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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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B. Type of the Research
The research of improving the eighth grade students’ writing ability in
SMP Negeri 3 Tempel in the academic year of 20132014 through the use of thematic progression was action research. This was collaborative action research.
It embodied the principal, the English teacher, and the students of grade VIII. The team worked together in planning, implementing, and reflecting the actions. In
this research, the researcher also invited a friend from UNY as a team.
C. Research Data Collection
The data collected were qualitative in nature. Data about classroom interactions, classroom actions, and classroom comments made by the teacher or
students were collected through observation. The instrument for collecting the data was paper notes. In addition, to collect the data about physical context, the
instrument was a digital camera. Meanwhile, data about students’ view on certain aspects of the learning
process was collected through interviews. The instruments for collecting the data were an audio recorder and interview guideline.
Next, the d ata about the members’ view on the plans, actions and the result
of the actions was gained through conducting discussion. The instrument to collect the data was paper notes to note the result of the discussion. The last one
was that the da ta on students’ writing were collected in portfolio.
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D. Validity
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