DEVELOPING STUDENTS' ABILITY TO WRITE A REPORT GENRE THROUGH THEMATIC ...

120 Pages·2013·0.52 MB·English

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)

THESIS
Submitted in partial fulfillment of the requirements for the degree of Magister
Pendidikan in English Education

BY
RINI ESTIYOWATI IKANINGRUM
NIM: 2201505010

ENGLISH STUDIES
GRADUATE PROGRAM
STATE UNIVERSITY OF SEMARANG
2009
APPROVAL

This thesis was approved by both supervisors to be examined to the team of
examiners.

Semarang, December 2008

First Supervisor Second Supervisor

Dr. Dwi Anggani Linggar B, M.Pd Dra. C. Murni Wahyanti, M.A.
NIP. 131813665 NIP. 130805077

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APPROVAL

This thesis was approved by the team of examiners of Graduate Program of State
University of Semarang on January, 27th 2009.

The Team of Examiners

Chairman Secretary

Prof. Dr. Maman Rachman, M.Sc Prof. Mursid Saleh, Ph.D
NIP. 130529514 NIP. 130354512
Member Member

Dr. Djoko Sutopo, M.Si Dr. Dwi Anggani L B, M.Pd
NIP. 131569192 NIP. 131813665
Member

Dra. C. Murni Wahyanti, M.A
NIP. 130805077
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The winner is not the people who never fail,
but the people who never stop trying.

Changing is the only part to achieve maturity
Maturity is not refer to the age, but the acceptance of responsibility

This thesis is especially dedicated to:
My dearest husband (Fengki) for his patience and understanding
My daughter (Naira) for her love
My parents, brothers and sisters
My colleagues in FKIP UTM and my friends in PPS Unnes 2005

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STATEMENT

I certify that this thesis is my own work. I am completely responsible for the content
of the thesis. Other writers’ opinion or findings included in this thesis are quoted or
cited in accordance with ethical standard

Semarang, December 2008

Rini Estiyowati Ikaningrum

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ACKNOWLEDGEMENTS

Praise always be to Allah SWT, so the writer had finished this thesis. The
writer would also like to express the greatest gratitude and appreciation to Dr. Dwi
Anggani Linggar B, M.Pd the first advisor and Dra. C. Murni Wahyanti, M.A. the
second advisor.
The writer is indebted to my colleagues in Faculty of Education and Teacher
Training, Tidar University of Magelang for their support.
To all my friends in PPS 2005, thank for sharing time in sadness and
happiness. And finally for my beloved husband and daughter, my brothers, sisters and
parents who always give me support.
.
Rini Estiyowati Ikaningrum

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LIST OF TABLES

Figure 1: The Model of Language
Figure 2: Spoken and Written Language (Hammond et al.1992)
Table 1: Spoken and Written Language (Eggins: 1994)
Figure 3: The General Step in Classroom Action Research
Figure 4: The Sequences of Action Research (McNiff: 1988)
Table 2: Scoring Rubric in Writing Based on Brown (2004) and Kern (2000)
Table 3: The Problem Faced by Students in Writing a Report Genre in Pre-
Test
Table 4: Pre-test scores
Table 5: Test Scores in Cycle 1
Table 6: The Problem Faced by Students in Writing a Report Genre in Post-
Test
Table7: Post-test Scores in Cycle 2
Table 8: The students’ grades of pre-test and post-test in cycle 1 and cycle 2
Table 9: Comparison of Test Result

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TABLE OF CONTENTS

ACKNOWLEDGMENTS…………………………………………………..iv
LIST OF TABLES………………………………………………………......v
TABLE OF CONTENTS…………………………………………….……..vi
ABSTRACT…………………………………………………………..….…ix
CHAPTER I INTRODUCTION
1.1. Background of the Research……………………………………….. 1
1.2. Research Question…………………………………………………. 6
1.3. The Objective of the Research……………………….……………...6
1.4. Limitation of the Problem………………………………………….. 6
1.5. The Significance of the Research………………………………….. 7
CHAPTER II REVIEW OF RELATED LITERATURE
2.1. Introduction………………………………………………………… 8
2.2. The Model of Language……………………………………………. 10
2.2.1. Spoken and Written Language……………………………………...12
2.2.2. Communicative Competence in English……………………………14
2.2.3. The Principles of Learning Language………………………………16
2.3. The Concept of Genre………………………………………………18
2.4. Report Genre………………………………………………………..19
2.4.1. The Social Function of Report ……………………………………..20
2.4.2. The Schematic Structure of Report ………………………………...21
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2.4.3. The Language Features of Report…………………………………..23
2.5. Theme-Rheme………………………………………………………25
2.6. Thematic Progression…………………………….…………………27
2.7. The Stages of Teaching-Learning Cycle………………….………...31
2.8. Conceptual Framework……………….…………………………….33
CHAPTER III RESEARCH METHOD
3.1. Research Design……………………………………………………35
3.2. Subject of the Research…………………………………………….36
3.3. Data sources……………………………………….…………….....36
3.4. Action Planning …………………………………….……………..37
3.5. The Activities in Classroom action Research ……………….….....37
3.6. Technique of Collecting Data……………….……………………..40
3.7. Data Analysis……………….……………………………………...41
CHAPTER IV FINDINGS AND DISCUSSIONS
4.1. Introduction………………………………………………………...44
4.2. Activity…………………………………………………………….44
4.2.1. Try Out……………………………………………………….…....44
4.2.2. Cycle 1……………………………………………………….…….49
(a) Modeling of a Text…………………………………….…..49
(b) Joint Negotiation of a New Text……………………….….50
(c) Independent Construction of a New Text……………….…50
4.2.3. Cycle 2…………………………...………………………………...52
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(a) Modeling of a Text……………………………………..….52
(b) Joint Negotiation of a New Text………………………..…52
(c) Independent Construction of a New Text………….……..53
4.3. Grade Description…………………………………….…………..56
4.4. Research Findings………………………………………….……..58
CHAPTER V CONCLUSIONS AND SUGGESTIONS
5.1. Conclusions………………………………………….……………60
5.2. Suggestions………………………………………….……………61
REFERENCES
APPENDIX

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