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CHAPTER III RESEARCH METHOD
3.1 Research Design
Many experts had given their definitions such as Kemmis and McTaggart, 1988; Cross, 1990; Elliot,1991 but it commonly use the definition from Carr and
Kemmis McNiff, 1988: 2 Action research is a form of self-reflective enquiry undertaken by participants
teachers, students or principals in social including educational situations in order to improve the rationality and justice of their own social or educational
practices, their understanding of these practices, and the situations and institutions in which these practices are carried out.
While Dick, B and Swepson, P. 1997 stated that action research is a useful way of doing research if you are a practitioner who wishes to improve your understanding of
your practice. In line with some experts above, Glanz 1998: 20 stated that action research is a kind of research that has reemerged as a popular way of involving
practitioners, both teachers and supervisors, so that they better understand their work. Based on the definitions above, it can be concluded that action research are
the process of self reflection of the educational practitioners to develop the awareness of classroom situation.
The purpose of this action research is to know the obstacles that are faced by the third semester students in English Department Faculty of Education and Teacher
Training, Tidar University of Magelang who take writing 2 subject, and then propose the problem solving. It means that the research is planned to solve the students’
problem to develop their ability to write a report genre through thematic progression approach.
3.2 Subjects of the Research
The subjects of the research are the third semester students who take writing 2 in English Department Faculty of Education and Teacher Training, Tidar University
of Magelang, in 20072008 academic year. There are 13 students in the afternoon class.
3.3. Data Source
In this research, there are two kinds of data. The first data is students’ writing quality and the second is students’ opinion about the implementation of teaching
writing by using thematic progression approach. The first data is related to the students’ improvement in writing a report genre started from pre-test, test and post-
test. The second data is related to the effectiveness of thematic progression approach in solving the identified problem.
In relation with the data characteristics above, this research used two instruments, they are tests and questionnaire. The tests were used to get the students’
improvement in writing a report genre. While the questionnaire, it was used to record the effectiveness of thematic progression in teaching English report genre writing.
3.4. Action Planning
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