@phdthesis{eprintsunpak4448,
          author = {Nurullubna Nabila and Yanti Suryanti and Lunggu Halira Vonti},
           title = {USING THEMATIC PROGRESSION ON STUDENTS? ABILITY IN 
WRITING RECOUNT TEXT},
          school = {Universitas Pakuan},
            year = {2019},
           month = {November},
             url = {http://eprints.unpak.ac.id/4448/},
        abstract = {Writing is a form of communication that makes students enable to put their opinions 
or arguments structurally and thematically. Writing becomes a compulsory subject 
at English Language Education Study Program. Many students face several 
problems in writing a paragraph such as developing ideas and organizing sentences 
or paragraphs. In organizing the students? ideas or opinions, there are certain 
requirements and one of them is coherence. For that reason, thematic progression 
can facilitate the students? writing more coherently. The aim of this research is to 
find out the effect of using thematic progression on students? writing recount text. 
It was conducted to the third semester students of English Language Education 
Study Program Faculty of Teacher Training and Educational Sciences in Pakuan 
University. In this research, Pre-Experimental method and Pre-test Post-test Group 
design were used. There were 15 students from class 3D taken as the sample by 
using lottery system. The data have been taken from pre-test and post-test which 
analyzed by using t-test formula. Based on the calculation, the mean of difference 
is 13.4. Then, the total of deviation of difference is -6.9. Moreover, t-test value is 
2.6. Meanwhile, t-table value is 2.145 at significant level 0.05 with the degree of 
freedom (df) is 14. In this case, the t-test value is higher than t-table value 
(2.6{\ensuremath{>}}2.145) and it means that null hypothesis (Ho) is rejected. Therefore, thematic 
progression affects students? ability to write recount text.
Keywords: recount text, thematic progression, writing}
}