlling and guiding the development of theme so that a text can focus on the
topic it describes. Therefore, by doing this, the English teacher and I hope that the students’ writing ability can be improved.
In applying thematic progression, the teacher and I start by breaking the model text down to illustrate the pattern of thematic progression. Then, we
explain the language feature of the text. After the students understand this, the teacher may ask the students to apply this to their writing.
C. Restatement of the Problem
After I read literatures, I found the theory of thematic progression that offered a way to write effectively. Therefore, the formulation of the problem will
be: How can I improve the eighth
grade students’ writing ability in SMP N 3 Tempel in the academic year of 20132014 through the use of thematic progression?
40
CHAPTER III RESEARCH METHOD
Based on the previous chapters, this research was to improve the eighth grade students’ writing ability in SMP Negeri 3 Tempel using thematic
progression. This chapter would highlight the research setting, the type of research, data collection technique, validity, and data analysis.
A. Research Setting
The research was carried out in SMP Negeri 3 Tempel in 2013. The school is located on Pondokrejo, Sleman. The school has nine classrooms three
classrooms for each grade, a library, a computer laboratory, a science laboratory, a multi-purpose room, an OSIS room, a counselling room, a health care room, a
teacher room, a head master room, a canteen, a mosque, a ceremony field, a basketball field, a badminton field, and a garden. There are also two parking lots
one for the teachers and one for the students and a security post. There are twenty five teachers in the school and three of them teach
English. Each teacher taught three classes. Grade Eight students were taught by Mrs. Woro Julijanti. She was graduated from IKIP Yogyakarta.
There are thirty five students in class VIII C. The class consists of 17 males and 18 females. Most of them are from low-middle economy class. Most of
their parents work as private employees. The VIII C classroom is big enough for thirty five students to study. The
students were seated in pairs. There are a whiteboard, an LCD projector, a flag, a picture of president and a picture of vice president. In the classroom, there are also
a fan and pictures of heroes and heroines.
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